Orientador: Agda Eunice de Souza Albas / Resumo: A busca por novas metodologias e ferramentas didáticas, aplicada às aulas, têm sido discutidos em vários trabalhos na área de Ensino de Ciências, especificadamente, no Ensino de Física. Uma alternativa tem sido o uso da aprendizagem significativa de Ausubel, utilizando o processo de ancoragem na aprendizagem dos novos conceitos, proporcionando a verificação das relações entre os conceitos gerais e os específicos. Os Mapas Mentais é uma potencial ferramenta de pensamento para verificação das relações conceituais já que trata-se de um diagrama que busca relacionar os conceitos trabalhados através de palavras-chaves organizando-os através de tópicos e subtópicos relacionando conhecimentos específicos a um assunto geral proposto na construção do Mapa Mental. Isto permite ao aluno relacionar os conteúdos, através das regras de construção dos Mapas Mentais, utilizando cores, ilustrações e pequenas sínteses dos assuntos fazendo dessa ferramenta de pensamento, uma proposta potencialmente para o acompanhamento da Aprendizagem Significativa. Este trabalho descreve o uso de Mapas Mentais, como uma possível ferramenta associada ao processo de ensino-aprendizagem, aplicados aos conceitos da Física Contemporânea, em específico, ao estudo dos Espectros Atômicos utilizando a Teoria de Aprendizagem Significativa de David Ausubel. / Abstract: The search for new methodologies and teaching tools, applied to classes, have been discussed in several researches papers in the area of Science Teaching, specifically in Physics Teaching. An alternative has been the use of meaningful learning by Ausubel, utilizing the anchoring process in learning the new concepts of this, providing verification of the relationships between general and specific concepts. The Mind Maps is a potential thinking tool for checking conceptual relationships because it is a diagram that seeks to relate the concepts worked through keywords organizing them through topics and subtopics relating specific knowledge to a general subject proposed in construction of the Mind Map. This allows the student to relate the contents, through the rules of mind map construction, using colors, illustrations and short syntheses of the subjects, making this thinking tool a potential proposal for the accompaniment of meaningful learning. This paper describes the use of Mind Maps as a possible tool associated with the teaching-learning process, applied to the concepts of Contemporary Physics, specifically, the study of Atomic Spectrums using David Ausubel's Meaningful Learning Theory. / Mestre

The aim of the study is to show how a selected part of the European Language Portfolio, ELP, can support the assessment process for teachers. All the checklists at level A1 and My Language Goals from the Language Biography, a part of the ELP, are implemented and communicated in teaching in a 4th grade class of students. Two teachers are interviewed and both of their classes are compared in the study. One group worked for two weeks with the selected part of the Language Portfolio and the second group followed the regular curriculum for the same period of time. The teachers are interviewed before and after the ELP through support of mind maps. Results show that by using checklists at level A1 and My Language Goals students become aware of their own learning process. The goals presented in the selected part of the ELP may provide opportunities for the teachers to discuss the learning process with the students in the classroom and the students therefore become involved in the learning process. When the Syllabus was clarified for the students it increased their participation and awareness among them. According to the teachers, these are factors that support teachers in the assessment process. / Syftet med undersökningen är att visa hur en utvald del av den Europeiska språkportfolion, ESP, kan utgöra ett stöd i bedömningsprocessen för lärare. Samtliga checklistor på nivå A1 och Mina språkmål, från den Europeiska språkportfolions Språkbiografidel, implementeras och kommuniceras i undervisningen i en elevgrupp med elever i år 4. Informanterna i undersökningen är två lärare i engelska. Deras elevgrupper jämförs efter att den ena gruppen arbetat under två veckor med den utvalda delen av Språkportfolion och den andra efter ordinarie undervisningsplan. Lärarna intervjuas med stöd av föreställningskartor både före och efter projektarbetet. Resultaten visar att genom att använda checklistorna på nivå A1 och Mina Språkmål kan elevernas medvetenhet kring inlärning öka. Kunskapsmålen från checklistorna ger möjligheter till samtal om elevers kunskapsutveckling i den vardagliga verksamheten och eleverna blir på så sätt delaktiga i inlärningsprocessen. Konkretisering av kunskapskraven samt ökad delaktighet och medvetenhet hos eleverna är enligt lärarna faktorer som kan bidra till att underlätta arbetet med bedömningsprocessen.

The goal of this master's theses is to create interactive educational package for teaching physics at primary schools. Next part of the thesis will be creating new interactive materials for teaching "Acoustic" and then testing the materials in their compatibility/usability part and test it in real teaching.

Abstract The research of the thesis is a human- and context-oriented qualitative study in the field of information systems (IS) discipline. The thesis has five research concepts: human resource information systems (HRIS), leadership, human resource management (HRM), tacit knowledge and emotional intelligence (EI). HRIS and leadership are two main concepts of the research, whereas HRM provides an application area and managerial activities of leadership for HRIS. Tacit knowledge and EI, for their part, are used to describe and interpret actions that make good leadership activities human, sensitive and successful. The theoretical framework of the thesis consists of two ideas, 1) when thinking and acting in the current way, what kind of information systems it produces, and 2) when thinking and acting in another way, what kind of information systems it creates. The framework has its base on thinking and acting in a conventional, routine and stereotyped way, which hinders the process of observing, finding out, applying and using alternative thoughts and actions although they might provide useful and innovative solutions or activities for IS design. The research has been carried out and accomplished using hermeneutic phenomenography as a research method to understand, interpret and to describe the phenomenon of the activities of good leadership and the phenomenon of the role of HRIS in the case organizations. As a result of the interviews, the good leaders’ main activity is to learn to know their employees. The essential finding is that the role of HRIS is partly unclear and even non-specific in organizations. The results indicate that the leaders do not use HRIS willingly. In their opinion HRIS do not serve or support their leadership activities. The use of HRIS is more a burden for them than a useful system. The data of HRIS benefits the managerial activities partly but does not benefit the human activities that the leaders have described and emphasized. Thus, a construct of hermeneutic phenomenography has been developed as a contribution to describe the research phenomena and to demonstrate how the role of HRIS could be developed for the activities of good leadership.

Cette thèse se place dans une dynamique de recherche d’amélioration des processus d’implémentation et de déploiement de solutions logicielles de type PLM dans les entreprises. Nous proposons une démarche complète de déploiement, centrée sur les acteurs de l’entreprise, qui s’appuie sur l’utilisation de deux outils jusque là peu usités pour répondre à ce type de problématique : les cartes heuristiques et les personas. Nous proposons d’utiliser la carte heuristique (ou map) comme support du projet et moteur de la réflexion et de la communication dans le cadre d’un projet. La map offre une nouvelle dimension à la définition de l’application et à la communication avec le client : une structure et une organisation dynamiques et « immédiates ». Elle permet de mettre en évidence l’organisation et les processus du client. Nous affinons notre proposition en travaillant aussi sur l’accompagnement et l’implication du client en plaçant les futurs utilisateurs au centre de nos préoccupations. Nous proposons une démarche complémentaire à la carte heuristique pour faire émerger des spécifications directement par le client : les personas. La carte heuristique permet d’obtenir un support unique pour suivre le cycle de vie du logiciel et sa construction repose sur l’approche descendante, tandis que persona, centré sur les utilisateurs et leur environnement, se base sur une approche ascendante. Nous obtenons ainsi une double exploration du système, ce qui offre une nouvelle dimension à la modélisation d’entreprises en vue de l’implantation d’une solution logicielle. Cette proposition améliore la pertinence et la qualité de l’analyse et de l’application. / This thesis concerns research on PLM tools. We especially focus here on improvement of the deployment process of PLM tools in enterprises. We develop a methodology to help PLM software developers to design and deploy a PLM solution among their customers. Our proposition, centered on final users of PLM solution, is build around two unusual tools for enterprise modeling: mind map and persona. Mind map is used as a communication element between developer and customer during the entire project. Mind map is a common support to exchange data and encourage reflection. It offers a new dynamic and a new dimension in the definition of the PLM solution for customer and developer since it makes easier description of customer’s organization and process. We enrich our proposition with persona. Persona completes mind map and permits an easier identification of users’ needs. Such a tool allows us to be more efficient on accompaniment and implication of customer and users. Mind map is a unique support for software developer and customer to follow life cycle of the software. It is based on a top-down approach. Persona is centered on users in the company and on their environment. It is a bottom-up approach. Association of these tools allows us obtaining a double exploration of the system that provides a new dimension in enterprise modeling with a view to software deployment. This proposition increase pertinence and quality of the users’ needs analysis and of customer organization modeling. As a consequence it also improves design and deployment of the PLM solution which is closed to the users’ needs and well adapted to the company’s organization and processes.

This diploma thesis is focused on the identification of cultural values in IKEA Brno, compared to a situation in a small campany Lino s.r.o. The research is based on a detailed analysis of situation in the company and its company culture with subsequent interrogation methods, namely by VSM94 method, minds maps and personal interview. The output of this diploma thesis should be a list of concrete steps, which is possible to implement in IKEA Brno.

In recent decades, many manufacturing industries have globalized their operations and the Canadian manufacturing sector has experienced dramatic downsizing. For a manufacturing company to succeed therefore, it is necessary for them to operate with a global perspective. In the area of fire safety, this requires understanding of, and compliance with, global regulatory requirements. This research develops a systematic approach that can be utilized to analyze and compare the complex fire safety regulatory requirements that are stipulated for a selected topic in various countries. The approach developed is sufficiently general that it can be leveraged to compare and contrast global standards in any field or discipline. The methodology outlines six aspects of the regulatory environment that must be considered in sorting standards and then uses spreadsheets and a mind mapping program to elucidate the many relationships that exist amongst the current standards. In this work, flammability test requirements for public transportation seating are studied, with a major emphasis on seating for railway applications. Requirements for seating in aviation, automotive (both cars and buses) and military vehicles are included in the discussion for comparative purposes. Fire is a complex phenomenon that is difficult to characterize. The legislated testing protocols reflect this complexity with some geographic jurisdictions mandating as many as six different types of fire testing for rail seating. This work looks in depth at two of the main types of fire testing: flame spread testing and toxic effluent testing. Flame spread testing was chosen because it is widely required, and toxic effluent testing was chosen because of the many complexities and ambiguities present amongst these standards. Eleven flame-spread tests are compared on a semi-quantitative basis, and eight fire effluent toxicity tests are discussed on a qualitative basis. The technique developed was useful to elucidate the relationships, similarities and differences amongst the fire safety requirements for transportation seating. There are large differences in requirements among transportation sectors as well as on a geographical basis. Using this technique, it was possible to categorize the flame spread tests into two groups and to compare the relative intensity of the tests within each of these subsets. The fire effluent toxicity tests varied so much in approach that only qualitative comparisons were possible.

Much of current pedagogical discussion of the use of multimodal assignments in the writing classroom argues that one benefit of such assignments is that they foster student engagement, innovation, and creativity while simultaneously teaching writing and argumentation concepts. Although such discussions rarely use the term “play,” play theorists consider engagement, innovation, creativity, and learning to be central characteristics and outcomes of play. Thus, what many scholars view as a major outcome of multimodal assignments might most accurately be described as playful learning. In order to investigate the validity of claims that playful learning is a product of multimodal assignments, this dissertation reports on the results of a comparative case study of four different classrooms that used multimodal assignments. The objective of the study was to better understand the students’ experience of these assignments because the students’ perspective is only represented anecdotally in the literature. The study’s research questions asked: Do students find these assignments to be playful, creative, or engaging experiences? Do they view these assignments as related to and supportive of the more traditional goals of the course? And what role does the visual nature of these technologies have in the student’s experience of using them or in their pedagogical effectiveness? Each case was composed of a different writing course, a different assignment, and a different multimodal computer technology. The results of the study show that students generally did find these assignments both enjoyable and useful in terms of the learning goals of the course. Many students even went so far as to describe them as fun, indicating that for some students these were playful experiences in the traditional sense. However, comparison of the results of each case illustrates that the simple injection of a multimodal assignment into the classroom will not necessarily create a playful learning experience for students. The students’ experience is a complex phenomenon that is impacted by the structure of the assignment, whether or not they are provided a space for exploration and experimentation, their attitude towards the technology, and the characteristics of the technology. / text

In recent decades, many manufacturing industries have globalized their operations and the Canadian manufacturing sector has experienced dramatic downsizing. For a manufacturing company to succeed therefore, it is necessary for them to operate with a global perspective. In the area of fire safety, this requires understanding of, and compliance with, global regulatory requirements. This research develops a systematic approach that can be utilized to analyze and compare the complex fire safety regulatory requirements that are stipulated for a selected topic in various countries. The approach developed is sufficiently general that it can be leveraged to compare and contrast global standards in any field or discipline. The methodology outlines six aspects of the regulatory environment that must be considered in sorting standards and then uses spreadsheets and a mind mapping program to elucidate the many relationships that exist amongst the current standards. In this work, flammability test requirements for public transportation seating are studied, with a major emphasis on seating for railway applications. Requirements for seating in aviation, automotive (both cars and buses) and military vehicles are included in the discussion for comparative purposes. Fire is a complex phenomenon that is difficult to characterize. The legislated testing protocols reflect this complexity with some geographic jurisdictions mandating as many as six different types of fire testing for rail seating. This work looks in depth at two of the main types of fire testing: flame spread testing and toxic effluent testing. Flame spread testing was chosen because it is widely required, and toxic effluent testing was chosen because of the many complexities and ambiguities present amongst these standards. Eleven flame-spread tests are compared on a semi-quantitative basis, and eight fire effluent toxicity tests are discussed on a qualitative basis. The technique developed was useful to elucidate the relationships, similarities and differences amongst the fire safety requirements for transportation seating. There are large differences in requirements among transportation sectors as well as on a geographical basis. Using this technique, it was possible to categorize the flame spread tests into two groups and to compare the relative intensity of the tests within each of these subsets. The fire effluent toxicity tests varied so much in approach that only qualitative comparisons were possible.

This diploma thesis deals with the analysis of concept, mind maps and their other forms. The aim is to distinguish concept and mind maps. The other objectives are to create a set of these maps and to verify them in the teaching of physics course on second stage of secondary schools.