The diploma thesis is focused on a ventilation and cooling design of a family house. Author’s idea was to make summary of theoretical information and project documentation for realization (installation) of the ventilation and cooling. Introduction of the house disposition, theoretical research of a current cooling and ventilation options in residential buildings are parts of this thesis. Next it contains thermal load calculation, two designs of a cooling and three designs of a forced ventilation, dimensioning of the pipelines and financial cost comparison of a purchase, assembly, working and service of a designed systems.

This thesis covers the design and the construction of vehicle, which is powered by pressured fluid. The vehicle has driving system based on mechanical – hydraulic recuperation of kinetic energy during braking of vehicle. Her secondary part is used only by the start of vehicles. The thesis describes possibilities of kinetic energy recovery and in more detail explaines kinetic energy recovery with use of hydraulic systems and their practice use. The main part of the thesis contains a design of hydromobil with demonstration of individual options in outline. The selection of the whole hydraulic connection and transmission is described in detail as well as the construction of particular components of the vehicle.

'Institutional critique' is a term that refers to a range of diverse artistic practices and discourses that emerged at the end of the 1960s and that continue in the present. In spite of their differences, they all share a concern with the institutional conditioning of artists and artworks. Various historicizations of institutional critique (Alberro and Stimson, 2009; Raunig and Ray, 2009; Welchman, 2006) concur that one could distinguish two 'phases': artists of the 1960s and 1970s allegedly investigated the possibilities of an escape towards an 'outside' of the art institution, whereas those of the 1990s analysed the ways in which the artistic subject reproduced the structures of the art institution. Since the beginning of the 2000s various artists and authors have revisited the histories and legacies of institutional critique. This growing interest was triggered by the perceived intensification of a process that began at the end of the 1960s; it refers to the recuperation and neutralization of artistic types of critique by what Boltanski and Chiapello (2005) have called the 'new spirit' of capitalism. In this context, the Austrian philosopher Gerald Raunig and the members of the European Institute for Progressive Cultural Policies have proposed the hypothesis that 'a new phase' of institutional critique was to emerge. However, this proposition was based less on empirical evidence, than on a 'political and theoretical necessity to be found in the logic of institutional critique' (Raunig, 2009, 3). This thesis is a response to this set of circumstances. By asking 'what are the conditions and possibilities of institutional critique?' it investigates the categories of institutional critique's logic. My main argument is that a 'phase change' of institutional critique could and should be understood through the apparatus of Derridean deconstruction. This implies a criticism of the idea that one needs to escape the art institution in order to respond to urgencies stemming from the social, economic, and political realms (Truth Is Concrete Platform, 2012). At the same time, I will also refute the idea that institutional critique is trapped in the art institution (Fraser, 2009a). Institutional critique works on the remainder and rest that necessarily escapes the instituting will and intention of defining and describing in an exhaustive manner the whatness of what (art) is (Boltanski, 2011). I show that between critique and the art institution there is an irreducible relation of symbiosis and cohabitation, and that the deconstructive logic of institutional critique allows it to be both partner and adversary, at the same time, of the art institution.

La stimulation électrique directe (SED), pour une heure, améliore la régénération de nerfs périphériques chez le rat après la réparation. Cliniquement, ceci augmenterait le temps opératoire, rehaussant les risques de complications périopératoires. Objectif: Cette étude examine si la stimulation électrique transcutanée (SETC) est aussi efficace à améliorer la régénération de nerfs périphériques que la stimulation électrique directe. Méthode: Le nerf sciatique droit de 28 souris a été axotomisé. Une réparation par microsuture est effectuée. Quatre groupes sont étudiés : (1) sham; (2) suture seulement; (3) suture et SED; (4) suture et SETC. La stimulation est appliquée pour 1 heure à 20 Hz. Les souris sont étudiées pour un total de 12 semaines. La récupération sciatique est évaluée aux semaines 0, 1, 2 et aux 2 semaines par la suite par analyse de démarche sur la poutre. Résultats: La cinématique post-récupération démontre un index fonctionnel sciatique et angle de décollement significativement améliorés pour les groupes SED et SETC aux semaines 8, 10 et 12. Conclusions: 12 semaines après l’axotomie du nerf sciatique, la récupération fonctionnelle est significativement améliorée avec la SED et la SETC. Donc, la SETC est aussi bénéfique pour la promotion de la régénération nerveuse et réinnervation musculaire fonctionnelle que la SED. / Direct electrical stimulation (DES) for one hour increases the rate of peripheral nerve regeneration in rats after nerve repair. Clinically, this would lengthen surgery time, increasing risks of perioperative complications. Purpose: This study examines whether transcutaneous electrical stimulation (TCES) is as effective at improving peripheral nerve regeneration as direct electrical stimulation. Methods: The right sciatic nerve was axotomized in 28 mice. End-to-end microsuture repair was undertaken. Four groups were studied: (1) sham; (2) suture only; (3) suture and DES; (4) suture and TCES. Stimulation was applied for 1 hour, at 20 Hz. The mice were studied for a total of 12 weeks. Hind-limb recovery was evaluated at weeks 0, 1, 2 and then every 2 weeks by walking-track analysis. Results: Post recovery kinematic showed significantly improved functional sciatic index and foot-base angles at weeks 8, 10 and 12 for both DES and TCES groups. Conclusions: 12 weeks after sciatic nerve axotomy, functional recovery was improved significantly in both DES and TCES groups. Therefore, TCES is as beneficial in promoting nerve regeneration and functional muscle reinnervation as is DES.

Made available in DSpace on 2016-04-28T20:56:53Z (GMT). No. of bitstreams: 1 Elio de Assis.pdf: 1469562 bytes, checksum: 178afeab976947331890cc33e4de4eb0 (MD5) Previous issue date: 2015-04-13 / Secretaria da Educação do Estado de São Paulo / The goal of this research is to understand how middle school teachers evaluate the recuperation of learning programs implemented by the Department of Education of Sao Paulo State, as well as to know what they think about issues concerning students` right for education. In order to do so, we have searched the state law on education and found out that nine resolutions on Recuperation of learningwere implemented within a decade. Besides, we have interviewed middle school teachers to understand their view upon these issues. By studying all the data collected, analyzed by the means of core meaning methodology (AGUIAR; OZELLA, 2013), we can say that state policies for public education has misled teachers towards a selective and excluding school by stating that better performance of students on external assessments, by itself, can be read as representative of Higher Quality Education. We verify that the State of Sao Paulo does not have an education project for lower class students, but a model of basic education divided into three different levels, which promotes students` failure and exclusion inside the school. Therefore, an educational system that deepens the socio-economic and educational inequalities. The so-called learning recuperation projects are the alibi of public school administration of the state school system for justifying the inefficiency of the model. Thus, blaming students, teachers and community by not ensuring the human right to education. It is urgent to break with supposed public policies that stigmatize children and teenagers, as if social and educational differences were a natural movement in a harmonious society. We believe in policies for public school based on political education of teachers and on the perception of power relationship, which constitutes the historical reality of society and education / O propósito desta pesquisaé entender como os projetos de recuperação de aprendizagem e as questões relativas ao direito à aprendizagem têm sido apreendidos por professores dos anos finais do ensino fundamental da rede pública estadual de São Paulo. Para isso,pesquisamos nas resoluções instituídas pela Secretaria de Estado da Educação o tema Recuperação de Aprendizageme constatamos que em uma década foram implementadas nove resoluções que tratam sobre o tema. Entrevistamos professores que ministram aulas nos anos finais do ensino fundamental e, por meio dos procedimentos de análise e interpretação de dados denominado Núcleos de Significação (AGUIAR; OZELLA, 2013), concluímos que as políticas públicas em educação na rede estadual de São Paulo induzem professores ao modelo de escola seletiva e excludente quando reforçam que a simples melhoria dos índices de avaliação externa representam a Melhoria da Qualidade da Educação. Constata-se que não existe um projeto de educação voltado para as classes populares no Estado de São Paulo, mas sim um modelo de organização do ensino fundamental dividido em três etapas que promove reprovações, exclusão no interior da escola e aprofundamento das desigualdades sociais, econômicas e de escolarização. Os pretensos projetos de recuperação de aprendizagem configuram-se como álibi das administrações públicas em educação na rede estadual de ensino de São Paulo para justificar a ineficiência do modelo adotado, assim, culpabiliza alunos, professores e comunidade pela não garantia do direito humano à educação. É urgente romper com tais políticas públicas excludentes que estigmatizam crianças e jovens, como se a diferença social e de escolarização fosse um movimento natural em uma sociedade harmoniosa. Defendemos políticas públicas centradas na formação política dos professores e na percepção das relações de poder que constituem a realidade histórica das sociedades e da educação

Made available in DSpace on 2016-04-27T14:32:44Z (GMT). No. of bitstreams: 1 Edenilce Hortencia Jorge Elliott.pdf: 2562428 bytes, checksum: f5dfaa8b312233de1babeeb20c0733bd (MD5) Previous issue date: 2009-12-09 / This paper aims to critically analyze the parallel recuperation and remedial work projects and strengthening inserted in Curriculum Project Proposal São Paulo faz Escola, the Department of Education of the State of São Paulo (management 2007-2010), evaluating the actions as complicating or facilitating the construction of a curriculum that considers the pleasure of learning from students who, despite having completed at least six years of schooling in elementary school, have difficulty reading and writing. The analysis of the thematic investigation was based on theoretical lines of Apple(2006) and Gimeno Sacristán (1999, 2000) with respect to the ideological dimension of the curriculum. It was considered also the ideas of Lefèvre and Lefèvre (2002; 2003; 2005) for the construction of the discourse of collective subject. The study consisted of a qualitative analysis from literature, documentary and field. It was a survey of legislation on remedial work studies parallel the period covering the Laws 4024/61, 5692/71 and 9394/96, and the resulting legal devices. The field research used the interview as a tool for gathering information that led to the discourse of collective subject, representative voice of the students interviewed. This speech sought to register the meanings of parallel recuperation projects and capacity in relation to the pleasure of learning, as perceived and assigned by the students of two public schools in the state, located in the North zone of Osasco. There was a huge disparity between what has been proposed by the public policy of the State of São Paulo in relation to recovery projects and parallel strengthening and the needs of students / Este trabalho visa analisar criticamente os projetos de recuperação paralela e reforço inseridos na Proposta Curricular do Projeto São Paulo faz escola, da Secretaria da Educação do Estado de São Paulo (gestão 2007-2010), avaliando-os enquanto ações dificultadoras ou facilitadoras da construção de um currículo escolar que considere o prazer de aprender por parte dos alunos que, apesar de terem concluído, no mínimo, seis anos de escolaridade no ensino fundamental, apresentam dificuldades de leitura e escrita. A análise da temática investigada pautou-se nas linhas teóricas de Apple (2006) e Gimeno Sacristán (1999; 2000), com relação à dimensão ideológica do currículo. Consideraram-se também as idéias de Lefèvre e Lefèvre (2002; 2003; 2005) para a construção do discurso do sujeito coletivo. O estudo consistiu em uma análise qualitativa a partir de pesquisa bibliográfica, documental e de campo. Foi feito um levantamento da legislação sobre estudos de recuperação paralela no período que abrangeu as Leis 4024/61, 5692/71 e 9394/96, e os dispositivos legais delas decorrentes. Quanto à pesquisa de campo, utilizou-se a entrevista como instrumento de coleta de informações que geraram a elaboração de um discurso do sujeito coletivo, representativo da voz dos alunos entrevistados. Esse discurso procurou registrar os sentidos dos projetos de recuperação e reforço em relação ao prazer de aprender, conforme percebidos e atribuídos pelos alunos de duas escolas da rede pública estadual, localizadas na zona norte de Osasco. Constatou-se uma forte disparidade entre o que tem sido proposto pelas políticas públicas do Estado de São Paulo em relação aos projetos de recuperação paralela e reforço e as necessidades dos alunos

Made available in DSpace on 2016-04-27T16:33:03Z (GMT). No. of bitstreams: 1 Praticas Reforco Recup Escola Fund Est Ciclo II SP.pdf: 17839696 bytes, checksum: ec36c9d3b2c55c9c00955a3e98e74271 (MD5) Previous issue date: 2005-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study is to contribute for the best knowledge of how public politics acts educational system. The main question that had to be answered was what schools had done to avoid the failure of the cycle regime with continuous progress, considering reinforcement and recuperation. In this sense, the practices adopted in reinforcement classes in cycle II schools 5th to 8th grade of São Paulo State public schools was studied. The search was made from 2003 2004 by means of documental analysis: educational lows from 60 s decade to the beginning of 2000 decade, schools papers, student and teacher papers. A series of observations was conducted during the reinforcement classes, interview with teachers and school staff also was made. The reinforcement process analyzed was focused on Portuguese language matter in 5th, 6th and 8th grades. The empiric data obtained for analysis was organized in three ways: selecting students for class s composition, learning process in the reinforcement class and evaluation process for pupils return to regular classes. This study was based in concepts proposed by Viñao Frago, Dominique Julia, Anne Marie Chartier, Gimeno Sacristan and Pérez Gómez that states the confirmed hipotesys in which educational system works with formal and bureacratic legal exigencys for reinforcement as well as recuperation but isn t free from teachers interference and from solutions like the statement of a recuperation week in the bimester end. Further more, it was also confirmed that the used practices for recuperation and reinforcement had only reproduce the established practices consolidated by the traditional school and teacher culture of learning, mainly due to the extensive use of training exercises as for 5th grade, that was in alphabetization stage, as for the other grades, using a variety of lecture texts, It was also observed that the concepts of reinforcement and recuperation isn t well understood in all levels of the educational hierarchy. / Este estudo teve como finalidade contribuir para a compreensão do modo pelo qual as políticas públicas se efetivam dentro da escola. A questão central orientadora do estudo foi a de saber como a escola vem operando no que diz respeito ao reforço e recuperação para evitar o fracasso no regime de ciclos com progressão continuada. Para tanto decidiu-se por um estudo das práticas em sala de reforço em escola de Ciclo II 5ª a 8ª séries na rede estadual paulista. A pesquisa foi realizada durante os anos de 2003 e 2004 utilizando-se pesquisa documental: legislação desde a década de 1960 até início da década de 2000, documentação da escola, dos alunos e professores. Foram realizadas observações nas aulas de reforço e entrevistas com professores e equipe técnica da escola, localizada em São Paulo. O processo de reforço analisado centrou-se em Português para 5ª, 7ª e 8ª séries. Os dados empíricos obtidos foram analisados organizando-se três chaves de análise: seleção de alunos para composição das classes, processo de ensino na sala de reforço e processo de avaliação e retorno para a classe regular. O estudo teve como referencial de análise conceitos de cultura escolar propostos por Viñao Frago e Dominique Julia, dispositivos escolares abordados por Anne Marie Chartier, atividades práticas e cultura conceituados por Gimeno Sacristan e Pérez Gómez. Tais conceitos levaram a estabelecer a hipótese, confirmada, de que as escolas, por um lado fazem um atendimento formal, burocrático das exigências legais quanto ao reforço e recuperação, mas que, por outro lado não é possível negar a interferência do professor nesse processo e em certas inovações que, nessa escola, se materializaram por providências para criação de uma semana pedagógica para os alunos com dificuldades ao final dos bimestres. Além disso, confirmou-se a hipótese de que as práticas utilizadas para recuperação e reforço reproduzem as práticas de aulas sedimentadas constituidoras da cultura da escola e dos professores, sobretudo por meio dos exercícios de treinamento, tanto para os alunos da 5ª série que estavam se alfabetizando como para os das demais séries com tipos de textos variados. Verificou-se, ainda, a incongruência dos conceitos de reforço e recuperação em diversificadas instâncias da rede escolar.

Hälsa skapas inte i ett vakuum utan i relation mellan individer och omgivning. Skolan är därför en viktig arena för barn och ungdomar eftersom de tillbringar större delen av sin vakna tid där. Tidigare forskning har framförallt riktats mot riskfaktorer relaterade till barn och ungas psykiska ohälsa, mindre mot vad som främjar och stärker möjligheterna till deras positiva hälsa. Genom ett salutogent perspektiv kan kunskap erhållas om faktorer som bidrar till en stödjande miljö för hälsa. För att få förståelse för nya generationers behov och värderingar behöver elever göras delaktiga i studier och utveckling av sin egen vardagsmiljö. Avhandlingens syfte var att studera skolan som en stödjande miljö för hälsa genom att involvera elever och att finna metoder för att studera de positiva aspekterna av hälsa. Artiklarnas syften inkluderade utmaningar och möjligheter att använda en metod för ökad delaktighet, fördjupa förståelsen om aspekter som främjar hälsa och lärande, med särskilt fokus på delaktighet och stöd samt hur positiv hälsa kan mätas. Elever på en gymnasieskola valdes som deltagare i två kvalitativa studier. Metoden photovoice studerades genom ljudinspelning av elevernas dialog under arbetet med photovoice och deras och lärarnas synpunkter under fokusgruppsintervjuerna. Data analyserades med innehållsanalys (I). Grundad teori användes för att studera elevernas syn på vad som var viktigt för hälsa och lärande (II). En enkät användes för att ta fram en positiv hälsoskala och för att studera faktorer associerade till hälsa bland elever årskurs 6-9. Enkäten besvarades av 1527 elever (52,3% flickor, 47,7% pojkar) i årskurs 6-9 i skolorna i Östersunds kommun. Svarsfrekvensen var 80%. En principalkomponentanalys användes anpassa och validera en positiv hälsoskala till åldersgruppen 12-16 år (III). För att studera associationen mellan faktorer som kunde vara associerade till positiv hälsa valdes multipel logistisk regressionsanalys (IV). Resultatet visade att photovoice fungerade som en metod i gymnasieskolan för ökad delaktighet i frågor relaterade till hälsa och lärande. Metoden behövde dock anpassas till elevgruppen. Photovoice upplevdes som stimulerande men också utmanade av både lärare och elever. Kritiska aspekter för metodens användbarhet var knutna till lärarrollen och den demokratiska organisationen (I). Elevernas syn på vad som främjade hälsa och lärande var relaterat till bemötande, personligt och pedagogiskt stöd samt möjligheter till återhämtning. Resultatet visade också att eleverna upplevde att skolan bidrog till att skapa skillnad mellan dem som upplevde sig vara låg- respektive högpresterande (II). Den positiva hälsoskalan (PHS) visade sig vara valid för elever 12-16 år och skalan bör kunna användas i ett sytematiskt hälsofrämjande arbetet där utgångspunkten är ett salutogent perspektiv (III). Faktorer associerade till positiv hälsa bland flickor och pojkar, 12-16 år, var: upplevd delaktighet i klassrummet, stöd från lärare och kamrater samt stöd från båda föräldrarna. Socioekonomisk status, mätt som att ha pengar som kompisar, visade sig vara oberoende associerat till positiv hälsa (IV). Slutsatsen var att betydelsefulla faktorer för en stödjande miljö för hälsa i skolan är; elevers upplevelse av och möjlighet till delaktighet i klassrummet och i skolans arbetsmiljö, personligt stöd från lärare såväl som stöd i undervisningen, stöd från kamrater och förutsättningar för återhämtning under och efter skoldagen. Samtidigt visade resultatet att det finns skillnader mellan olika grupper av elever relaterat till hälsa och stöd. För att utveckla en stödjande miljö för hälsa i skolan kan photovoice användas för att involvera eleverna och upptäcka unika aspekter på den enskilda skolan. Med hjälp av den positiva hälsoskalan (PHS) kan främjande faktorer kartläggas, vilket ökar möjligheterna till ett systematiskt hälsofrämjande arbete med ett salutogent perspektiv. / Health is not created in a vacuum but in the relationship between individuals and their surroundings. School is therefore an important arena for children and youth since they spend the majority of their waking hours there. Earlier research has been particularly focused on risk factors related to mental illness in children and youth, rather than what promotes and strengthens their possibilities for positive health. Through a salutogenic approach, one can obtain knowledge about factors that contribute to a supportive environment for health. In order to gain understanding of the needs and values of new generations, students need to be made a part of their studies and the development of their own everyday environment. The aim of the dissertation was to study school as a supportive environment for health by involving students and finding methods of studying the positive aspects of health. The aim of the articles included challenges and possibilities for using a method to increase participation, deepen the understanding about aspects that promote health and learning, with a special focus on participation and support and how positive health can be measured. Students in a high school were chosen to be the participants in two qualitative studies. The method of photovoice was studied through sound recordings of the students’ dialogue during their work with photovoice and their points of view as well as the teachers’ during the focus group interviews. Data was analyzed by using content analysis (Paper I). Grounded theory was used to study the students’ view of what is important to health and learning (Paper II). A survey was used to create a positive health scale and to study factors associated with health among students in grades 6-9. The survey was taken by 1527 students (52,3% girls, 47,7% boys) in grades 6-9 in schools in the municipality of Östersund. The response rate was 80%. A principal component analysis was used to adjust and validate a positive health scale for the age group 12-16 (Paper III). In order to study the association between factors that might be associated with positive health, a multiple logistic regression was chosen (Paper IV). The results showed that photovoice worked as a method in high school to increase participation in matters related to health and learning. However the method needed to be adjusted to the student group. Photovoice was perceived as stimulating but also challenging by both teachers and students. Critical aspects were tied to the teacher role and the democratic organization (Paper I). The students’ view of what promoted health and learning were related to treatment, personal and pedagogical support and the potential for recovery. The results also showed that students regarded school as something that creates distinction between those who perceived themselves as under or over achievers (Paper II). The positive health scale (PHS) proved to be valid for students 12-16 years old and the scale should be useful for work with systematic health promotion where the starting point is a salutogenic perspective (Paper III). Factors associated with positive health among girls and boys age 12-16 were: a perceived participation in the classroom, support from teachers and friends and support from both parents. Socioeconomic status, measured as having as much money as pupils, was shown to be independently associated with positive health (Paper IV). The conclusion was that important factors for a supportive environment for health were; students’ perception of and possibility to participate in the classroom and in the school’s work environment, personal support from teachers and support in their education, support from friends and conditions that permit recovery during and after school. At the same time the results showed that there are distinctions between different groups of students in relation to health and support. In order to develop a supportive environment for health in schools, photovoice can be used to engage students and discover unique aspects of the individual school. With the help of the positive health scale (PHS), promoting factors can be examined, which increases the possibilities for systematic health promoting work with a salutogenic perspective.

The aim of the diploma thesis is to find out by measuring the production of carbon dioxide that man produces in various types of physical activity. Using the model, the goal is to simulate real carbon dioxide production for a type object and to design a way of automatic regulation, air supply and drainage to obtain better indoor environment (represented by carbon dioxide).

This diploma thesis is focused on the design of technological modifications of the existing industrial unit „waste-to-energy“, used for thermal treatment of process waste gases containing VOC and CO while flue gas is produced. The main objective of the existing unit modification is to improve its operating parameters considering economy, ecology and energy utilization. In the first part, the current industrial plant was presented with all necessary process data. Furthermore, all the key equipment used for the waste gases treatment or for the utilization of waste heat was identified. In the main part of the thesis there are performed modifications of the existing unit including the technology of existing heat exchangers intensification, the design of new and more efficient heat exchangers and finally the catalytic oxidation technology implementation for the decomposition of pollutants contained in the waste gas. The result of the thesis is a technical, economic and ecological comparison of the proposed technological modifications with the existing operation.