Driving through an un-signalized intersection creates multiple opportunities for missed or misunderstood information. Stop signs, in particular, can be stolen, covered by vegetation, or rotated out of place, leading to an absence of information, contributing to inappropriate decision-making and crashes. Stop controlled intersections have also been shown to be a source of unnecessary delay and emissions due to their frequent, often inappropriate use. Using connected vehicle technology, it is possible to place an electronic stop sign within the vehicle that tells the driver to stop when a conflict in the intersection is imminent, thus reducing the probability of missed information by the driver, and decreasing the amount of unnecessary delay, fuel consumption, and emissions. Before implementing any new technology, it is important to assess it from both a transportation engineering and human factors standpoint to assess the value of the system. The objective of this study was to assess several key benefits of an adaptive in-vehicle stop display as well as to determine if there are any negative safety implications with the use of this system. This assessment was accomplished through a test track experiment where participants experienced conditions where a standard R1-1 stop sign was displayed on the in-vehicle display, as well as an experimental sign, which informed them to proceed through the intersection with caution. Data collected from in-vehicle sensors was analyzed, and results indicate that the implementation of this technology reduces delay, decreases fuel consumption, and does not instigate any safety decrements. / Master of Science

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-19T20:30:06Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Rejected by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br), reason: oi on 2017-05-22T16:24:03Z (GMT) / Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-22T17:12:24Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-08-21T16:17:50Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Made available in DSpace on 2017-08-21T16:17:50Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Lair Claudio Amorim - Dissertação Final.pdf: 7794942 bytes, checksum: 737051cdd5282eef6c476b1c6c88792f (MD5) Lair Claudio Amorim - Produto Educacional.rar: 11967387 bytes, checksum: bdb97859d86814aa92a9fc852b27f40c (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda,RJ / O projeto “Física Animada é uma proposta que usa a técnica stop motion para ensinar conceitos da cinemática de maneira mais participativa e divertida para alunos do Ensino Médio, levando os alunos a compreenderem conceitos de deslocamento, posição, velocidade e aceleração, além de desenvolverem habilidades de interpretação de gráficos, tabelas e vetores, e também de relacionar os gráficos da cinemática com o movimento efetuado. Essa técnica consiste na criação do movimento quadro a quadro e existem diversas animações bem conhecidas como exemplos de sua aplicação. Neste trabalho, três etapas foram propostas para a condução do projeto e seguidas durante a aplicação: (i) Criação das personagens em massa de modelar; (ii) Gravação de vídeos com movimentos de velocidade constante e variável; (iii) Análise dos movimentos no vídeo para confrontar o modelo mental com os modelos da mecânica Newtoniana. A pesquisa foi conduzida em uma escola estadual voltada para o ensino de jovens e adultos (CEJA Centro de Educação de Jovens e Adultos) e ao longo do ano 2014 o minicurso foi realizado diversas vezes com diferentes alunos. No projeto foram utilizados dois softwares gratuitos: o MUAN, para a criação dos vídeos, e o Tracker, para a análise cinemática. Ambos possuem uma interface intuitiva e amigável, o que favorece o uso como ferramenta de ensino. Ao longo da aplicação do projeto, foram realizados exames diagnósticos com os alunos antes e após o minicurso de quatro aulas. Além disso, foram entregues questionários para todos os participantes e realizadas entrevistas com os que se voluntariaram a gravar suas impressões sobre a atividade. Verificou-se ainda a validade do projeto visando o aumento do interesse e da motivação dos alunos em se tratando do aprendizado de tópicos em cinemática e mecânica. / The Project “Animated Physics” is a proposal that uses the stop motion animation technique to teach concepts of kinematics in an active and fun way for high school students. This technique consists on the creation of motion frame by frame and there are several well-known animated movies as examples of its application. In this work, three steps were proposed for the project implementation: (i) Creation of characters in putty; (ii) Recording videos with constant and variable speed motion; (iii) Analysis of movements in the video to confront the mental model with Newtonian mechanics models. The research was conducted in a public school focused on youth and adult education (CEJA in Portuguese, Education Center for Youth and Adults) and during the year 2014 a short course was applied several times to different students. The project was performed through two free softwares: MUAN, for the creation of videos, and Tracker, for kinematic analysis. Both have an intuitive and friendly interface, which allows the use as a teaching tool. During the implementation of the project, diagnostic tests were performed with students before and after a short course of four lessons. In addition, questionnaires were applied to all participants and interviews were conducted with those who volunteered to record their impressions on the activity. The aim of this project was to make students understand concepts of displacement, position, speed and acceleration, to develop graphics, tables, and vector interpretation skills, and also to relate kinematics graphics with motion. The validity of the project in order to increase the interest and motivation of students learning topics in kinematics and mechanics was also assessed.

[ES] La presente tesis estudia la escuela checa en el campo de la animación stop motion, de acuerdo a su contexto político, social y cultural, con el objetivo principal de analizar su lenguaje, orígenes y características, así como la influencia que ejerce en creadores extranjeros. Debido a su prolífica creación, posible en parte, gracias al apoyo estatal, los checos desarrollaron un trabajo de autor con gran carga artística, portador directo de su historia y tradiciones populares, funcionando en conjunto como un rasgo característico que define la cultura checa. Esta investigación es el resultado del estudio de una variante de animación en relación a su contexto, trabajado desde una metodología, tanto cualitativa como cuantitativa, acudiendo en ciertas ocasiones a fuentes directas. Para ello dividimos este trabajo en tres partes: la primera de ellas para establecer los orígenes de la animación stop motion en general, la segunda donde nos adentramos específicamente en establecer las características de la escuela checa de Stop Motion y una tercera donde relacionamos el trabajo de creadores extranjeros con la influencia que les supuso conocer el trabajo de los cineastas checos. A través de nuestros resultados, podemos definir una escuela checa específica para la creación en el campo de la animación stop motion. / [CAT] La present tesi estudia l'escola txeca en el camp de l'animació stop motion, d'acord amb el seu context polític, social i cultural amb l'objectiu principal d'analitzar el seu llenguatge, orígens i característiques, així com la influència que exerceix en creadors estrangers. A causa de la seua prolífica creació, possible en part, gràcies al suport estatal, els txecs van desenvolupar un treball d'autor amb gran càrrega artística, portador directe de la seua història i tradicions populars, funcionant en conjunt com un tret característic que defineix la cultura txeca. Aquesta investigació és el resultat de l'estudi d'una variant d'animació en relació al seu context, treballat des d'una metodologia, tant qualitativa com quantitativa, acudint en unes certes ocasions a fonts directes. Per a això dividim aquest treball en tres parts: la primera d'elles per a establir els orígens de l'animació stop motion en general, la segona on ens endinsem específicament a establir les característiques de l'escola txeca de Stop Motion i una tercera on relacionem el treball de creadors estrangers amb la influència que els va suposar conéixer el treball dels cineastes txecs. A través dels nostres resultats, podem definir una escola txeca específica per a la creació en el camp de l'animació stop motion. / [EN] This thesis studies the Czech School according to its political, social and cultural context in the field of stop-motion animation, setting a proper analysis of its language, origin and characteristics as the main objective, and also to understand their influence on foreign creators. With a prolific creation, partly possible due to state support, the Czechs developed a highly artistically charged authorial work, a direct bearer of their history and folk traditions, functioning as a whole as a defining feature of Czech culture. This research is the result of the study of a variant of animation in relation to its context, on the basis of a qualitative and quantitative methodology, sometimes resorting to direct sources. For this purpose, it will be divided into three sections, starting with the establishment of the origins of stop motion animation in general, followed by an approach to the characteristics of the Czech Stop Motion School, and ending with a presentation of the work of foreign creators influenced by Czech filmmakers. Through our results, we found that we can define a specific Czech School for creation in the field of stop motion animation. / Cabrera Balbuena, IE. (2022). La escuela checa de Stop Motion: origen, características e influencias [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/181585

Supersymmetry is a promising candidate theory that could solve the hierarchy problem and explain the dark matter density in the Universe. The ATLAS experiment at the Large Hadron Collider is sensitive to a variety of such supersymmetric models. This thesis reports on a search for pair production of the supersymmetric scalar partners of bottom and top quarks in 20.1 fb⁻¹ of pp collisions at a centre-of-mass energy of 8 TeV using the ATLAS experiment. The study focuses on final states with large missing transverse momentum, no electrons or muons and two jets identified as originating from a b-quark. This final state can be produced in a R-parity conserving minimal supersymmetric scenario, assuming that the scalar bottom decays exclusively to a bottom quark and a neutralino and the scalar top decays to a bottom quark and a chargino, with a small mass difference with the neutralino. As no signal is observed above the Standard Model expectation, competitive exclusion limits are set on scalar bottom and top production, surpassing previously existing limits. Sbottom masses up to 640 GeV are excluded at 95% CLs for neutralino masses of up to 150 GeV. Differences in mass between ^~<sub style='position: relative; left: -.7em;'>b</sub>₁ and ^~<sub style='position: relative; left: -.7em;'>X</sub>⁰<sub style='position: relative; left: -.5em;'>1</sub> larger than 50 GeV are excluded up to sbottom masses of 300 GeV. In the case of stop pair production and decay ^~<sub style='position: relative; left: -.7em;'>t</sub>₁ → b + ^~<sub style='position: relative; left: -.7em;'>X</sub>^±<sub style='position: relative; left: -.5em;'>1</sub> and ^~<sub style='position: relative; left: -.7em;'>X</sub>^±<sub style='position: relative; left: -.5em;'>1</sub> → ^~<sub style='position: relative; left: -.7em;'>X</sub>⁰<sub style='position: relative; left: -.5em;'>1</sub> + W* with mass differences &triangle;m = m_{^~<sub style='position: relative; left: -.7em;'>X}^±<sub style='position: relative; left: -.5em;'>1</sub></sub> − m_{^~<sub style='position: relative; left: -.7em;'>X}⁰<sub style='position: relative; left: -.5em;'>1</sub></sub> = 5 GeV (20 GeV), stop masses up to 580 GeV (440 GeV) are excluded for m_{^~<sub style='position: relative; left: -.7em;'>X}⁰<sub style='position: relative; left: -.5em;'>1</sub></sub> = 100 GeV. Neutralino masses up to 280 GeV (230 GeV) are excluded for m_{^~<sub style='position: relative; left: -.7em;'>t}₁</sub> = 420 GeV for &triangle;m = 5 GeV (20 GeV). In an extension of this analysis, sbottom quarks cascade-decaying to at least a Higgs boson are searched for in final states with large missing transverse momentum, at least 3 b-tagged jets and no electrons or muons, using neural network discriminants.

The origin of new coding sequence is a major puzzle in biology. The evolutionary pressures on new sequences are largely unknown, but structural constraints are thought to play a role. Previously, 3' untranslated region (UTR) conversion to open reading frame (ORF) was observed in Saccharomyces. We sought to identify genes that were polymorphic for stop codon position in S. cerevisiae and S. paradoxus. Using strain sequence data from the Saccharomyces Genome Resequencing Project, we found 1336 genes that had evidence of stop codon polymorphism. Of those, we found 62 genes that had evidence of addition to ancestral sequence that represented the conversion of ancestral 3' UTR to derived ORF. Two of these genes, YGL058W and YNL034W-A, are prime candidates for structural studies as they are short proteins with long additions and known structures. In future studies, they will be used to infer any structural constraints on newly evolving proteins.

At present, Richmond, Virginia only has bus transit services provided by the Greater Richmond Transit Company (GRTC) and primarily concentrated within the boundary of Richmond City. GRTC is impacted by both supply-side and demand-side factors, notably socioeconomic characteristics of bus riders, bus ridership is unevenly distributed across different bus stops. This thesis will conduct statistical and geographical analysis on the impacts of socioeconomic characteristics on bus-stop daily boarding in Richmond City. The statistical analysis includes both correlation analysis and regression analysis, assuming one dependent variable (bus-stop daily boarding) and fourteen independent variables (most of which describe socioeconomic characteristics of bus riders) at aggregated census block group levels. The research concentrates on local bus routes and the block groups with local bus stops in Richmond. This empirical study aims to identify the significant factors impacting bus ridership and assess the bus service situation for affected block groups (under-served or over-served). The study outcomes, such as the number of bus lines as the most important factor impacting ridership, will have important implications for Richmond’s local transit planning and decision-making.

The ubiquitous roadblocks to university graduation have been investigated, identified, and interrogated for 7 decades, yet the mystery of retaining students to graduation continues to elude even the most prestigious universities. This researcher’s approach to increasing graduation began with the concession that increasingly, students may leave school at some point due to one or more of the retention issues that we recognize all too well—finances, illness, family problems, pregnancies, and other educational obstacles. However, leaving school does not mean that there is no going back. Student’s dropout status changes when they re-enroll in school; they take on new identities as stop-out students who forge their own nontraditional path to graduation. This work explored the lived experiences of this often-overlooked subset of university students—students who begin courses in higher education but then forgo their studies for a time before returning. These students are known in the literature as stop-out students, a cohort seldom acknowledged, studied, or desegregated from dropout statistics. An online survey was used to determine the demographics of the stop-out participants, and face-to-face, semi-structured interviews were then conducted to allow students to relate their experiences, in and out of school, in their own voices. Of particular interest was the effect of students’ perceived connections to faculty, staff, and/or administration as an influence in their decisions to return to school. The study was analyzed through the lens of care theory as a way to investigate how students’ persistence was affected by feelings of connection or caring. Only one of twelve interviewees had formed a relationship with a professor before he left school, and this relationship was maintained during his absence and renewed when he returned. The other interviewees acknowledged that they felt no specific connections to any person, office, or administration when they left. The stop-out population is one that higher education needs to acknowledge and support with targeted services. In many cases, they are only a few semesters from graduation. Rather than blocking their way when they run for the hills, we should be lighting their path back to success.

<p>Denna studies syfte är att synliggöra vilket förändringsarbete som sker inom den kommunala verksamheten när organisationer går från en hieraktiskt organisationsstruktur till en processinriktidad organisation. Studien genomfördes i en svensk kommun och fallstudie användes som metod. Den data som samlades in bestod av intervjuer av individer involverade i projektet, dokumentation och egna observationer. Analysen som gjordes på fallstudien utgick från fyra olika förändringsperspektiv. Genom perspektiven kan djupare förståelse skapas för det som händer i en organisation i förändring. Enligt studien ses förändringen som någonting positivt, men nya organisatoriska hinder uppstod till följd av det nya samarbetet. Bland annat strukturella problem på hur de olika organisationerna ska vara fristående men ändå samarbetande. Studien visar på att betrakta orgranisationen ur flera perspektiv kan ge djupare förståelse av vilka effekter det får på organisationen. Bland annat kan samma situation uttrycka sig annorlunda beroende från vilket perspektiv som betraktras. Vår slutsats är att kommunal verksamhet är komplex och mycket svår att förstå. Avtal mellan kundtjänst och förvalting kan ses som enkla instruktioner till kundtjänstpersonalen. Genom flerperspektivanalys kan dessa instruktioner få en ny innebörd och visa på oförutsedda effekter för hela organisationen.</p>

This thesis critically comments on the unapologetic consumerist society that is feeding the obesity epidemic in the United States. Utilizing the medium of animation, this work displays the paradox advertisement creates by enticing individuals into an unhealthy life style, while simultaneously shaming their excessive indulgence by exhibiting images of ideals. The appealing surface level of this piece masks the dark underlying implications, similar to the colorful boxes of food that disguise illness as nourishment.

Denna avhandling tar upp filmmusiken i Fantastic Mr. Fox. Syftet är mer specifikt att ta reda på vad musiken har för funktion i filmen, hur man använder musiken för att hjälpa till att föra fram handlingen och varför använder man sig av både egen komponerad musik och redan befintlig musik. Urvalet av låtar är grundat på hur stor betydelse de har för samspelet mellan musik och bild. Metoden som är använd är ett närstuderande, eller snarare ett närlyssnande, av musiken i filmen med hjälp av teoretisk grund i tidigare forskning och litteratur. Texten behandlar dels de låtar som är specifikt komponerade för filmen och dels de som är tagna utifrån, det vill säga redan befintlig musik, som har använts i filmen. Genom en diskussion utrönas också det olika musikala beståndsdelarnas viktigare element där diskussionen utmynnar i en jämförelse mellan de två musikala huvudgrupperna, det vill säga de sammanställda (de redan befintliga) låtarna och de sammansatta (de speciellt komponerade) låtarna. Avhandlingen slutar med att diskutera olika metoder man kan använda sig av för att studerna musiken i Fantastic Mr. Fox och även att förklara resultaten i analysen mer djupgående.