The response deficit following exposure to inescapable shock has been termed "learned helplessness." This experiment was designed (a) to determine whether learned helplessness following an inescapable footshock induction procedure extends to 48 hours, and (b) to test the hypothesis that electroconvulsive shock (ECS) reverses learned helplessness in rats. Subjects were tested for helplessness in a bar-press shock-escape task. Results indicated that helplessness was not present 48 hours after exposure to inescapable shock. A slight indication of helplessness was observed in the first 10 trials of the 60-trial task. In addition, ECS was shown to enhance performance in the test task; however, this facilitation effect was seen only in control animals that were not previously exposed to inescapable footshock.

Frågeställning Hur ser ledares syn på motivation ut? Hur arbetar ledare med att motivera medarbetare i produktionen? Varför arbetar ledare med att motivera medarbetare i produktionen? Vilka faktorer upplever medarbetare i produktionen som främst motiverande? Syfte Syftet med studien är att ur ett ledarskaps- och medarbetarperspektiv beskriva arbetsmotivation i tillverkningsföretag. Metod Studiens datainsamling genomfördes med flermetodsforskning - kvalitativ och kvantitativ metod - i en multipel fallstudie på två tillverkningsföretag. Semistrukturerade intervjuer genomfördes med totalt fem respondenter i ledarposition och slutna enkäter delades ut till medarbetarna i produktionen på respektive företag. Resultaten från intervjuerna analyserades tematiskt efter kodning och på enkätsvaren tillämpades univariat analys där variabler enskilt analyserats. Slutsats Studien påvisar att ledarna i tillverkningsbranschen antingen ser motivation som en inre drivkraft eller att den kommer ur arbetsglädje. Ledarna använder ett flertal metoder för att skapa arbetsmotivation för medarbetarna i produktionen. Bland dem är det endast arbetsrotation som tillämpas i syfte att motverka den negativa effekten av monotonitet i arbetsuppgifterna. Resurser används till arbetsmotivation i syfte att öka medarbetarnas produktivitet, prestation, måluppfyllelse och i slutändan för att säkerställa företagets framtid.Studien visar att de enligt medarbetarna främst motivationshöjande faktorerna är att få se resultatet av ett väl utfört arbete, att få ett erkännande för utförd arbetsuppgift, möjligheten att få utvecklas personligen på arbetet och att ha intressanta och lagom utmanande arbetsuppgifter. / Research questions What is the leaders view on motivation? How do leaders work to motivate manufacturing employees? Why do leaders work to motivate manufacturing employees? Which factors do manufacturing employees perceive to be most motivating? Purpose The purpose of the study is to describe work motivation in manufacturing companies from a leadership and employee perspective. Method The study applies a mixed methods research - qualitative and quantitative method - in a multiple case study at two manufacturing companies. Semi-structured interviews were conducted with a total of five respondents in leadership positions, and closed questionnaires were distributed to manufacturing employees in their respective companies. The interview results were analyzed thematically after coding, and the questionnaire results were analyzed with univariate analysis where variables were analyzed individually. Conclusion The study shows that leaders in the manufacturing industry either see motivation as an inner drive or that it comes from job satisfaction. Leaders use a variety of methods to create work motivation for manufacturing employees. Among them only job rotation is used to counteract the negative effects of monotonous work. Resources are put into work motivation in order to increase the employees’ productivity, performance, effectiveness and ultimately to ensure the future of the company.The study also shows that according to manufacturing employees the most motivating factors are to see the results of a job well done, recognition for one’s work, the opportunity of personal growth and to have interesting and challenging enough tasks.

This master's degree thesis, called Nuclear Chemistry and Chemistry of f-Elements in Chemistry Curriculum at Secondary Schools, conducts a research of the most commonly used high school textbooks. Within the textbook research, topics such as atomic nucleus composition, radioactivity, and f-elements were studied in order to evaluate to what extent contemporary textbooks meet to the curriculum requirements. Based on the textbook research, the new teaching texts, materials, and teaching tasks including the uncovered themes were created. Selected teaching tasks were evaluated by high school teachers. Within this pool, the teachers also answered questions concerning teaching topics of radioactivity and chemistry of f-elements at high schools. The same tasks were solved and evaluated by high school students as well. The results of both teacher and student surveys were used for the final modification of the tasks.

Title: Analysis of standard situations in futsal FIFA Objectives: The main goal of this work is to observe solutions of standard situations by teams from the top futsal league. Another goal is to determine the effect of solving these situations onto the amount of goals scored and overall success. Methods: In this thesis were used methods of comparison, analysis and hypothesis testing. The method of comparison was used to compare the observed data with previous results of the bachelor thesis, which were also tested after that. The method of analysis was applied to the analysis of individual situations and standard solutions were then generalized by comparison with similar situations. Results: It was found that the standard conditions affect the game and their successful solutions cause a lot of goals for a team. Most goals are scored from direct free kicks and corner kicks. Most signals, game combinations, the teams practiced at corner kicks and sidekicks at the opponents half. Keywords: small form of football, game performance, game combination, solution of game tasks

Orientador: Solange Aranha / Banca: Ana Mariza Benedetti / Banca: Rita de Cássia Barbirato / Resumo: A presente pesquisa, qualitativa e de base etnográfica, tem como objetivo geral analisar como se dá a interação dos aprendizes em pares ou grupos maiores em um processo de ensino/aprendizagem de língua inglesa por meio de aulas que se pautam pelo uso de tarefas comunicativas e pré-comunicativas em uma faculdade particular do noroeste paulista. Também será investigada, neste trabalho, a melhora da proficiência na língua-alvo dos aprendizes após o processo. Para a coleta de dados foram utilizados diários de pesquisa do professor pesquisador, gravações em áudio e vídeo da sala de aula, gravações apenas em áudio das interações dos alunos trabalhando em pares ou grupos maiores, questionários aplicados aos discentes e um teste de proficiência que foi aplicado no início e final do ano letivo de 2007, ano em que se deu a coleta de dados para esta pesquisa. O arcabouço teórico se fundamenta em estudos sobre tarefas de autores como Prabhu (1987), Nunan (1992) Candlin (1987), Barbirato (1999, 2005) entre outros. A análise panorâmica dos resultados demonstrou que o trabalho em que coexistiram tarefas comunicativas e pré-comunicativas pôde ser alternativa para o ensino/aprendizagem de língua inglesa no contexto investigado, onde havia limitação linguístico-comunicativa prévia na língua-alvo detectada na maioria dos participantes. Também foi possível averiguar que o trabalho com tarefas possibilitou esforço colaborativo entre os aprendizes, momentos de explicitação da forma, léxico ou pronúncia da língua-alvo, geradas a partir da própria interação proposta pela tarefa e imediatamente inseridos na negociação da mesma. Também foi percebido, a partir dos dados, que houve considerável melhora da proficiência auditiva, lexical e gramatical dos alunos na língua-alvo após o trabalho do ano letivo de 2007, ano em que foram inseridas as tarefas investigadas... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This qualitative and ethnographic research aims at analyzing how is the interaction of the learners working in pairs or bigger groups happens in a process of English teaching/learning process through classes based on the use of communicative and pré-communicative tasks in a private college situated in the northeast of the state of São Paulo. We also investigate, in this research, the improvement of the learners' proficiency in the target language after the process. In order to collect the data we used audio-visual records of the classroom, audio records of learners working in pairs or bigger groups, questionnaires applied to the learners and a proficiency test applied to the students in the beginning and in the end of the year of 2007, period when the data were collected. The theoretical framework is based on the studies about tasks of Prabhu (1987), Nunan (1992), Candlin (1987), Barbirato (1999, 2005) among others. The panoramic analysis of the results demonstrated that the co-existence of communicative and pre-communicative tasks could be an alternative to the English language teaching/learning in the studied context, where there was prior linguisticcommunicative limitation of the research participants. It was also possible to check that the task work promoted collaborative effort among the learners, form, lexical and pronunciation explanation moments, created by the task interaction and immediately included in the negotiation of the task. We could also realize, by the data, that there was a considerable improvement of the listening, lexical and grammatical proficiency in the learners after the work in the year of 2007, when the tasks and other activities that were analyzed in this research were included. / Mestre

Zahlreiche Studien belegen, dass Menschen Schwierigkeiten bei der simultanen Ausführung von 2 Aufgaben haben. Diese Schwierigkeiten sind durch zusätzliche Leistungskosten in Doppelaufgabensituationen im Vergleich zu Einzelaufgabensituationen gekennzeichnet (d.h. Doppelaufgabenkosten). Allerdings konnten jüngere Studien eine deutliche Reduktion der Doppelaufgabenkosten am Ende von Übung zeigen. Der Befund von Doppelaufgabenkosten am Beginn und die deutliche Reduktion davon am Ende der Übung indiziert, dass diese Reduktion durch spezifische Lernmechanismen geleistet wird. Obwohl sich frühere Studien bereits mit diesen Mechanismen befassen, bleiben die genauen Mechanismen der Reduktion der Doppelaufgabenkosten durch Übung unbekannt. Das Ziel von vier Studien der vorliegenden Arbeit ist die Spezifizierung dieser Mechanismen durch die Anwendung einer Doppelaufgabensituation mit einer visuellen und einer auditiven Teilaufgabe (Schumacher et al., 2001). Untersuchungen zu Lernmechanismen innerhalb der Teilaufgaben zielten auf die genaue Lokalisation von Verkürzungen der Verarbeitungszeit in diesen Aufgaben während der Übung. Erstmalig konnte ich zeigen, dass die Verkürzung der Aufgabenverarbeitung in Doppelaufgabensituationen vor allem durch eine verkürzte Antwortauswahlstufe erfolgt. Demgegenüber haben Untersuchungen zu Lernmechanismen zwischen den Teilaufgaben auf den Erwerb von Fertigkeiten der Aufgabenkoordination gezielt. Hier habe ich Nachweise erbracht, dass diese Fertigkeiten während der Übung von Doppelaufgaben erwerbbar sind, aber dass kein Erwerb während Einzelaufgabenübung erfolgt. Weiterhin habe ich gezeigt, dass diese Fertigkeiten in alternative Doppelaufgabensituationen transferierbar sind. Allerdings gibt es keinen Nachweis für den Fertigkeitstransfer in Aufgabenwechsel- und Attentional-Blink-Situationen. Um das Ergebnis von Lernmechanismen weiter zu spezifizieren, habe ich gezeigt, dass die Doppelaufgabenleistung in der visuellen aber nicht in der auditiven Teilaufgabe stabil ist nachdem die Übung beendet wurde. Die vorliegenden Befunde zu Lernmechanismen werden in ein Modell von geübter Doppelaufgabenleistung, das Latent Bottleneck Model, integriert und neue Annahmen im Rahmen dieses Modells diskutiert. / Numerous studies showed that people have difficulty performing two tasks at the same time. This difficulty is indicated by additional performance costs in dual-task situations when compared to single-task situations, i.e. dual-task costs. However, recent evidence has shown a substantial reduction of dual-task costs through practice. The finding of dual-task costs at the beginning and the reduction thereof at the end of practice indicates that this reduction must be accomplished via specific learning mechanisms. Although such mechanisms have been addressed in previous studies, the specific mechanisms contributing to practice related dual-task cost reduction remained unknown. The aim of four studies in the present work is to specify these mechanisms by applying a dual-task situation including a visual and an auditory component task (Schumacher et al., 2001). Investigations on learning mechanisms within the component tasks aimed to identify loci of stage shortening in these tasks through practice. For the first time I showed that component task processing in dual-task situations is mainly shortened through a shortening at the response selection stage. In contrast, investigations on learning mechanisms between the component tasks focussed on the acquisition of task coordination skills. Here I provided evidence that these skills are acquired during dual-task practice and there is no acquisition of these skills during single-task practice. Additionally, I demonstrated that these skills are transferable to alternative dual-task situations. There is, however, no evidence for transfer of these skills to task switching and attentional blink paradigms. In order to further specify the result of the learning mechanisms, I showed that dual-task performance in the visual but not in the auditory task is stable after practice has finished. The present findings on learning mechanisms are integrated into a model of practiced dual-task performance, the latent bottleneck model, and new assumptions in the framework of this model are discussed.

Werden zwei Aufgaben in einem Doppelaufgaben-Paradigma gleichzeitig bearbeitet, dann treten oft sogenannte Doppelaufgabenkosten auf (längere Reaktionszeiten und/oder höhere Fehlerzahlen). Diese Doppelaufgabenkosten werden durch einen zentralen “Flaschenhals” erklärt, der die gleichzeitige Verarbeitung der beiden Aufgaben an der zentralen Verarbeitungsstufe der Reaktionsauswahl verhindert. Das Ziel der vorliegenden Arbeit war es, einige mögliche Faktoren der Verarbeitungsreihenfolge an diesem Flaschenhals zu untersuchen. Die Studie zeigt, dass die Ankunftszeit am Flaschenhals ein wichtiger Faktor bei der Festlegung der Verarbeitungsreihenfolge ist. Zusätzlich ist der Einfluss der Ankunftszeit auf die Verarbeitungsreihenfolge unabhängig davon, welche der beiden Aufgaben manipuliert wurde um den Einfluss dieser Aufgabe zu untersuchen (visuelle oder auditorische Aufgabe). Ein zweiter Faktor der manipuliert wurde, ist die Instruktion an die Probanden. Die Ergebnisse zeigen, dass unter bestimmten Instruktionsbedingungen kognitive Kontrollprozesse aktiviert zu werden scheinen. Als dritten Faktor wurden Aufgabenanforderungen untersucht, indem eine Aufgabe mit zeitlicher Reihenfolge-Entscheidung mit einer Doppelaufgabe mit zufälliger Aufgabenreihenfolge, d.h.: Bestimmung der zeitlichen Reihenfolge mit der zusätzlichen Anforderung einer Reaktionswahl-Aufgabe, verglichen wurde. Die Ergebnisse dieser Experimente deuten darauf hin, dass die Entscheidung über die zeitliche Reihenfolge der beiden Aufgaben zwischen der Wahrnehmungsstufe und der Reaktionswahlstufe getroffen wird. / The simultaneous performance of two tasks in a dual-task paradigm is often accompanied by dual-task costs (longer reaction times and/or higher error rates). These dual-task costs have been explained by the existence of a central bottleneck which prohibits the simultaneous processing of the two tasks at the central response-selection stage of information processing. The aim of the present work was to investigate several of the possible factors which determine the task processing order at this central bottleneck. The study shows that the arrival time of the two tasks at the bottleneck plays an important role in the determination of task order. Additionally, the influence of the arrival time on processing order is independent of the component task which is manipulated to test the influence of that task (i.e., visual & auditory task). A second factor that was manipulated is the instruction given to the participants. The results show that cognitive control processes are activated under certain instruction conditions. As a third factor, task requirements were investigated by comparing a temporal order judgement task with a dual task with random task order (i.e., temporal order judgement with the additional requirement to do a choice-RT task). The results suggest that the decision about the temporal order of the two tasks is located between the perception stage and the response-selection stage of processing.

Orientador: Rosana G. Sguerra Miskulin / Banca: Hermes Renato Hildebrand / Banca: Miriam Godoy Penteado / Resumo: O avanço rápido da tecnologia no contexto educacional possibilita uma nova dimensão aos processos de visualização e de representação dos conceitos matemáticos, o qual proporciona novas maneiras de aprender e ensinar Matemática. Assim, esta pesquisa aborda as inter-relações entre os processos de visualização e de representação e suas possíveis influências na constituição do conhecimento matemático, na perspectiva da Semiótica de Peirce, que define Semiótica como a ciência dos signos. Um signo pode ser qualquer coisa que está ou que ocupa o lugar de uma outra coisa ou objeto. Para esse autor, qualquer fenômeno pode ser compreendido como um signo. Os fenômenos podem ser reais ou não e são traduzidos pelo o que aparece na mente dos sujeitos. Um dos motivos que faz com que a Semiótica possa ser usada como aporte teórico no campo da Matemática consiste no fato de que a Matemática utiliza diversas representações, tais como representação algébrica, representação geométrica, e representação gráfica para descrever e analisar determinados fenômenos no processo de constituição do conhecimento matemático. Com essas perspectivas, a presente pesquisa objetiva investigar, analisar e identificar as inter-relações entre as visualizações mentais e gráficas dos signos matemáticos no contexto didático-pedagógico, propiciando reflexões a respeito das estratégias de ensino-aprendizagem e suas potencialidades pedagógicas na constituição do conhecimento matemático. Assim sendo, nessa busca e investigação e na expectativa de propiciar aos educadores uma possível reflexão sobre os métodos e teorias do ensino-aprendizagem em Matemática, abordaremos a seguinte questão de investigação: os processos de visualização e de representação podem influenciar na constituição do conhecimento no contexto didático-pedagógico da Matemática? Delinear possíveis respostas a esta questão investigativa significa . / Abstract: The rapid advancement of technology in the educational context allows a new dimension to the process of visualization and representation of mathematical concepts, which provides new ways to learn and teach mathematics. Thus, this research addresses the inter-relationships between the processes of view and representation and their possible influences on the formation of mathematical knowledge, in view of the Semiotics of Peirce, which defines Semiotics as the science of signs. A sign can be anything that is or who occupies the place of another thing or object. To this author, any phenomenon can be understood as a sign. The phenomena may be real or not and are translated by what appears in the mind of the subject. One of the reasons that make the Semiotics can be used as theoretical contribution in the field of mathematics is the fact that Mathematics uses various representations, such as algebraic representation, geometric representation, and graphic to describe and analyze certain phenomena in the process of formation of mathematical knowledge. With these perspectives, this research aims to investigate, analyze and identify the inter-relationship between mental and graphical views of the signs in teaching math-teaching, providing thoughts about the strategies of teaching-learning and its potential teaching in the constitution of knowledge mathematician. Therefore, in this search and investigation and the expectation of educators provide a possible reflection on the methods and theories of teaching-learning in mathematics, we research the following question: How the process of visualization and representation can influence the formation of knowledge in the context of the teaching-learning mathematics? To scratch possible answers to this investigative question means to understand the inter-relationships between the visualization and the representation of mathematical concepts and their possible influences in the process of the formation of the .. / Mestre

Além de um canal para adquirir informações sobre o ambiente ao nosso redor, o sentido do tato é também o nosso sentido mais social. No entanto, a interação háptica é geralmente implementada como chamariz nas interfaces modernas. Embora a comunicação multimodal seja comum em Ambientes Virtuais, as tecnologias de Realidade Virtual mais acessíveis nem sequer incluem o componente háptico como parte fundamental. Esta tese apresenta estudos sobre percepção, desempenho do usuário, e experiência do usuário com dispositivos de comunicação vibrotátil construídos para suportar diferentes tarefas interativas em ambientes virtuais e físicos. Foram avaliados diferentes atuadores hápticos, configurações de exibição tátil, locais do corpo, perfis de usuário, e métodos para se projetar uma plataforma tátil robusta. Tal plataforma foi finalmente construída como uma tela vibrotátil para ser usada ao redor da cabeça e para suportar tarefas de consciência espacial e comunicação em ambientes virtuais e físicos. Durante a pesquisa foi observado que, apesar de sua importância para a comunicação, o uso proativo de háptica para intercomunicação é surpreendentemente negligenciado. Portanto, foi dada especial atenção aos elementos presentes na articulação da fala para introduzir a articulação háptica proativa como uma nova abordagem para intercomunicação. Foi proposto que a habilidade de usar uma interface háptica como uma ferramenta para comunicação implícita pode suplementar a comunicação e suportar tarefas colaborativas próximas e remotas em diferentes contextos. Além disso, uma interface articulatória pode fornecer um modo direto e expressivo de se comunicar através de sinais táteis. Para demonstrar isso, os resultados dessa pesquisa foram aplicados ao projeto de uma tela montada na cabeça com vibração, especialmente feita para interação com ambientes virtuais imersivos. Tal aparato mostrou-se útil não apenas para orientação no espaço 3D, mas também para intercomunicação em ambientes virtuais colaborativos. Além de nossas contribuições técnicas em relação à construção de uma tela tátil totalmente testada para múltiplas tarefas e contextos, nossa principal contribuição é a concepção e demonstração de um novo paradigma de interação tátil. Tal paradigma se concentra em fornecer maneiras simples e diretas para que indivíduos se expressem através de sinais táteis em aplicações mediadas por computador para interair com seu ambiente e com outros indivíduos. Esse paradigma envolve os usuários finais e permite que eles se tornem interlocutores ao invés de meros receptores do feedback tátil. / The sense of touch not only is a channel for acquiring information about the environment around us, it is also our most social sense. However, haptic interaction is usually implemented as a gimmick feature in modern interfaces. Although multimodal communication is commonplace in Virtual Environments, the most accessible Virtual Reality technologies do not even include the haptic component as a fundamental part. This thesis presents studies on perception, user performance, and user experience with vibrotactile communication devices built to support different interactive tasks in virtual and physical environments. We have assessed different haptic actuators, tactile display configurations, body sites, user profiles and methods to design a robust tactile platform. Such platform was finally built as a vibrotactile display to be worn around the head and to support spatial awareness and communication in both virtual and physical environments. During our research, we particularly notice that the proactive use of touch for intercommunication is surprisingly neglected regardless of its importance for communication. Therefore, we have also directed our attention to elements present in speech articulation to introduce proactive haptic articulation as a novel approach for intercommunication. We propose that the ability to use a haptic interface as a tool for implicit communication can supplement communication and support near and remote collaborative tasks in different contexts. In addition, an articulatory interface can provide a direct and expressive way for communicating through tactile cues. To demonstrate that, our results were applied to the design of a vibrotactile head-mounted display especially made for interaction with immersive virtual environments. Such apparatus was shown not only to support guidance in 3D space but also to support intercommunication in collaborative virtual environments. In addition to our technical contributions regarding the construction of a fully tested tactile display for multiple tasks and contexts, our main contribution is the conception and demonstration of a new paradigm for tactile interaction. Such paradigm focuses on providing simple and direct ways for individuals to express themselves through tactile cues in computer-mediated interaction with their environment and with others. Such paradigm embraces the final users and allows them to become interlocutors rather than just receivers of the haptic feedback.

A computação paralela permite uma série de vantagens para a execução de aplicações de grande porte, sendo que o uso efetivo dos recursos computacionais paralelos é um aspecto relevante da computação de alto desempenho. Este trabalho apresenta uma metodologia que provê a execução, de forma automatizada, de aplicações paralelas baseadas no modelo BSP com tarefas heterogêneas. É considerado no modelo adotado, que o tempo de computação de cada tarefa secundária não possui uma alta variância entre uma iteração e outra. A metodologia é denominada de ASE e é composta por três etapas: Aquisição (Acquisition), Escalonamento (Scheduling) e Execução (Execution). Na etapa de Aquisição, os tempos de processamento das tarefas são obtidos; na etapa de Escalonamento a metodologia busca encontrar a distribuição de tarefas que maximize a velocidade de execução da aplicação paralela, mas minimizando o uso de recursos, por meio de um algoritmo desenvolvido neste trabalho; e por fim a etapa de Execução executa a aplicação paralela com a distribuição definida na etapa anterior. Ferramentas que são aplicadas na metodologia foram implementadas. Um conjunto de testes aplicando a metodologia foi realizado e os resultados apresentados mostram que os objetivos da proposta foram alcançados. / Parallel computing allows for a series of advantages on the execution of large applications and the effective use of parallel resources is an important aspect in the High Performance Computing. This work presents a methodology to provide the execution, in an automated way, of parallel applications based on BSP model with heterogeneous tasks. In this model it is assumed that the computation time between iterations does not have a high variance. The methodology is entitled ASE and it is composed by three stages: Acquisition, Scheduling and Execution. In the Acquisition step, the tasks\' processing time are obtained; In the Scheduling step, the methodology finds the ideal arrangement to distribute the tasks to maximize the execution speed and, simultaneously, minimize the use of resources. This is made using an algorithm developed in this work; and lastly the Execution step, where the parallel application is executed in the distribution defined in the previous step. The tools used in the methodology were implemented. A set of tests to apply the methodology were made and the results shown that the objectives were reached.