Cette thèse a pour objectif de développer des méthodes ultrasonores pour l’END de l’adhésion de joints collés. Pour aborder ce problème, les assemblages sont réalisés avec des substrats en aluminium (isotrope, élastique) et un adhésif de type époxy(isotrope, viscoélastique). Selon la géométrie des assemblages, deux méthodes sont proposées pour obtenir une information quantitative sur le niveau d’adhésion. La première est adaptée à des échantillons de type tri-couches avec recouvrement total.Elle consiste à analyser la transmission d’ondes ultrasonores planes de volume à travers l’assemblage immergé dans l'eau.Les conséquences d'un mauvais traitement de surface des substrats sur la mesure des modules de viscoélasticité du joint adhésif sont étudiées. Il a été montré que des interphases dégradées provoquent une anisotropie apparente des modules mesurés pour le joint de colle. Cette anisotropie a été quantifiée à l'aide de deux paramètres β1 et β2 dont les valeurs permettent de révéler la qualité des interphases. Ensuite, les modules élastiques (ou raideurs kL et kT) des interphases ont été estimés, en supposant les propriétés de l'adhésif connues. On montre que leurs valeurs sont maximales lorsque l'adhésion est nominale, et qu’elles diminuent franchement lorsque l'adhésion est dégradée, mais dans des proportions différentes. Des mesures de la contrainte à rupture, réalisées sur des échantillons préparés dans les mêmes conditions, corroborent la chute des modules des interphases. La seconde méthode est adaptée à des échantillons collés avec un recouvrement partiel. Elle es tbasée sur la mesure du coefficient de transmission d'ondes de Lamb se propageant d'un substrat à l'autre, à travers la zone de recouvrement. Une étude de sensibilité numérique (par éléments finis) des coefficients de transmission des modes de Lamb a montré que les propriétés mécaniques des interphases (modélisées par des raideurs surfaciques) peuvent être évaluées si les autres caractéristiques de l’assemblage sont connues. Des mesures expérimentales de ces coefficients de transmission ont ensuite été réalisées avec deux échantillons. L’un d’eux possède des interphases à adhésion nominale et l’autre des interphases dégradées. Une confrontation entre les résultats des mesures obtenus pour les différents modes et les simulations numériques permet de déterminer les valeurs des raideurs d’interfaces pour chaque échantillon. Là encore, il est observé qu’une mauvaise adhésion se traduit par des valeurs faibles des raideurs d’interfaces, qui peuvent être quantifiées, cette fois,grâce aux ondes ultrasonores guidées. / The aim of this thesis is to develop NDT ultrasonic methods for the evaluation of the adhesion at interfaces in bonded joints.To address this problem, the assemblies are made of aluminum substrates (isotropic, elastic) and epoxy adhesive (isotropic,viscoelastic). Depending on the geometry of the studied assemblies, two methods are proposed to obtain quantitativeinformation on the adhesion level. The first method is suitable for three-layered plate-like samples. It consists in analyzingthe transmission of bulk ultrasonic plane waves through the assembly immersed in water. The consequences of a inapropriatesurface treatment of the substrates on the measurement of viscoelastic moduli of the joint are studied. It has been shown thatdegraded interphases cause an apparent anisotropy of the measured elastic moduli of the joint. This anisotropy was quantifiedusing two parameters β1 and β2 whose values can reveal the quality of the interphases. Then, the elastic moduli (or stiffnesseskL and kT) of the interphases were estimated, assuming that the adhesive layer properties are known. It was shown that theirvalues are higher when the adhesion is nominal, and are strongly decreased when the adhesion is degraded. Measurements ofthe mechanical strength, on samples prepared under the same conditions, confirmed the drops in these elastic moduli. Thesecond method is more suitable for lap joint samples. It is based on the Lamb wave transmission coefficient measured fromone substrate to the other, across the overlap zone. A numerical sensitivity analysis (finite element model) of the transmissioncoefficients of Lamb waves showed that the mechanical properties of the interphases (modeled by interfacial stiffnesses) canbe evaluated if the other characteristics of the assembly are well known. Experimental measurements of the transmissioncoefficients were then performed on two samples. One of them has interphases with nominal adhesion and the other hasdegraded interphases. A comparison between the measured results obtained for the different modes and numericalsimulations was used to determine the values of the interfacial stiffnesses for each sample. Again, it was observed that pooradhesion leads to low values of the interfacial stiffnesses of the interphases, that can be quantified using guided ultrasonicwaves.

<p>An application was developed to explore user interactions with the holographic sign language interpreters within HoloLens MR classrooms for Deaf and Hard of Hearing (DHH) students. The proposed system aims to enhance DHH students’ learning efficacy. Despite the ongoing advancement of assistive technology and the trend to adopt Mixed Reality applications into education, not much existing research provides user study or design guidelines for HoloLens development targeting the DHH community. The developed HoloLens application projects a holographic American Sign Language (ASL) avatar that signs the lecture while a speaking instructor is teaching. The usability test focused on avatar manipulation (move, rotate, and resize) and avatar framing (full-body and half-body displays) within the MR classroom. A mixed-method approach was used to analyze quantitative and qualitative data through test recordings, surveys, and interviews. The result shows user preferences toward viewing holographic signing avatars in the MR space and user acceptability toward such applications</p>

Sign language is used widely around the world as a first language for those that are unable to use spoken language and by groups of people that have a disability which precludes them from using spoken language (such as a hearing impairment). The importance of effective learning of sign language and its applications in modern computer science has grown widely in the modern aged society and research around sign language recognition has sprouted in many different directions, some examples using hidden markov models (HMMs) to train models to recognize different sign language patterns (Swedish sign language, American sign language, Korean sign language, German sign language and so on).  This thesis project researches the assessment and skill efficiency of using a simple video game to learn Swedish sign language for children in the ages within the range of 10 to 11 with no learning disorders, or any health disorders. During the experimental testing, 38 children are divided into two equally sized groups of 19 where each group plays a sign language video game. The context of the video game is the same for both groups, where both listened to a 3D avatar speak to them using both spoken language and sign language. The first group played the game and answered questions given to them by using sign language, whereas the other group answered questions given to them by clicking on an alternative on the video game screen. A week after the children have played the video game, the sign language skills that they have acquired from playing the video game are assessed by simple questions where they are asked to provide some of the signs that they saw during the duration of the video game. The main hypothesis of the project is that the group of children that answered by signing outperforms the other group, in both remembering the signs and executing them correctly. A statistical null hypothesis test is performed on this hypothesis, in which the main hypothesis is confirmed. Lastly, discussions for future research within sign language assessment using video games is described in the final chapter of the thesis. / Teckenspråk används i stor grad runt om i världen som ett modersmål för dom som inte kan använda vardagligt talsspråk och utav grupper av personer som har en funktionsnedsättning (t.ex. en hörselskada). Betydelsen av effektivt lärande av teckenspråk och dess tillämpningar i modern datavetenskap har ökat i stor utsträckning i det moderna samhället, och forskning kring teckenspråklig igenkänning har spirat i många olika riktningar, ett exempel är med hjälp av statistika modeller såsom dolda markovmodeller (eng. Hidden markov models) för att träna modeller för att känna igen olika teckenspråksmönster (bland dessa ingår Svenskt teckenspråk, Amerikanskt teckenspråk, Koreanskt teckenspråk, Tyskt teckenspråk med flera). Denna rapport undersöker bedömningen och skickligheten av att använda ett enkelt teckenspråksspel som har utvecklats för att lära ut enkla Svenska teckenspråksmönster för barn i åldrarna 10 till 11 års ålder som inte har några inlärningssjukdomar eller några problem med allmän hälsa. Under projektets experiment delas 38 barn upp i två lika stora grupper om 19 i vardera grupp, där varje grupp kommer att få spela ett teckenspråksspel. Sammanhanget för spelet är detsamma för båda grupperna, där de får höra och se en tredimensionell figur (eng. 3D Avatar) tala till dom med både talsspråk och teckenspråk. Den första gruppen spelar spelet och svarar på frågor som ges till dem med hjälp av teckenspråk, medan den andra gruppen svarar på frågor som ges till dem genom att klicka på ett av fem alternativ som finns på spelets skärm. En vecka efter att barnen har utfört experimentet med teckenspråksspelet bedöms deras teckenspråkliga färdigheter som de har fått från spelet genom att de ombeds återuppge några av de tecknena som de såg under spelets varaktighet. Rapportens hypotes är att de barn som tillhör gruppen som fick ge teckenspråk som svar till frågorna som ställdes överträffar den andra gruppen, genom att både komma ihåg tecknena och återuppge dom på korrekt sätt. En statistisk hypotesprövning utförs på denna hypotes, där denna i sin tur bekräftas. Slutligen beskrivs det i rapportens sista kapitel om framtida forskning inom teckenspråksbedömning med tv spel och deras effektivitet.

Age-related physical and cognitive changes hinder the ability of older adults to operate smartphones. While many user interface (UI) heuristics exist today, there is a need for an updated set designed specifically to assess the usability of mobile devices for an older audience. Smartphone evaluation heuristics for older adults based on age-related changes in vision, hearing, attention, memory and motor control were developed in this thesis by analyzing literature on age-related physical and cognitive changes impacting smartphone usability. Support for heuristics was found by gathering information on how older adults use cell phones through interviews and an online survey. It was demonstrated that strength of support for some heuristics increases with age. The evaluated heuristics provide usability practitioners and designers with a framework for evaluating the usability of smartphones for older adults.

A fundamental change in societal values and economic structures is required to address increasing pressures on ecosystems and natural resources. Transition research has developed in the last decades to analyze the co-dynamics of technological, institutional, social and economic elements in the provision of key functions such as energy, water and food supply. This doctoral dissertation provides conceptual and methodological contributions to the pro-active governance of sustainability transitions. Three research gaps are identified that are addressed in this dissertation. First, a comprehensive conceptualization of learning in sustainability transitions is currently missing that comprises learning at multiple societal levels (ranging from individuals to policy-actors). Learning concepts are often not explicitly discussed in transition research even though learning is considered as fundamental for innovation processes, niche formation and development as well as breakthrough and diffusion of innovations. Second, methods for the analysis and design of transition governance processes are lacking that specify case-specific intervention points and roles of actors in the implementation of innovations. Third, participatory modeling approaches are only applied to a limited extent in transition research despite a high potential for supporting communication and learning. The conceptualization of multi-level learning developed in this doctoral research conceptualizes learning at different societal levels as specific learning contexts ranging from individual and group contexts to organizational and policy contexts. The conceptual framework further differentiates between learning processes, intensity, objects, outcomes, subjects and factors, allowing for a more detailed analysis of learning within and across learning contexts. Thus, learning contexts can be linked by processes that involve actors from different learning contexts (e.g., community groups and policy-makers), as well as exchanges of physical aspects, institutions and knowledge (in the form of ‘learning factors’). This research has also provided a classification of model uses in transition research that supports a purposeful discussion of the opportunities of modeling and promising future research directions. The methodology developed in this doctoral research aims at the analysis and design of transition governance processes by specifying the various opportunities to contribute to sustainability transitions through purposeful action at different societal levels, as well as related roles of stakeholders in implementing such processes of change. The methodology combines different streams of previous research: 1) a participatory modeling approach to identify problem perceptions, case-specific sustainability innovations as well as related implementation barriers, drivers and responsibilities; 2) a systematic review to identify supportive and impeding learning factors from the general literature that can complement case-specific factors; and 3) a method for the analysis and design of case-specific transition governance processes. Three case studies in Canada (topic: sustainable food systems), Cyprus (water-energy-food nexus) and Germany (sustainable heating supply) have been selected to test and iteratively develop the methodology described above. The results for each case study reveal that there are learning objects (i.e., learning requirements) in all learning contexts, which underscores the importance of multi-level learning in sustainability transitions, ranging from the individual to the group, organizational and policy levels. Actors have various opportunities to actively facilitate societal transformations towards sustainable development either directly through actions at their particular societal levels (i.e., context-internal learning) or indirectly through actions that influence learning at other societal levels. In fact, most of the learning factors require cooperation across learning contexts during the implementation process. The comparing of learning factors across case studies underline the importance of several factor categories, such as ‘physical a ‘disturbance or crisis’, ‘information and knowledge’. Of the 206 factors identified by stakeholders, 40 factors are case-specific and not contained in the general, review-based factor list. This underscores the value of participatory research, as general, top-down analyses might have overlooked these case-specific factors. The methodology presented in this dissertation allows for the identification and analysis of case-specific intervention points for sustainability transitions at multiple societal levels. The methodology furthermore permits the analysis of interplay between individual, group, organizational and policy actions, which is a first step towards their coordination. The focus on sustainability innovations links the broad topic of sustainability transitions to a set of opportunities for practical interventions and overcoming their implementation barriers. The methodology presented allows for the analysis and design of these interlinkages between learning contexts. While the methodology cannot provide any ‘silver bullets’ for inducing sustainability transitions, it is flexible enough to identify an appropriate abstraction level for analyzing and designing transition governance processes. The methodology developed in this doctoral research also provides several contributions for the development of participatory modeling methods in transition research. Thus, the participatory method supports an integrated analysis of barriers and drivers of sustainability innovations, and allows application in practice and education. The concepts and methods developed in this research project allow for reflection on transition governance processes from a systemic viewpoint. Experiences in the case studies underline the applicability of the concepts and methods developed for the analysis of case-specific transition governance processes. Despite substantial differences in the geographic location, culture and topics addressed, all case studies include promising sustainability innovations and the engagement of multiple actors in their implementation. The diversity and multitude of initiatives in the case study regions provides an optimistic outlook on future opportunities for large-scale sustainability transitions.