Zugl.: Diss. / Titel auf der Beil.

The subsonic wind tunnel facility at Mississippi State University has been converted to an open test section configuration. An experimental setup was developed which is easily configurable to allow for further research. Measurements of flow quality over select portions of the test section were made to attain a basic understanding of the performance of the new configuration. A program was developed in LabVIEW to control a 3-axis traverse and perform necessary data reduction. The traverse control program was developed to perform data acquisition using a hotilm probe to facilitate the necessary measurements. Data was gathered at two wind tunnel velocity settings over several test section locations. Results of the testing program yielded recommendations on the use of the open configuration. This paper documents the procedure and setup of the testing program to include discussion of the control/data acquisition program and a discussion of the findings and recommendations.

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The diploma thesis deals with some parts of bridge magnet crane with 15 tons of nominal lifting capacity. This crane is designed for operation in the steel mill for handling billets using magnets suspended on the traverse. This work is focused on design of hoisting and traverse mechanism of crane trolley, selection of individual components on the basis of relevant standards and calculations. Next part of this thesis is investigation magnet traverse in terms of its strength according to standard ČSN EN 13001.

Little is known about the strain and consequences of very prolonged and sustained exercise lasting multiple days. This thesis comprises two multi-day exercise field studies and a 24-h, controlled-trial field/laboratory study. The field studies were undertaken using international adventure races (2003 and 2004 Southern Traverses: 86-120 h) to profile exercise intensity and associated physiological and psychophysical strain, and physical and cognitive performance. The 2003 study showed that exercise intensity (from heart rate range) averaged 64% during the first 12 h, dropped to 41% by 24 h, and remained so thereafter. Body core temperature (gastrointestinal pills), throughout racing (n=8) was relatively stable (min 36.0�C and only briefly >39�C), despite widely varying endogenous and exogenous thermal stress. Blood samples obtained before (n=34), during (n=11) and after (n=34) racing revealed a large plasma volume expansion (24%), with stable [sodium]plasma (n=6). Acute (15-30 h) and chronic (96-120 h) elevation of neutrophil, monocyte and lymphocyte numbers were observed across the race. Standardised exercise tests (rest, 25 and 50% peak power output (PPO)) before and after racing (n=9) revealed an extreme shift toward fat utilisation, consistent with lowered fat mass (11%; n=44) and high [free fatty acids]plasma (up 370%; n=9) at race-finish, although [HAD]muscle was unchanged. Muscle glycogen was only 50% lower post-race (290 nmol�kg⁻�d.w.). Complex cognitive performance (Stroop test) impairment was attenuated during 50% PPO post-race. Perceived exertion uncoupled from HR at standardised workloads. Explosive power (jump test; n=24) and anaerobic power (30-s Wingate; n=27) were modestly (<10%) impacted. Strength reduction of arms (11%) and legs (17%) was equivalent (p=0.17). The 2004 study (n=4) involved dissimilar terrain, vegetation, and sequence of exercise modes, yet the profile of exercise intensity was similar: first 12 h 65%, then 45% by 24 h and thereafter. Thus, athletes reliably attain sustainable, low-to-moderate exercise intensity by 24 h. Plasma volume, neutrophil and monocyte responses were reliable across races, whereas lymphocytes were not. Plasma [IL-6] and [S100β] were elevated, substantially in some individuals (IL-6: 223 pg�mL⁻�; S100β: 113 pg�mL⁻�), during racing. A 24-h adventure race simulation (n=9) was then undertaken to investigate physiological and psychophysical factors influencing exercise intensity, autonomic function and orthostatic tolerance. Tests were at 0, ~7, ~15 and 24 h. The 24-h HR profile matched that observed during racing: first 12 h 58% (including 3-h testing), remainder 41%. The shift toward fat utilisation was almost complete within 7 h, and similar to that following 2003 race. The perceived exertion-to-HR uncoupling was also similar; being complete within 15 h. Plasma [noradrenaline] for rest and 12-km�h⁻� run was elevated post-simulation. Plasma [IL-6] peaked by 7 h, although not as high as field observations. The timeframe of metabolic change and perceived exertion uncoupling coincided with that of pace reduction, and may be important regulatory components of very prolonged exercise intensity. Orthostatic intolerance was evident during the simulation (n=6/9), as was cerebral hypo-perfusion (15 h & 24 h). Autonomic function (baroreflex sensitivity, sympathetic activation, parasympathetic withdrawal) was altered only at 7 h, whereas postural-induced hypotension (via impaired venous response) and hypocapnia were always present.

Little is known about the strain and consequences of very prolonged and sustained exercise lasting multiple days. This thesis comprises two multi-day exercise field studies and a 24-h, controlled-trial field/laboratory study. The field studies were undertaken using international adventure races (2003 and 2004 Southern Traverses: 86-120 h) to profile exercise intensity and associated physiological and psychophysical strain, and physical and cognitive performance. The 2003 study showed that exercise intensity (from heart rate range) averaged 64% during the first 12 h, dropped to 41% by 24 h, and remained so thereafter. Body core temperature (gastrointestinal pills), throughout racing (n=8) was relatively stable (min 36.0�C and only briefly >39�C), despite widely varying endogenous and exogenous thermal stress. Blood samples obtained before (n=34), during (n=11) and after (n=34) racing revealed a large plasma volume expansion (24%), with stable [sodium]plasma (n=6). Acute (15-30 h) and chronic (96-120 h) elevation of neutrophil, monocyte and lymphocyte numbers were observed across the race. Standardised exercise tests (rest, 25 and 50% peak power output (PPO)) before and after racing (n=9) revealed an extreme shift toward fat utilisation, consistent with lowered fat mass (11%; n=44) and high [free fatty acids]plasma (up 370%; n=9) at race-finish, although [HAD]muscle was unchanged. Muscle glycogen was only 50% lower post-race (290 nmol�kg⁻�d.w.). Complex cognitive performance (Stroop test) impairment was attenuated during 50% PPO post-race. Perceived exertion uncoupled from HR at standardised workloads. Explosive power (jump test; n=24) and anaerobic power (30-s Wingate; n=27) were modestly (<10%) impacted. Strength reduction of arms (11%) and legs (17%) was equivalent (p=0.17). The 2004 study (n=4) involved dissimilar terrain, vegetation, and sequence of exercise modes, yet the profile of exercise intensity was similar: first 12 h 65%, then 45% by 24 h and thereafter. Thus, athletes reliably attain sustainable, low-to-moderate exercise intensity by 24 h. Plasma volume, neutrophil and monocyte responses were reliable across races, whereas lymphocytes were not. Plasma [IL-6] and [S100β] were elevated, substantially in some individuals (IL-6: 223 pg�mL⁻�; S100β: 113 pg�mL⁻�), during racing. A 24-h adventure race simulation (n=9) was then undertaken to investigate physiological and psychophysical factors influencing exercise intensity, autonomic function and orthostatic tolerance. Tests were at 0, ~7, ~15 and 24 h. The 24-h HR profile matched that observed during racing: first 12 h 58% (including 3-h testing), remainder 41%. The shift toward fat utilisation was almost complete within 7 h, and similar to that following 2003 race. The perceived exertion-to-HR uncoupling was also similar; being complete within 15 h. Plasma [noradrenaline] for rest and 12-km�h⁻� run was elevated post-simulation. Plasma [IL-6] peaked by 7 h, although not as high as field observations. The timeframe of metabolic change and perceived exertion uncoupling coincided with that of pace reduction, and may be important regulatory components of very prolonged exercise intensity. Orthostatic intolerance was evident during the simulation (n=6/9), as was cerebral hypo-perfusion (15 h & 24 h). Autonomic function (baroreflex sensitivity, sympathetic activation, parasympathetic withdrawal) was altered only at 7 h, whereas postural-induced hypotension (via impaired venous response) and hypocapnia were always present.

La présente étude est une tentative d'approche multidisciplinaire visant à une meilleure compréhension des structures profondes des Alpes Occidentales. Elle est basée principalement sur des données de sismique-réflexion profonde, mais elle accorde une égale importance à des données provenant d'autres disciplines géophysiques (sismique réfraction, gravimétrie, tomographie, etc.) et géologiques (tectonique, stratigraphie, métamorphisme, géochronologie, etc.). Un des fils conducteur de ce travail est la géodynamique: toute interprétation des structures profondes actuelles des Alpes Occidentales doit pouvoir s'expliquer dans un contexte d'évolution géodynamique de cette chaîne de montagne compatible avec les observations de la géologie de surface et avec des modèles géodynamiques actualistes. A cet effet l'approche utilisée part du connu (la géologie de surface) pour descendre progressivement dans le monde moins connu des structures profondes à l'échelle crustale d'abord et lithosphérique ensuite. L'interprétation détaillée de profils sismiques dans le domaine interne des Alpes a permis de mettre en évidence l'importance des déformations ductiles et en particulier le rôle important des rétro-plissement dans la configuration actuelle du système de nappe. A l'échelle crustale et lithosphérique, l'interprétation de cinq traverses sismiques réparties dans les Alpes Occidentales a révélé de nombreuses similitudes, telles que l'importante subduction de la plaque continentale Européenne atteignant une profondeur de 150 km sous la plaine du PÔ. Ces interprétations ont aussi démontré des différences apparaissant progressivement le long de l'axe de la chaîne alpine, telles que la géométrie et la composition de l' indenteur Adriatique. Ces différences ont pu trouver une explication cohérente dans un scénario d'évolution géodynamique qui met en évidence l'héritage de structures liées à l'ouverture de l'océan Téthysien dans la formation des structures résultant de la collision continentale des plaques Européenne et Adriatique

En tant qu’espace public, la scène théâtrale est le lieu de la construction et de la déconstruction de représentations de la nation, dans un dialogue incessant entre art et politique. En Écosse, la tension qui fragilise l’idée même de nation est exacerbée par le contexte géopolitique récent (référendum de dévolution en 1979, 1997 et référendum d’indépendance en 2014, puis Brexit en 2016). Miroir de cette instabilité, la scène écossaise réinvente ainsi son rapport à l’espace national en jouant sur les représentations spatiales et communautaires à différentes échelles, du local au global. Espaces et lieux, constamment problématisés, se changent en objets de représentations qui interrogent les multiples façons de faire, de montrer et de voir le théâtre. Ainsi, dans sa pratique comme dans son idéologie, le National Theatre of Scotland (NTS 2006) réinvente la nation : théâtre national sans espace physique de représentation, sans scène nationale, le NTS investit tous types d’espaces réels ou virtuels, qui donnent à repenser la présence et l’absence du corps en scène et font advenir de nouvelles communautés de « spect-acteurs » hors-frontières. Ce théâtre sans murs est métonymique de cette ouverture radicale du théâtre écossais, qui fait place à une représentation identitaire postnationale et horizontale. La scène écossaise offre donc un paradigme fécond pour rendre compte du renouvellement d’une pensée de la nation et des formes dramatiques contemporaines qui en émanent. / As a public space, the theatrical stage is where representations of the nation are constructed and deconstructed, in an unceasing dialogue between art and politics. In Scotland, the tension that destabilizes the very idea of nationhood is exacerbated by the recent geo-political context (the referenda on devolution in 1979, 1997, the referendum on independence in 2014, and Brexit in 2016). Reflecting this instability, the Scottish stage similarly reinvents its relationship to the national space by playing with the very scales of space and community, from the local to the global. Space and place, constantly challenged on the stage, become objects of representation that question the multiple ways of doing, showing, and seeing theatre. Both in its projects and its ideology, the National Theatre of Scotland (NTS 2006) seeks to reinvent the nation. As a building-less national theatre, the NTS reinvests all types of spaces, be they real or virtual, asking us to rethink the presence and absence of the body on stage, and fostering new transnational communities of “spect-actors”. This theatre without walls is a metonymy for the radical opening up of Scottish theatre itself, which invites postnational and horizontal representations of identity. The Scottish stage thus presents us with a productive paradigm to explore new understandings of the nation and the contemporary dramatic forms it fosters.

Made available in DSpace on 2016-12-23T14:38:05Z (GMT). No. of bitstreams: 1 Universidade Federal do Espirito Santo 1.pdf: 2863540 bytes, checksum: 3d4ec5dba64becd19da909f5d8b5062e (MD5) Previous issue date: 2006-03-17 / This study aimed at checking the relation between the way the teachers learn and teach in a context of rules game, as well as investigate their reflections on pedagogical practice. Four teachers from the fourth grade of private primary schools in the state of Espírito Santo were subjects of the research. The research was carried out in three situations. (1) in the first one, there was an interview in order to characterize the teachers´ profiles and their conceptions about the learning and teaching processes; (2) the learning situation was composed of stages of instruction, experimentation and problem-solving activity, all of them, making use of the rules game called Traverse; and (3) the teaching situation, composed of the instruction and experimentation phases, once more using the same game. This third situation counted on the participation of four children. During the learning and teaching situations, several questions were proposed so that the teachers could reflect on the situations experienced in the game, their actions and the relations between these ones and the pedagogical practice. The results provided the researcher with the conceptions of the teachers about some themes related to the teaching and learning process, as well as the conflicts the teachers experienced in the school routine. Besides, the researcher could note an evolution in their level of comprehension of the logical system of the game, with the existence of intermediate moments that indicate a partial awareness of the action. The main difficult presented in the process was the comprehension of inter systemic dialetics existing in the game and the simultaneous observation of the teachers´ own actions and the ones of the oponents. Concerning the teaching of the game, there was a predominance of procedures based in the model used by the researcher, having some difficulties been identified on the teachers either at the time of instructing or at mediating. After this analysis, it was possible to establish a parallel between the learning and teaching situations. In this way, it made it possible for the researcher to note that the main obstacles faced by the teachers to advance in their levels of comprehension of the game, during the learning situation, were repeated at the time of teaching. Taking this analysis to the school context, the researcher could also observe the tensions experienced by the teachers when facing the contradictions of the school environment, which involved similar aspects to the ones presented in their difficulties in the game context. The results confirmed the hypothesis that there is a relation between the way the teachers learn and the way they teach in the Traverse game, and that this game can be a rich resource to be used in a context of teacher development. It is suggested a deeper reflection on the contexts of learning that have been provided to the teachers in their graduation and later professional development, considering that profession development requires a reflection on the teachers´ own learning process. / Esta pesquisa teve por objetivo verificar a relação entre os modos de aprender e de ensinar de professoras em um contexto de jogo de regras, bem como investigar suas reflexões sobre a prática pedagógica. Participaram da pesquisa quatro professoras da quarta série do ensino fundamental de uma escola particular do Espírito Santo. O procedimento de pesquisa foi organizado em três situações: (1) inicial, constituída por uma entrevista para caracterização dos perfis das participantes, assim como de suas concepções acerca do processo ensino-aprendizagem; (2) de aprendizagem, composta pelas fases de instrução, de experimentação e de problematização, todas utilizando um jogo de regras denominado Traverse; e (3) de ensino, formada pelas fases de instrução e de experimentação, também utilizando o mesmo jogo. Esta terceira situação contou com a colaboração de quatro crianças. Durante as situações de aprendizagem e de ensino, vários questionamentos foram propostos de modo que as professoras pudessem refletir sobre as situações vividas no jogo, sobre suas ações e sobre as relações entre estas e a prática pedagógica. Os resultados obtidos permitiram caracterizar as concepções das professoras sobre alguns temas relacionados ao processo ensinoaprendizagem, assim como os conflitos vividos por elas no cotidiano escolar. Além disso, constatamos uma evolução em seus níveis de compreensão do sistema lógico contido no jogo, com a existência de momentos intermediários que indicam uma tomada de consciência parcial da ação. A principal dificuldade apresentada nesse processo foi a compreensão da dialética intersistêmica existente no jogo e a observação simultânea das próprias ações e das ações do adversário. No que se refere ao ensino do jogo, houve um predomínio de procedimentos baseados no modelo utilizado pela experimentadora, sendo identificadas algumas dificuldades apresentadas pelas professoras, tanto no momento de instruir quanto no de mediar. Após esta análise, foi possível estabelecer um paralelo entre as duas situações, a de aprendizagem e a de ensino. Desse modo, verificamos que os principais obstáculos enfrentados pelas professoras para avançar em seus níveis de compreensão do jogo, na situação de aprendizagem, repetiram-se, de modo análogo, no momento de ensinar. Ao ampliarmos a análise para o contexto escolar, também identificamos as tensões vividas pelas professoras ante as contradições existentes no cotidiano escolar, as quais envolviam aspectos similares aos presentes em suas dificuldades no contexto do jogo. Os resultados confirmaram nossa hipótese de que existe uma relação entre os modos de aprender e de ensinar das professoras no Traverse, bem como de que esse jogo pode ser um recurso rico a ser utilizado em um contexto de formação docente. Diante dessa constatação, sugerimos uma reflexão mais ampla sobre os contextos de aprendizagem que têm sido oferecidos aos professores em seus processos de formação docente e de formação continuada, considerando que a profissionalização requer um trabalho de tomada de consciência sobre os próprios processos de aprendizagem.

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