Made available in DSpace on 2017-07-24T19:45:52Z (GMT). No. of bitstreams: 1 Gustavo Trierveiler Anselmo.pdf: 9979848 bytes, checksum: 860bb544a69cc5a636999f5a0f91c142 (MD5) Previous issue date: 2016-09-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Simulator Didactics of Accommodation of the Human Eye is a set of activities that have as objective facilitate the teaching-learning process on optics and, especially, on the process of human accommodation. The educational product explores concepts of geometrical optics (light rays and refraction) in the paraxial approximation and its applications to spherical lenses. Didactic simulator was built with a flexible lens, produced with a latex-made male condom filled with water. Its spherical shape, with a diameter of approximately , was compared with the theoretical model of the “ball lens”. We have experimentally determined its focal length ( and compared it with the corresponding theoretical value, obtaining a accuracy. The flexibility feature of this lens gives the possibility to simulate the accommodation process of the eye in two different situations: for diverging and parallel light beams, corresponding to objects near and far from the observer, respectively. These concepts were addressed in the educational spirit of the meaningful learning of David Ausubel. It has been proposed 4 lesson plans from the previous organizers (taught in 8 lessons), 1 lesson plan for application of the didactic simulator (3 lessons) and 2 meetings for application and discussion of the questionnaires (2 lessons), summing up 13 classes. We have used several resources: lectures, computer simulators, construction of one darkroom, dissection of the bull's-eye and a experimental apparatus produced by students. Adding to other support materials, these instruments facilitated the learning of content offered and the better understanding of the students. This is proven by the results obtained in 42 questionnaires applied. Of these, 24 were before and 18 after the application of the project. There has been an increase of ~200% in the number of hits in the second stage. The proposal has been applied in a class of 39 students, where we had a meaningful learning of over of the class. One should stress also the impact on students, who were more willing to learn, requiring better quality lessons, both in content and evaluation of them. / Esta dissertação descreve um conjunto de atividades realizadas com o objetivo de facilitar o processo de ensino-aprendizagem sobre a óptica e, principalmente, da acomodação do cristalino humano. O produto educacional gerado, chamado de Simulador Didático da Acomodação do Cristalino do Olho Humano, explora conceitos de óptica geométrica (raio de luz e refração) dentro da aproximação paraxial e suas aplicações em lentes esféricas. Para isso foi construído um aparato com uma lente flexível, produzida com preservativo masculino feito de látex preenchido com água. O seu formato esférico, com diâmetro de aproximadamente , foi comparado com o modelo teórico das “ball lens”. Determinamos experimentalmente sua distância focal ( que, comparado com seu valor teórico, tem uma acurácia de . Por ser flexível, foi possível simular o processo de acomodação do cristalino em dois casos: para feixes de luz divergentes e paralelos, simulando situações com objetos próximos e distantes do observador, respectivamente. Estes conceitos foram abordados conforme a concepção educacional da aprendizagem significativa de David Ausubel. Foram propostos quatro planos de aulas de organizadores prévios (ministrado em oito aulas), um plano de aula de aplicação do simulador didático (três aulas) e dois momentos para aplicação e discussão dos questionários (duas aulas), totalizando 13 aulas. Utilizou-se variados recursos: aulas expositivas, simuladores computacionais, construção de câmara escura, dissecação do olho de boi e aparatos experimentais produzidos pelos alunos. Aliados a materiais de apoio, esses instrumentos facilitaram a aprendizagem dos conteúdos ministrados e o melhor entendimento dos alunos. Isso é comprovado pelos resultados obtidos em 42 questionários aplicados. Destes, 24 foram antes e 18 depois da aplicação do projeto. Houve um aumento de ~200% no número de acertos na segunda etapa. A proposta foi aplicada em uma turma de 39 alunos, onde obtivemos uma aprendizagem significativa de mais da classe. A ressaltar, também o impacto nos alunos, que se mostraram mais dispostos a aprenderem, exigindo aulas de melhor qualidade, tanto na exposição do conteúdo como na avaliação.

Made available in DSpace on 2016-04-29T13:17:56Z (GMT). No. of bitstreams: 1 Lilian Boarati.pdf: 937567 bytes, checksum: 249c79ca80dd5f923f0009bc3202d6b8 (MD5) Previous issue date: 2015-10-16 / Participation in rituals is often observed in relatives of Obsessive-Compulsive Disorder (OCD) patients. Family members change their routine, contributing to the maintenance and the strengthening of ritualistic responses. This participation has been called Family Accomodation. According to the perspective of Behavior Analysis, both the behaviors of OCD patients as of their relatives are controlled by environmental variables. This study aimed to evaluate a family-directed intervention procedure in order to reduce family accommodation. The subjects were three dyads of adults patients with OCD and their mothers. Before the intervention procedure, interviews were performed separately with the two participants from each dyad, in order to screening the patients´ rituals and the mothers´ accommodation responses. Then, weekly meetings were held between the researcher and the mothers for 12 to 14 weeks. Mothers were instructed to record the daily rituals demanding their participation and if they had adhered to them or not. These records allowed the researcher to establish an order of family accommodation responses according to their frequency, from the lowest to the highest ones. After explaining to mothers how their behavior could be maintaining the ritualistic responses of their offsprings, the researcher instructed them not participate in rituals (Extinction) that occurred less often (supposedly easier eliminating) and to differentially reinforce any other class of responses (DRO). During the intervention, at each meeting, the researcher analyzed the records brought by mothers and if she realized that mothers had followed the instructions to extinguish the rituals and reinforce their offsprings´other responses, she provided them with praise. Once one class of accommodation responses was eliminated (measured by daily records of mothers), the researcher instructed the mothers to extinguish the next ritual following the order from low to high frequency. In weekly meetings, the researcher could also review with mothers the main difficulties faced in extinguishing the accommodation responses and provide guidance on how to act in everyday situations. The analysis of the agreement conducted in 30% of records between the researcher and an independent evaluator indicated a general agreement of 90.57%. The results showed that although the ritualistic and the accommodation responses presented by the three dyads were very different, mothers succeeded to eliminate most of their accommodation responses. At the xvii same time, there was also noted a reduction in requests from the OCD patients directed their mothers to take part of their rituals. An assessment carried out 21 days after the end of the intervention (follow-up) showed that two of the three mothers kept the complete elimination of their accommodation responses addressed in the intervention. The third mother presented the complete elimination of two classes of accommodation responses, decreased the average frequency of one class of accommodation responses and maintained the frequency of another class as that presented at the last week of the intervention. It was concluded that family accommodation can be changed by providing information on its role in maintaining the ritualistic responses of OCD patients associated with instructions for family to extinguish the rituals and by social reinforcement of family behavior change / A participação nos rituais do portador do Transtorno Obsessivo-Compulsivo (TOC) é frequentemente observada em familiares que mudam sua rotina, contribuindo para a manutenção e fortalecimento das respostas ritualísticas. Essa participação tem sido denominada Acomodação Familiar. De acordo com a perspectiva da Análise do Comportamento, tanto os comportamentos do portador do TOC quanto de seus familiares são controlados por variáveis ambientais em interação com o organismo. O presente estudo teve como objetivo avaliar um procedimento de intervenção dirigido a familiares com vistas a reduzir a acomodação familiar. Participaram três díades compostas de adultos portadores de TOC e suas mães. Antes de se aplicar o procedimento de intervenção foram realizadas entrevistas separadamente com os dois participantes de cada díade, com o objetivo de fazer um levantamento dos rituais apresentados pelos portadores e das respostas de acomodação familiar. Em seguida, foram realizados encontros semanais entre a pesquisadora e as mães durante 12 a 14 semanas. As mães foram instruídas a registrar diariamente as respostas ritualísticas de seus filhos que solicitavam sua participação e se haviam atendido a essas solicitações ou não. Estes registros permitiram que se estabelecesse uma ordem das respostas de acomodação familiar em termos de sua freqüência diária da menor para a maior. Depois de explicar para as mães como seus comportamentos poderiam estar mantendo as respostas ritualísticas de seus filhos, a pesquisadora instruiu as mães para que começassem a deixar de atender (Extinção) as solicitações de participação nos rituais nas situações que ocorriam menos frequentemente (supostamente mais fáceis de eliminar) e simultaneamente reforçassem diferencialmente qualquer outra classe de respostas diferente da ritualística (DRO). Durante a intervenção, a cada encontro, a pesquisadora analisava os registros trazidos pelas mães e ao perceber que estas haviam seguido as instruções de colocar em Extinção as solicitações de participação nos rituais e reforçar outras respostas dos filhos, fornecia-lhes elogios. Uma vez eliminada uma classe de repostas de acomodação (avaliada pelos registros diários das mães), a pesquisadora instruía as mães para que deixassem de atender a solicitação de participação no próximo ritual dos filhos, seguindo a ordem de menor para maior frequência. Nos encontros semanais, a pesquisadora também pôde xv analisar junto com as mães as principais dificuldades enfrentadas na tarefa de deixar de apresentar as respostas de acomodação e fornecer orientação de como agir nas situações cotidianas. A análise da concordância entre a pesquisadora e uma avaliadora independente realizada em 30% dos registros indicou um acordo geral de 90,57%. Os resultados mostraram que embora as classes de respostas ritualísticas e de acomodação das três díades fossem muito diferentes entre si, houve eliminação da maioria das respostas de acomodação apresentadas pelas três mães. Paralelamente, observou-se também uma redução nas solicitações dos portadores de TOC dirigidas às suas mães para que participassem de seus rituais. Uma avaliação realizada 21 dias após o término da intervenção (seguimento) mostrou que duas das três mães mantiveram a eliminação completa das classes de respostas de acomodação abordadas na intervenção. A terceira mãe apresentou a eliminação completa de duas classes de respostas de acomodação, diminuiu a freqüência média diária de uma classe de respostas de acomodação e manteve a mesma frequência média diária de outra classe em comparação com última semana da intervenção. Concluiu-se que a acomodação familiar pode ser alterada pelo fornecimento de informações sobre o seu papel na manutenção das respostas ritualísticas do portador de TOC associado com instruções para o familiar colocar em extinção as solicitações para participar dos rituais e a liberação de reforços sociais para a mudança de comportamento do familiar

The overarching theme of the thesis was to investigate the association between smart device use and computer vision syndrome. The initial study designed and developed the Open Field Tear film Analyser (OFTA) enabling a continuous, real-time assessment of the tear film and blink characteristics during smart device use. The monocular OFTA prototype was validated and showed good intra- and inter-observer repeatability relative to the Oculus Keratograph 5M and Bausch and Lomb one position keratometer. Subsequently, tear osmolarity following engagement with reading and gaming tasks on smart device and paper platforms was investigated. Discrete measures of osmolarity pre- and post-engagement with the tasks were obtained with the TearLab osmometer; osmolarity values differed between platforms when participants were engaged in a gaming task but no such difference was observed with the reading task. In addition, the influence of repeated measurements on tear osmolarity was also explored. To simulate the habitual binocular viewing conditions normally associated with smart device use, the binocular OFTA was developed. The device was used to assess the tear film and blink characteristics whilst engaging with reading and gaming tasks on smart device and paper platforms. The results revealed differences in blink characteristics and non-invasive tear break up time between the different platforms and tasks assessed. In addition, the thesis also reports on an investigation examining the real-time accommodative response to various targets displayed on smart devices using an open-field autorefractor with a Badal lens system adaptation. The results showed that accommodative latency, accommodative lag, mean velocity of accommodation, speed of disaccommodation and mean velocity of disaccommodation varied across the different platforms. Through the use of validated subjective questionnaires and smartphone apps, the relationship between duration of smartphone use and symptoms of dry eye were examined. The findings of this study demonstrated that longer duration of smartphone and personal computer use were associated with higher risk of dry eyes as indicated by subjective questionnaire outcomes.

The main aim of the theoretical part of this diploma thesis is to describe importance of writing the business plan and charecterize its main features. In the second part, the detailed and comprehensive business plan is created in the way it could be used for a bank institution to obtain loan to start own enterprise in the accommodation and hospitality industry. The plan should also help enter the market successfully, obtain certain market share and consolidate position and ensure growth of the pension in the future.

Approximately 15% of all new marriages in the United States in 2010 were between spouses that shared different racial or ethnic backgrounds from one another. Socha and Diggs (1999) began to examine race as both an outcome of family communication as well as a factor that influences children's communication development in families because of the social pressure multiethnic families endure to fit a nuclear family model. This study utilized dyadic interviews of eleven multiethnic parent couples (N = 22 individuals; 11 dyads) in order to gain a deeper understanding of Hispanic-Caucasian multiethnic family systems. Communication in families plays a foundational role in many aspects of society and socialization of the young. However, slim research has addressed how communication in families affects the understandings of ethnicity and the formation of social identities as a social construction (see Hecht, Collier, & Ribeau, 1993; Socha & Diggs, 1999; Socha, Sanchez-Hucles, Bromley, & Kelly, 1995). Researchers in the social sciences, especially in communication, must recognize that the sanctuary of the home may be generating the keys to understanding problems concerning social identity formation and diversity. Thus, there is a need for communication research at the crossroads of ethnicity, family, and identity. This dissertation highlights family factors that may influence Hispanic-Caucasian multiethnic children’s social identities as well as family communication within Hispanic-Caucasian multiethnic family systems. This study explicates multiethnic families through the lens of communication accommodation theory (CAT; Giles, 1973), social identity theory (SIT; Tajfel & Turner, 1979), and self-categorization theory (SCT; Turner, 1985; Turner, 1987), explicitly overviewing the intersection of interpersonal and intergroup communication (Giles, 2012). This study provides insights to both theoretical expansion and practical application within Hispanic-Caucasian multiethnic family systems. Ultimately, this study addresses questions such as: a) How do Hispanic-Caucasian multiethnic family systems communicate surrounding topics of race and ethnicity, b) How do Hispanic-Caucasian multiethnic families discuss components of social identity (e.g., ethnic identification for multiethnic children), and c) What challenges are unique to Hispanic-Caucasian multiethnic family systems?

La conduite des systèmes dynamiques étendus caractérisés par des non-linéarités et des temps de transfert importants est étudiée dans ce mémoire. Les systèmes étendus véhiculent des flux sur de grandes distances pour satisfaire les usages liés à l'activité humaine. L'importance économique donnée aux flux transportés impose une gestion parcimonieuse des ressources. Pour le cas des réseaux hydrographiques, les différents niveaux de gestion sont présentés. Les techniques de gestion utilisées conduisent au rejet de certaines perturbations sans toutefois en permettre une valorisation. C'est pourquoi, nous proposons une stratégie de conduite réactive combinant des techniques de diagnostic et des méthodes de commande supervisée des systèmes dynamiques hybrides. Cette stratégie permet l'accommodation de la commande par basculement selon les états de la ressource diagnostiqués, en tenant compte de contraintes de gestion exprimées par des coûts variables. Le diagnostic de l'état de la ressource implanté sous un formalisme d'automate hybride est réalisé à partir de techniques de caractérisation qualitative des signaux. Une démarche de multimodélisation et des outils algorithmiques, ayant pour intérêt de fixer le nombre de modèles et leur domaine de validité, sont introduits dans le but de reproduire aisément la dynamique des systèmes hydrauliques à surface libre. A partir de ces résultats, une technique de réglage de la stratégie de conduite réactive a été proposée. Finalement, afin d'en évaluer les performances, nous l'avons couplée à un simulateur numérique reproduisant fidèlement le comportement hydraulique à partir des données géométriques et des conditions limites issues du système réel. L'efficacité de la stratégie de conduite réactive a été démontrée pour divers systèmes hydrographiques.

<p>On the annexation of Jämtland by Sweden in 1645, Danish clergymen were allowed to remain on condition that they officiated in the Swedish language.</p><p>This dissertation investigates the changes in the written language of one of these Danish clergymen and is based on the parish register kept by the Rev. Olof Bertilsson between 1636 and 1668. The premise for this study is that individual variations and alterations in written language do not occur arbitrarily, but display systematisation and express social consensus. The analytical basis for this approach is derived from Alexander Zheltukhin’s work on orthographic code theory and employs concepts used in sociolinguistics, but also borrows ideas from theories of mixed languages and second-language learning.</p><p>Between 1636 and 1646 Olof Bertilsson displays a highly stable orthographic code with few variations. Following his attendance at the Riksdag (the Swedish Parlament) in Stockholm in 1647, a distinct change is evident in his orthography. Changes occur quite early in the spelling of some place-names, personal names and important and frequent ecclesiastical terms.</p><p>A decisive factor in determining when and how change occurs is his access to examples of Swedish texts. In the last decade of his life, an influx of Swedish clergy, increased contacts with Swedish officials and help from young clergymen with a Swedish education, contribute to a predominance of Swedish forms in Olof Bertilsson’s individual orthographic code.</p>

On the annexation of Jämtland by Sweden in 1645, Danish clergymen were allowed to remain on condition that they officiated in the Swedish language. This dissertation investigates the changes in the written language of one of these Danish clergymen and is based on the parish register kept by the Rev. Olof Bertilsson between 1636 and 1668. The premise for this study is that individual variations and alterations in written language do not occur arbitrarily, but display systematisation and express social consensus. The analytical basis for this approach is derived from Alexander Zheltukhin’s work on orthographic code theory and employs concepts used in sociolinguistics, but also borrows ideas from theories of mixed languages and second-language learning. Between 1636 and 1646 Olof Bertilsson displays a highly stable orthographic code with few variations. Following his attendance at the Riksdag (the Swedish Parlament) in Stockholm in 1647, a distinct change is evident in his orthography. Changes occur quite early in the spelling of some place-names, personal names and important and frequent ecclesiastical terms. A decisive factor in determining when and how change occurs is his access to examples of Swedish texts. In the last decade of his life, an influx of Swedish clergy, increased contacts with Swedish officials and help from young clergymen with a Swedish education, contribute to a predominance of Swedish forms in Olof Bertilsson’s individual orthographic code.

When an energy simulation is performed for buildings it generates in lower energy consumption than what is later measured. This can often be a problem because of the building regulations which have requirements on the specific energy consumption. What distinguishes the newly built care and nursing accommodation Furugården, the building that the study deals with, is that it is differs from the normal case by having a lower measured energy consumption than what was originally planned. This study aims to find out which parts of the building's technical systems and residents' behavior that contributes to the low energy demand by means of the building energy simulation program BV2, a survey and monitored energy consumption. It can be concluded that the users' behavior has a great impact on the building's low energy consumption. Their behaviors were determined by surveys. It is mainly the low hot tap water usage that contributes to the low energy.

<p>The UN Convention on the Rights of Persons with Disabilities (CRPD) is the latest human rights treaty at the UN level. The process leading to the adoption called attention to the plight of persons with disabilities, and redefined approaches to issues of disability. Fundamentally, the CRPD embodies a paradigm shift in thinking about disability. It embraces the social model of disability, in terms of which disability is a function of the interaction between a person with impairment and his or her environment as opposed to an inherent limitation of functioning. The social model is, in turn, anchored in a human rights approach to disability. No doubt, the adoption of the CRPD triggered immense optimism for the realization of the rights of persons with disabilities. One of the rights recognised under the CRPD is the right to education. Article 24(1) of the CRPD recognises the right of persons with disabilities to education and sets out the aims of such education. Article 24(2) sets out a number of principles to guide the implementation of the right. These include: non-exclusion from the general education system including non-exclusion of children with disabilities from free and compulsory primary education / access to inclusive quality and free primary education on an equal basis with other children in the communities in which children with disabilities live / reasonable accommodation of a student&rsquo / s needs / provision of support necessary to facilitate effective education / and provision of individualised support measures in environments that maximise academic and social development of the students with disabilities. It is generally accepted that the right to education is one of the most essential rights, particularly in light of its empowerment function that helps to facilitate the exercise of other rights. The primary level of education has particularly attained global recognition and priority in resource allocation and implementation. Primary education contributes significantly to the maximum development of the full human potential of children. There are therefore differentiated obligations for the right to primary education in international human rights. Nevertheless, there are still significant barriers to access to primary education, particularly in the African region. While children with disabilities have been excluded from education for a long time the world over, their exclusion in the African context is particularly endemic. The core purpose of this thesis is to determine how article 24(2) of the CRPD affects or is likely to affect primary education of children with disabilities, particularly in the context of developing countries. The focus of the enquiry is mainly the law and policy in this regard. The subject spans three main spheres of rights: children&rsquo / s rights, socioeconomic rights (particularly the right to education), and finally disability rights. Children&rsquo / s rights, especially since the adoption of the Convention on the Rights of the Child (CRC), are generally accepted. The right to education also has a long standing history, and whereas debate regarding the appropriate approaches to its implementation still abides, there is apparent normative and jurisprudential consensus on some aspects thereof, particularly at the primary education level. It is essential to determine the relational framework of these spheres with the disability rights established under the CRPD. The thesis finds that the CRPD does in fact redefine the parameters of the right to education as previously understood in international human rights instruments. Particularly, the expanded aims of education under article 24 call for education systems that recognise non-academic learning, such as the development of the talents or creativity of the learner. This provision is particularly significant to the child with disabilities. Also, while not establishing an entirely new right, the principles under article 24(2) establish actionable sub-entitlements that enhance the justiciability right to education for children with disabilities. However, it is apparent from the comparative studies that it is the implementation of these provisions that presents the greatest challenge for the realisation of primary education for children with disabilities. This suggests that whereas norm creation as under the CRPD may have the value of triggering and sustaining discourse on appropriate responses in the context of the education of children with disabilities, it is the translation of these norms into practical action points that is the determining factor for realization of the right.</p>