Future connected vehicles will be able to warn about hidden dangers already before they are visible for the driver. With sight obstructions as one of the most common factors of accident causation, there is a huge potential to improve traffic safety. However, it is unclear how to design the human-machine-interface of such systems to effectively warn drivers about invisible dangers. Especially the expectation that such warnings will be comparably unreliable lead to conflicting demands on amount and coding of warning information. Earlier work shows that warnings that contain more specific information about a hazard can improve drivers understanding of and responses to warnings but they can also raise processing costs and delay reactions or even distract drivers. Psychological theories as well as related research indicates that augmented reality (AR) has the potential to improve warning effectiveness through optimized coding of additional information. AR warnings can inherently transmit the location of a hazard and – due to the corresponding approach of the referenced display towards the driver – could increases the salience of a warning. The general aim of this work is to understand the human factors of future communication-based collision warnings. Based on a theoretical analysis revealing the most relevant questions within that context, we conducted three driving simulator studies to understand the impact of AR warning design on the effectiveness of unreliable warnings about sight obstructed dangers. To consider not only short-term effectiveness, all studies contained several necessary as well as unnecessary warnings that were analyzed in detail. The first study with 88 participants investigated the benefit of prototypical AR warnings over unspecific warnings of different modalities (visual vs. auditory). Visual AR warnings showed advantages over the other warning designs in gaze and brake reaction times, passing speeds, collision rates and subjective evaluation. Auditory AR warnings did not reveal comparable effects. The second test with 80 participants examined the contribution of different design aspects of visual AR warnings. Adding specific warning symbols or scaling animations to the warnings showed some positive but rather inconsistent effects. In contrast, spatial referencing even of an unspecific warning symbol with AR consistently improved driver’s reactions and evaluations. A third experiment with 36 participants observed the differential effects of the spatial information per se and the coding of the information with AR. The warnings had either no spatial information, symbolically encrypted spatial information or AR encrypted spatial information. A higher amount of information consistently led to stronger brake reactions, higher trust and better subjective evaluation. Additionally, with AR encryption we observed faster fixations as well as brake reactions. The present research emphasizes the importance of specificity for warnings about hidden hazards and the potential of AR especially for in-vehicle warnings of future collision avoidance systems. The systematic analysis of psychological factors of warning design and the corresponding findings on their relative contribution to driver’s behavior might also be transferred to other domains and applications of warning and information design. / In naher Zukunft werden vernetzte Fahrzeuge bereits vor sichtverdeckten Gefahren warnen können, noch bevor diese für den Fahrer sichtbar sind. Da Sichtverdeckungen bei einem Großteil schwerer Verkehrsunfälle eine Rolle spielen, stellt dies ein großes Potenzial zur Erhöhung der Verkehrssicherheit dar. Unklar ist jedoch, wie die Mensch-Maschine- Schnittstelle solcher Systeme gestaltet werden sollte, um Autofahrer möglichst effektiv vor noch nicht sichtbaren Gefahren zu warnen. Insbesondere die Vorhersage, dass solche Systeme nur eine begrenzte Zuverlässigkeit haben werden, führt zu teilweise widersprüchlichen Anforderungen an Informationsmenge und Kodierung der Warnungen. Frühere Arbeiten haben gezeigt, dass Warnungen mit spezifischen Informationen über eine Gefahr einerseits Verständnis und Reaktionen der Fahrer auf die Warnungen verbessern, andererseits aber auch kognitiven Verarbeitungsaufwand und Reaktionszeiten erhöhen und ablenken können. Sowohl kognitionspsychologische Theorien als auch Studien aus unserem Forschungsgebiet deuten darauf hin, dass die Darstellungsprinzipien der erweiterten Realität (AR, für engl. augmented reality) das Potenzial bieten, die Effizienz solcher Warnungen durch eine optimierte Kodierung von Zusatzinformationen zu steigern. AR-Warnungen können inhärent die Position einer Gefahr übermitteln, ohne dass der Fahrer dazu eine abstrakte Repräsentation der Information auf die reale Umwelt übertragen muss. Das grundlegende Ziel der vorliegenden Arbeit besteht darin, die psychologischen Faktoren zukünftiger vernetzter Kollisionswarnungen zu verstehen. Ausgehend von der theoretischen Analyse relevanter psychologischer Theorien wurden wesentliche Implikationen und offene Fragestellungen abgeleitet. Zur Beantwortung dieser Fragen wurden drei Fahrsimulator- Studien durchgeführt, in denen der Einfluss von AR als Darstellungsprinzip auf die Effizienz begrenzt zuverlässiger Warnungen über sichtverdeckte Gefahren untersucht wurden. Um valide Aussagen über die längerfristige Wirksamkeit treffen zu können, wurden in den Versuchen sowohl notwendige als auch unnötige Warnungen betrachtet. Eine erste Studie mit 88 Teilnehmern untersuchte den Mehrwert prototypischer AR-Warnungen unterschiedlicher Modalität (visuell vs. auditiv) gegenüber unspezifischen Warnungen. Visuelle AR-Warnungen zeigten klare Vorteile bezüglich Blick- und Bremsreaktionen, Geschwindigkeiten, Kollisionszahlen und subjektiven Bewertungen. Auditive AR-Warnungen hingegen führten zu einzelnen positiven, jedoch auch einigen negativen Effekten. In der zweiten Studie mit 80 Teilnehmern wurden die Auswirkungen gestalterischer Teilaspekte visueller AR-Warnungen verglichen. Das Hinzufügen von spezifischen Warnsymbolen über Bewegungsrichtung und Typ der Gefahr oder einer Vergrößerungs-Animation mit gleicher zeitlicher Veränderung wie bei der AR-Warnung führte zu einzelnen positiven aber nicht konsistenten Effekten. Im Gegensatz dazu führten räumlich verortete AR-Warnungen erneut sowohl zu schnelleren und stärkeren Fahrerreaktionen als auch zu besseren subjektiven Bewertungen. In der dritten Studie mit 36 Teilnehmern wurden schließlich die individuellen Effekte der räumlichen Information an sich und der Codierung dieser Information mittels AR analysiert. Dazu wurden Warnungen ohne Information über die Position der Gefahr, mit symbolisch kodierter Information, sowie mit AR-kodierter Information verglichen. Der höhere Informationsgehalt führte zu durchgehend stärkeren Bremsungen, höherem Systemvertrauen und besseren subjektiven Bewertungen. Darüber hinaus ermöglichte die AR-Kodierung desselben Informationsgehalts der Warnungen sowohl schnellere Gefahrenentdeckung als auch kürzere Bremsreaktionszeiten. Insgesamt bestätigen die Ergebnisse der vorliegenden Arbeit einen deutlichen Mehrwert von spezifischen Informationen bei Warnungen vor sichtverdeckten Gefahren sowie das hohe Potenzial von AR als Darstellungsprinzip, insbesondere für Warnungen zukünftiger Kollisionsvermeidungssysteme. Die systematische Analyse der bei der Gestaltung von Warnungen relevanten psychologischen Faktoren sowie unsere empirischen Erkenntnisse zu deren relativen Einfluss auf das Nutzerverhalten können zudem auf Warnungen anderer Anwendungen und Domänen übertragen werden, und somit einen generellen Beitrag zur Vermeidung von Unfällen in Mensch-Maschine-Systemen liefern.

The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-08-28T18:43:15Z No. of bitstreams: 1 2017 - Rennan Furtado.pdf: 3276259 bytes, checksum: 8cafeadb184e367812582c17e230792f (MD5) / Made available in DSpace on 2018-08-28T18:43:15Z (GMT). No. of bitstreams: 1 2017 - Rennan Furtado.pdf: 3276259 bytes, checksum: 8cafeadb184e367812582c17e230792f (MD5) Previous issue date: 2017-03-29 / CAPES / This work aims to develop a didactic mediation, of collaborative basis, for anaphoric direct objetcs study and use, from stand up comedy discursive genre, in groups of youngsters and adults who did not continue their studies and those who have not joined primary and/or elementary school at appropriate age. This is youth and adults education (EJA). The aim is to encourage student's participation in Portuguese classes, in public schools of the State of Rio de Janeiro (NEJA) assuming that the use of stand up comedy discursive genre would stimulate them to develop reading activities, textual production and reflection on linguistic uses, focusing on the study and use of anaphoric direct object. For this purpose, this research was based on Collaborative Learning Theory (BEHRENS, 2013), which enabled the organicity of mediation in order to promote a participatory education in which the interaction between student and teacher is the basis of the work. In addition, in linguistic theories we searched assumptions to justify the proposal. Namely: Referencing Theory (KOCH and ELIAS, 2012; CHAN, 2004) and the continuous variation of Linguistics (BORTONI-RICARDO, 2004, 2005), with emphasis on continuous orality-literacy. The first one allowed the understanding of anaphoric relations, especially the Anaphoric Direct Objetc one, in a text; the second one enabled the recognition that linguistic accomplishments, variables, such as those in this category, are in a continuous line rather than on opposite sides. We also keep this continuous association with the discursive genres continuous proposed by Marcuschi (2001). This work also aimed to achieve specific objectives in Portuguese classes just as teaching referral strategies in acusativess forms, as well as other more general like promoting discussion, the collectivity, the sharing of ideas and mutual respect between teacher and students. / Este trabalho tem por objetivo desenvolver uma media??o did?tica, de base colaborativa, para estudo e uso do objeto direto anaf?rico (ODA), a partir do g?nero discursivo stand-up comedy, em turmas de educa??o para jovens e adultos que n?o deram continuidade aos estudos e para os que n?o ingressaram no Ensino Fundamental e/ou M?dio com a idade apropriada. Trata-se do segmento Educa??o de Jovens e Adultos (EJA). Busca-se incentivar a participa??o, nas aulas de L?ngua Portuguesa, dos alunos inseridos nos cursos da Educa??o de Jovens e Adultos da rede p?blica do estado do Rio de Janeiro (NEJA), partindo-se da hip?tese de que o uso do referido g?nero os estimularia a desenvolver atividades de leitura, produ??o textual e reflex?o sobre usos lingu?sticos, com foco no estudo e uso do ODA. Para tanto, esta pesquisa baseou-se na Teoria Colaborativa de Aprendizagem (BEHRENS, 2013), que possibilitou a organicidade da media??o para promovermos um ensino participativo em que a intera??o entre aluno e professor constitui a base do trabalho. Al?m disso, buscamos, em teorias lingu?sticas, pressupostos para fundamenta??o da proposta. A saber: a teoria da Referencia??o (KOCH E ELIAS, 2012; CAVALCANTE, 2004) e a dos Cont?nuos de varia??o lingu?stica (BORTONI-RICARDO, 2004, 2005), com ?nfase no cont?nuo oralidade-letramento. A primeira permitiu o entendimento das rela??es anaf?ricas, sobretudo a do ODA, em um texto; a segunda possibilitou o reconhecimento de que as realiza??es lingu?sticas, as vari?veis, como as dessa categoria, situam-se em uma linha cont?nua e n?o em lados opostos. Procedemos ainda ? associa??o desse cont?nuo com o cont?nuo dos g?neros discursivos proposto por Marcuschi (2001). Este trabalho buscou, ainda, atingir objetivos espec?ficos da disciplina de L?ngua Portuguesa, como ensinar estrat?gias de referencia??o em formas acusativas, al?m de outros mais gerais, como promover o debate, a coletividade, o compartilhamento de ideias e o respeito m?tuo entre professor e alunos.

The democratic era in South Africa has led to the introduction of a wide-ranging series of teaching and learning policies aimed at school reform. The study aimed at establishing how these policies are implemented by educators in selected schools. Qualitative and quantitative methods were used to gather information from educators, members of the School Management Teams and learners through in-depth individual and focus group interviews as the main data collection methods. Critical discourse analysis was used to examine participants‟ spoken words and the content of relevant documents such as lesson plans in detail. Comparisons were drawn and similarities identified through the coding, categorisation and condensation of data. The researcher interpreted the displayed data. A discussion of the main themes was presented and supported by quotations by participants. Findings indicate that there have been only few changes in terms of how educators teach; some educators conceded that they had not changed the way they teach since the introduction of new curriculum and assessment policies. The role played by learning outcomes in teachers‟ lesson planning was uneven. Members of School Management Teams demonstrated diverse views on teaching and learning policies. Learners who are taught in their home language encounter few difficulties in learning; this is not the case with learners who are taught through medium of a second language and thus lack the necessary language proficiency necessary for academic achievement. A shift from teacher-centred to learner-centred approaches to teaching is still required: that is, a shift from teaching to learning to enhance thinking and reflection which accommodates and draws on learners‟ prior knowledge and experiences. Class sizes should be reduced to enable effective educator and learner interaction. Educators‟ interest, tolerance, innovativeness and competency in the subject matter will help sustain learners‟ interest in the learning activities. Policy makers should explore professional development from viewpoint of the participating educators in order to identify the most effective strategies to support and change educators‟ classroom practice where necessary. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Submitted by JOACIRA MOTA MATOS SANTOS (joaciramms@gmail.com) on 2018-06-25T17:48:30Z No. of bitstreams: 1 JOACIRA_TA_FINAL_22_06_2018_3.pdf: 969948 bytes, checksum: b466871c53b44e27219e6cfeab1bbb46 (MD5) / Approved for entry into archive by Simone de Andrade Lopes Pires (simone.lopes@fgv.br) on 2018-06-25T20:11:40Z (GMT) No. of bitstreams: 1 JOACIRA_TA_FINAL_22_06_2018_3.pdf: 969948 bytes, checksum: b466871c53b44e27219e6cfeab1bbb46 (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-06-26T12:33:20Z (GMT) No. of bitstreams: 1 JOACIRA_TA_FINAL_22_06_2018_3.pdf: 969948 bytes, checksum: b466871c53b44e27219e6cfeab1bbb46 (MD5) / Made available in DSpace on 2018-06-26T12:33:20Z (GMT). No. of bitstreams: 1 JOACIRA_TA_FINAL_22_06_2018_3.pdf: 969948 bytes, checksum: b466871c53b44e27219e6cfeab1bbb46 (MD5) Previous issue date: 2018-05-25 / Estudo quanti-qualitativo que objetivou avaliar a articulação entre serviços de atenção primária à Saúde e da atenção especializada no cuidado de pacientes hipertensos, na rede de atenção à saúde, no Distrito de Saúde do Campo Limpo do município de São Paulo. Participaram do estudo cento e trinta médicos que atuam em vinte e cinco Unidades Básicas de Saúde, sob a lógica da Estratégia de Saúde da Família. A coleta de dados foi feita por meio de questionário autoaplicado e os dados submetidos à análise quantitativa e de conteúdo temática. Ao analisar os dados, concluiu-se que há uma acentuada fragilidade na integração entre as equipes de saúde da família e os serviços de atenção secundária que atendem os pacientes hipertensos. Os achados permitiram analisar que há ausência de contrarreferência frente às demandas encaminhadas, pressão do paciente para ser encaminhado ao especialista; insegurança do médico generalista, envolvendo problemas na formação ou estratégias de educação continuada; falta de comprometimento, responsabilização das equipes de saúde da família, que ser relacionam a vinculação comprometida; total ausência de pactuação entre os serviços no território que corroboram para escassez de integração entre os serviços e ainda questões culturais relacionadas à desvalorização do médico generalista ou da atenção básica. Foi possível observar um grande interesse dos profissionais da atenção básica em melhorarem a relação com os profissionais da atenção especializada. Foram apresentadas propostas voltadas para criação de espaços coletivos de discussão, revisão de protocolos, alinhamento de fluxos e até mesmo, a incorporação entre os serviços e profissionais de mecanismos tecnológicos para favorecer essa integração no cotidiano dos serviços. A partir da análise dos aspectos limitantes e favorecedores para a articulação entre a atenção primária e a atenção especializada, no cuidado do paciente hipertenso, no território estudado foi possível elencar alguns problemas que devem ser superados, na perspectiva de fortalecer o desempenho da Rede de Atenção à Saúde, como também propor o desenvolvimento de um projeto local para fortalecimento do cuidado do paciente hipertenso em rede. / Quantitative-qualitative study aimed at evaluating the articulation between primary health care services and specialized care in the care of hypertensive patients in the health care network in the Campo Limpo Health District of the city of São Paulo. One hundred and thirty physicians working in twenty-five Basic Health Units participated in the study, under the logic of the Family Health Strategy. The data were collected through a self-administered questionnaire and the data submitted to the quantitative analysis and thematic content. When analyzing the data, it was concluded that there is a marked fragility in the integration between the family health teams and the secondary care services that serve hypertensive patients. The findings allowed us to analyze that there is no counter-referral to the demands submitted, the patient's pressure to be referred to the specialist; general practitioner insecurity, involving training problems or continuing education strategies; lack of commitment, accountability of family health teams, to be related to committed commitment; total lack of agreement between the services in the territory that corroborate to the lack of integration between services and also cultural issues related to the devaluation of the general practitioner or primary care. It was possible to observe a great interest of the professionals of the basic attention in improving the relation with the professionals of the specialized attention. Proposals aimed at creating collective spaces for discussion, protocol revision, alignment of flows and even the incorporation among services and professionals of technological mechanisms were proposed to favor this integration in the daily services. From the analysis of the limiting and favorable aspects for the articulation between the primary care and the specialized attention, in the care of the hypertensive patient, in the territory studied it was possible to list some problems that must be overcome, with a view to strengthening the performance of the Attention Network to Health, as well as to propose the development of a local project to strengthen the care of hypertensive patients in a network.

This paper explores through Donna Haraway's storytelling practices feminist approaches to collaborative writing. Employing a phenomenological qualitative research approach, the thesis aims to analyze how Haraway herself exercises feminist writing and facilitates the learning of collaborative storytelling. The first research question: How does Haraway practice storytelling while simultaneously situating herself as well as others, is focused on investigating Symbiosis, Symbiogenesis and the Lively Arts of Staying with the Trouble, a chapter from Haraway's publication Staying with the Trouble: Making Kin in the Chthulucene (2016). Drawing on the qualitative analysis carried out through the process of phenomological re-telling, two case studies are presented. The two publications The Books of the Books, edited by Carolyn Christov-Bakargiev in association with dOCUMENTA (13) in 2012 and Critical Zones – The Science and Politics of Landing on Earth, edited by Peter Weibel and Bruno Latour building on the exhibition Critical Zones: Observatories for Earthly Politics in 2020 are examined in terms of their curatorial and editorial orientations in order to answer the question: How can the position of a curator perform as a multidisciplinary editor without resigning to its own singularity or acting omnisciently? In the proposed practice of a phenomological approach of re-telling, it is referred to Rosi Braidotti's remarks on the nomadic subject, along with feminist modes of (academic) writing, as motivated by scholars such as Mona Livholts and Nina Lykke. The thesis demonstrates that collaborative storytelling and writing directs the emphasis on methods of citation and referencing, just as their various possible layouts. In highlighting these, the paper also reveals the challenges of such writing to produce perceived hegemonic knowledge while not being collaboratively situated.