Human-structure interaction is a relatively new topic that is not fully understood. There have been several human whole-body models from the research in body biomechanics and structural dynamics, which have been used in the study of human-structure interaction. It is not clear which body model is the most appropriate one. An interactive human body model was derived from a human-structure interaction model where a continuous standing human body was placed on a single degree-of-freedom (SDOF) structure. However, the dynamic parameters of the human body model cannot be determined accurately. In this thesis, a series of human-structure interaction experiments are conducted, which also leads to the identification of the dynamic parameters of the interactive body model and the assessment of the commonly used human body models. Two groups of 18 and 38 individual subjects participated in human-structure interaction experiment on a SDOF test rig with two different configurations. Two sweeping harmonic forces (6.6 and 13.2 N) were applied to the bare and occupied rigs. The repeatability of the tests was checked and confirmed. These experiments showed clearly two resonance frequencies of the human-structure system. It was also demonstrated that the dynamic parameters of the standing human body were independent of the test rig setup and of the subjects' gender. On the other hand, the vibration magnitude and the body masses significantly influenced the natural frequencies but not the damping ratios of the standing subjects. The fundamental natural frequency and damping ratio of the standing human body were about 6.6 Hz and 22% respectively. The identified dynamic parameters of the standing body can then be used to predict the responses of an occupied structure and the human body. Another group of 74 subjects were tested twice, with and without wearing shoes, which examined the effect of footwear on the dynamic parameters of the standing human body and on the dynamic response of the occupied rig. Only one sweeping harmonic force (13.2 N) was applied to the test rig. This study demonstrated that footwear significantly affected the dynamic parameters of the standing human body. The natural frequency and damping ratio of the standing body with bare feet are higher than those with footwear. When the two genders have the same body mass index (BMI), the maximum responses of the occupied rig are almost identical. When they have the same weight, the response of the rig occupied by the males was higher at the first resonance peak. The accelerations throughout the heights of two subjects were measured, which allowed a comparison between the predicted human whole-body acceleration and the measurements at different positions of the standing human bodies. The predicted frequency response functions (FRFs) had the same pattern as the measured ones and were larger than the measured responses at the head, neck and shoulders. The effects of the mass ratio of a crowd to a SDOF structure and the natural frequency of the structure on the human-structure interaction were examined. It was demonstrated that, for a light crowd, such as seen on office floors, the occupied structure would respond less than the bare structure, where the human body acts like a tuned-mass-damper, while the body responses were higher than that of the bare structure. For a larger crowd, such as seen on grandstands, the responses of the occupied structure and the human body were both smaller than that of the bare structure although the body response was larger than that of the occupied structure. A comparison between the human-structure interaction model used in this study and three other models was conducted. The dynamic parameters of the models were identified from the above experiments, in which the natural frequencies of the body for the four models were similar. It showed that the predicted responses of the occupied structure were similar based on the four models. However, there were obvious differences in the predicted body responses. A detailed comparison between the proposed model, Griffin's models and the available measurements showed that the damping ratios used in Griffin's models were too high, which prevents the two resonance frequencies from being observed. In addition, the predicted human body response calculated by the proposed model is much higher than that from Griffin's models.

Orientador: Maristela Angotti / Banca: Márcia Cristina Argenti Perez / Banca: Lúcia Maria Salgado dos Santos Lombardi / Resumo: Partindo do pressuposto que somos sujeitos corpos e entendendo que os docentes têm grandes influências no modo como os educandos desenvolver-se-ão, o objetivo dessa pesquisa é investigar a relação estabelecida entre as concepções dos professores sobre corpo, criança e Educação Infantil e suas próprias corporeidades. Para tanto, foram abordados aspectos relativos às concepções de corpo pautadas em diferentes perspectivas e autores como Michel Foucault, Rudolf Laban, Merleau-Ponty e Paulo Freire. Também foi brevemente retomada a história do corpo como construção sócio-histórica, bem como tecidas considerações relativas à infância, à criança e à Educação Infantil, de modo a publicizar o reconhecimento dessa etapa educacional e, dado o entendimento de suas especificidades, relacioná-la ao conceito da corporeidade. De modo a dar visibilidade e análise aos aspectos relativos à temática da pesquisa, foram entrevistadas três educadoras atuantes na etapa da Educação Infantil por meio de entrevistas semiestruturadas, sob os fundamentos da metodologia de abordagem qualitativa. A análise dos dados foi tecida no paralelo estabelecido entre as questões da pesquisa, os dados coletados, as inferências realizadas e as perspectivas teóricas adotadas. Foram elaborados blocos temáticos a partir dos objetivos delineados centrados em quatro pontos. São eles: Olhar sobre a concepção de criança e a finalidade da educação a elas destinada; Olhar sobre a concepção de corpo; Olhar sobre as práticas da educadora infantil no tocante ao lugar que atribui ao corpo a partir da concepção que tem dele; Olhar sobre o que as concepções e corporeidade revelam acerca dos modos de ser e estar no mundo e na escola. Os dados analisados indicam a relevância da reflexão docente, da tomada de consciência sobre os condicionantes histórico-sociais e da adoção de estratégias de ação no fazer docente para que profissionais da... / Abstract: Assuming that we are subject bodies and understanding that teachers have great influences on how the students will develop, the goal of this research is to investigate the relation between teachers' conceptions of the body, children and childhood education and their own corporeality. Therefore, aspects regarding the concepts of body guided by different perspectives and authors, authors such as Michel Foucault, Rudolf Laban, Merleau-Ponty and Paulo Freire were approached. The story of the body as socio-historic construction was also briefly resumed, and some considerations related to childhood, child and early childhood education were elaborated, in order to publicize the recognition of this educational stage and, concerning the understanding of their specificities, relate it to the concept of embodiment. To give visibility and analysis to aspects related to the research themes, three educators that work in the stage of childhood education were interviewed through semi-structured interviews, under the foundations of qualitative methodology. The data analysis was constructed in the parallel established between the research questions, the collected data, the inferences made and the theoretical perspectives adopted. Thematic blocks were elaborated from the goals outlined centered on four points. They are: a look upon the conception of child and the purpose of the education destined to them; a look upon the conception of body, a look upon the practices of the childhood educator regarding the place that gives to the body from the understanding about it; a look upon what the concepts and corporeality reveal about the ways of being in the world and in the school. The analyzed data indicate the importance of the teaching reflection, awareness of the historical and social conditioning and the adoption of strategies of action in teaching so that the education professionals effectively take educational function, and based on this understanding, take ... / Mestre

and key words The aim of this final thesis is to compare the Czech and Swedish idiomatic expressions, which include words related to the human body. Using the list of idiomatic expressions generated from the available phraseological dictionaries and other literature and subsequently tracing Czech equivalents, it is mainly focused on the degree of equivalence of somatic idioms in these two languages. The theoretical part is devoted to phraseology as a linguistic discipline, differences in the conception and definition of the idiom in Czech and Swedish and it also defines the types of equivalence used in the practical part. The practical part is in addition to the above mentioned equivalence focused on the frequency of use of the individual parts of a human body contained in the collected sample of idioms, their classification and equivalence. It also deals with several groups of idioms and demonstrates the differences in their perceptions. Marginally it devotes to the etymology of some selected terms. Key words: Czech, Swedish, human body, phraseology, idiom, equivalence, etymology

O presente estudo se iniciou a partir de uma intervenção de cerca de quatro anos, na área da promoção de saúde, voltada a um grupo de travestis de baixa renda, que realizava encontros em uma instituição pública na região central de São Paulo. O método de pesquisa utilizado foi o da observação participante ativa, priorizando-se o caráter interativo e dialógico na obtenção dos dados. Buscou-se investigar a constituição da identidade social entre as referidas travestis, pela descrição e análise de quatro eixos fundamentais para o entendimento de seu universo - gênero, corpo, trabalho e violência - na perspectiva de transcender o privilégio dado à categoria gênero nos estudos existentes sobre travestis. Procurou-se submeter cada um destes eixos a uma análise social ampliada e referida à realidade brasileira. A partir de uma abordagem critica à categoria \"identidade\", foi proposto o entendimento desta, em relação ao grupo estudado, como uma \"colcha de retalhos\" (\"patchwork\"), formada a partir da assimilação de fragmentos de diferentes identidade sociais presentes em nossa sociedade. Considerou-se que as principais identidades incorporadas pelas travestis estudadas foram as da \"mulher submissa\", da \"puta\" e da \"mulher super-sedutora\", no campo da feminilidade e as do \"viado\", do \"malandro\" e do \"bandido\", no campo da masculinidade. A \"identidade travesti\" resultante mostrou não apenas a ambigüidade masculino/feminina, mas também contradições e tensões entre as próprias identidades femininas - e masculinas - incorporadas. / This study had its origin in a four-year health promotion work, directed to low-income travestis, within a public health institution in the central area of São Paulo, Brazil. The research method comprised active participant observation , with interactive, and dialogical data collection. The social identity formation among these travestis was investigated by description and analysis of four axis; gender, body, work, and violence, each of them fundamental for the understanding of their universe, attempting to transcend the status given to gender category in other studies with this population. Each one of these axis were submitted to a wider social analysis and referred to the current situation in Brazil. The identity category was subjected to a critical analysis and was proposed, in the referred group, the understanding of identity as a patchwork, built by the assimilation of different identity fragments that are common in Brazilian society. The major identities incorporated by the studied travestis were, in the field of feminility, the submissive woman, the puta (whore), and the seductress. In the field of masculinity the viado (queer), the malandro (rogue), and the bandido (bandit). The resultant travesti identity showed not only a masculine and/or feminine ambiguity, but also contradictions amongst the incorporated feminine identities, in the same way as the masculine ones.

Trata-se de um estudo teórico sobre vulnerabilidade que se desdobra numa contribuição prática. Concebe-se a vulnerabilidade como um contínuo a fim de se destacar sua relação com os diversos sentidos de realidade ao longo do amadurecimento humano. A partir disso, vinculamos as relações inter-humanas aos contextos sociais, partindo e retornando às relações de cuidado, já inseridas em contextos históricos e culturais (de respostas sociais e de re-avaliações responsivas intersubjetivas). O objetivo do projeto é discutir a relação entre cuidado e criatividade no contínuo da vulnerabilidade tendo como horizonte o fortalecimento das ações de cuidado no atendimento de saúde e mostrar a importância da criatividade como manifestação primária do homem, quando ele sente e significa seu estar no mundo. A partir de saberes filosóficos (fenomenológicos e hermenêuticos) e psicanalíticos (winnicottiano), defendemos que o cuidar é sustentar para a manifestação criativa. A seguir, revisamos o conceito de cuidado com a finalidade de produzir um roteiro para organização de sínteses dos encontros clínicos. Esse roteiro é inserido em uma prática que procura características pessoais a partir de experiências de vida. O roteiro tem uma lógica ou uma produtividade inerente (preocupada com a temporalização do existir humano) que sustenta a postura de escuta e que pode precipitar respostas aos desafios do contínuo da vulnerabilidade. O roteiro facilita a aproximação dos profissionais de saúde a diferentes modos de pensar as necessidades de saúde. É um convite a ir ao encontro do outro como um existente via um processo intuitivo, imediatamente aplicado e potencialmente aberto para revisões sobre a qualidade de nosso trabalho e interação com pacientes, equipes, instituições, comunidades e sociedades. / This is a theoretical study on the concept of vulnerability aiming at practical contributions. Vulnerability is taken here as a continuum, in order to highlight its relations with the diverse senses of reality that emerges from the processes of human maturing. Based on this, approach human relationships and care are examined within a to and fro analysis, contextualizing agency and social responses in their historical and cultural roots. The project\'s goal is to discuss the role of creativity in care practices in the horizon of the continuum of vulnerability and, by doing so, to demonstrate the importance of creativity as a primary manifestation of the human being, as long as creation express how he/she feel and mean his/her \"being in the world\". Based on a philosophical (phenomenology and hermeneutics) and psichoanalitical (Winnicott) knowledge, it is argued that care is the holding for creative expression. Then, the current concept of health care is revisited and a script for the organization of clinical summaries for the clinical meetings is suggested. This script seeks to aprehend personal features by means of life experiences. It has an inherent logic, or productivity (concerned about the temporality of human existence), that maintains an actitude of listening which can stimulate creative responses to the challenges brought about by the diverse needs configured on the vulnerability continuum. The script is therefore thought to facilitate health professionals to approach health care needs by new ways. It is a call to meet the other as an \"existent\" by means of an intuitive process, immediately applied and potentially open to revisions on the quality of our work and interaction with patients, others professionals, institutions, communities and societies.

Studies of human response to whole-body vibration, such those encountered in heavy machinery and ground and aerial transportation, have highlighted the critical role of the head-neck posture of seated human occupants and the role of the transport system of a supine human on the severity of the transmitted vibration to the human body. Novel passive and muscle-based models are introduced in this work to predict the biodynamical response of the human under whole-body vibration in seated and supine postures. Planar and three-dimensional models representing the human head-neck system under different seated postures and fore-aft and multiple-axis whole-body vibration are first introduced. In these models, the head-neck system is represented by rigid links connected via spring-damper components representing the soft-tissue and connecting elements between the bones. Additional muscle components are added to some models. The muscle components comprise additional mass, spring, and damper elements arranged in a special order to capture the effect of changes in the displacement, velocity, acceleration, and jerk. The results show that the proposed models are able to predict the displacement and acceleration of the head under different vibration files, with the muscle-based models showing better performance than the passive models. The second set of models is introduced in this work to investigate the effect of the underlying transport system conditions on the response of supine humans under vertical and multiple-axis whole-body vibration. In these models, the supine human body is represented by three rigid links representing the head, torso/arms, and legs. The links are connected via rotational and translational joints, and therefore, it is expected that the models can capture the coupling effects between adjacent segments. The joints comprise translational and rotational spring-damper components that represent the soft tissue and the connecting elements between the segments. The contact surfaces between the supine human and the underlying transport system were modeled using spring-damper elements. Two underlying transport systems were considered, including a rigid support and a long spinal board attached to a military litter. The results showed that the proposed models were able to predict the effect of the transport systems on the human response under different vibration conditions.

Game with a purpose (GWAP) is a concept that aims to utilize the hours spent in the world playing video games by everyday people to yield valuable data. The main objective of this research is to prove the feasibility of using the concept of GWAP for the segmentation and labeling of massive amount of 3D human body scan data. The rationale behind using GWAP as a method for mesh segmentation and labeling is that the current methods use expensive, time consuming computational algorithms to accomplish this task. Furthermore, the computer algorithms are not as detailed and specific as what natural human ability can achieve in segmentation tasks. The method presented in this paper overcomes the shortcomings of computer algorithms by introducing the concept of GWAP for human model segmentation. The actual process of segmenting and labeling the mesh becomes a form of entertainment rather than a tedious process, from which segmentation data is produced as a bi-product. In addition, the natural capabilities of the human visual processing systems are harnessed to identify and label various parts of the 3D human body shape, which in turn gives more details and specificity in segmentation. The effectiveness of the proposed game play mechanism is proven by experiments conducted in this study.

During the past three decades, much research has occurred into students' conceptions as well as factors influencing them and how the conceptions are formed. This study reports on students' conceptions involving energy and the human body. Initially, a number of student conceptions within the overarching area of energy and the human body were identified by developing and administering questionnaires to 610 students ranging from Year 8 through to Year 12. Students' responses to the questionnaire items resulted in previously identified conceptions as well as a number of unreported ones. The unreported notions included: carbohydrates are different to sugars; energy is needed for organs to function; fats and their role in energy storage; the eye and ear do not convert energy but transfer it to the brain; sweat cools the skin due to contact with air; objects need energy to start moving but not to move; and aspects of respiration and digestion. Conceptions such as the particulate nature of energy, energy's usefulness, conservation and transfer of energy, role of digestion and respiration, sources of energy were associated with previously identified notions which were derived from both informal and formal learning situations. But, it was not possible to distinguish which source knowledge was derived from. From these notions, a series of possible pathways for conceptual development within the area of energy and the human body were described. Further analysis of the data indicated a number of ontological changes that can occur as the student-cohort became older. These ontological changes included a decline in the notion of energy being particulate to being non-particulate and not being described, through to being involved in the chemical bonds of molecules, the role and processes of digestion, the number of energy types and energy sources and how the eye and ear function. / All these conceptions changed with student age and became more scientifically acceptable in their nature as students' formal education increased. Based upon the findings of the above questionnaires, a diagnostic paper and pencil instrument set of 20 items based upon a modified two tier multiple-choice format was developed to identify student held conceptions on energy and the human body. Subsequently, an interventionist strategy was designed and implemented to help students avoid the development of misconceptions as they construct acceptable concepts related to digestion and to respiration. This strategy follows the passage of food from its ingestion through to the absorbed foods conversion into ATP for use by the body. The findings of this study are to be of use to science teachers worldwide, not only in Western Australia as the findings of this thesis are relevant to educators of students in Years 8 to 12. The findings are related to energy in general but specifically to the students' own body. These findings relate directly to an intrinsically interesting feature, the student's own body. Another outcome of these misconception findings are two instruments which are likely to be of value to educators of Years 8 to 12 students. These are a diagnostic instrument designed to identify a number of alternative conceptions learners may hold and secondly a lesson sequence dealing with digestion and respiration and the role these have in the conversion and transfer of energy in the body.

<p>Mitt syfte med detta arbete var att ta reda på vad barn har för uppfattning om människokroppen när de är fyra och sex år gamla. Sex barn har blivit intervjuade genom kvalitativa intervjuer. Barnens uppfattning om kroppen är olika beroende på deras ålder. Sexåringen har större kunskap om kroppen än vad fyra åringar har. Barnens spontana uppfattning om vad som finns i vår kropp var att vi har; hjärta, hjärna, blod, hjärnceller, muskler och skelett.</p> / <p>The aim of this research was to investigate the concepts among five and six year old children regarding the human body. Six children were interviewed by means of qualitative interviews. The children's concept regarding the human body differed depending on their age. The six year old children knew more about the body than the four year old children. Spontaneously the children knew we had heart, brain, blood, brain cells, muscles and skeleton</p>

<p>The purpose with this essay was to study the knowledge of children today between six and eight years old about the human body and its function. A second purpose was to study how junior-level educationalist were carrying through there tuition about the human body. I wanted to investigate if the children today hade another knowledge about the human body than children that participated in previous similar investigations. I wanted to investigate this because today we live in another society than before with  more access to information. My first question was to find out what children thought that we humans looked like inside the body and how its works. My second question was how junior-level educationalist do carry out  their tuition. Ten children and tree junior-level educationalist participated in qualitative interviews, interviewed one by one. During the interviews the children were given a picture with a contour of the human body where they could fill in different organ. The most common organs that the children painted on their pictures of the human body where brain, heart, stomach, skeleton and lungs. The children also had some knowledge about the different organs like the skeletons function was to make the body hard, the hearts function was to pump the blood around in our body, the brain control the whole body and the stomach purpose was to take care of the food we eat. The educationalist replied that they used a lot of concrete material and they tried to have miscellaneous tuition. The result of this study is that the children today don’t have so much more knowledge of the human body than children that have been interview in older days. The result also showed that the way the educationalist were teaching hade a positive influents on the students learning.</p> / <p>Syftet med undersökningen var att se vad barn mellan sex och åtta års ålder idag hade för tankar om hur vi människor ser ut inuti vår kropp och hur det fungerar inuti oss men också att undersöka hur lågstadiepedagoger går tillväga vid undervisningen om människokroppen. Jag ville undersöka om barnen idag hade mer kunskap om människokroppen än de barn som ingått i liknande studier tidigare, eftersom vi idag lever i ett informationssamhälle. Min första frågeställning blev att ta reda på barnens tankar om människokroppens inre och hur det fungerar inuti oss. Min andra frågeställning blev hur lågstadiepedagoger gick tillväga med sin undervisning om människokroppen. Tio barn och tre lågstadiepedagoger har medverkat i kvalitativa intervjuer där de intervjuades en och en. Under intervjutillfällena fick barnen en bild med människokroppens kontur för att fylla i olika organ. De vanligaste organen som barnen ritade var hjärna, hjärta, magsäck, skelett och lungorna. Barnen berättade också bl.a. att skelettets funktion var att göra kroppen hård, hjärtat pumpade runt blod i kroppen, hjärnan styrde kroppen, magen tog hand om vår mat. Pedagogerna svarade att de använde mycket konkret material och att de försökte ha en så varierad undervisning som möjligt. Resultatet från denna studie visade att barnen idag inte har så mycket mer kunskap än de barn som ingått i liknande studier från förr. Resultatet visade också att det sätt pedagogerna undervisade på hade en positiv inverkan på elevernas lärande.</p>