Este trabalho analisa se o estabelecimento de uma relação de interdisciplinaridade entre a Física e a Biologia pode servir como facilitador para a aprendizagem significativa de conceitos físicos por alunos do Ensino Médio. Para tal, buscou-se uma metodologia e a criação de um material didático interdisciplinar, que estimule o aluno a uma aprendizagem significativa e à compreensão dos fenômenos e conceitos físicos, mediante o entendimento da interpretação dada pelos sentidos. A teoria de aprendizagem significativa de David Ausubel e a teoria dos campos conceituais de Gérard Vergnaud embasam a fundamentação teórica deste trabalho. Este projeto foi implementado na forma de uma oficina extraclasse, no 3° trimestre de 2015, oferecida para os alunos das turmas de terceiro ano de um colégio da rede privada de ensino de Porto Alegre, RS. As atividades criadas tinham como ponto de partida situações-problema introduzidas através de questionamentos que conduziam a discussões com uma abordagem interdisciplinar. Com o objetivo de averiguar a interiorização dos aspectos e conceitos físicos e biológicos debatidos nas atividades da oficina foram usados dois instrumentos - um teste de conhecimentos e a construção de um mapa conceitual. Os resultados da implementação dessa proposta didática levam a crer que a inclusão de uma abordagem interdisciplinar pode propiciar uma aprendizagem com significado. / This work analyses if the establishment of a interdisciplinary relation between Physics and Biology could serve as a facilitator for meaningful learning of Physics concepts by High School students. For this objective, it has been considered a methodology and the creation of multidisciplinary didactic material which could stimulate the student to meaningful learning and to the comprehension of Physics phenomena and concepts through the understanding of the interpretations given by the senses. The theory of the meaningful learning by David Ausubel and the theory of the conceptual fields by Gérard Vergnaud based the theoretical construct of this work. This project has been applied in the form of an extra class workshop, in the third trimester of 2015, offered to the High School third year student groups of a Porto Alegre’ private school. The activities created had as a starting point situations introduced through questions which conducted to discussions with an interdisciplinary approach. With the objective of assessing the interiorization of Physics and Biologic aspects and concepts debated in the workshop activities it has been utilized two instruments – a knowledge test and the construction of a conceptual map. The results of the proposed didactic application let believe that the inclusion of an interdisciplinary approach could promote meaningful knowledge.

Este trabalho analisa se o estabelecimento de uma relação de interdisciplinaridade entre a Física e a Biologia pode servir como facilitador para a aprendizagem significativa de conceitos físicos por alunos do Ensino Médio. Para tal, buscou-se uma metodologia e a criação de um material didático interdisciplinar, que estimule o aluno a uma aprendizagem significativa e à compreensão dos fenômenos e conceitos físicos, mediante o entendimento da interpretação dada pelos sentidos. A teoria de aprendizagem significativa de David Ausubel e a teoria dos campos conceituais de Gérard Vergnaud embasam a fundamentação teórica deste trabalho. Este projeto foi implementado na forma de uma oficina extraclasse, no 3° trimestre de 2015, oferecida para os alunos das turmas de terceiro ano de um colégio da rede privada de ensino de Porto Alegre, RS. As atividades criadas tinham como ponto de partida situações-problema introduzidas através de questionamentos que conduziam a discussões com uma abordagem interdisciplinar. Com o objetivo de averiguar a interiorização dos aspectos e conceitos físicos e biológicos debatidos nas atividades da oficina foram usados dois instrumentos - um teste de conhecimentos e a construção de um mapa conceitual. Os resultados da implementação dessa proposta didática levam a crer que a inclusão de uma abordagem interdisciplinar pode propiciar uma aprendizagem com significado. / This work analyses if the establishment of a interdisciplinary relation between Physics and Biology could serve as a facilitator for meaningful learning of Physics concepts by High School students. For this objective, it has been considered a methodology and the creation of multidisciplinary didactic material which could stimulate the student to meaningful learning and to the comprehension of Physics phenomena and concepts through the understanding of the interpretations given by the senses. The theory of the meaningful learning by David Ausubel and the theory of the conceptual fields by Gérard Vergnaud based the theoretical construct of this work. This project has been applied in the form of an extra class workshop, in the third trimester of 2015, offered to the High School third year student groups of a Porto Alegre’ private school. The activities created had as a starting point situations introduced through questions which conducted to discussions with an interdisciplinary approach. With the objective of assessing the interiorization of Physics and Biologic aspects and concepts debated in the workshop activities it has been utilized two instruments – a knowledge test and the construction of a conceptual map. The results of the proposed didactic application let believe that the inclusion of an interdisciplinary approach could promote meaningful knowledge.

Demand for transportation continues to increase, for both freight and passenger services. One of the most energy-efficient modes of transportation is rail. One solution to increase the attractiveness of rail transport is to introduce automatic train operation (ATO) with a high grade of automation (GoA). Driverless and unattended train operation could entail positive effects but would also bring challenges when removing the train driver. Thus, there is a need to understand the role of train drivers, especially in unplanned events. The main research objectiveis to understand the train driver roles during unplanned events and the frequency of such events. This thesis includes three papers to fulfill the research objective. This thesis studied delay logs and trackside sensor logs. A qualitative method, thematic analysis, was used to identify themes of the roles performed by train driver from the delay logs. The chi-square test statistical method was used to analyze these trackside sensor logs. Six main categories of tasks for train drivers were identified for unplanned events. Detect, Report, Inspect, Adjust, Manage passengers, and Respond to train orders. Each category was analyzed for each grade of automation by giving the responsibility for each category. The results highlight in a novel way the varied challenges between grade of automation in mainline systems. Detecting abnormalities was the most common task train drivers performed during unplanned events. Train drivers use four human senses to detect abnormalities: sight, hearing, touch, and smell. This indicates the need for onboard sensors. However, the real challenge is in processing all sensor data to gain anaccurate evaluation of any fault. One specific type of unplanned event in which the train driver is needed involves trackside sensor alarms. Freight trains are ten times more likely to trip an alarm than passenger trains. Alarms are more frequent in colder climate zones during winter months. These differences are statistically significant and indicate that not all lines and train types might be suitable for a high grade of automation. If driverless or unattended train operation will become a reality in future, many challenges must be met. This thesis gives deeper understanding of these challenges using a novel way to identify and quantify train driver tasks during unplanned events. / Efterfrågan på transporter fortsätter att öka, både gods- och persontransporter. Ett av de mest energieffektiva transportmedlen är järnväg. En möjlighet att öka järnvägens attraktivitet skulle kunna vara att introducera automatic train operation (ATO) med en hög grad av automatisering. Förarlös och obemannad tågdrift skulle kunna medföra postiva effekter, men det skulle också medföra utmaningar med att ta bort lokföraren. Det finns därför ett behov att förstå lokförarens roll, speciellt i oplanerade situationer. Huvudsyftet är att förstå de olika rollerna lokföraren har vid oplanerade situationer och även frekvensen av dessa situationer. Licentiatuppsatsen är uppbyggd av tre vetenskapliga artiklar för uppnå syftet. Den här licentiatuppsatsen har använt förseningsbeskrivningar och detektorloggar. En kvalitativ metod, tematisk analys, har använts för att identifiera teman för lokförarnas olika roller utifrån förseningsbeskrivningarna. En statistisk metod, chi-square-test, har använts för att analysera detektorloggarna.  Sex huvudkategorier av lokförarens roller vid oplanerade händelser har identifierats: Upptäcka, Rapportera, Kontrollera, Justera, Hantera resenärer och Hantera tågordrar. Varje kategori har analyserats utifrån de olika graderna av automation genom att ge visa hur de skulle kunna genomföras. Resultaten belyser de olika utmaningarna mellan graderna av automation på ett nytt sätt i ett nationellt järnvägssystem. Att upptäcka felaktigheter var den vanligaste uppgiften för lokförare vid oplanerade händelser. Lokförare använder fyra sinnen för att upptäcka felaktigheter, syn, hörsel, känsel och lukt. Det indikerar behovet av ombordsensorer, men den stora utmaningen blir att hantera all sensordata för en korrekt bedömning av verkliga fel. En specifik oplanerad händelse då lokföraren behövs är vid detektorlarm. Godståg har en tio gånger högre risk att utlösa ett detektorlarm än ett persontåg. Detektorlarm förekommer oftare i kallt klimat under vintermånader. Skillanderna är statistiskt säkerställda och ger en indikation på att alla sträckor och tågtyper inte är lämpliga för en hög grad av automatisering.  Om förarlösa eller obemannade tåg ska bli en verklighet i framtiden behöver flera utmaningar hanteras. Den här licentiatuppsatsen ger en djupare förståelse av dessa utmaningar genom att använda ett nytt sätt att identifiera lokförarnas uppgifter vid oplanerade händelser. / <p>QC230830</p>

Background: Today’s marketers are focusing on creating more than just a transaction place for consumers seeking to purchase products in physical stores, such as a pleasant in store experience. The reason for this is due to the increased competition that present retailers are experiencing. The implementation of sensory marketing in stores has been proven to be useful in order to influence the behaviors of consumers. To do so, sensory cues have been applied as a mean to trigger the emotions of the people visiting the stores. Scholars have stressed the importance of identifying in what manner different sensory cues affect the behavior of consumers. Moreover, there is a need to further research how a visual sensory cue could influence the approach behavior of consumers and enhance their desire to touch products.   Purpose: The purpose of this thesis is to expand the knowledge of how a certain visual sensory cue in a retail atmosphere influences the consumers’ approach behavior and the desire to touch. Additionally, in order to attain valuable insights, two research questions have been designed.   Method: A mixed research methodology has been applied for this study, where the triangulation of using observations, follow-up interviews and in-depth interviews has acted as the source to fulfill the objective of this thesis. The conducted observations account for the quantitative data that have been collected, whereas the follow-up and in-depth interviews generated rich qualitative data. The main methodological focus of this study is to ensure the ability to interpret the findings. Therefore, in order to identify how visual cues influence consumers’ approach behavior and the desire to touch, an inductive approach has been used together with open questions to generate fruitful conversations and theory development. In order to obtain the required data a convenience sampling procedure was employed.   Conclusion: The empirical findings suggest that visual stimuli in the store environment can influence approach behavior of consumers. However, to what extent the visual sensory cue affected the approach behavior and the desire to touch among the participants of this study could not be accounted for. The empirical findings demonstrate that color and smell in the store environment had a positive effect on the emotions of the participants. This further influenced the approach behavior, as well as the desire to touch products.

Object of the thermes is located in a compact cube surrounded by water, which is located in the park. Baths are divided vertically into five levels according to function. Public baths, wellness, rehabilitation, physiotherapy.