For the education of X-ray imaging, having a detailed knowledge on the interaction of radiation with matter is very important. Also the generation and detection concepts of the X-ray have to be grasped well. Sometimes it is not easy to visualize the interactions and assess the scheme in quantum physics level for the medical doctors and the engineers who have not studied on the modern physics in an appropriate level. This thesis aims to visualize these interactions, X-ray generation and detection, and computerized tomographic imaging. With these simulations, the user can 1) observe and analyze which type of interaction occurs under which condition, 2) understand the interaction cross sections and interaction results, 3) visualise X-ray generation and detection features, 4) clarify the method of image reconstruction, and the features affecting the image quality in computerized tomography system. This is accomplished by changing the controllable variables of the radiation and the systems with the provided interfaces. In this thesis, JAVA/FLASH based simulation interfaces are designed to easily assess the subject. The benefits of these software are their ability to execute the programs prepared on the World Wide Web media. The interfaces are accessible from anywhere, at any time.

This research investigated the role of the interaction between the implicit and explicit instructions and of the knowledge of the textual genre tales of terror on the development of its written production. We understand the learning through the implicit instruction when it is conducted without emphasizing its characteristics. On the other hand, the learning through the interaction between the implicit and explicit instructions happens when the characteristics of the textual genre in study is emphasized and analyzed. In order to carry out our study, we have chosen subjects from two groups of ninth grade of an elementary school in Maceió. Once we have decided to study the role of the interaction between the implicit and explicit instructions, the role of memory is important. Hence, we proposed the study of the declarative memory, having in mind that the implicit instruction itself does not guarantee the development of the aspects that need to be improved. In our point of view, the interaction between the implicit and explicit instructions é fundamental in this case. We based our theory on the connectionist approach that says learning happens through the experience someone has. According to it, we propose the learning of the textual genre tales of terror in two distinct environments of instruction. Our main hypothesis is that the learning through the interaction between the implicit and explicit instructions is more helpful than the learning through the implicit instruction. We hope our study may help in the studies about cognitive processes involved in the textual production. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nosso estudo consistiu em verificar o papel da interação entre a instrução implícita e explícita e do conhecimento do gênero textual conto de assombração no desenvolvimento da produção textual desse gênero textual. Partimos da compreensão de que a aprendizagem através da instrução implícita acontece quando o trabalho de determinado gênero textual é conduzido sem que suas características sejam explicitamente destacadas. Já a aprendizagem através da interação entre a instrução implícita e explícita acontece quando há destaque e reflexão explícita sobre os constituintes do gênero textual em questão. Para a realização da nossa pesquisa, escolhemos sujeitos de duas turmas de nona série do Ensino Fundamental de uma escola municipal de Maceió. Ao estudar a questão da interação entre a instrução implícita e explícita, o papel da memória é fundamental para justificar esse tipo de abordagem. Por isso, propomos o estudo do papel da memória declarativa, partindo da hipótese de que a instrução implícita apenas não garante o desenvolvimento de aspectos que precisam ser desenvolvidos na produção textual de forma a levar o aluno a se tornar um escritor proficiente. Defendemos que a interação entre a instrução implícita e explícita é fundamental nesse caso. E, para sustentar nosso estudo, nos apoiamos na teoria conexionista, que compreende que a aprendizagem da linguagem acontece a partir da experiência do indivíduo no ambiente que o circunda. Seguindo essa premissa, propomos a aprendizagem do gênero textual conto de assombração em dois ambientes distintos de instrução. Nossa hipótese central foi a de que o ensino baseado na interação entre a instrução implícita e explícita favorece mais o desenvolvimento da produção textual do que o ensino baseado só na instrução implícita. Assim, com base no referencial teórico conexionista, o objetivo geral da nossa investigação sobre o papel da interação entre instrução implícita e explícita e do conhecimento do gênero textual conto de assombração no desenvolvimento da sua escritura pretende contribuir para os estudos sobre os processos envolvidos na produção textual.

La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur. / Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward function. We evaluate our framework through a series of experiments, performed both in simulation and with real robots. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process, and in reducing the number of required interactions with the teacher.

The Thesis "Experiments with simple aids in teaching physics at primary schools" sums up the issue of the use of the experiments in the environment at the elementary school. The focus is on the creation of the undemanding experiments and their downstream work sheets for teaching physics on the second stage. The aids used in experiments are integrated in the set - the case. The work is based on the experience from practical activities - integration of specific experiments in two selected subjects in teaching physics.

This diploma thesis deals with increase of motivation of primary school pupils for school subject ? physics, focusing on preparation for lessons of physics by means of experiments carried out at home. The target of this thesis is to produce a set of worksheets and supportive educational material as an instrument which might increase the interest of primary school pupils in this subject and which might become an important motivating element. In the process of production of the worksheets theoretical principles of a specific area, results of a scientific survey related to the topic and results of individual research assessing opinions of pupils and parents on experimental activities performed at home were used. Experimental activity performed at home obviously supports development of physical thinking, sensitivity, creativity, improves particular key competences and activates interest in physics as a branch of science. Pupils discover yet unknown facts which establishes foundations of authentic learning of natural laws by a human.

Background: An inactive lifestyle is a problem in today’s society, a problem that can contribute to negative health effects. Group fitness instructors have the possibility to affect the participants’ attitudes towards physical activity. This study therefor aims to examine how and why group fitness instructors choose to convey instructions and feedback, and which other factors are perceived as motivating for continued physical activity. Method: The study was conducted in the form of semi-structured interviews with ten participants from different fitness centers situated in the middle region of Sweden. The interviews were recorded, transcribed and thereafter analyzed by the interpretative phenomenological analysis methods. Results: Instructions were communicated mainly verbally or in a combination of verbally and visually. The majority were aware that learning is individual and that different techniques therefor should be used to create an understanding for the execution of an exercise. Feedback was communicated frequently and the majority meant that it should be adapted to the needs of each participant. Positive feedback was mainly used to inspire participants to additional performance, while constructive feedback mainly was used to correct improper execution. Other motivating factors that appeared to be important was to create an environment that help every participant to reach the goals of each session by act inspiring, create a holistic perspective and to involve the participants in their own development. Social interaction appeared to be an important factor, which was created by relationships. New finds consist of the discovery the majority of the instructors, after having given repeated constructive feedback to a participant on an exercise, would allow an incorrect execution to pass instead of solving the problem. Conclusion: The group fitness instructors seem to create a motivating environment, as is indicated by various factors. Recurring participants suggests that they experience the exercise as positive and that they are motivated to continue performing the physical activity in question. The group fitness instructors try to individualize their instructions and feedback, to get through to each individual. Furthermore they try to show alternative exercises, to give each participant the possibility of choosing a suitable level and thereby take part in their own development. The social interaction appeared to be an important factor in making participants return. The behavior of the group fitness instructors indicate that they are striving to create an environment that inspires continued physical activity. / Bakgrund: En inaktiv fritid är i dagsläget ett samhällsproblem som kan bidra till hälsohämmande effekter. Som gruppträningsinstruktör finns möjlighet att påverka deltagarnas inställning till fysisk aktivitet. Studiens syfte var därmed att studera hur och varför gruppträningsinstruktörer väljer att förmedla instruktion och feedback samt vilka övriga faktorer som de upplever är betydelsefulla för att öka deltagarnas motivation till fysisk aktivitet. Metod: Studien genomfördes i form av semi-strukturerade intervjuer med tio stycken deltagare tillhörande olika gymkedjor i Mellansverige. Intervjuerna spelades in, transkriberades och analyserades genom den tolkande fenomenologiska analysmetoden. Resultat: Instruktioner förmedlades främst verbalt eller kombinerat verbalt/visuellt. Majoriteten var medvetna om att lärande är individuellt och därför användes olika tekniker för att skapa förståelse för utförandet. Feedback förmedlades frekvent och majoriteten ansåg att den bör anpassas efter individens behov. Positiv feedback användes främst för att inspirera deltagarna till ytterligare prestation medan konstruktiv feedback främst användes i syfte att korrigera ett tekniskt felaktigt utförande. Övriga motiverande faktorer som framstod betydelsefulla var att skapa förutsättningar för att uppnå gruppträningspassets målsättning genom att inspirera, skapa ett holistiskt perspektiv samt involvera deltagaren i sin egen utveckling. Socialt samspel skapades genom relationer och trygghet vilket ansågs vara en viktig faktor. Nya fynd är att när en deltagare tillägnats konstruktiv feedback upprepade gånger angående samma utförande menar flertal att de låter ett felaktigt utförande passera istället för att lösa problemet. Slutsats: Gruppträningsinstruktörerna tycks skapa en motiverande miljö vilket påvisas genom flera faktorer. Återkommande deltagare tyder på att de upplever gruppträningen positivt och är motiverade till att utföra den formen av fysisk aktivitet. Alla gruppträningsinstruktörer försöker individanpassa deras instruktioner och feedback för att nå ut till enskild individ. Dessutom försöker gruppträningsinstruktörerna visa alternativövningar för att varje enskild deltagare skall ha möjlighet att hitta lämplig nivå och vara delaktig i sin egen utveckling. Det sociala samspelet framstod som en viktig faktor som tycks vara en anledning att deltagarna återkommer på gruppträningspassen. Gruppträningsinstruktörernas upplevda agerande indikerar på att de strävar efter att skapa en motiverande miljö för fortsatt fysisk aktivitet.

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-09-13T20:06:59Z No. of bitstreams: 1 DissGSSS.pdf: 12761989 bytes, checksum: 9e4c2b4e76a2502af072064ed081eec1 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:34:53Z (GMT) No. of bitstreams: 1 DissGSSS.pdf: 12761989 bytes, checksum: 9e4c2b4e76a2502af072064ed081eec1 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:35:23Z (GMT) No. of bitstreams: 1 DissGSSS.pdf: 12761989 bytes, checksum: 9e4c2b4e76a2502af072064ed081eec1 (MD5) / Made available in DSpace on 2016-09-15T13:35:30Z (GMT). No. of bitstreams: 1 DissGSSS.pdf: 12761989 bytes, checksum: 9e4c2b4e76a2502af072064ed081eec1 (MD5) Previous issue date: 2014-11-19 / Não recebi financiamento / Loop pipelining is a technique that may offer significant performance improvements, being employed not only in conventional compilation targeting microprocessors, but also by High Level Synthesis (HLS) tools, targeting heterogeneous architectures and hardware accelerators. This work presents a specialized hardware support aiming at facilitate compilation tasks for HLS tools, along with potential advantages in execution performance and total silicon area employed. Two specialized hardware modules are presented: a queue register file and an instruction predication control module. / O desempenho na execução de programas, que é cada vez mais uma prioridade, pode ter uma melhora significativa por meio do uso de paralelismo em nível de instrução (ILP). Uma técnica que utiliza o ILP e propicia ganhos de desempenho significativos é o loop pipelining, sendo usado não apenas por compiladores para microprocessadores, mas também por ferramentas de Síntese de Alto Nível (HLS), visando arquiteturas heterogêneas e aceleradores de hardware. Neste trabalho é apresentado o projeto e implementação de estruturas de hardware especializadas, objetivando-se em solucionar o problema de sobreposição de valores que ocorre no loop pipelining, facilitar tarefas de compilaçãoo em ferramentas HLS e diminuir a repetição de código. Além disso, ganhos potenciais de desempenho e área de silício total podem ser alcançados como resultado do uso das estruturas propostas. Serão apresentados: um arquivo de registradores baseado em filas e um módulo de controle para a execução de instruções predicadas.

Näringsliv och offentlig sektor står inför ständiga utmaningar att förändra och effektivisera sin verksamhet. Idag ses information som en verklig produktionsfaktor och åtkomst till lämplig informationen ses som en nödvändighet för uppnå effektivitet och produktivitet i de individuella aktiviteterna (Oehlmann, Thoben & Weber, 1997). Med hjälp av elektroniska arbetsinstruktioner på produktionsgolvet har tillverkande industrier hittat en effektiv metod för att minska variationerna, öka kvaliteten, förbättra kommunikationen, minimera kostnaderna och snabbare få ut produkterna på marknaden, den s.k. Time-to-market (Coetzee, 2004). Syftet med denna uppsats är att undersöka om Informationslogistik genom införandet av elektroniska arbetsinstruktioner kan påverka effektiviteten och kvaliteten i ett företag vilket använder sig av elektroniska arbetsinstruktioner. En fallföretagsstudie har genomförts på HMS Industrial Networks AB, en världsledande leverantör av fältbuss-teknologi för automationsutrustning. De har utvecklat ett IT-system för att hantera elektroniska arbetsinstruktioner vilket de använder fullt ut i sin tillverkning. Mer praktiskt har uppsatsens arbete handlat om att undersöka hur de anställda upplever att det påverkat deras effektivitet i det dagliga arbetet, såväl som kvaliteten i arbetet, informationen och på produkterna. Intervjuer med användare från dokumentationsteamet och produktionsmedarbetarna har gjorts och resultatet visar att användandet av PRIS och elektroniska arbetsinstruktioner har gett en rad effekter i verksamheten, både för dem vilka administrerar och hanterar produktionsunderlagen såväl som för de berörda användarna på produktionsgolvet och i övriga delar i organisationen. Resultatet visar att Informationslogistik i allra högsta grad kan påverka effektiviteten och kvaliteten i ett företag. Dokumentationsteamet kan arbeta parallellt i de olika produktionsunderlagen, det är enklare att lägga upp ett underlag och hantera uppdateringar, innehållet är spårbart och de kan återanvända allt innehåll i nya artiklar, samtidigt som informationen snabbt når ut på produktionsgolvet. För medarbetarna i produktionen har det inneburit att de nu kommer åt informationen snabbare, de kan ta egna och snabbare beslut, de känner sig mer självständiga, de har blivit mer effektiva samt att de nu har ett samlat ställe för all produktionsrelaterad information de behöver för att kunna utföra sitt jobb. Likaså har kvaliteten i underlagen ökat och på produkterna ut till kund. De har också fått en en säker distribution och hantering av information samt en större kontroll på tillverk-ningsprocessen. / Industries and governments stand before constant challenges to change and make their business processes more efficient. Information is now considered an actual production factor, and the appropriate availability of information is seen as crucial for the efficiency and effectiveness of individual tasks (Oehlmann, Thoben & Weber, 1997). With help of electronic work instructions process manufacturers has discovered an effective method for reducing variability, increasing consistency, and bringing new products to the market significantly faster (Coetzee, 2004). The main objective of this report is to examine if Information Logistics through the use of electronic work instructions can affect the efficiency and quality in a company that uses electronic work instructions. A case study has been carried out at HMS Industrial Networks AB, a world-leading supplier of field bus technology for automation devices. They have developed a system that handles the electronic work instructions, which they use through out the production plant. The system is called Production Resource Infomanagment System (PRIS). The work in this report has examine how the employees experience that PRIS has affected their efficiency on a daily basis, as well as the quality of their work, in the information and on the products. Interviews with users from both the documentation team and the production team have been carried out and the result shows that the use of PRIS and electronic work instructions have had major impacts in the company, for those who administrates and handle the production sheets as well as for the users on the production floor and in other parts of the company. The result shows that Information Logistics can affect efficiency and quality in a company. The documentation team can work parallel in different production sheets, it’s easier to create production sheets and work with updates in them, all of the content in a production sheet can be reused in other articles and the distribution of information to the users is instant. For the production team, the use of electronic work instructions has decreased their time for information retrieval, they can now make their own decisions and in a faster way than before, they feel more independent, their efficiency has increased and they now only have one place for all the production related information they need in order to perform their jobs. The quality of the information in the production sheets have also increased, as well as the quality of the products sent to customers. They have also got a secure distribution and in-formation management and improved process control.

In this thesis we proposed and tested a new method for creating synthetic workloads. Our method takes the dynamic behaviour into consideration, whereas previous studies only consider the static behaviour. This was done by recording performance monitor counters (PMC) events from a reference application. These events were then used to calculate the hardware load characteristics, in our case cache miss ratios, that were stored for each sample and used as input to a load regulator. A signalling application was then used together with a load regulator and a cache miss generator to tune the hardware characteristics until they were similar to those of the reference application. For each sample, the final parameters from the load regulator were stored in order to be able to simulate it. By simulating all samples with the same sampling period with which they were recorded, the dynamic behaviour of the reference application could be simulated. Measurements show that this was successful for L1 D$ miss ratio, but not for L1 I$ miss ratio and only to a small extent for L2 D$ miss ratio. We were also able to show that the total convergence time for the regulator could be reduced by using case-based reasoning to select the initial parameters from similar samples.

The aim of this study was to identify effective teaching strategies for vocabulary acquisition for primary school-age children in natural sciences. Primarily, using qualitative method observation, it was empirically shown that the primary vocabulary instructions used during natural science studies were indirect incidental word learning activities such as conversation in the classroom. A test was standardized from Homegaard and Johansson Kokkinakis (2006) to asses and measure pupils’ breadth and depth of vocabulary knowledge for vocabulary words that were used during science class. The conducted test showed that the pupils’ trough incidental word learning had low vocabulary acquisition, primarily because of the everyday language used in a scientific context, leading this study to aim to answer the following questions:   Will providing explicit instructions for word acquisition increase pupils’ vocabulary?   Which possible explanations are there for the vocabulary increase?   An intervention practice was conducted to improve vocabulary acquisition, using five evidence-based suggestions for meaningful vocabulary intervention activities, provided by Steele and Mills (2011) and Becks, McKeown and Kucan (2002). The steps are based on explicit instructional activities which were used in teaching natural science. The same test that was used to asses and measure pupils’ breadth and depth of vocabulary knowledge of vocabulary words was used after the intervention. The empirical results showed that instructional strategies providing explicit instruction were successful in increasing pupils’ breadth and depth of vocabulary knowledge. Hence, this study identifies the empirical link between vocabulary instructions and vocabulary acquisition, as to increase the pupils’ breadth and depth of vocabulary knowledge, by the acknowledgement of the difference between everyday language and scientific vocabulary with explicit teaching of the scientific language.