O presente trabalho tem como objetivo analisar a efetividade da pedagogia da sustentabilidade utilizada como guia na criação, implantação e desenvolvimento do Projeto Educação para a Sustentabilidade (EpS), a qual foi avaliada por meio da análise dos principais produtos gerados no espaço escolar, e dos efeitos e dos impactos sobre os estudantes participantes, professores tutores e gestão escolar. O EpS (2010 a 2016) foi de um projeto extracurricular optativo desenvolvido no contraturno e destinado a alunos dos 1os e 2os anos do Ensino Médio de uma escola privada tradicional da cidade de São Paulo. O objetivo principal do Projeto EpS foi o de colocar estudantes como protagonistas da criação e execução de intervenções no espaço escolar, a fim de torná-la mais sustentável. Neste processo, optou-se pelo uso de metodologias ativas de aprendizagem, dos preceitos da aprendizagem social, norteados pelas premissas da Educação Ambiental Crítica. As principais intervenções realizadas pelos estudantes no espaço escolar foram avaliadas criticamente com relação aos produtos gerados, bem como efeitos e impactos desse processo sobre os estudantes participantes no tocante aos parâmetros conhecimentos, atitudes, comportamentos declarados, valores e habilidades. Nesta análise, utilizou-se questionários pré e pós-testagem explorados por análise qualitativa de conteúdo e, posteriormente, quantificados e apresentados por meio de estatística descritiva. Os efeitos sobre o grupo de estudantes participantes (grupo experimental) foram comparados com grupo de estudantes não-participantes (grupo controle). O grupo experimental apresentou marcadas mudanças em todos os parâmetros (conhecimentos, atitudes e comportamentos declarados) considerando os pré e pós-testes. O grupo controle não apresentou mudanças tão significativas, indicando e reforçando a influência da participação no Projeto EpS. A análise das habilidades e valores declarados pelo grupo experimental apontam para a valorização da importância da análise complexa dos desafios socioambientais, do trabalho em equipe, da comunicação entre os pares, da criação de redes de cooperação, do respeito e da empatia, entre outros. A análise de impacto foi realizada com ex-participantes 4, 5 e 7 anos após a passagem pelo projeto e revelou importante influência nas escolhas acadêmicas, profissionais e do dia a dia. Os professores tutores e gestão escolar foram analisados por questionários e entrevistas, respectivamente. Os efeitos da participação no projeto sobre esses atores são menos significativos que para os estudantes. Conclui-se que os efeitos e impactos sobre o grupo experimental possuem relação direta com as experiências vividas no projeto, o que reforça a efetividade da pedagogia da sustentabilidade. Entre os fatores decisivos para o sucesso das transformações no espaço e nas pessoas estão a construção de uma rede de parcerias internas e externas, bem como a permanência do projeto por sete anos na escola, fato raro na maior parte das instituições de ensino que se dedicam a práticas relacionadas à Educação Ambiental ou Educação para o Desenvolvimento Sustentável. / This thesis aims to analyze the effectiveness of the \"pedagogy of sustainability\" used as a guide in the creation, implementation and development of the Education for Sustainability Project (EpS), which was evaluated considering the main products created in the school space, and the effects and impacts over the participating students, teachers and school management. The EpS (2010 to 2016) was an optional extracurricular activity for high school students (1st and 2nd grades) developed at the counter-shift of a traditional private school of the city of São Paulo. The main goal of the EpS project was to place students as protagonists of the creation and execution of interventions in the school, in order to make it more sustainable. In this process, active learning techniques and the precepts of social learning were used, guided by critical environmental education premises. The main interventions carried out by the students were critically analyzed regarding the products generated as well as the effects and impacts related on the participating students considering parameters as knowledge, attitudes, declared behaviors, values and abilities. For that, pre and posttest questionnaires were used and explored by qualitative content analysis techniques and subsequently quantified and presented by descriptive statistics. The effects over the participating students (experimental group) were compared to groups of non-participating students (control group). The experimental group presented conspicuous changes in all parameters (knowledge, attitudes and declared behaviors) considering pre and post-tests. The control group, on the other hand, did not present such significant changes, indicating and reinforcing the importance and influence of the participation in the EpS Project. The analysis of declared abilities and values of the experimental group indicate the valorization of the complex analysis of socio-environmental challenges, teamwork, peer communication, networking, respect and empathy, among others. The impact analysis was carried out with ex-participants after 4, 5 and 7 years their participation and showed important influence in the academic, professional and everyday choices. Tutors and school management were analyzed by questionnaires and interviews, respectively. The effects on both stakeholders regarding their participation in the project seem less significant than for the students. It is possible to conclude that the effects and impacts on the experimental group directly reflect the experiences lived in the project, and, therefore, reinforce the effectiveness of the \"pedagogy of sustainability\". Among the decisive factors for the success of the transformations in space and people are the construction of an internal and external partnerships network, as well as the continuity and permanence of the project for seven years in the school, a rare fact in most educational institutions that dedicate themselves to Environmental Education or Education for Development Sustainable related practices.

Autonomous cars are developing in a rapid speed, which means that the advanced driver-assistance systems must be tested carefully. Radar is one of many tools the car can use to detect obstacles and targets in front of the car. This bachelor thesis deals with programming and testing of an FMCW radar. The radar used in this thesis is an Continental ARS 308-2C/21 HS/AO, and the programming is written in Visual Basic. The goal within this project was to write a program for the Continental radar, and then measure static objects. The radar and the written program will be used in the research project, "HiFi Radar Target". The radar module will also be implemented in the new EMC chamber, AWITAR, which is currently under construction. The radar sweeps in the frequency band 77GHz, which is a standard frequency in the automotive industry. Communication with the computer is done via a CAN-network. Function tests have been performed on Astazero and gave satisfactory results.The thesis work has been carried out at RISE in Borås. / Idag är självkörande bilar på kraftig frammarsch, detta medför att hjälpsystemen måste testas noga. Radar är ett av många hjälpmedel bilen kan använda för att detektera hinder framför bilen. Detta examensarbete avhandlar programering och testning av en FMCW radar. Radarn som används är en Continental ARS 308-2C/21 HS/AO, programeringen är skriven i Visual Basic. Målet med detta examensarbeta var att få radarn att fungera, för att sedan kunna mäta på statinära objekt. Radarn och det skrivna programmet kommer att användas inom forskningsprojektet, "HiFi Radar Target". Radarmodulen kommer även att implementeras i den nya EMC-kammaren, AWITAR som just nu är under konstruktion. Radarn sweper i freqvensbandet 77GHz, vilket är en standardfreqvens för bilindustrin. All kommunikation med radarn och datorn sker via ett CAN-nätverk. Funktionstesterna har utförts på Astazero och gav tillfredställande resultat. Examensarbetet är utfört på RISE i Borås.

Les injections de fautes laser induisent des fautes transitoires dans les circuits intégrés en générant localement des courants transitoires qui inversent temporairement les sorties des portes illuminées. L'injection de fautes laser peut être anticipée ou étudiée en utilisant des outils de simulation à différents niveaux d'abstraction: physique, électrique ou logique. Au niveau électrique, le modèle classique d'injection de fautes laser repose sur l'ajout de sources de courant aux différents nœuds sensibles des transistors MOS. Cependant, ce modèle ne prend pas en compte les grands composants de courant transitoire également induits entre le VDD et le GND des circuits intégrés conçus avec des technologies CMOS avancées. Ces courants de court-circuit provoquent un significatif IR drop qui contribue au processus d'injection de faute. Cette thèse décrit notre recherche sur l'évaluation de cette contribution. Il montre par des simulations et des expériences que lors de campagnes d'injection de fautes laser, le IR drop induite par laser est toujours présente lorsque l'on considère des circuits conçus dans des technologies submicroniques profondes. Il introduit un modèle de faute électrique amélioré prenant en compte le IR drop induite par laser. Il propose également une méthodologie qui utilise des outils CAD standard pour permettre l'utilisation du modèle électrique amélioré pour simuler des fautes induits par laser au niveau électrique dans des circuits à grande échelle. Sur la base de simulations et de résultats expérimentaux supplémentaires, nous avons constaté que, selon les caractéristiques de l'impulsion laser, le nombre de fautes injectées peut être sous-estimé par un facteur aussi grand que 3 si le IR drop induite par laser est ignorée. Cela pourrait conduire à des estimations incorrectes du seuil d'injection des fautes, ce qui est particulièrement pertinent pour la conception de techniques de contre-mesures pour les systèmes intégrés sécurisés. De plus, les résultats expérimentaux et de simulation montrent que même si l'injection de fautes laser est une technique d'injection de fautes très locale et précise, les IR drops induites ont un effet global se propageant à travers le réseau d'alimentation. Cela donne des preuves expérimentales que l'effet de l'illumination laser n'est pas aussi local que d'habitude. / Laser fault injections induce transient faults into ICs by locally generating transient currents that temporarily flip the outputs of the illuminated gates. Laser fault injection can be anticipated or studied by using simulation tools at different abstraction levels: physical, electrical or logical. At the electrical level, the classical laser-fault injection model is based on the addition of current sources to the various sensitive nodes of MOS transistors. However, this model does not take into account the large transient current components also induced between the VDD and GND of ICs designed with advanced CMOS technologies. These short-circuit currents provoke a significant IR drop that contribute to the fault injection process. This thesis describes our research on the assessment of this contribution. It shows by simulation and experiments that during laser fault injection campaigns, laser-induced IR drop is always present when considering circuits designed in deep submicron technologies. It introduces an enhanced electrical fault model taking the laser-induced IR-drop into account. It also proposes a methodology that uses standard CAD tools to allow the use of the enhanced electrical model to simulate laser-induced faults at the electrical level in large-scale circuits. On the basis of further simulations and experimental results, we found that, depending on the laser pulse characteristics, the number of injected faults may be underestimated by a factor as large as 3 if the laser-induced IR-drop is ignored. This could lead to incorrect estimations of the fault injection threshold, which is especially relevant to the design of countermeasure techniques for secure integrated systems. Furthermore, experimental and simulation results show that even though laser fault injection is a very local and accurate fault injection technique, the induced IR drops have a global effect spreading through the supply network. This gives experimental evidence that the effect of laser illumination is not as local as usually considered.

<div>This project engages in an intersectional and interdisciplinary tracing of the emerging field of feminist game studies and the epistemologies and methodologies that exist within this field. Through such tracing, this project asks—what are feminist game studies’ epistemological goals and frameworks? What methodologies can the field draw from in order to achieve these epistemological goals? Ultimately, this project argues that feminist game studies enacts an epistemology of feminist worldbuilding—that is, an inclusive, embodied, space-claiming mode of producing knowledge—and achieves this worldbuilding through methodologies of intersectional disruption in order to perform disruptive feminist interventions into video game culture. </div><div><br></div><div>In the first chapter of this project, I make use of a methodology of narrative autoethnography to discuss my experience with online harassment as an inroad into interrogating the bodies at risk in gaming spaces in order to make a case for the need for feminist interventions to disrupt the violent structures within video game culture. The second chapter traces the ways hegemonic, patriarchal frameworks in game studies epistemologically deprivilege material, representational analyses of bodies and culture in the study of games and, instead, argues for the implementation of intersectional approaches to video game culture. The third chapter maps the intersectional feminist methodologies that can be implemented in feminist game studies in order to perform generative and disruptive interventions into video game culture and build feminist worlds. </div><div><br></div><div>In the fourth chapter, I apply some of these methodologies of disruption to the alienation of mothers in the gaming industry’s workplace culture and representations of mothers in the games Among the Sleep and Horizon Zero Dawn in order to intervene into video game culture’s prejudicial attitudes regarding labor, mothers, and women. The final chapter continues my autoethnographic work through the connection of my experiences with online harassment to previous experiences with gendered violence and trauma in order to underscore the stakes of feminist game studies praxis. In all these ways, I argue that feminist game studies builds worlds by performing interventions into video game culture through intersectional and pluralistic methodologies of disruption, for such methodologies imagine new, inclusive models of existence and futurity in video game culture.</div>

Esta pesquisa analisa fatores que sustentam o uso das metodologias ativas para o aumento do desempenho dos estudantes para a aprendizagem significativa, levando-se em consideração que o ato de aprender é intransferível, só o indivíduo pode fazê-lo e ninguém pode aprender por outro, mas pode-se incentivar o interesse dos estudantes, explorando novas oportunidades de aprendizagem, bem mais centradas na atividade dos estudantes, utilizando a hibridização, que é a mescla de técnicas e ferramentas que auxiliam e dinamizam o aprendizado com a combinação entre ambientes presenciais e virtuais de ensino - usando a ferramenta dos MOOCs pela concepção da sala de aula invertida. Para avaliar a interferência da metodologia ativa de aprendizagem no desempenho, participaram da análise estudantes universitários, de duas instituições particulares, na área de Ciências Sociais Aplicadas, que após um semestre responderam a dois questionários de escalas validadas estatisticamente: Academic Motivation Scale e Escala Estratégica de Aprendizagem para ambientes on-line. Utilizou-se técnicas de análise multivariada, composta pela análise de componentes principais e análise de agrupamento, para avaliar a presença de grupos de motivação. Para a caracterização dos grupos de motivação obtidos foram calculadas as frequências dos grupos formados e médias das componentes principais, bem como as marcações de significância estatística para o teste-t de diferença de médias e técnicas de modelo de regressão para avaliar as médias finais (notas) dos estudantes de acordo com as covariáveis (estudantes que participaram do curso na plataforma MOOC, turma, grupo de motivação e gênero). Os principais resultados demonstram que a escolha de um método ativo de aprendizagem, utilizando a plataforma MOOC interfere em todos os grupos, no aumento da nota final em comparação aos estudantes que não acessaram a plataforma, portanto, não participaram de todo o processo, sendo esse efeito ainda mais expressivo para o grupo de motivação 1 (motivados pela excelência acadêmica), a IES-1 obteve um desempenho superior a IES-2. O êxito da introdução das metodologias ativas está diretamente relacionado a importância do envolvimento de todos os atores desse processo, com destaque as instituições de ensino e professores, para a formação de um indivíduo capaz de transformar a sua vida, o seu meio e a nossa sociedade. / This research analyzes the factors that support the use of active methods to increase the performance of the students towards meaningful learning, taking into account that the act of learning is not transferable, only the individual can do it and no one can learn on the other, but can stimulate the interest of students, exploring new learning opportunities and more focused on the activity of the students, using the hybridization, which is the mixture of techniques and tools to assist and streamline the learning with the combination of classroom and virtual teaching environments - using MOOCs tools for the design of the inverted classroom. In order to evaluate the interference of active learning methodology over performance, students from two private universities in the area of Applied Social Sciences took part in this research and, after one semester answered two statistically validated scales questionnaires: Academic Motivation Scale and Strategic Learning Scale, suitable for online environments. Multivariate analysis techniques, composed by Principal Component Analysis and Cluster Analysis, have been used to assess the presence of motivation groups. In order to characterize obtained motivation groups, frequencies of formed groups and main components averages were calculated as well as markings of statistical significance for the t-test mean difference and regression techniques to assess students final average (grades) according to the covariates (students who took the course in MOOC platform, classroom, motivation group and gender). Main results show that the choice of an active learning method, using MOOC platform interferes in all groups, in the final score increase comparatively to students who had not accessed the platform, thus not participating in the process; this effect was even more significant on motivation of group 1 (motivated by academic excellence), PU-1 achieved a superior performance comparatively to PU-2. The active methods introduction success is directly related to the importance of the involvement of all actors in the process, especially educational institutions and teachers, for the formation of an individual able to transform his life, his environment and our society .

Esta pesquisa estuda o projeto de canto orfeônico nas escolas públicas paulistas das décadas de 1910 e 1920. Nesta época, os mentores do movimento orfeônico João Gomes Junior, Carlos Alberto Gomes Cardim, Fabiano Lozano, Lázaro Lozano, Honorato Faustino e João Baptista Julião foram pioneiros em trazer essa modalidade de ensino musical para a escola brasileira. Ainda assim, muitos deles foram em grande medida esquecidos ou, ao menos, colocados num segundo plano na história da educação musical. Este projeto de ensino musical buscava civilizar os costumes, favorecer a construção de uma identidade nacional e ensinar uma audição de mundo associada aos padrões da música ocidental moderna erudita. O período abordado é de notável importância para o ensino musical, uma vez que as experiências e postulados aí desenvolvidos representaram a fonte de Villa-Lobos para fazer do canto orfeônico um fenômeno de dimensão nacional no Brasil na década de 1930. / This research studies the Orpheonic Singing project in public schools of São Paulo State in the 1910s and 1920s. At that time, the men who idealized such initiative João Gomes Junior, Carlos Alberto Gomes Cardim, Fabiano Lozano, Lázaro Lozano, Honorato Faustino e João Baptista Julião were pioneers in bringing to Brazilian schools this kind of musical teaching. Despite of that, many of them have been largely forgotten or, at least, have had their role minimized in Brazilian history of music education. This project intended to civilize social customs, with the objective of building national identity, and to teach a point of earring tied to the standards of western erudite music tradition. Musical teaching experiences and axioms of the 1910s and 1920s decades were especially important for they were the main source used by Villa-Lobos to become Orpheonic Singing a national phenomenon in the 1930s in Brazil.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-25T18:50:45Z No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Sérgia.pdf: 1609418 bytes, checksum: b0d577471dcfb33a1b6e2c9461f427f6 (MD5) 1.Principal_SequenciaDidática.pdf: 221495 bytes, checksum: 882f0290d734a2fcde09f8c54d50cc5a (MD5) 2.Apresentação QualidadedoAR_RJ.pptx: 7377713 bytes, checksum: 71d9bf56826b7d742cd8df0930b29a7f (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-03T16:22:50Z (GMT) No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Sérgia.pdf: 1609418 bytes, checksum: b0d577471dcfb33a1b6e2c9461f427f6 (MD5) 1.Principal_SequenciaDidática.pdf: 221495 bytes, checksum: 882f0290d734a2fcde09f8c54d50cc5a (MD5) 2.Apresentação QualidadedoAR_RJ.pptx: 7377713 bytes, checksum: 71d9bf56826b7d742cd8df0930b29a7f (MD5) / Made available in DSpace on 2017-10-03T16:22:50Z (GMT). No. of bitstreams: 4 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Sérgia.pdf: 1609418 bytes, checksum: b0d577471dcfb33a1b6e2c9461f427f6 (MD5) 1.Principal_SequenciaDidática.pdf: 221495 bytes, checksum: 882f0290d734a2fcde09f8c54d50cc5a (MD5) 2.Apresentação QualidadedoAR_RJ.pptx: 7377713 bytes, checksum: 71d9bf56826b7d742cd8df0930b29a7f (MD5) / As dificuldades vivenciadas no ensino de química, em especial na educação de jovens e adultos, juntamente com o cenário de crise socioambiental contemporâneo são discutidos neste trabalho, que tem por objetivo analisar uma proposta de ensino de química que visa contribuir para a aproximação entre conhecimento científico e a realidade dos educandos na EJA, a partir da inserção da temática ambiental, tendo a qualidade do ar do entorno escolar como tema gerador. Para o desenvolvimento desta proposta fizemos uso de metodologia participativa, a qual foi realizada com uma turma da EJA, numa escola localizada na região metropolitana do Rio de Janeiro e se constitui numa sequência didática, composta de três etapas: a problematização da realidade, promovida pela reflexão acerca da poluição atmosférica na região metropolitana do Rio de Janeiro; a construção dos conhecimentos científicos a partir dos óxidos presentes na poluição do ar e, na última etapa, retornamos a reflexão acerca da problemática ambiental promovendo a articulação entre os conhecimentos científicos construídos e a realidade vivenciada a partir dos índices da qualidade do ar coletados. Para análise dos dados buscamos uma aproximação da análise do discurso bakhtiniana, a partir da qual foi possível observar a apreensão dos conhecimentos a partir da incorporação e renovação do gênero, do ponto de vista da temática ambiental e dos conhecimentos científicos. No entanto, os resultados também apontam para a participação como uma categoria de análise haja vista a importância para a construção dos conhecimentos. Assim, foi possível concluir que a articulação entre a temática ambiental qualidade do ar e os conhecimentos científicos contribuíram para a superação dos obstáculos na prática do ensino de química, destacando-se como fundamental para esta articulação a mediação realizada no sentido de viabilizar a interação e as reflexões que levaram a ampliação dos conhecimentos. Entretanto, consideramos, ainda, a necessidade de reflexão contínua sobre a prática docente, especialmente nesta modalidade de ensino. / The difficulties experienced in chemistry teaching, especially in the education of youth and adults, along with the contemporary socio-environmental crisis scenario are discussed in this work, which aims to analyze a chemistry teaching proposal to contribute to the rapprochement between scientific knowledge and the reality of students in adult education from the integration of environmental issues, and the air quality of the school environment as a theme generator. To develop this proposal we made use of participatory methodology, which was performed with a group of adult education in a school located in the metropolitan area of Rio de Janeiro and is a didactic sequence, composed of three steps: the questioning of reality promoted by the reflection on the air pollution in the metropolitan area of Rio de Janeiro; the construction of scientific knowledge from the oxides present in air pollution and, in the last step, we return to reflection on environmental issues by promoting links between the built scientific knowledge and the reality experienced from the air quality indices collected. For data analysis we seek an approximation of Bakhtin's discourse analysis, from which we could see the apprehension of knowledge from the development and renewal of the genre, from the point of view of environmental issues and scientific knowledge. However, the results also point to the participation as a category of analysis in view of the importance for the construction of knowledge. Thus, it was concluded that the link between environmental issues and air quality scientific knowledge contributed to overcoming the obstacles in the practice of chemistry teaching, highlighting as fundamental to this joint mediation carried out in order to facilitate the interaction and considerations which led the expansion of knowledge. However, we consider also the need for continuous reflection on teaching practice, especially in this type of education.

This research examines limitations presented to gay men living in south central Appalachia that are produced by Appalachian culture itself, in regard to community formation. This qualitative study intersects existing scholarship on rural sexualities, gay communities and Appalachian culture in order to gain insight into the complexities that effect men in the region. The data is synthesized through a contextual dialectics framework in order to position both the Appalachian culture in its entirety, and gay men residing in the region, as agentic actors that are simultaneously informed by and produce tensions between the two. This study explores ways in which gay men in south central Appalachia determine and rectify obstacles that are perpetuated by their conservative culture in regard to forming social bonds with other non-heterosexual men. The current study extends the body of scholarship on rural non-heterosexualities, and underscores contextual complexities specific to the Appalachian region of the US.

This research explored health decision-making processes among people recently diagnosed with type 2 diabetes. Our analysis suggested that diagnosis with type 2 was followed by a period of intense emotional and cognitive disequilibrium. Subsequently, the informants were observed to proceed to health decision-making which was affected by three separate and interrelated factors: knowledge, self-efficacy, and purpose. Knowledge included cognitive or factual components and emotional elements. Knowledge influenced the degree of upset or disequilibrium the patient experienced, and affected a second category, agency: the informants’ confidence in their ability to enact lifestyle changes. The third factor, purpose, summarized the personal and deeply held reasons people gave as they made decisions concerning their health, eating and exercising. We propose this model, grounded in informant stories, as a heuristic, to guide further inquiry. From these stories, the patient is seen as more active and the interrelated influences of knowledge, agency, and purpose, synergistically interact to explain changes in health behaviors.

The Black community and the gay community have historically experienced marginalization from society, public and private institutions, federal government agencies, and law enforcement. Black gay male leadership is not a conversation within leadership academia. This phenomenological study focuses on understanding the lived experiences and leadership among Black gay men who are leaders in Los Angeles County. This study found that the lived experiences such as oppression, mentorship, community involvement, and advocacy have influenced their leadership development and leadership identity. This study identifies how Black gay men define leadership, based off their lived experiences. It also identifies themes of leadership development for Black gay men. The results have implications for future research and leadership development among Black gay men. Understanding lived experiences of Black gay male leaders and their leadership development can help identify what core foundations/topics could be included in professional development aimed at building leadership development among young Black gay men.