Espaços Especulares: articulações entre o real e o virtual é um estudo em artes visuais. O tema principal a partir do qual os trabalhos são baseados é a criação de relações entre espaços reais e espaços virtuais. Dois conceitos operatórios fundamentam a criação das obras: a utilização de reflexões especulares e o site-specific. Esses conceitos serão abordados de duas maneiras distintas: a utilização de espelhos em artes visuais através da noção de Espelho como Dispositivo; já o site-specific será relacionado ao conceito de Estética da Opacidade, ligado à teoria do cinema. O objeto de estudo é composto por dezenove obras criadas no período de 2008 a 2013. São trabalhos produzidos por meio de técnicas híbridas que utilizam procedimentos da arquitetura, computação gráfica e artes visuais. Como metodologia de pesquisa, serão analisados os processos e conceitos operatórios utilizados na produção relacionados com referenciais teóricos e práticos. / Specular Spaces: articulations between the real and the virtual is a study in visual arts. The main theme from which the work is based is creating relationships between real spaces and virtual spaces. Two creative concepts underlie the artistic process: the use of specular reflections and the site-specific. These concepts will be addressed in two different ways: the use of mirrors in the visual arts will be based on the notion of Mirror as a Device, whereas the site-specific is related to the concept of Aesthetics of Opacity, bound to film theory. The object of study is comprised of nineteen artworks created in the period of 2008 to 2013. They are artworks produced by hybrid techniques that utilizes procedures of architecture, computer graphics and visual arts. As a research methodology, the processes and creative concepts will be analyzed related to theoretical and practical examples.

Espaços Especulares: articulações entre o real e o virtual é um estudo em artes visuais. O tema principal a partir do qual os trabalhos são baseados é a criação de relações entre espaços reais e espaços virtuais. Dois conceitos operatórios fundamentam a criação das obras: a utilização de reflexões especulares e o site-specific. Esses conceitos serão abordados de duas maneiras distintas: a utilização de espelhos em artes visuais através da noção de Espelho como Dispositivo; já o site-specific será relacionado ao conceito de Estética da Opacidade, ligado à teoria do cinema. O objeto de estudo é composto por dezenove obras criadas no período de 2008 a 2013. São trabalhos produzidos por meio de técnicas híbridas que utilizam procedimentos da arquitetura, computação gráfica e artes visuais. Como metodologia de pesquisa, serão analisados os processos e conceitos operatórios utilizados na produção relacionados com referenciais teóricos e práticos. / Specular Spaces: articulations between the real and the virtual is a study in visual arts. The main theme from which the work is based is creating relationships between real spaces and virtual spaces. Two creative concepts underlie the artistic process: the use of specular reflections and the site-specific. These concepts will be addressed in two different ways: the use of mirrors in the visual arts will be based on the notion of Mirror as a Device, whereas the site-specific is related to the concept of Aesthetics of Opacity, bound to film theory. The object of study is comprised of nineteen artworks created in the period of 2008 to 2013. They are artworks produced by hybrid techniques that utilizes procedures of architecture, computer graphics and visual arts. As a research methodology, the processes and creative concepts will be analyzed related to theoretical and practical examples.

Orientadores: Marcelo Firer, Luiz Antonio Barrera San Martin / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação Cientifica / Made available in DSpace on 2018-08-05T23:33:46Z (GMT). No. of bitstreams: 1 Talpo_HumbertoLuiz_D.pdf: 1408389 bytes, checksum: b11f884cbf1e05f81138a8e91a5980dc (MD5) Previous issue date: 2006 / Resumo: Seja G uma árvore homogênea e Aut(G) seu grupo de automorfismos. Um automorfismo f Î Aut(G) é par se d(f(x),x) º0 mod 2 para todo vértice x Î G, onde d(.,.) é a função distância definida pelo comprimento do menor caminho ligando os vértices. O conjunto Aut+(G) de todos os automorfismos pares é um subgrupo de índice 2 em Aut(G). Definimos uma geodésica g Ì G como um subgrafo isomorfo a Z (onde Z é visto como um grafo que possui arestas unindo inteiros consecutivos). Uma reflexão em uma geodésica g é um automorfismo involutivo f (f² =1) tal que f(x) = x se, e somente se, x Î G. Denotamos por R o conjunto de todas as reflexões em geodésicas. Neste trabalho (Capítulo 2) provamos que, dada uma árvore homogênea de grau par G, o número de cobertura de Aut+(G) pelas reflexões em geodésicas é 11, no seguinte sentido: dado f Î Aut+(G) existem f1, f2,... fk com k £ 11, tais que f(x) = fk °fk-1°...°f1(x) para todo vértice x em G. Além disso, considerando árvores homogêneas, sabemos que o grupo de automorfismos é completo e o subgrupo de automorfismos pares é simples. Flexibilizamos a condição de homogeneidade e conseguimos demonstrar (Capítulo 3) para o caso de árvores semi-homogêneas, que o grupo de automorfismos é simples e completo / Abstract: Let G be a homogeneous tree and Aut(G) its group of automorphism. An automorphism Î Aut(G) is said to be even if d(f(x),x) º0 mod 2 for every vertex x Î G of , where d(.,.) is the canonical distance function defined by the minimum length of paths connecting the vertices. The set Aut+(G) of all even automorphism is a subgroup of index 2 in Aut(G). We define a geodesic g Ì G as a subtree isomorphic to the standard tree of the integers Z, that is, a homogeneous subtree of degree 2. A reflection in a geodesic g is an involutive automorphism f (f² =1) such that f(x) = x if x Î G. We denote by R the set of all reflections in geodesics. In this work (Chapter 2) we prove that, for every even degree tree G, the covering number of Aut+(G) by reflections in geodesics is 11, in the sense that give f Î Aut+(G) there are f1, f2,... fk with k £ 11, such that f(x) = fk °fk-1°...°f1(x) for every vertex x in G.Moreover, if we consider homogeneous trees we know that automorphisms group is complete and the even automorphisms subgroup is simple. We vary the homogeneous condition and we prove that (Chapter 3) for the semi-homogeneous trees, the automorphisms group is simple and complete / Doutorado / Doutor em Matemática

Magister Artium - MA / Globally, teenage pregnancy remains a disturbing phenomenon which impacts on the lives of teenagers, their families and society as a whole. Numerous attempts at addressing the problem have seen a decline in fertility rates but agreement still exists that the incidence of young girls bearing children is unacceptably high. Studies conducted over the years have emphasised both the causes and consequences of teenage births. Many studies too have explored the benefits of preventative strategies. Yet, despite all this, teenage pregnancy remains a cause for concern with many teenage girls remaining sexually active after a first pregnancy, and exposing themselves to subsequent pregnancies and births. This study was focused on teenage girls who had experienced unintended repeat pregnancies. Through the research a deeper understanding of the meanings that female teenagers ascribe to repeat pregnancies, were sought. A sample group of teenage mothers were allowed to take a step back from their experience of the repeat pregnancy; to think deeply about the experience, and to reflect on what they had learnt and how it has impacted on their current lives. The researcher employed a qualitative approach with a descriptive, explorative design in order to obtain a rich description of the experiences of teenage mothers who have been through a repeat pregnancy. The goal of the study was to explore and describe the reflections of these teenage mothers who had experienced unintended, repeat pregnancies. Data was obtained through semi-structured individual interviews where an interview guide was used. The data was analysed according to the steps outlined by Creswell (2009). Findings were noted and recommendations made. These recommendations are designed for role-players involved with teenagers and youth in general. Emphasis was placed on recommendations to professionals, like educators, healthcare workers and social workers who are at the coalface of dealing with teenagers who engage in sexual activity. Finally, recommendations for further research were made.

For this thesis, I developed a curriculum for high school art students using centers for small group instruction that helped them develop skills and knowledge in creating art. The type of small group instruction that I implemented is centered based and includes a teacher facilitated component, an interactive activity, and a project done in a small group at their desks. The groups were broken down in levels of ability, skill, and the extra time needed for students to complete their work. By developing this type of curriculum for the Visual Art 1 course, the goal of small group instruction in the art classroom is to support student understanding of the artistic process through successful experiences.

There is a tendency to view teachers´ assessment literacy from a deficit perspective, and teachers existing practices are rarely used as a source of knowledge about assessment. Instead of treating teachers as being to some extent experts on assessment, the domain of assessment literacy is primarily represented by viewing researchers as “experts”. In this study teachers´ assessment literacy is approached from an asset perspective. The knowledge and skills that teachers possess can contribute to the description and understanding of classroom assessment literacy. The overall aim of the study is to develop knowledge about teachers’ classroom assessment literacy. Studying teachers' collective reflections about assessment, in relation to video-recorded teaching situations, is used to approach the question of what classroom assessment and assessment literacy actually mean. Three primary schools and eleven teachers, heterogeneous regarding age, sex, education and experience, are involved in the study.  The results indicate three themes to describe teachers´ classroom assessment literacy: focus on the intention of assessment, focus on the enactment of assessment and focus on the conclusion of assessment. The study shows that teachers have the competence to conduct and use assessment as an integral part of teaching. An overall conclusion is that assessment literate teachers invite students to share power and responsibility in assessment processes. The three themes can be seen as a process of developing, implementing and using assessments, which requires a holistic approach to learning, teaching and assessment. / <p>With a summary in English</p>

The aim of the project is to explore 3D localisation of a sensor “pill”, contained in an enclosed vessel, using multiple acoustic transducers mounted on the pill‟s surface. The thesis suggests strategies for placement, excitation and synchronisation of the transmitters on the pill and receivers on the vessel wall to deliver 3D localisation. Motivation for the project has emerged from the desire to develop wireless sensor networks to monitor the internals of industrial processes. A major challenge relates to the ability to accurately determine the location of the pill within the vessel, in the presence of multipath reflections. The main challenges relate to the determination of suitable transmission methodologies and synchronisation strategies to allow accurate localisation. The pill has to be a finite size in order to contain the required sensor hardware and transducers must be mounted on the surface of the pill such that signals are able to propagate directly to receivers on the vessel wall. This presents challenges in optimising the transmitter and receiver layout to maximise signal strength and also to determine how the separation of multiple transmitters on the pill impacts localisation accuracy. Time-Difference-of-Arrival (TDOA) has been investigated as a localisation technique, with simulations revealing that the separation of transmitters on the pill influences the accuracy. By modifying the standard TDOA equations with offset knowledge it has been demonstrated, in simulation, that this error can be reduced and by uniquely coding transmitters it is possible to resolve rotation of the pill in the vessel allowing further reduction in localisation error. Simulations have investigated how the location of receivers on the vessel wall influences the localisation error when the TDOA values are compromised by noise. It has been demonstrated that by mounting receivers at the extremities of the vessel the localisation error of the pill can be reduced. Work has also been undertaken to characterise both the vessel reflection properties and also the transmitter beam profile to allow a suitable transmitter layout on the pill to be determined. Simulations, supported by experimental results, have shown that a curved vessel surface can focus the reflected signals and therefore compromise peak detection signal methodologies. As a result amplitude thresholding is suggested for detecting received signals. The research is substantiated with a simple demonstrator that suggests, for both Time-of-Flight (TOF) and Time-Difference-of-Arrival techniques, that the location of the pill can be determined with an accuracy of ± 5 cm throughout a 250 litre vessel. This is the first time that underwater localisation in a confined space using multiple transmitters on the surface of a sensor “pill” has been reported.

The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student’s abilities to self-regulate their learning behaviors and practices in these novel environments. This study examines student reflections and e-mails related to self-regulatory practices for learning across two different course designs for an Internet-based course in computer applications. Both designs leverage PBL but apply different levels of abstraction related to content and the need to self-regulate. The study looked specifically at how students communicated about learning across these environments, what student communications indicated about student readiness for university online learning and how instructional design and methods of instruction shaped student expressions of learning and self-regulation. The research design follows an ethnographic and case study approach as two designs and four sections are examined. Data was collected from student blog posts, email messages and semi-structured interviews. Atlas.TI was used to code the data using constant comparative analysis. A sequential analysis was applied using an a priori structure for self-regulation and post hoc analysis for emergent codes that resulted in the following categories: distraction, group experience, motivation, emotion, prior experiences, and time. Results indicated qualitative differences between the two designs related to student communications for learning and self-regulation. Findings were reported for both the a priori and post hoc analysis. Additionally, two major findings are reported as emerging themes. These are presented and discussed as The Expectation Gap and Different Designs, Different Outcomes.

Claude Debussy was the first composer to be described as an impressionist. Impressionistic artists and writers around fin de siècle were pioneers in their fields, creating new colours and describing light in new and inventive ways. Scientists were equally amazed with water and light and tried their best to describe it in a theoretical manner. Water and light are strong symbols in art and is the basis for all life. The purpose of this thesis is to dive deep into Debussy’s piano piece Reflets dans l’eau, in order to gain a better understanding of the musical language and style, in relation to impressionism. Reflets dans l’eau is one of the most significant pieces in the piano literature. Methodologically, articles and books were used to gain a better understanding of the subject, as well as interviews with two piano professors, that both have studied the piece in detail. Music analysis on the form of the piece and its motives were conducted. The results of the thesis indicate that Debussy in the most extraordinary way describes the law of nature and musically reflects on water and light in his magnificent piano piece, Reflets dans l’eau. It is ‘narcissistic’ in the way that it mirrors its own motives. / <p>Examination concert:</p><p>J. S. Bach - från Engelsk Suite no. 2 i a-moll: I. Preludium </p><p>L. V. Beethoven - Piano sonata op. 90, e-moll, no. 27: I. Mit Lebhaftigkeit und durchaus mit Empfindung und Ausdruck, II. Nicht zu geschwind und sehr singbar vorgetragen </p><p>C. Debussy, Images, bok 1: I. Reflets dans l’eau, II. Hommage a Rameau, III. Mouvement</p><p>S. Rachmaninoff Etyd, op. 39, no. 8 i d-moll </p><p>Tómas R. Einarsson, Hjarta mitt, performed with Johan Tengholm (double bass)</p>

Teachers' instructional decisions are important for students' mathematics learning as they determine the learning opportunities for all students. This study examines teachers' decisions about the activities and tasks they choose for students' mathematics learning, the ordering and connecting of mathematics topics, and the mathematics within curricula not to cover. These decisions are referred to as curricular decisions. I also identify teachers' mathematical schemes, referred to as mathematical meanings, in relation to geometric reflections and orientation of figures and examine teachers' reasoning with their mathematical meanings as they make these curricular decisions. Additionally, based on the results of this study I identify several productive and unproductive mathematical meanings in relation to geometric reflections and orientation of figures. Describing productive mathematical meanings as providing coherence to student mathematical understanding and preparing students for future mathematics learning (Thompson, 2016). These findings can be used to better understand why teachers make the curricular decisions they do as well as help teachers identify whether or not their mathematical meanings are productive in an effort to foster productive mathematical meanings for students.