Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are usually inattentive and disruptive in class, are at high risk for chronic academic achievement difficulties, and may develop problems in relationships with peers, parents, and teachers (DuPaul, Stoner, 2003). One of the primary goals of behavioural treatment for ADHD is to enable a student to develop adequate levels of self-control (Barkley, 1990; DuPaul & Stoner, 1994). Methods are needed in the classroom, which give the child or adolescent with ADHD, control over his or her condition and thus increased independence, more experiences with success, and increased resiliency. Listening to music has many therapeutic applications, including the development of cognitive skills such as attention and memory (Canadian Association for Music Therapy, 2006). Music is accessible to all teachers and students, and is an easy strategy to implement in classrooms. Yet, despite the knowledge that adolescents are active users of music media (North, Hargreaves, & ONeill, 2000), little research on music and ADHD participants has been completed. Through the use of a single subject case study, the purpose of this research was: look at the academic experience that an adolescent male diagnosed with ADHD faced in his life at school; and to gain a better understanding of how music could potentially affect his ability to self-regulate and cope with the detrimental effects of ADHD during in-class seat work and homework. Multiple interviews with one boy, his parents, and teachers across a 14-week period of time provided a primary source of data. Results indicated that the adolescents experiences with listening to music during school and homework increased the time that he was able to attend and concentrate. Unexpected gains included an increase in his ability to recall information during exams, and an increase in motivation, positive attitude, and mood towards school work as a result of enjoying listening to his favourite music. However, the study also involved the unexpected and disheartening discovery of clashing and competing voices that perhaps ultimately rendered the boys positive experiences with music insignificant, given the louder rule-and-order school culture. The pragmatic realities of working within a school context will need to be considered and strategically addressed if students are to benefit from practices that help even though they may be unconventional and not fully understood.

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are usually inattentive and disruptive in class, are at high risk for chronic academic achievement difficulties, and may develop problems in relationships with peers, parents, and teachers (DuPaul, Stoner, 2003). One of the primary goals of behavioural treatment for ADHD is to enable a student to develop adequate levels of self-control (Barkley, 1990; DuPaul & Stoner, 1994). Methods are needed in the classroom, which give the child or adolescent with ADHD, control over his or her condition and thus increased independence, more experiences with success, and increased resiliency. Listening to music has many therapeutic applications, including the development of cognitive skills such as attention and memory (Canadian Association for Music Therapy, 2006). Music is accessible to all teachers and students, and is an easy strategy to implement in classrooms. Yet, despite the knowledge that adolescents are active users of music media (North, Hargreaves, & ONeill, 2000), little research on music and ADHD participants has been completed. Through the use of a single subject case study, the purpose of this research was: look at the academic experience that an adolescent male diagnosed with ADHD faced in his life at school; and to gain a better understanding of how music could potentially affect his ability to self-regulate and cope with the detrimental effects of ADHD during in-class seat work and homework. Multiple interviews with one boy, his parents, and teachers across a 14-week period of time provided a primary source of data. Results indicated that the adolescents experiences with listening to music during school and homework increased the time that he was able to attend and concentrate. Unexpected gains included an increase in his ability to recall information during exams, and an increase in motivation, positive attitude, and mood towards school work as a result of enjoying listening to his favourite music. However, the study also involved the unexpected and disheartening discovery of clashing and competing voices that perhaps ultimately rendered the boys positive experiences with music insignificant, given the louder rule-and-order school culture. The pragmatic realities of working within a school context will need to be considered and strategically addressed if students are to benefit from practices that help even though they may be unconventional and not fully understood.

Submitted by AMÉRICO BIANCALANA NETO null (abiancalana@confab.com.br) on 2016-09-21T15:55:15Z No. of bitstreams: 1 DISSERTAÇÃO_Américo Biancalana Neto.pdf: 6507235 bytes, checksum: 42c17d17ef5a510dd34876071a8ff043 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-09-26T19:52:21Z (GMT) No. of bitstreams: 1 biancalananeto_a_me_guara.pdf: 6507235 bytes, checksum: 42c17d17ef5a510dd34876071a8ff043 (MD5) / Made available in DSpace on 2016-09-26T19:52:21Z (GMT). No. of bitstreams: 1 biancalananeto_a_me_guara.pdf: 6507235 bytes, checksum: 42c17d17ef5a510dd34876071a8ff043 (MD5) Previous issue date: 2016-07-22 / Os processos tradicionais de produção de tubos API 5CT N80Q envolvem processos de bobinamento e desbobinamento, conformação por dobramento, soldagem, etapas de usinagem e expansão dos diâmetros interno e externo, tratamentos térmicos de têmpera e revenimento e endireitamento. Essas etapas são responsáveis por introduzir tensões residuais no material constituinte do tubo. Estas tensões residuais podem alcançar valores próximos aos do limite de escoamento do material base do tubo, podendo produzir distorções geométricas, falhas prematuras, baixa resistência à corrosão, e diminuição na sua capacidade de absorção de cargas em trabalho. O método mais utilizado para alívio de tensões é o tratamento térmico. Porém, a aplicação de vibrações mecânicas, (Vibratory Stress Rielif) para reduzir e redistribuir as tensões residuais em estruturas conformadas a frio e em estruturas soldadas, tem sido utilizada com sucesso em várias partes do mundo, principalmente nos Estados Unidos, China e Canada. Para verificar a viabilidade deste processo, como um método alternativo para o alivio de tensões, selecionamos um tubo API 5CT 80NQ, com diâmetro de 178 mm com 8,05 mm de espessura e 3000 mm de comprimento. Os ensaios de vibração foram executados na frequência de ressonância do tubo, através de um indutor de vibração montado no seu comprimento médio, dentro de um intervalo de tempo correspondente ao seu peso. Comparando os valores de tensões residuais existentes no tubo antes e após o tratamento de vibração conseguimos uma redução média de 16% no valor das mesmas. Para a caracterização mecânica do tubo, antes e depois do processo vibratório, foram realizados os seguintes ensaios conforme a norma API 5CT 2001: impacto Charpy “V”, ensaios de tração e dureza Rockwell C, tanto no metal base do tubo, como na região da solda. Foi realizada, também, a sua caracterização micro estrutural através, microscopia ótica, antes e depois dos ensaios de vibração. Para avaliação das tensões residuais, antes e após os ensaios de vibração, foi utilizado o método de secção longitudinal de um anel (splitting ring test) conforme a norma ASTM EN 1928-13. / The traditional production processes API 5CT N80Q pipes involve coiling and uncoiling processes the plate, conformation by bending, welding, machining steps and expansion of its internal and external diameters, heat treatment of quenching and tempering and straightening. These steps are responsible for introducing residual stresses in the material of the tube. These residual stresses can reach values close to the yield strength of the pipe`s base material and may produce geometric distortions, premature failure, low corrosion resistance and reduction its capacity of absorption loads in the work. The most widely used method for relieving stress is the heat treatment. The application of mechanical vibrations, Vibratory stress relief ( VSR), to reduce and redistribute the residual stresses in cold shaped structures and welded structures, has been used with success in various parts of the world, especially the United States, China and Canada. Thus, the mechanical vibration, Vibratory stress relief (VSR), can prove to be an interesting process to relieve stress in the tubes. To verify the feasibility of this process, as an alternative method for the relief of stresses, we selected an API 5CT 80NQ tube with a diameter of 178 mm, with 8.05 mm thickness and 3000 mm in length. Vibration tests were performed in pipe resonance frequency, via a vibration-inducing mounted at its mid-length, within a time corresponding to their weight. Comparing the values of residual stress existing in the tube before and after the vibration treatment achieved a mean reduction of 16 % in the amount thereof. For the mechanical characterization of the pipe, before and after the vibration process, the following tests were conducted according to API standard 5CT 2001: Charpy 'V', tensile tests and hardness Rockwell C, both in the metal base tube, and in the weld region. It was also carried out their microstructural characterization through optical microscopy before and after the vibration tests. To evaluate the residual stress before and after the vibration tests, we used the ring splitting test according to ASTM E1928-13.