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Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-28Bitstream added on 2014-06-13T21:03:17Z : No. of bitstreams: 1 mottajunior_as_dr_mar.pdf: 1913052 bytes, checksum: dee9a681110346ace0ce230ae5f42086 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese tem como objetivo avaliar possíveis influências da constituição da noção de espaço no sujeito, entendida de acordo com a Epistemologia Genética de Jean Piaget, na aprendizagem e desenvolvimento da prática de futsal. Trata-se de um estudo de casos múltiplos envolvendo dois grupos: o primeiro formado por alunos que praticam futsal na categoria pré-mirim masculina que são considerados pelos seus professores, como bons jogadores e o segundo constituído por alunos com idênticas características exceto pelo fato de que são considerados pelos seus professores como jogadores que têm dificuldades nessa modalidade desportiva. Não é tarefa simples explicar porque os alunos de equipes de futsal, ora parecem, quando observados individualmente, ter a noção espacial constituída ao executarem as técnicas e táticas necessárias para esse desporto, e ora visivelmente, em situação de jogo, apresentar falhas na constituição espacial. Por vezes, a aparência de que a noção já construída desaparece. O esclarecimento a essa questão não nos parece estar no âmbito do treinamento desportivo, como já o tentaram alguns pesquisadores, mas na compreensão de como se desenvolve e evolui a cognição do sujeito, especialmente, a noção de espaço. A Epistemologia Genética pode encaminhar respostas a essa problemática. Nossa hipótese diretriz é a de que há uma diferença significativa entre a constituição da noção espacial de alunos praticantes do futsal que os professores consideram bons e aqueles considerados como tendo dificuldades, sendo, pois, uma variável que influencia diretamente no desenvolvimento e aprendizagem dos alunos ao executarem essa modalidade desportiva. Os resultados confirmaram a hipótese de que há relação entre a avaliação do desempenho na prática do futsal feita pelo treinador... / This thesis aims to evaluate the possible influence of the constitution of the concept of space in the subject, as understood in the genetic epistemology of Jean Piaget, learning and practice development of futsal. This is a multiple case study involving two groups: the first consists of students practicing futsal in the category Pre-Bantam male that are considered by their teachers as good players and the second consisting of students with similar characteristics except that are considered by their teachers as players who have difficulties in this sport. Not an easy task to explain why students in teams of futsal, now seem, when viewed individually, have an understanding of space consists in implementing the techniques and tactics needed for this sport, and sometimes visibly, in a game situation, fails in establishing spatial . Sometimes the appearance that the notion already built disappears. Clarifying this issue does not seem to be under the sports training, as some researchers have already tried, but in understanding how it develops and evolves the cognition of the subject, especially the notion of space. The Genetic Epistemology can forward answers to this problem. Our driving hypothesis is that there is a significant difference between the formation of spatial notion of students practicing futsal that teachers consider good and those considered as having difficulties and is therefore a variable that directly influences the development and learning of students at implement this sport. The results confirmed the hypothesis that a relationship between performance assessment in futsal practice made by the coach and the construction of the space, indicating a need for physical education teachers seek to understand the process of construction in order to effectively assist students in their training Middle School.

Resumo: Esta tese tem como objetivo avaliar possíveis influências da constituição da noção de espaço no sujeito, entendida de acordo com a Epistemologia Genética de Jean Piaget, na aprendizagem e desenvolvimento da prática de futsal. Trata-se de um estudo de casos múltiplos envolvendo dois grupos: o primeiro formado por alunos que praticam futsal na categoria pré-mirim masculina que são considerados pelos seus professores, como bons jogadores e o segundo constituído por alunos com idênticas características exceto pelo fato de que são considerados pelos seus professores como jogadores que têm dificuldades nessa modalidade desportiva. Não é tarefa simples explicar porque os alunos de equipes de futsal, ora parecem, quando observados individualmente, ter a noção espacial constituída ao executarem as técnicas e táticas necessárias para esse desporto, e ora visivelmente, em situação de jogo, apresentar falhas na constituição espacial. Por vezes, a aparência de que a noção já construída desaparece. O esclarecimento a essa questão não nos parece estar no âmbito do treinamento desportivo, como já o tentaram alguns pesquisadores, mas na compreensão de como se desenvolve e evolui a cognição do sujeito, especialmente, a noção de espaço. A Epistemologia Genética pode encaminhar respostas a essa problemática. Nossa hipótese diretriz é a de que há uma diferença significativa entre a constituição da noção espacial de alunos praticantes do futsal que os professores consideram bons e aqueles considerados como tendo dificuldades, sendo, pois, uma variável que influencia diretamente no desenvolvimento e aprendizagem dos alunos ao executarem essa modalidade desportiva. Os resultados confirmaram a hipótese de que há relação entre a avaliação do desempenho na prática do futsal feita pelo treinador... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis aims to evaluate the possible influence of the constitution of the concept of space in the subject, as understood in the genetic epistemology of Jean Piaget, learning and practice development of futsal. This is a multiple case study involving two groups: the first consists of students practicing futsal in the category Pre-Bantam male that are considered by their teachers as good players and the second consisting of students with similar characteristics except that are considered by their teachers as players who have difficulties in this sport. Not an easy task to explain why students in teams of futsal, now seem, when viewed individually, have an understanding of space consists in implementing the techniques and tactics needed for this sport, and sometimes visibly, in a game situation, fails in establishing spatial . Sometimes the appearance that the notion already built disappears. Clarifying this issue does not seem to be under the sports training, as some researchers have already tried, but in understanding how it develops and evolves the cognition of the subject, especially the notion of space. The Genetic Epistemology can forward answers to this problem. Our driving hypothesis is that there is a significant difference between the formation of spatial notion of students practicing futsal that teachers consider good and those considered as having difficulties and is therefore a variable that directly influences the development and learning of students at implement this sport. The results confirmed the hypothesis that a relationship between performance assessment in futsal practice made by the coach and the construction of the space, indicating a need for physical education teachers seek to understand the process of construction in order to effectively assist students in their training Middle School. / Orientador: Adrian Oscar Dongo Montoya / Coorientador: Patrícia Unger Raphael Bataglia / Banca: Ricardo Pereira Tassinari / Banca: Ângela Pereira Teixeira Victoria Palma / Banca: Marcos Garcia Neira / Banca: Nelson Pedro da Silva / Doutor

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As autonomous vehicles (AVs) evolve, ensuring their safety extends beyond traditional met- rics. While current nominal safety scores focus on the timeliness of AV responses like latency or instantaneous response time, this paper proposes expanding the concept to include spatial configurations formed by obstacles with respect to the ego-vehicle. By analyzing these spatial relationships, including proximity, density and arrangement, this research aims to demon- strate how these factors influence the safety force field around the AV. The goal is to show that beyond meeting Responsibility-Sensitive Safety (RSS) metrics, spatial configurations significantly impact the safety force field, particularly affecting path planning capability. High spatial occupancy of obstacle configurations can impede easy maneuverability, thus challenging safety-critical modules like path planning. This paper aims to capture this by proposing a safety score that leverages the ability of modern computer vision techniques, par- ticularly image segmentation models, to capture high and low levels of spatial and contextual information. By enhancing the scope of nominal safety to include such spatial analysis, this research aims to broaden the understanding of drivable space and enable AV designers to evaluate path planning algorithms based on spatial configuration centric safety levels. / Master of Science / As self-driving cars become more common, ensuring their safety is crucial. While current safety measures focus on how quickly these cars can react to dangers, this paper suggests that understanding the spatial relationships between the car and obstacles is just as important, and needs to be explored further. Prior metrics use velocity and acceleration of all the actors, to determine the safe-distance of obstacles from the vehicle, and determine how fast the car should react before a predicted collision. This paper aims to extend the scope of how safety is viewed during normal operating conditions of the vehicle by considering the arrangement of obstacles around it as an influencing factor to safety. By using advanced computer vision techniques, particularly models that can understand images in detail, this research proposes a new spatial safety metric. This score considers how well the car navigates through dense environments by understanding the spatial configurations that obstacles form. By studying these factors, I wish to introduce a metric that improves how self-driving cars are designed to navigate and path plan safely on the roads.

One of the biggest issues facing VR as a platform is the limitation of the user’s physical space. Not everyone has a lab, empty warehouse, or open space in their home or office, and even if they do, the hardware also limits the physical space the user can take advantage of. Fitting the entirety of the environment within few square meters is a strict limitation for many applications. A method of moving the user within a larger space is needed, but current methods come with drawbacks. Developing a new movement method that avoids these drawbacks will help ensure a better experience for the user.

Despite the potential of immersive virtual environments (VEs) as educational tools, little is known about how VE system parameters impact a child using the environment. Designers of VE applications targeted at children must rely on studies done with adults to guide their design decisions. The failure to understand how children differ from adults in their responses to VEs poses a serious obstacle to the design of effective learning environments for children. The main goal of this research was to quantify the impact of varying one VE system parameter, field-of-view, on large-scale, spatial learning in middle elementary schoolchildren and the incidence of side-effects in that population in an immersive VE. The other goals of this research were to identify 1) how, and if, middle elementary schoolchildren's responses to this environment differ from that of adult participants, and 2) how, and if, gender changed participant performance and responses. Adults and 7-9 year old children were taught a U-shaped route through a six room virtual house, while wearing a helmet mounted display (HMD). Participants viewed the environment under monoscopic conditions with the horizontal field-of-view (HFOV) of the display set at either 30 or 48 degrees. Head tracking was not enabled as the children were unable to maintain a normal head position while wearing the HMD. After the learning period, participants performed tasks designed to assess spatial knowledge of the space: 1) locomotion efficiency was measured by the number of collisions with objects, 2) landmark knowledge was measured by the participant's ability to recognize photos of objects found in the environment 3) route knowledge was measured by the participant's ability to correctly re-trace the route and name the sequence of landmarks along the route, 4) configuration knowledge was measured by the participant's ability to point to occluded landmarks, make spatial inferences, and construct a model of the environment. Participants also completed a simple questionnaire which assessed the incidence of equipment difficulties and side-effects, general enjoyment, and the sense of presence in the VE. Additionally, the participant's vision and balance was checked before and after immersion in the VE. Locomotion, route knowledge, and configuration knowledge efficiency increased significantly with both age and FOV. At the smaller FOV, both adults and 7-9 year olds developed a significantly lesser degree of spatial knowledge, with the effect being amplified in the 7-9 year olds. In general, the more sophisticated the level the spatial knowledge required by a task, the greater the impact of FOV and age, with configuration knowledge being achieved significantly less frequently than route knowledge. Gender also significantly impacted the development of configuration knowledge. Only landmark knowledge did not change with age, FOV, or gender. Also, the incidence of VE balance side-effects decreased significantly with age and was impacted by gender. The incidence of equipment difficulties also decreased with age,with significantly more, and longer, breaks being taken by 7-9 year olds than by adults. Further, general enjoyment of VE immersion and presence decreased significantly with age. / Master of Science

Redes de metrô são responsáveis pelos deslocamentos urbanos diários de milhões de pessoas. Estações de metrô são espaços pensados para a mobilidade, como zonas de transição. Devido à sua complexidade (diferentes configurações, circulação de trens em seu interior e pessoas andando apressadas), esses ambientes tornam-se confusos para os deslocamentos autônomos de pessoas com deficiência visual. Sistemas de metrô têm recebido constantes solicitações por parte de grupos de pessoas com deficiência visual, que fazem referência a aplicativos para smartphones ou utilização de outros dispositivos móveis que auxiliem nos seus deslocamentos. Entretanto, constata-se que leis e normas técnicas não definem parâmetros para tais sistemas, e ainda não existe um consenso entre os profissionais ou acadêmicos, quanto ao seu projeto e uso. Por meio desta pesquisa objetivou-se investigar as formas como as pessoas com deficiência visual interagem em seus percursos por estações e trens de metrô, procurando-se conhecer suas habilidades, limitações e temores, à luz de suas variáveis cognitivas, tendo sido realizadas observações participantes no metrô de São Paulo. Buscou-se ainda, a observação da experiência da utilização de um sistema de informação e navegação na prática, optando-se por realizar uma pesquisa no metrô da cidade do Porto, em Portugal, a respeito do sistema Navmetro®. Para formar considerações coerentes, fez-se necessário trabalhar com diversas áreas de conhecimento, relacionadas à natureza multidisciplinar da pesquisa (psicologia, sociologia, saúde pública, eletrônica e transportes, entre outras). O estudo pautou-se por uma abordagem qualitativa, utilizando ferramentas para coleta de dados como observação participante e entrevistas; em paralelo ocorreu a aplicação de um questionário qualiquantitativo para complementação de dados. As entrevistas ocorreram com pessoas diretamente ligadas ao serviço de prover viagem de metrô, com especialistas em projetos de estações e trens, com professores de orientação e mobilidade e com os próprios usuários, foco deste trabalho. Para interpretação dos dados obtidos em campo foram feitos cruzamentos com os dados do referencial bibliográfico, de maneira a se chegar a resultados que pudessem delinear parâmetros de projetos de sistemas que transmitam informações e comandos de navegação em tempo real. Por meio de emissão de sons e vibração, estes sistemas podem representar um auxílio precioso em estações e trens de metrô. Como consequência, este estudo apresenta subsídios que podem servir para o aprimoramento e desenvolvimento de sistemas de tecnologia assistiva voltados à informação e navegação de pessoas com deficiência visual, e base de estudos para desenvolvimento de tecnologias semelhantes nos demais sistemas de transporte. / Metro systems are responsible for the commutes of several million people daily. Stations, as spaces designed for mobility, are transition zones. Their complexity (diverse configurations, train movements in different directions and rushed commuters), environments become somewhat confusing places for the visually impaired. Metro operating companies have been receiving requests from associations that represent the visually impaired people, demanding smartphone applications or the use of dedicated devices to aid them when using the network. However, existing legislation and standards don\'t provide requirements for such systems, and there is no consensus, among professionals or academics, for their design and usage. This research started by examining the ways found by the visually impaired to interact with space, assessing their abilities, limitations and worries, in consideration of their cognitive variables, within the Sao Paulo metro users. It has also assessed the practical use of a specific information/navigation system called Navmetro®, in use at the Porto (Portugal) metro. A multidisciplinary approach was used, by means of qualitative research and the use of data collection tools such as voluntary participant observation and interviews; simultaneously, a qualitative questionnaire was applied for data supplementation. Interviews focused on people with direct operational experience on the metro system, experts in station/train design, guidance and mobility teachers and, most importantly, frequent users. Data obtained in field work was cross-referenced with data found in the bibliographic sources, in order to attain results that may perhaps delineate design parameters for systems able to transmit information and navigational commands in real time. Through the use of sounds and vibrations, these systems can become a precious support for guidance in metro networks. This paper presents elements that can lead to the development and improvement of assistive technologies focusing on information and navigation systems for the visually impaired people, and also to the development of similar technologies in other transportation systems.

Redes de metrô são responsáveis pelos deslocamentos urbanos diários de milhões de pessoas. Estações de metrô são espaços pensados para a mobilidade, como zonas de transição. Devido à sua complexidade (diferentes configurações, circulação de trens em seu interior e pessoas andando apressadas), esses ambientes tornam-se confusos para os deslocamentos autônomos de pessoas com deficiência visual. Sistemas de metrô têm recebido constantes solicitações por parte de grupos de pessoas com deficiência visual, que fazem referência a aplicativos para smartphones ou utilização de outros dispositivos móveis que auxiliem nos seus deslocamentos. Entretanto, constata-se que leis e normas técnicas não definem parâmetros para tais sistemas, e ainda não existe um consenso entre os profissionais ou acadêmicos, quanto ao seu projeto e uso. Por meio desta pesquisa objetivou-se investigar as formas como as pessoas com deficiência visual interagem em seus percursos por estações e trens de metrô, procurando-se conhecer suas habilidades, limitações e temores, à luz de suas variáveis cognitivas, tendo sido realizadas observações participantes no metrô de São Paulo. Buscou-se ainda, a observação da experiência da utilização de um sistema de informação e navegação na prática, optando-se por realizar uma pesquisa no metrô da cidade do Porto, em Portugal, a respeito do sistema Navmetro®. Para formar considerações coerentes, fez-se necessário trabalhar com diversas áreas de conhecimento, relacionadas à natureza multidisciplinar da pesquisa (psicologia, sociologia, saúde pública, eletrônica e transportes, entre outras). O estudo pautou-se por uma abordagem qualitativa, utilizando ferramentas para coleta de dados como observação participante e entrevistas; em paralelo ocorreu a aplicação de um questionário qualiquantitativo para complementação de dados. As entrevistas ocorreram com pessoas diretamente ligadas ao serviço de prover viagem de metrô, com especialistas em projetos de estações e trens, com professores de orientação e mobilidade e com os próprios usuários, foco deste trabalho. Para interpretação dos dados obtidos em campo foram feitos cruzamentos com os dados do referencial bibliográfico, de maneira a se chegar a resultados que pudessem delinear parâmetros de projetos de sistemas que transmitam informações e comandos de navegação em tempo real. Por meio de emissão de sons e vibração, estes sistemas podem representar um auxílio precioso em estações e trens de metrô. Como consequência, este estudo apresenta subsídios que podem servir para o aprimoramento e desenvolvimento de sistemas de tecnologia assistiva voltados à informação e navegação de pessoas com deficiência visual, e base de estudos para desenvolvimento de tecnologias semelhantes nos demais sistemas de transporte. / Metro systems are responsible for the commutes of several million people daily. Stations, as spaces designed for mobility, are transition zones. Their complexity (diverse configurations, train movements in different directions and rushed commuters), environments become somewhat confusing places for the visually impaired. Metro operating companies have been receiving requests from associations that represent the visually impaired people, demanding smartphone applications or the use of dedicated devices to aid them when using the network. However, existing legislation and standards don\'t provide requirements for such systems, and there is no consensus, among professionals or academics, for their design and usage. This research started by examining the ways found by the visually impaired to interact with space, assessing their abilities, limitations and worries, in consideration of their cognitive variables, within the Sao Paulo metro users. It has also assessed the practical use of a specific information/navigation system called Navmetro®, in use at the Porto (Portugal) metro. A multidisciplinary approach was used, by means of qualitative research and the use of data collection tools such as voluntary participant observation and interviews; simultaneously, a qualitative questionnaire was applied for data supplementation. Interviews focused on people with direct operational experience on the metro system, experts in station/train design, guidance and mobility teachers and, most importantly, frequent users. Data obtained in field work was cross-referenced with data found in the bibliographic sources, in order to attain results that may perhaps delineate design parameters for systems able to transmit information and navigational commands in real time. Through the use of sounds and vibrations, these systems can become a precious support for guidance in metro networks. This paper presents elements that can lead to the development and improvement of assistive technologies focusing on information and navigation systems for the visually impaired people, and also to the development of similar technologies in other transportation systems.