Chattbottar har den senaste tiden, genom snabbmeddelandetjänsternas stora tillväxt, blivitallt populärare. Chattbottar används idag till allt från automatisk kundtjänst tillnöjesinriktade ändamål. Numera finns flera olika ramverk för att skapa chattbottar med olikaegenskaper.Syftet med detta arbete var att undersöka hur chattbottar kan integreras i existerandesnabbmeddelandetjänster på ett underhållbart och flexibelt sätt. En prototyplösning förmeddelandetjänsten Briteback skapades med opensource-ramverken React, Node.js och Deepstream. Rapporten beskriver för- och nackdelar med den valda lösningen specielltavseende flexibilitet och underhåll.

Instant messaging (IM) applications are one of the most popular applications for smartphones. The IMs have the capability of sending messages or initiating voice calls via Internet which makes it almost cost free for the users to communicate with each other. Unfortunately, like any other type of applications, majority of these applications are vulnerable to malicious attacks and have privacy issues. The motivation for this thesis is the need to identifying security services of an IM application and to design a secure system for any mobile messaging application. This research proposes an E2EE (End-to-End Encryption) approach which provides a secure IM application design which protects its users with better integrity, confidentiality and privacy. To achieve this goal a research is conducted to investigate current security features of popular messaging applications in the mobile market. A list of requirements for good security is generated and based on those requirements an architecture is designed. A demo is also implemented and evaluated.

Food choice is a modifiable health factor which involves neural, hormonal, and metabolic signals. The lateral parabrachial nucleus is a brain structure in the pons that integrates multiple aspects of food choice. It receives information from the homeostatic melanocortin hypothalamic system and projects to the mesolimbic dopamine reward system. The lateral parabrachial is molecularly diverse and expresses the acetylcholine synthesis enzyme: choline acetyltransferase (ChAT). In this study, we used ChAT-CRE mice to investigate the anatomical projections, the calcium dynamics, and the causal role of the LPBN ChAT neurons. Anatomical projection results were produced using CRE dependent viral vectors to express mRuby tagged synaptophysin, the highest output being the central amygdala. Calcium dynamics were measured at the amygdala using the genetically encoded calcium indicator GCaMP. The dynamics around the decision to consume food were seen to be different between fasted and sated satiety states. Activation of the circuit showed a pronounced latency to food consumption and time to finish for a single calorie of food. These data demonstrate a possible node that integrates homeostatic feeding information and relays it to higher order brain systems that modify reward value. / Master of Science / Health can be impacted by the food an individual decides to eat, and this choice is controlled by the brain. There are many regions of the brain that are recruited when an individual decides to eat, but the two major circuits recruited are the homeostatic feeding circuit and the reward feeding circuit. The homeostatic feeding circuit involves the hypothalamus, the structure that controls basic essential functions of the body and circulating hunger hormones to signal energy availability. The second circuit is the reward circuitry which uses the neurotransmitter dopamine to signal pleasure and motivation for food. At the middle of the two circuits sits the parabrachial nucleus which expresses choline acetyltransferase, the enzyme that creates the neurotransmitter acetylcholine. To harness the molecular and anatomical specificity, we employed viral dependent protein expression to measure the anatomical output, the activity when a mouse is engaged in feeding behavior, and the causal role of the identified circuit during feeding behavior. The results showed the anatomical output to be the central amygdala, a modifier of food reward and value. The activity of the cells while feeding was seen to be higher when sated, and the activation of the circuit saw an increased latency to eat food and increased the time to consume a calorie. Together, we have demonstrated a circuit from the parabrachial nucleus the amygdala which integrates homeostatic information and projects to a brain structure that modifies food value and reward.

Group chat facilitates remote collaboration and idea exchanges. With the widespread use of group chat for productive information exchanges, it becomes dicult for members of groups to keep up and stay grounded during the long stream of conversation that is generated. I conducted a need-finding study where I simulated group chat conversations in the context of collaboration to learn about issues and behaviors in a group chat when the size of the group chat is 5 or 10. The study participants also filled out a survey post the group chat, describing their challenges and issues with the group chat. A grounded theory approach analyses of the data collected, and the chat conversation gave us several themes. Our results show that participants generally felt that there were too many messages. A majority of the participants found it was hard to keep track of what was happening. Information overload is a significant challenge that creates several other challenges for the participants, such as missed messages, redundant messages, wasted e↵orts, and diculty in gathering consensus. I observed some behaviors such as broken utterances and other strategies employed by participants when overwhelmed with the high activity. I use this knowledge to motivate recommendations and suggestions for future redesigns and development of this indispensable tool of the workforce / Master of Science / Group chat facilitates remote collaboration, idea exchanges. It becomes dicult for members of groups to keep up and remain on the same page during long conversations. I conducted experiments where I simulated collaborative group chat conversations to learn about issues and behaviors in a group chat with 5 or 10 members. The experiment participants also filled out a survey after the group chat, describing their challenges and issues with the group chat. Qualitative analyses of the survey data, and the chat conversation gave us several insights. Our results show that participants generally felt that there were too many messages. A ma- jority of the participants found it was hard to keep track of what was happening. Information overload is a significant challenge that creates several other problems for the participants, such as missed messages, repeated messages, wasted e↵orts, and diculty in obtaining agree- ment. I observed some behaviors and strategies used by the participants when overwhelmed with too many messages. I use this knowledge to motivate recommendations and suggestions for future redesigns and development of this indispensable tool of the workforce.

No description available.

A utilização de tecnologias da educação, não somente nos cursos à distância, mas também nos cursos presenciais, representa uma tentativa de contribuir para o processo de aprendizado, que tradicionalmente se desenvolve com as ações em sala de aula. O presente estudo teve como foco explorar o uso da tecnologia sob a perspectiva da Satisfação e Eficácia de Aprendizagem, da Percepção do estudante e do Desempenho. Foi realizado um experimento de campo em uma turma da disciplina Contabilidade Introdutória, do curso presencial de Ciências Contábeis de uma Universidade Pública Federal. A pesquisa foi conduzida a partir da divisão da turma em dois grupos (Tratamento e Controle), que foram invertidos de um bimestre para outro, com aproximadamente 30 estudantes em cada grupo. Esse número variou em função das desistências, e, de forma distinta do esperado, as notas dos dois grupos na avaliação inicial do experimento foram estatisticamente diferentes. As evidências apontam que isso, possivelmente, ocorreu devido a um efeito de composição: os grupos tinham características diferentes no que se refere à inserção no mercado de trabalho e ao fato de o estudante ter feito o curso técnico em Contabilidade. Para responder ao objetivo do estudo, que foi identificar o reflexo do uso de chat e fórum de discussão no processo de aprendizagem, partiu-se de um questionário inicial para identificar o perfil das turmas, e da aplicação de uma prova inicial em cada bimestre, para evidenciar o nível de conhecimento prévio que o grupo possuía sobre o tema de estudo daquele bimestre. Em cada bimestre foram realizados dois chats e um fórum de discussão no grupo de tratamento. Ao final de cada bimestre foi aplicado um questionário sobre Satisfação e Eficácia de Aprendizagem para os dois grupos, um questionário sobre Percepção dos estudantes sobre o uso da tecnologia, para os grupos de tratamento de cada bimestre, e, ao final, foi aplicada uma prova em cada bimestre para conhecer o desempenho dos estudantes na disciplina. Foram aplicados testes de médias para identificar se havia diferença entre o desempenho dos grupos, testes de correlação entre as intervenções nos chats e o desempenho dos estudantes, para verificar a interferência da participação no desempenho, e foi utilizada análise fatorial para explicar a interferência dos resultados obtidos nas questões relacionadas ao Technology Acceptance Model de Davis (1989) nos resultados do questionário de percepção sobre o uso da tecnologia. Concluiu-se que o reflexo do uso de chat e fórum de discussão é percebido no desempenho dos estudantes e na percepção da utilidade destas ferramentas no processo de aprendizagem. Além disso, notou-se que a idade é um fator que provoca reflexo nos resultados, visto que os mais jovens têm um desempenho melhor quando utilizam a tecnologia. Os resultados sugerem que a percepção dos estudantes sobre a utilidade da tecnologia no processo de aprendizagem é um fator que interfere nos efeitos de seu processo de aprendizagem, e que a satisfação em aprender não está totalmente relacionada à eficácia do processo de aprendizagem, principalmente quando este envolve o uso de tecnologias da educação. / The use of education technologies, not only in distance learning but also on-campus courses, is an attempt to contribute to the learning process traditionally developed through classroom actions. This study aimed to explore the use of technology from the perspective of Satisfaction and Learning Effectiveness, Student Perception, and Performance. A field experiment was conducted in an Introductory Accounting class of an undergraduate on-campus Accounting course at a Federal Public University. The research was conducted by dividing the class into two groups (treatment and control), each with approximately 30 students. The groups were reversed from one two-month period to another. The number of students varied depending on dropouts, and, different to what was expected, the grades of the two groups in the initial evaluation of the experiment were statistically different. Evidence suggests that this was probably due to a composition effect: the groups had different attributes with respect to inclusion in the labor market and/or the fact that the student had already completed a technical degree in Accounting. In order to achieve the purpose of the study, which was to identify the effects of the use of chat and a discussion forum in the learning process, an initial questionnaire was used to identify the groups\' profile. As well, an initial test was applied in each two-month period to reveal the groups\' previous level of knowledge on the topics of that period. In each two-month period, there were two chats and a discussion forum in the treatment group. At the end of each period a questionnaire on Satisfaction and Learning Effectiveness was applied to both groups, as well as a questionnaire on the students\' perception of the use of technology to the treatment group of each two-month period, and finally a test to measure the students\' achievement in the subject. Mean tests were applied to identify whether there were differences between the performance of groups, and correlation tests were applied between the students\' contributions in chat rooms and performance, to check the influence of participation in their performance. The factor analysis was also used in order to explain the interference of the results obtained in the questions related to the Technology Acceptance Model by Davis (1989) in the questionnaire results about perception of the use of technology. This study concluded that the effects of the use of chat and discussion forums are perceived in the students\' performance and in their perception of the usefulness of these tools in the learning process. Moreover, it was noted that age is a factor that causes an effect on the results, since younger students had better performance when using technology. The results suggest that the students\' perception of the usefulness of technology on the learning process is a factor that interferes with the effects of their learning process, and that satisfaction in learning is not totally related to the effectiveness of the learning process, especially when it involves the use of education technologies

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references. Also available on the Internet.

[pt] Nesta tese é proposto um processo de desenvolvimento de groupware (software para dar suporte ao trabalho em grupo). O processo proposto é resultado de oito anos de experiência com o desenvolvimento dos serviços do ambiente AulaNet, e mais especificamente, dos cinco anos de pesquisa e desenvolvimento de versões do Mediated Chat. As boas práticas aprendidas ao longo destas experiências foram incorporadas no processo: uso do Modelo 3C de Colaboração para guiar o desenvolvimento de groupware, desenvolvimento evolucionário focando um problema por versão num processo investigativo, e desenvolvimento baseado em componentes e orientado ao reuso. O processo aqui proposto, denominado RUP-3C-Groupware consiste na extensão do RUP, Rational Unified Process, na qual foram incorporadas as boas práticas aprendidas. Na tese são apresentados os fluxos de atividades e os artefatos estendidos ou elaborados para o RUP-3C-Groupware. Para investigar o processo proposto, foi realizado um Estudo de Caso onde alunos de Engenheira de Software executaram algumas das atividades produzindo alguns artefatos-chave. Do estudo de caso foram obtidos indícios sobre a repetitividade do processo e de sua adequação para o desenvolvimento de groupware. / [en] A groupware (group work support software) development process is proposed in this thesis. This process is the result of eight years of experience with the development of services for the AulaNet environment, and more specifically of five years researching and developing Mediated Chat tool versions. The good practices learned through these activities were incorporated into the process proposed: the use of the 3C Collaboration Model to guide groupware development, evolutionary development focusing on a single problem per version in an investigative process, and reuse-oriented component- based development. These practices were used to guide the specification of the RUP, Rational Unified Process, resulting in the new process, namely the RUP-3C- Groupware. The new or extended RUP-3C-Groupware workflows and artifacts are presented. This process was investigated through a case-study in which Software Engineering students performed certain activities producing a few key- artifacts. From this case-study some indications regarding process repetitiveness and its suitability to groupware development were obtained.

PEREIRA, Viviane de Oliveira. Bate-papo na internet: algumas perspectivas educativas. 2004. 190f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2004. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-06-26T14:17:37Z No. of bitstreams: 1 2004_dis_vopereira.pdf: 1782193 bytes, checksum: 6772b98c0d4c7d5e7ae61b7a5d8b0be1 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-06-26T14:55:22Z (GMT) No. of bitstreams: 1 2004_dis_vopereira.pdf: 1782193 bytes, checksum: 6772b98c0d4c7d5e7ae61b7a5d8b0be1 (MD5) / Made available in DSpace on 2017-06-26T14:55:22Z (GMT). No. of bitstreams: 1 2004_dis_vopereira.pdf: 1782193 bytes, checksum: 6772b98c0d4c7d5e7ae61b7a5d8b0be1 (MD5) Previous issue date: 2004 / This work aims to elicit some discussion on the pedagogical use of Internet chat. Chat sessions have been frequently used with educational goals in distance learning courses, as well as in teaching institutions to provide interaction between the learners. Starting from an experience with chat at the College of Education – UFC, we could observe that it was possible to use this resource in the classroom. The main objective research is to verify which pedagogical contributions the chat sessions offer to teachers and students. Besides, we intend to specify which skills are developed when we use this resource and the similarities and differences in relation to moments and situations that happen in classroom or in distance learning. During the research we joined some educational chat sessions, nine of which were chosen to be analised. Some situations, related to pedagogical activities were observed, such as: of students participation during the chat session; teacher and students interaction (collaborative and cooperative) allowing a learning environment; four moments of interaction provided by chatting sessions: apprehension (message reading), selection (interpretation), comprehension (critical aspects about the information) and information processing (reflection). We present, based on our experiences, the educational possibilities found in the chatting sessions, presenting how it is possible to work with this technological device and, mainly, the pedagogical gains of which even the teacher and the learner would benefit. / Este trabalho tem como finalidade promover uma investigação acerca da utilização do bate-papo na Internet na Educação. Cada vez mais o bate-papo vem sendo utilizado em cursos a distância, como também em instituições de ensino, para algumas finalidades educativas, como por exemplo, proporcionar interação entre os participantes. A partir de uma experiência vivida na Faculdade de Educação – UFC, observamos que era possível utilizar este recurso em sala de aula. O objetivo principal da pesquisa é verificar quais contribuições pedagógicas o bate-papo oferece para professores e alunos. Pretendemos especificar quais habilidades são desenvolvidas quando usamos este recurso e as semelhanças e diferenças com relação a momentos e situações que acontecem em aulas presenciais e a distância. Durante esta pesquisa, participamos de alguns bate-papos educativos e dentre estes, selecionamos nove para análise deste trabalho. Observamos algumas situações pertinentes a uma atividade pedagógica, entre elas podemos citar: participação dos alunos durante as discussões realizadas no bate-papo; interação (colaborativa e cooperativa) entre professor e alunos que enriquece a aprendizagem; quatro momentos de discussão proporcionados pelo bate-papo: apreensão (leitura de mensagem), seleção (interpretação), compreensão (aspectos críticos sobre a informação) e processamento de informações (reflexão). Relatamos a partir das nossas experiências, quais foram as possibilidades educativas encontradas no bate-papo - como por exemplo, colaboração e cooperação entre os sujeitos envolvidos na discussão - mostrando como é possível trabalhar com esta tecnologia e, principalmente, o retorno pedagógico, do qual tanto o professor quanto o aluno poderão usufruir.