High quality 3D rendering requires massive computing resources. In order to render animations within a reasonable amount of time, the rendering process is often distributed among a cluster of computers, typically called a rendering farm. However, most individuals and small studios do not have the resources to purchase or lease a rendering farm. In the late 1990?s, Java technology brought a hope that distributed applets could be utilized as an alternative to traditional network rendering models. Yet, this hope was never realized, nor was it fully implemented. Taking into account new developments in web application technology and the Sunflow renderer, this thesis will reexamine the possibility of distributed rendering applets. This thesis will suggest that distributed Java applets can effectively render projects across a collection of heterogeneous and geographically dispersed computers over the Internet. Moreover, this paper will present a prototype web application, called RenderWeb, that uses distributed applets to quickly render projects created in popular animation programs, such as Blender, 3D Studio MAX, and Softimage.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-09-29T18:22:35Z No. of bitstreams: 1 gabrielmorenoferreiradesouza.pdf: 1622147 bytes, checksum: e306eb0f65d88b75c9ea11cd9ab94c83 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-10-09T19:48:17Z (GMT) No. of bitstreams: 1 gabrielmorenoferreiradesouza.pdf: 1622147 bytes, checksum: e306eb0f65d88b75c9ea11cd9ab94c83 (MD5) / Made available in DSpace on 2017-10-09T19:48:17Z (GMT). No. of bitstreams: 1 gabrielmorenoferreiradesouza.pdf: 1622147 bytes, checksum: e306eb0f65d88b75c9ea11cd9ab94c83 (MD5) Previous issue date: 2017-08-02 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esse trabalho apresenta alguns applets utilizando as novas ferramentas da janela de visualização 3D do GeoGebra 5.0 que, de forma didática, sequencial e dinâmica, ilustram alguns axiomas, proposições ou definições da Geometria Espacial, facilitando o desenvolvimento de um curso desse conteúdo, inclusive pensando naqueles que o fazem de forma não presencial. O trabalho inclui, além dessa parte descritiva, a elaboração e disponibilização online desses applets, através de seus links, para acesso livre ou download utilizando o GeoGebra Tube. Espera-se com isso, facilitar a visualização de alguns conceitos fundamentais da Geometria Espacial, favorecendo a autonomia do processo de aprendizagem, tornando-o mais interessante e estimulador. / This dissertation presents a selection of applets that work with the new toolbar of 5.0 GeoGebra’s 3D window, that in a didactic, sequential and dynamic way, illustrates axioms, propositions or definitions of Spatial Geometry, which facilitate the development of a course of this content, inclusively thinking of those who do it in a remote way. The dissertation includes, in addition to the explanatory body of text, the generation and the online availability of these applets, through their links, to free access or download, on GeoGebra Tube. We hope thereby to facilitate the visualization of some of Spatial Geometry’s fundamental concepts, benefitting the autonomy of the learning process, making it more interesting and stimulating.

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-08-03T19:05:41Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DissertaçãoFelipeDeBritoLima[Psicologia-Cognitiva2015].pdf: 3661452 bytes, checksum: 92b4b594975779c5840e9f76802cf341 (MD5) / Made available in DSpace on 2017-08-03T19:05:41Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DissertaçãoFelipeDeBritoLima[Psicologia-Cognitiva2015].pdf: 3661452 bytes, checksum: 92b4b594975779c5840e9f76802cf341 (MD5) Previous issue date: 2015-02-25 / CAPES / Esta pesquisa visa avaliar níveis de engajamento estudantil na execução de uma sequência de atividades de aprendizagem mediadas pelo uso de aplicativos educacionais inseridos numa prática de ensino multimodal. O experimento foi conduzido em uma escola estadual do Recife e teve como participantes 1 professor de matemática e 92 estudantes de 4 turmas de 1º ano do Ensino Médio. Os estudantes foram sistematicamente expostos a sequências de atividades envolvendo o uso de aplicativos educacionais, implementadas a partir de duas concepções distintas: a primeira associada a aulas tradicionais, expositivas e lineares, e a segunda tendo como fundamento (a) a literatura acerca do engajamento estudantil e das práticas de ensino multimodais e (b) a aplicação de um instrumento de aferição de familiaridade com ferramentas tecnológicas, utilizado para traçar um perfil dos respondentes. A ação dos estudantes sobre os aplicativos utilizados foi registrada em todas as aulas por meio de dispositivos de captura de telas e o material resultante foi analisado de acordo com categorias de comportamentos quantificáveis, desenvolvidas com base na metodologia da pesquisa em ciências do comportamento. Os resultados indicam que os níveis de engajamento variaram entre 84,78 e 82,61% na abordagem multimodal enquanto os índices obtidos através da prática tradicional foram de 26,09 a 19,57%. O H de Kruskal-Wallis (sig. ≥ 0,829) indica que as 4 turmas responderam de modo similar à cada tipo de sequência de atividades e o Wilcoxon pareado indica diferenças significativas intragrupo em todos as turmas (sig.≦0,014) quando contrastadas as performances associadas a cada abordagem. Características do ensino multimodal, como suporte a autonomia e interação via diferentes mídias, foram associadas à promoção do engajamento estudantil, e a partir das sequências de atividades conduzidas para o experimento, delineou-se um exemplo detalhado de implementação destas práticas que poderá ser usado pra fins de formação docente. / This study aims at assessing levels of student engagement in a sequence of learning activities mediated by the use of educational applets in a Blended Learning scenario. The experiment was carried out at a state public school in Recife and had as its participants a math teacher and 92 freshmen High School students from 4 different classes. Students were systematically exposed to sequences of learning activities featuring the use of educational applets and implemented based on two distinct approaches: the first, associated with traditional, linear and lecture-based lessons, and the second being informed by (a) current literature on student engagement and blended learning systems and approaches as well as (b) data collected through a measure of digital literacy intended to provide a profile of the learners. Students’ actions using the applets were recorded by screen capture devices and the resulting output was analyzed according to categories of quantifiable behavior developed within the scope of scientific methodology in behavioral research. Results shows that levels of student engagement range from 84,78 to 82,61% in blended learning scenarios and from 26,09 to 19,57% when under the traditional approach. Kruskal-Wallis’ H (sig. ≥ 0,829) indicates the four groups responded similarly to each type of sequence of activities and the Wilcoxon signed rank test points to significant intra-group differences (sig.≦0,014) in all four groups when contrasting the performances associated with each approach. Features of Blended Learning, such as autonomy support and interaction via different media were associated with the promotion of student engagement and based on the activities conducted for the experiment, a detailed sample of implementation, which may be used for teacher development purposed, was effective designed.

A Java applet is developed to interactively and dynamically illustrate the fundamental concepts of finite element analysis. An applet is a computer program written in the object-oriented Java programming language and is embedded in web pages. Java applets are well suited for delivering interactive graphical content over the Internet since they are platform and operating system independent. The applet developed includes a wide range of elements including one-dimensional truss and beam elements, triangular and quadrilateral plane stress and plane strain elements, and two-dimensional four-node and eight-node iso-parametric elements and plate elements. Along with the applet there is a series of web pages describing the fundamental concepts of finite element analysis, example problems and instructions for use. The applet provides a novel approach for teaching basic finite element analysis concepts. It provides students a means for checking their work, reinforces fundamental concepts learned in class, and enhances students' learning experiences by allowing them to experiment by building and analyzing complex models and visualizing results as changes are made to the model. The applet can be used as supplementary material complementing classroom and textbook instruction. / Master of Science

Java applets are developed to assist in the learning of basic structural analysis concepts. In order for these programs to be easily available over the Internet, they are written in the object-oriented Java programming language. The Java programs known as applets are embedded in HTML documents. The HTML documents, part of a series of instructional units, present the topics demonstrated by the applets. The applets include truss and frame determinacy applets; a three-hinged arch bridge applet; determinate and indeterminate truss analysis applets; determinate and indeterminate frame analysis applets and an influence line analysis applet. These programs are available to any student or instructor with Internet access. The applets provide good examples of the application of object-oriented programming and the development of software for a graphical user interface. They also serve as excellent tools that facilitate the understanding of structural engineering concepts utilizing a medium that allows independent learning at an individual pace. / Master of Science

Information and communication technologies (further referred to as "ICT") are increasingly influencing whole structure of the society. The integration of ICT into education together with the transition of the traditional teaching into a modern learning environment is therefore understood as one of the key factors of further development. This work examines some of the possibilities of applying electronical support for teaching chemistry at high schools. It focuses mainly on the visualisation of the subject matter, suitable positive motivation and incitement of the students. This paper describes in detail the presentation of subjects in chemistry using software applets of Wolfram Mathematica. One of the goals of this paper is to introduce the software and to present its potential application in teaching chemistry. Furthermore it shall encourage the use of particular demonstrations applets of the software Wolfram Mahematica. To achieve this goals, the author of this paper describes in detail the source codes of seven demonstrations applets called "Formulas and Structures for Some Simple Molecules", "Build Your Own Atoms", "Visualizing Atomic Orbitals", "Alkanes", "Oxidation States of Carbon", "Valence Shell Electron Pair Repulsion (VSEPR) Theory" and "Ideal Gas Law", which are available for free on...

2 Title: Interactive GeoGebra applets for Collection of Solved Problems in Physics Author: Bc. Ondřej Broža Department: Department of Physics Education Supervisor: RNDr. Zdeňka Koupilová, Ph.D., Department of Physics Education Abstract: The aim of the diploma thesis was to focused on designing of interactive applets and desiging of solution to physical problems in the field of electricity and magnetism for Electronic Collection of Solved Problems. The thesis is also focused on the useability of the interactive applets during the physics education. Within this thesis was totaly created 22 interactive applets, a description and questions for working with them and 13 solutions to physical problems. Another parts of the thesis are: manual how to design interactive applets in the GeoGebra system, manual how to integrate these interactive applets into Collection of Solved Problems and library of partial construction in GeoGebra. The last part of the thesis is about verification of usability of these interactive applets in physics education, which was performed via observation of the students during the work with the interactive applets and via feedback questionnaire. Keywords: physics, solved problems, GeoGebra, applets, electricity and magnetism

Creating websites providing dynamic services is an extensive process. Intelligent systems are used to create websites with dynamic services. Current intelligent systems are hard to use and configure by the average user. The generated websites are usually custom built to solve one problem and cannot be fully customizable for users on different environments. This thesis presents a technological solution that enables the average user to create websites with dynamic services by providing a number of parameters. The website generator is a web-based application that generates all the components of the website. The components act as portlets and the generated website will be the portal application. The data engine generator creates the website's underlying database. To enable distributed enterprise/business architecture, the data engine generator records the metadata about the database and the website to be generated. The website generator is a cost effective, dynamic, secure, reliable, and scalable solution that outperforms current website generators and portal applications.

Made available in DSpace on 2016-04-27T16:57:39Z (GMT). No. of bitstreams: 1 Flavio Cabral de Souza.pdf: 3290710 bytes, checksum: 0fca20522f91a2be80f46598226cf404 (MD5) Previous issue date: 2015-08-04 / The aim of this paper was to assess how students at sixth grade of elementary school in Brazil, who have never had any formal contact with integers numbers and operations, use their prior knowledge to solve situations involving this mathematical object and how they develop their knowledge autonomously. To achieve this goal, a review of the literature was made in order to check how researchers have treated the integers numbers and which strategies for the approach of integers numbers and their operations were used in the past. This review was crucial to develop activities that allowed the students to engage with problem solving and to bring out their prior knowledge. The series of activities developed for this project included visual resources with the aid of technology, problem situation and objective questions. During the development of the activities, it was possible to identify, through the records and conversations in the classroom, the singularities related to the understanding of integers numbers and their operations by the students. Therefore, this research has identified the scope of the students prior knowledge in the understanding of integers numbers and their operations, and the obstacles they faced when addressing this content. The results of this project can help us to rethink how integers numbers and their operations can be addressed in the teaching practice / Este trabalho tem como objetivo verificar como os alunos do 6º ano do ensino fundamental, que não tiveram contato formal com os números inteiros e suas operações, mobilizam seus conhecimentos prévios para resolver situações que envolvam esse objeto matemático e se os mesmos poderiam se desenvolver de forma autônoma para a sua compreensão. Para atingir esse objetivo foi feita uma revisão da literatura a fim de verificar como os pesquisadores têm tratado os números inteiros, procurando identificar quais estratégias para a abordagem dos números inteiros e suas operações foram utilizadas. Na sequência de atividades construída para esse trabalho são apresentadas situações nas quais foram explorados recursos visuais, com o auxílio de tecnologia, situações-problema e questões objetivas. A sequência de atividades procurou enfatizar o objeto matemático a partir de situações concretas, possibilitando que o aluno abstraia e generalize o conhecimento construído. Durante o desenvolvimento das atividades foram identificadas, nos registros e nos diálogos dos alunos, situações que permitiram inferir as singularidades referentes à compreensão que os alunos podem obter sobre os números inteiros e suas operações. Assim, essa pesquisa permitiu identificar o alcance dos conhecimentos prévios dos alunos para compreender os números inteiros e suas operações, e também os obstáculos que os mesmos enfrentaram para o desenvolvimento desse conteúdo. Os resultados obtidos revelam informações que nos permitem repensar sobre como os números inteiros e suas operações podem ser abordados na prática docente

Hypergoemetric Series are very important in mathematics and come up regularly when dealing with the precise definitions of constants such as <i>e</i>, &pi; and Apery's constant &sigmaf;(3). The evaluation of such series to high precision is traditionally done with multiple divisions, multiplications and factorials, which all takes a long time to compute, especially when the computation is done on a single machine. The interest lies in performing this computation in parallel and in a distributed fashion. In this thesis, we present a simple distributed toolkit for doing such computations by splitting the problem into smaller sub-problems, solving these sub-problems in parallel on distributed machines and then combining the result at the end. Our toolkit takes care of all the networking for the user; connectivity, dropped connections, management of the Clients and the Server. All the user has to provide is the definition of the problem; how to split the problem into sub-problems, how to solve the sub-problems and finally how to combine the sub-problems and produce a result. The toolkit records timings for computation as well as for communication. What is different about our application is that all the code is written in Java (which is completely machine independent) and all the Clients are Java Applets. This means that having a web browser in enough to take part in the computation when it is distributed over the internet. We are almost guaranteed that every computer on the internet has a web browser. The Java Plug-in (if unavailable) can easily be downloaded from Sun's web site. We present a comparison between Java's native BigInteger library and an FFT based Integer Library written by R. Howell of University of Kansas. This study is important since we are doing computations with very large integers. To test our system, we evaluate <i>e</i> to different number of digits of precision and show that our system truly works and is easy for anyone to use.