CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Com o advento das tecnologias e a possibilidade de contato entre indivÃduos de diferentes culturas, por meio de diversas ferramentas hoje disponÃveis, o encontro entre distintas culturas, circunscrita ao ambiente escolar, pode se agregar o acesso a ambientes digitais, tais como, sites, vÃdeos, jogos e blogs. Assim, podemos estar em contato, direta ou indiretamente, com diferentes formas de viver e pensar diferentes da nossa. Nesse sentido, realizamos uma pesquisa em torno do projeto Nossos Lugares no Mundo, do Instituto UFC Virtual, ocorrido no primeiro semestre de 2011, que consistiu em atividades educativas, presenciais e virtuais, envolvendo pessoas de lugares e culturas distintas. Participaram do projeto alunos de duas turmas de 5Â ano do Ensino Fundamental de duas escolas municipais, uma da capital e outra de municÃpio do interior do estado do CearÃ. Esses alunos realizaram atividades educativas presenciais, com auxÃlio de diversas ferramentas, em que se problematizou a temÃtica da diferenÃa, sobretudo a nacional, envolvendo a presenÃa de dois alunos norte-americanos, participantes de um intercÃmbio da UFC, sendo que, depois, todos interagiram sobre essas atividades por meio de um blog. Em nossa pesquisa, investigamos apenas a turma da capital, pois o acompanhamento a esses alunos foi feito de forma mais prÃxima. A partir da anÃlise das observaÃÃes realizadas nos encontros presenciais, das atividades desenvolvidas e das entrevistas feitas com alguns alunos, percebemos que os conceitos de cultura e diversidade cultural dos alunos participantes se modificaram, tornando-se mais prÃximo da Interculturalidade como visÃo sobre a diferenÃa. Entendemos, a partir dessa anÃlise, que atividades que adequam ferramentas digitais a objetivos de trabalho sobre a diversidade cultural possibilitam o desenvolvimento de aprendizagens que dificilmente seriam possÃveis sem essas ferramentas, no caso do projeto, os blogs. / With the advent of technology and the possibility of contact between individuals of different cultures, through various tools available today, the encounter between different cultures, confined to the school environment, you can add the access to digital environments, such as websites, videos, games and blogs. So we can be in contact, directly or indirectly, with different ways of living and thinking from our own. In this sense, we conducted a survey around the project Nossos Lugares no Mundo, UFC Virtual Institute, which occurred in the first half of 2011, which consisted of education activities, presencial and virtual, involving people from different cultures and places. Students of two classes of 5th grade of elementary school participated in the project, one in the capital and another city in the state of CearÃ. These students conducted in-person educational activities, with the help of various tools, which problematized the theme of difference, especially national, involving the presence of two American students, which were participating in an exchange project of UFC, and then all interacted on these activities through a blog. In our research, we investigated only the class of the capital, for monitoring these students was made more closely. From the analysis of the observations made in-person meetings, of the activities and interviews with some students, we realized that the concepts of culture and cultural diversity of the participating students have changed, becoming closer to interculturalism as insight into the difference. We understand, from this analysis, which activities suit digital tools to work objectives on cultural diversity enable the development of learning that would hardly be possible without these tools, in case the project blogs.

Esta dissertação consiste na análise de três audiovisuais educativos que apresentam a demonstração do teorema de Pitágoras. Os audiovisuais são \"Prova visual do teorema de Pitágoras\", da organização Khan Academy, \"Pitágoras na prática\", da revista eletrônica Ciência Hoje das Crianças, e \"Teorema de Pitágoras\", do portal educativo Eureka.in. O objetivo deste trabalho é identificar a maneira como o enunciador de cada um desses audiovisuais persuade o enunciatário a querer entrar em conjunção com o objeto de valor \"compreensão do teorema de Pitágoras\". A análise desse fazer persuasivo é feita, principalmente, por meio da depreensão do éthos discursivo da enunciação, utilizando-se como base teórica a semiótica desenvolvida por Algirdas Julien Greimas e seus desdobramentos, como a semiótica tensiva, desenvolvida por Claude Zilberberg e Jacques Fontanille. O conceito de éthos discursivo utilizado é fundamentado no conceito de éthos aristotélico. Na Retórica, Aristóteles afirma que a persuasão em um discurso se dá por meio de três características: o carácter (éthos) moral do orador, o modo como o ouvinte ouve o discurso e as demonstrações feitas no discurso. Segundo Aristóteles (2005), o éthos é uma das principais maneiras de persuasão em um discurso. A persuasão pelo éthos (ou caráter) consistiria em fazer uma boa imagem de si mesmo para ganhar a confiança do público. Considerando que o éthos do enunciador é intrínseco à enunciação, procuramos depreendê-lo por meio de aspectos como marcas da enunciação no enunciado debreagens de pessoa, tempo e espaço, por exemplo e por meio de escolhas do enunciador que se observam tanto no plano do conteúdo como no plano da expressão. Concluiu-se que as três enunciações analisadas possuem imagens distintas de enunciador, que, por sua vez, projetam diferentes enunciatários e estabelecem diferentes modos de ensino e aprendizagem. / This dissertation consists of an analysis of three educational videos which presents the Pythagorean theorem proof. The videos are \"Visual Pythagorean Theorem proof\" from Khan Academy organization, \"Pythagoras in practice\", from Ciência Hoje das Crianças electronic journal, and \"Pythagorean Theorem\", from Eureka.in education portal. The aim of this study is to identify how the enunciator of each of these videos persuades the enunciatee to be engaged in conjunction with the object of value \"understanding of Pythagorean theorem\". The analysis of this persuasive doing is performed mainly through the comprehension of discursive ethos of enunciation, using as main theoretical basis the semiotics created by Algirdas Julien Greimas and its unfolding, as the tensive semiotics developed by Claude Zilberberg and Jacques Fontanille. The idea of discursive ethos is based on the concept of Aristotelian ethos. In Rhetoric, Aristotle states that persuasion in a discourse takes place through three characteristics: the moral character (ethos) of the speaker, the way the listener receives the discourse and the statements made in the discourse. According to Aristotle (2005), ethos is one of the main persuasive factors in a discourse. Persuasion by ethos (or character) would consist of presenting a good self-image to gain public confidence. Whereas the ethos of the enunciator is intrinsic to the enunciation, we try to deduce it through aspects like marks of enunciation in the enunciate débrayage of person, time and space, for example and through choices of the enunciator that are observed in the content plane as well as in the expression plane. It was concluded that the three enunciations analyzed delineate different images of enunciator, which in turn design different enunciatees and evoke different ways of thinking about teaching and learning in the context of widespread dissemination of new technologies.

Made available in DSpace on 2016-04-29T14:23:26Z (GMT). No. of bitstreams: 1 Daniel Barbosa dos Santos.pdf: 15952947 bytes, checksum: 4959d1921d3863f0c8181126ed7479ed (MD5) Previous issue date: 2014-02-22 / The present work aims to study digital media that can assist individuals to seek information to improve the relationship with their personal finances, because the act of going into debt can endanger the balance of the family budget. The use of the World Wide Web, combined with supports sounds and video simulators and mobility technologies to promote financial education can be a personal economic model for guidance. The financial health depends on a good relationship with time. In addition to knowing how much you earn and how you spend it is crucial to be aware of the instance the money comes and the moment it leaves. Thereby, to understand the nature of debt, it is important to understand the debt cycle. The ideal is to manage the expenditures before the entrance of money, avoiding on thi way the need for loans and of course the interest payment. The study suggests that using technology as an aid to financial education can be an important ally in the organization and programming of household spending, promoting, consumer, awareness and avoiding debt and bad debt / O presente trabalho pretende estudar os meios digitais que podem auxiliar o indivíduo a buscar informações para melhorar o relacionamento com suas finanças pessoais, pois o ato de se endividar pode colocar em risco o equilíbrio do orçamento familiar. O uso da rede mundial de computadores, aliado a suportes de áudio, vídeos, simuladores e as tecnologias de mobilidade para divulgar a educação financeira podem ser modelo para uma orientação econômica pessoal. A saúde financeira depende de uma boa relação com o tempo. Além de saber o quanto se ganha e como se gasta, é fundamental estar atento ao momento em que o dinheiro entra e o instante em que ele sai. O ideal é coordenar as despesas para que estas sempre aconteçam após a entrada do dinheiro, evitando a necessidade de empréstimos e, claro, o pagamento de juros. O estudo sugere que utilizar a tecnologia para auxiliar na educação financeira pode ser uma importante ferramenta na organização e na programação dos gastos familiares, fomentando o consumo consciente e evitando o endividamento e a inadimplência

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-09-13T17:59:25Z No. of bitstreams: 1 Thaís Nascimento Oliveira.pdf: 5874781 bytes, checksum: aa36204e5a94aaba2cae9dcccd369ce2 (MD5) / Made available in DSpace on 2017-09-13T17:59:25Z (GMT). No. of bitstreams: 1 Thaís Nascimento Oliveira.pdf: 5874781 bytes, checksum: aa36204e5a94aaba2cae9dcccd369ce2 (MD5) Previous issue date: 2016-10-26 / It is known that students with Down Syndrome requires a differentiated stimulation for the effectiveness of their learning. When considering the educational process of people with Down Syndrome in the Brazilian context, there are few data on literacy levels achieved by them, especially when mediated by digital media. The aim of this study is to compare, through the application of standardized tests, the quantitative results in non-verbal intelligence processes, prior repertoire of reading skills and reading itself, of people with Down Syndrome included in a program that the literacy process is mediated by digital media. Were used as instruments the tests: IAR, PROLEC and R1 / R2, applied at the beginning and after six months of student participation in this program.To measure results, the normality standards of the tests were not emphasized, but the data of the group itself at the beginning and at the end of the process.This research is characterized by being a restricted population study, with the participation of thirty-five students with Down Syndrome, of both sexes and aged between nine and forty-seven years old. Statistical analysis was performed using parametric and non-parametric tests. The results showed that after six months the subjects showed an improvement in the acquisition of auditory discrimination and visual discrimination, which help in increasing the capacity of association by the perception of information from the external environment and the individual. Beyond that, showed an increase in the recognition of same and different structures, that extend the distinction of visual aids enabling more prior skills for reading and writing, and a greater understanding of the instructions issued by others. However, the results also showed that non-verbal intelligence did not change significantly statistically. At the end, it was seen that the intervention of the inclusion program for digitas media of people with Down Syndrome (IMDSD) did not generated the full literacy through the semestral plans, but contributed to the evolution of some fundamental prerequisites that allow the acquisition of reading and writing. / Sabe-se que os estudantes com a síndrome de Down necessitam de uma estimulação diferenciada para a efetivação de sua aprendizagem. Quando se considera o processo educativo das pessoas com síndrome de Down no contexto brasileiro, há poucos dados sobre os níveis de alfabetização atingidos por eles, principalmente quando mediados pela mídia digital. O objetivo desse estudo é comparar, por meio da aplicação de testes padronizados, os resultados quantitativos nos processos de inteligência não-verbal, repertório prévio de habilidades de leitura e leitura propriamente dita, de pessoas com Síndrome de Down incluídas por intermédio de um programa que se vale da mediação pelas mídias digitais. Para tanto, foram utilizados como instrumentos os testes: IAR, PROLEC e R1 / R2, aplicados no início e após seis meses da participação dos alunos nesse programa. Para aferição dos resultados, os padrões de normalidade dos testes não foram enfatizados, e sim os dados do próprio grupo antes e ao final do processo. Esta pesquisa caracteriza-se por ser um estudo de população restrita, com a participação de trinta e cinco alunos com Síndrome de Down, de ambos os sexos, com faixa etária entre nove e quarenta e sete anos. A análise estatística foi realizada por meio de testes paramétricos e não paramétricos. Os resultados revelaram que após seis meses os indivíduos apresentaram uma melhora na aquisição da discriminação auditiva e da discriminação visual, que auxiliam na ampliação da capacidade de associação pela percepção de informações do meio externo e do próprio indivíduo. Bem como, apresentaram uma elevação do reconhecimento das estruturas iguais e diferentes, que amplia a distinção dos suportes visuais possibilitando mais habilidades prévias para a leitura e escrita, e uma maior compreensão das instruções emitidas por outras pessoas. Contudo, os resultados demonstraram também que a inteligência não-verbal não sofreu alterações significativas estatisticamente. Ao final pode-se constatar que a intervenção do programa de inclusão por mídias digitas de pessoas com Síndrome de Down (IMDSD) não gerou uma obtenção da alfabetização integral através dos planos semestrais, porém potencializou com a evolução de alguns pré-requisitos fundamentais para propiciar à aquisição da leitura e escrita.

The methods used to create visual effects for feature film production are quickly evolving. Cutting edge techniques are constantly being improved upon, and the capability to solve unique problems is paramount in real world production. I present a creative project which utilizes novel applications of common techniques, such as projection mapping, multi-tile UV workflows, procedural texture generation, normal mapping, and image based lighting.

In the transition between 2D and 3D animation animators tried to be able to replicate all of the styles and techniques in 3D that they utilized in 2D. Motion blur eventually came to replace a popular 2D technique known as a smear frame. A smear frame is much more than a path of motion or a blur though, it has a style that cannot be replicated with such methods. I present a creative project with the intent on creating 3D smear frames in a self-made character rig. In order to achieve this I will be designing, modeling, texturing, rigging, animating, and rendering the character of Champ Champions.

The focus of this thesis is to find the most modern methods to craft 3D characters for implementation in game engines. The industry is constantly adapting to new software and my study is to cover the most efficient way to create a character from an idea to fully realized character in 3D. The following is my journey in learning new techniques and adapting to the new software. To demonstrate, I will work through the process of creating a character from a 2D concept to a 3D model rendered in real time.

Technology translation can be achieved through the blending of the sciences and arts in the form of digital imagery. Digital animation and video can be utilized to portray molecular events where the mechanism of action is known but the process occurs at a sub-microscopic level. There needs to be a strong collaboration between scientific advisors and digital artists when creating the animation such that the artistic interpretation of the molecular event conforms to the known and accepted confines of science. The finished animation may be used for information, education or persuasion as entrepreneurial biotechnical companies attempt to find markets, customers and investors interested in their inventions. Educational institutions with programs in the sciences, arts, digital media and medicine need to promote the interaction of students from these disciplines through cross-functional teams and courses. Solutions to problems developed by these teams tend to be broader and more comprehensive than more homogeneous teams.

This research aims to compare how adults use handheld and widescreen digital devices to distract children during painful medical procedures. Levels of pain and distress are compared to assess the effectiveness of each device medium. The behaviors of the adults using these devices were also examined in order to determine the quality of the distraction provided. Additionally, the observed behaviors of the adults are documented and analyzed to determine if the rates of specific action types are predictors of pain, distress, and quality of distraction provided. The results of this work show that children reported less pain when distracted by handheld devices compared to widescreens. Although children reported less pain with handheld devices they received lower quality distraction compared to when widescreen devices were used. Two types of actions were positively associated with higher quality distraction: those that demonstrated the adults’ interest in the devices and those that provided support to children interacting with the devices. Adults using widescreen devices performed these two types of actions more frequently than those using handheld devices. These findings indicate that when adults use handheld devices they tend to reduce pain and distress compared to widescreens. However, widescreen devices are more likely encourage actions that are linked to higher quality distraction. This interdependency of devices and coaching ability led to an interpretation of findings that presents a new theory called mediPLAYtion. MediPLAYtion recommends specific actions that promote cooperative engagement using digital devices for reducing pain during medical procedures.

Though researchers have discussed adolescents' uses of social media and Web 2.0 texts outside school, little research has analyzed how such texts are used in classrooms. This study examines various perspectives on a group of high school students engaged in blogging as part of two language arts courses over an eight-month period. Research questions focused on how students conceived of and interacted with their readers, how they used structural features of the blogging platform to connect their blogs to one another, and how discourses of freedom of speech online led a few students to transgress school norms. To answer these questions, I studied examples of eighty classroom blogs from my own high school students, conducted interviews with eight students, and maintained researcher field notes. I analyzed this data using a combination of discourse analysis, multimodal analysis, while applying social network analysis to understand how the blogs were connected through the key feature known as Following. My findings suggest that the connectivity offered by Web 2.0 enabled students to reach and communicate with authentic audiences who could recognize and validate their identity performances. Further, I argue that though certain features of Web 2.0 media are incongruous with many conventional classroom norms, teachers should work to bridge those gaps.