Este estudo teve por finalidade analisar a utilização de um ambiente virtual de aprendizagem (AVA) como apoio ao processo de ensino e aprendizagem para a disciplina presencial de Gestão da Inovação, oferecida aos alunos do curso de Administração de Empresas da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto da Universidade de São Paulo. Tal proposta foi baseada no ambiente educacional Teleduc, integrado a alguns recursos multimídias, com o apoio de um mapa conceitual. Foram utilizadas tanto a pesquisa qualitativa, com abordagem exploratória, quanto a quantitativa, com abordagem descritiva. O método utilizado na pesquisa exploratória foi baseado em um estudo de caso, utilizando-se da técnica de entrevistas em profundidade, que possibilitou um melhor conhecimento do problema estudado. Como método da pesquisa descritiva foi utilizado o levantamento realizado por meio de um questionário estruturado de avaliação de satisfação, aplicado a uma turma de alunos de graduação do curso de Administração de Empresas, universo deste estudo. Inicialmente, foi concebido um modelo conceitual do sistema de apoio, sendo desenvolvida sua arquitetura. Nessa etapa, foi construído um mapa conceitual de um dos tópicos da disciplina em foco. Tanto a arquitetura do sistema, quanto o mapa conceitual, foram avaliados por professores e especialistas. Posteriormente, foram definidos as ferramentas e os recursos tecnológicos necessários para o desenvolvimento e aplicação do ambiente proposto e a forma pela qual o sistema pré-concebido deveria se relacionar com a disciplina existente. Por fim, um protótipo de ambiente virtual de aprendizagem foi desenvolvido e efetivamente utilizado junto a população deste estudo. / This study analyze the use of a electronic learning system as support to presencial discipline of Management of the Innovation, offered to course of Business Admnistration?s students of Economy, Administration and Accounting Ribeirão Preto College which makes part of University of São Paulo. The proposal was based on the electronic learning system Teleduc, integrated to some resources multimedia, with the support of a conceptual map. This study used in such a way the qualitative research, how much the quantitative one. The method used in the qualitative research was based on a case study, using the interviews technique, that made possible a better knowledge about studied problem. As method of the descriptive research the survey was used, applied to a students? group that belongs to graduation of the course of Business Admnistration, universe of this study. Initially, a conceptual model support?s system was conceived, being developed its architecture. In this stage, a conceptual map one of topics was constructed of disciplines in focus. The architecture of the system, and the conceptual map, had been evaluated by professors and specialists. Later on, the tools and all necessary technological resources for the development and application of the considered environment had been defined and the way which the conceived system would have to related with discipline existing. Finally, a virtual environment archetype of learning was developed and effectively used together the population from this study.

E-Learning is a process in which we use the electronic medium to access the defined set of applications and processes. With its increasing identification and recognition in academic and corporate world, a unique model or framework is required. E-Learning is a critical support mechanism for educational institutions to grow the performance of their students, teachers, as well as useful for organizations to enhance the performance of their employees. Semantic web represents a potential technology for realizing e-Learning requirements Research works in the field of e-Learning are represented by a wide range of applications, ranged from virtual classrooms to remote courses or distance learning. However, studies show that still it demands more effective approach. Ontology is a specification of conceptualization; the object, process, and other entities that are involved in making of the framework for E-learning. This thesis presents the ontology for E-learning process, such as course syllabus, teaching methods, learning activities and learning styles / E-lärande är en process där vi använder elektroniska medel för att få tillgång till de angivna program och processer. Med den ökande identifiering och erkännande i akademiskt och företagens värld, en unik modell eller ram är nödvändig. E-lärande är en viktig mekanism för utbildningsväsendet att växa fullgörandet av sina studenter, lärare, samt till nytta för organisationer att öka resultatet för sina anställda. Semantiska webben utgör en potentiell teknik för att förverkliga e-Learning krav Forskning fungerar inom e-lärande representeras av ett brett spektrum av applikationer, allt från virtuella klassrum till avlägsna kurser och distansutbildning. Men undersökningar visar att fortfarande det kräver mer effektiv metod. Ontology är en specifikation av conceptualization; objektet, och andra enheter som är inblandade i skapandet av en ram för e-lärande. Denna avhandling presenterar ontologi för e-lärande, såsom kursplan, undervisning, lärande och lärstilar / 004531844124

Actuellement, les moyens et les méthodes de mesure et de contrôle des procédés de mise en forme, en particulier pour le forgeage, restent limités. Ils ne sont pas systématiques et sont très souvent développés pour des cas particuliers. La robustesse de ces procédés de mise en forme dépend de la capacité à mettre en œuvre des méthodes de maîtrise du processus et des contrôles efficaces. Des méthodologies existantes, comme la DMAIC, permettent de déterminer les paramètres à contrôler et leur influence sur les variables produit, cependant cette démarche possède des inconvénients rendant difficile son application, par exemple, la dépendance de cette méthode aux experts décidant des choix des paramètres. L'idée est de mettre en place une méthodologie générique permettant aux forgerons de maîtriser leur processus de fabrication de manière efficace et efficiente. La méthodologie consiste à mettre en place deux systèmes en amont et en aval du processus de forgeage. Le premier système, en amont, est un système d'aide à la décision reliant les spécifications sur le produit (géométrie, absence de défauts…) et sur les moyens de production aux paramètres processus. Ce premier système doit permettre de déterminer les paramètres clés à surveiller pour éviter des déviations au niveau des variables produit. Le deuxième système, en aval, est un système d'apprentissage dont le but est d'aider dans la compréhension du processus, renseigner le système d'aide à la décision et déterminer la pertinence de contrôle. / The mastering of the forging process is one of the principal objectives of the forging industry. To master a forging process, the key process parameters must be identified and controlled through a specified methodology. Some controlled parameters exist, like the stroke length or the lubrication, which are identified and controlled through a systematic approach. Their control depends on the part to produce or on customer's constraints, rather than a rational approach. A methodology is proposed to master the forging process and to avoid a process deviation. There are some methodologies that already exist such as the DMAIC, but it has certain drawbacks. The aim is to develop a generic methodology to improve the forging process monitoring. The methodology uses two systems in the upstream and the downstream of the forging process. The first system is a decision support system that connects product specifications (geometry, absence of defects…) or other forging process specifications (tool wear, energy…) to the process parameters, using the empirical rules and physical laws. The first system determinates the key parameters to control in order to avoid product variable deviations. The second system is a learning system, this latter helps in process understanding, supply the decision support system with laws and determinate the control pertinence.

With the explosion of the number of distributed applications, a new dynamic server environment emerged grouping servers into clusters, whose utilization depends on the cur- rent demand for the application. Detecting and fixing erratic server behavior is paramount for providing maximal service stability and availability. Using standard techniques to de- tect such behavior is yielding sub-optimal results. We have collected a dataset of OS-level performance metrics from a cluster running a streaming distributed application and in- jected artificially created anomalies. We then selected a set of various machine learning algorithms and trained them for anomaly detection on said dataset. We evaluated the algorithms performance and proposed a system for generating notifications of possible erratic behavior, based on the analysis of the best performing algorithm. 1

Intellectual Property (IP) is considered a valuable asset for a company and the relevance of effective IP management has been intensely discussed in the literature. However, research gets scarce when the focus is on SMEs and startups. Scholars and experts appoint the lack of knowledge on IP as one of the main reasons for the underperformance of small firms in the matter. Several initiatives attempted to solve the lack of knoweldge on IP unsuccessfully. Meanwhile, Brazil is seeking improvement in competitiveness and increasing its efforts on innovation. The number of startups sontrongly increased in the last years. This work uses Design Science Research to develop an innovative artifact to improve IP literacy among Brazilian startups. Using the design process stated in the methodology, we analyzed existing IP literacy systems and concluded with design recommendation for future systems. Additionally, we surveyed Brazilian startups to understand how these companies manage their IP and how they access knowledge. Consequently, we developed the system based on the recommendation from initial studies and evaluated it with potential users and IP experts in Brazil. Finally, Brazilian startups used the learning system and improved their knowledge on IP by increasing their capabilities of designing strategies to improve the IP value.

The purpose of this study was to explore the relationship between time spent on an integrated learning system (ILS) entitled, SuccessMaker®, as a supplement to traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary students. The variables of grade-level, ability level, and gender were also considered. The population consisted of students who were second-, third-, and fourth-graders during the 1997-98 school year. Data were gathered that covered the three-year period beginning in 1997 and ending in 2000. The final sample consisted of 348 students who participated in Computer Curriculum Corporation© mathematics instruction and who completed the Terra Nova in 1997-98, 1998-99, and 1999-2000. Analysis of Variance was used to identify any relationship between variables. The study's investigation of the relationship between ILS use and mathematics achievement could assist educators in planning for use of technology as a supplement to traditional instruction. While the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between ILS use and achievement will find this study constructive, especially when viewed in conjunction with the existing body of literature. Findings in this study were mixed. ILS use was associated with positive effects, negative effects, and no effects. It was noted that negative effects occurred during the year with the lowest overall usage. No interaction effects were found in any of the models, indicating that the ILS did not have differing effects for boys or girls or for students of varying ability levels. Positive effects of the ILS, Math Concepts and Skills (MCS), on math composite scale scores were noted at grades two and three, while students at grades four, five, and six were either unaffected or negatively affected by the use of MCS. Math Investigations (MI), although used on a very limited basis during the course of this study, had a positive effect overall on math composite scale scores. Clearly, when math gain was the dependent variable, there were no effects demonstrated by use of MCS or MI.

Les méthodes d’apprentissage évoluent et aux modèles classiques d’enseignement viennent s’ajouter de nouveaux paradigmes, dont les systèmes d’information et de communication, notamment le Web, sont une partie essentielle. Afin améliorer la capacité de traitement de l’information de ces systèmes, le Web sémantique définit un modèle de description de ressources (Resource Description Framework – RDF), ainsi qu’un langage pour la définition d’ontologies (Web Ontology Language – OWL). Partant des concepts, des méthodes, des théories d’apprentissage, en suivant une approche systémique, nous avons utilisé les technologies du Web sémantique pour réaliser une plateforme d’apprentissage capable d’enrichir et de personnaliser l’expérience de l’apprenant. Les résultats de nos travaux sont concrétisés dans la proposition d’un prototype pour un Système Actif et Sémantique d’Apprentissage (SASA). Suite à l’identification et la modélisation des entités participant à l’apprentissage, nous avons construit six ontologies, englobant les caractéristiques de ces entités. Elles sont les suivantes : (1) ontologie de l’apprenant, (2) ontologie de l’objet pédagogique, (3) ontologie de l’objectif d’apprentissage, (4) ontologie de l’objet d’évaluation, (5) ontologie de l’objet d’annotation et (6) ontologie du cadre d’enseignement. L’intégration des règles au niveau des ontologies déclarées, cumulée avec les capacités de raisonnement des moteurs d’inférences incorporés au niveau du noyau sémantique du SASA, permettent l’adaptation du contenu d’apprentissage aux particularités des apprenants. L’utilisation des technologies sémantiques facilite l’identification des ressources d’apprentissage existant sur le Web ainsi que l’interprétation et l’agrégation de ces ressources dans le cadre du SASA / Learning methods keep evolving and new paradigms are added to traditional teaching models where the information and communication systems, particularly the Web, are an essential part. In order to improve the processing capacity of information systems, the Semantic Web defines a model for describing resources (Resource Description Framework - RDF), and a language for defining ontologies (Web Ontology Language – OWL). Based on concepts, methods, learning theories, and following a systemic approach, we have used Semantic Web technologies in order to provide a learning system that is able to enrich and personalize the experience of the learner. As a result of our work we are proposing a prototype for an Active Semantic Learning System (SASA). Following the identification and modeling of entities involved in the learning process, we created the following six ontologies that summarize the characteristics of these entities: (1) learner ontology, (2) learning object ontology, (3) learning objective ontology, (4) evaluation object ontology, (5) annotation object ontology and (6) learning framework ontology. Integrating certain rules in the declared ontologies combined with reasoning capacities of the inference engines embedded in the kernel of the SASA, allow the adaptation of learning content to the characteristics of learners. The use of semantic technologies facilitates the identification of existing learning resources on the web as well as the interpretation and aggregation of these resources within the context of SASA

Šiais laikais, kai praktiškai visų sričių „popieriniai“ duomenys jau baigia išnykti, didelę dalį IT visuomenėje sudaro vienokio ar kitokio tipo duomenų bazės. Paprastam vartotojui, kuris naudojasi tik vartojamojo tipo programomis, SQL užklausų mokėjimas nėra reikalingas, tačiau bet kuris programuotojas, kuris dirba su duomenimis, savo darbo ko gero nebeįsivaizduoja be duomenų bazių ir SQL užklausų. SQL užklausa (SQL Query) – tai užklausa, atliekama SQL kalbos komandų pagalba. SQL (Structured Query Language) kalba – struktūrizuota užklausų kalba, skirta duomenų, esančių duomenų bazėje apdorojimui. SQL kalba dirba tik su reliacinėmis DB. Vartotojas SQL pagalba kreipiasi į DBVS, kuri apdoroja užklausą, randa reikalingus duomenis ir pateikia juos vartotojui. SQL nėra nei DBVS, nei atskiras programinis produktas, tai yra neatsiejama DBVS dalis, instrumentas, kurio pagalba realizuojamas vartotojo ryšys su DBVS. SQL kalbos lankstumas ir nepriklausomumas nuo kompiuterinių technologijų specifikos, o taip pat jos palaikymas pagrindiniais lyderiais reliacinių duomenų bazių technologijų srityje padarė SQL kalbą pagrindine standartine duomenų bazių programavimo kalba [1]. SQL užklausos yra naudojamos visose dabartinėse duomenų bazėse, tokiose kaip MsSQL, MySQL, Firebird ir kitose. SQL sakiniai gali būti įterpiami į programas, sudaromas bazine programavimo kalba. Taigi SQL užklausos yra naudojamos visur, kur yra naudojamos ir duomenų bazės. Tą pačią SQL užklausą... [toliau žr. visą tekstą] / Nowadays, when “paper” data practically from all the scopes is on the edge of extinction, big part of IT society is made of one or another type of databases. SQL queries are used to work with database information. SQL (Structured Query Language) is designed for database information processing. For fast systems, related with databases operation, it is necessary to correctly write and optimize SQL queries. To learn write SQL queries correctly and optimize them, only the theoretical knowledge is not enough, it is necessary to do a lot of practical tasks. When learning to write SQL queries, basic problem is poor choice of practical tasks, and non-existence of good testing system, which allows writing SQL queries easily. On the job the existent SQL learning systems and learning materials analysis were performed, all found systems has its own problems, full freedom to write SQL queries for user is not granted. During designing, methods allowing for learner easily write various types of queries, view executed queries results and get the result if a written query is correct, were designed. Designed methods were used in remote SQL queries learning system design and implementation. Aim: The algorithms which are developed and implemented allows to test sql queries based on simple syntax and allows to execute queries of the different types. The object of research: Execution of various SQL queries.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-06-16T14:17:21Z No. of bitstreams: 1 arquivototal.pdf: 2717562 bytes, checksum: 74433bbfe9157492ce49e833e5670be1 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-06-17T16:02:24Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 2717562 bytes, checksum: 74433bbfe9157492ce49e833e5670be1 (MD5) / Approved for entry into archive by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-06-17T16:07:04Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 2717562 bytes, checksum: 74433bbfe9157492ce49e833e5670be1 (MD5) / Made available in DSpace on 2016-06-17T16:11:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2717562 bytes, checksum: 74433bbfe9157492ce49e833e5670be1 (MD5) Previous issue date: 2015-10-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / As its main objective, this thesis aimed to propose a learning system based on an experiential approach in order to contribute to the training of professional master’s in Management. Specific objectives were outlined, which were then fulfilled throughout three distinct, but interconnected, steps. The first objective sought to define the dimensions that incorporate a learning system in professional master’s courses (PMC). To this end, an exploratory stage was conducted, with the participation of graduate coordinators, former graduate coordinators and people connected to the Capes board of directors. The results of this stage led to the delimitation of four macro procedural dimensions: historical-legal, socio-cultural, economic and political. Additionally, they indicated fundamental elements towards the delimitation of four micro procedural dimensions, linked to theoretical aspects of experiential learning: learning environment, theoretical and methodological knowledge, professional and social experiences and reflective practice. The second objective sought to identify the process of training of master’s students based on the perception of teachers and PMC managers in Business Administration considering the micro procedural dimensions. This second stage was carried out by the application of an online and open-ended questionnaire, which revealed the importance of the four micro procedural dimensions in the training processes of the professional master’s students, the presence of experiential learning in each, and the strengthening of the linkages between them. To understand the implications of the proposed dimensions in the process of training of professional master’s students and to identify the importance of active teaching methodologies for PMC, corresponding to the third and fourth goals of the research, interviews with graduate coordinators and former graduate coordinators of PMC that reached concepts of 4 and/or 5 in the 2010-2012 triennial evaluation of Capes, were conducted. From the results, it was possible to reflect on the elements that comprise the system, the dimensions, allowing for adjustments in its configuration. Thus, five macro procedural dimensions: legal, social, political, economic and legitimacy; and four micro procedural dimensions: learning environment, theoretical, methodological and technological knowledge, professional experience and reflective practice; have been characterized. The existence of an institutional environment that influences the macro and micro procedural dimensions that needs to be observed by those who conduct the PMC has also been found. Thus, the learning system marked by the experiential approach and influenced by an institutional environment, as well as the training process marked by experiential learning, constitute the theoretical contribution of this thesis. Managers and PMC teachers will be able to reflect on the proposed learning system and this, in turn, may be able to assist them in the development of new PMC, or even to assist existing ones in finding their differentiation from academic master's courses (AMC), to improve its training process through the reworking of their curricula, as well as the change in training processes for more efficient use of student experience and the development of a reflective practice; aspects that reveal the practical contribution of this thesis. It also features a social contribution, since the study enabled the development of management skills aimed at social interests, contributing effectively to the concentration area of the Doctorate in Management of the PPGA/UFPB. Thus, from the proposed learning system it is possible to institutionalize a process of natural training in PMC, which contributes on the framing of an identity for these courses. / Esta tese teve como objetivo principal propor um sistema de aprendizagem baseado na abordagem experiencial a fim de contribuir na formação de mestres profissionais em Administração. Foram traçados objetivos específicos, os quais foram atendidos por meio de três etapas distintas, porém interligadas. O primeiro objetivo buscou delimitar as dimensões que integram um sistema de aprendizagem em cursos de mestrado profissionais (CMP). Para tanto, foi realizada uma etapa exploratória que teve a participação de coordenadores, ex-coordenadores e pessoas ligadas à diretoria da Capes. Os resultados desta etapa levaram à delimitação de quatro dimensões macro processuais: histórico-legal, sociocultural, econômica e política. Ainda, indicaram elementos fundamentais para a delimitação de quatro dimensões micro processuais, vinculadas a aspectos teóricos da aprendizagem experiencial: ambiente de aprendizagem, saberes teóricos e metodológicos, experiências profissionais e sociais e prática reflexiva. O segundo objetivo buscou identificar o processo de formação de mestres com base na percepção de professores e gestores de CMP em Administração a partir das dimensões micro processuais. Esta segunda etapa foi realizada por meio da aplicação de um questionário aberto on-line e revelou a importância das quatro dimensões micro processuais para os processos de formação de mestres profissionais, a presença da aprendizagem experiencial em cada uma, e o fortalecimento dos vínculos entre elas. Para compreender as implicações das dimensões propostas no processo de formação de mestres profissionais e identificar a importância de metodologias de ensino ativas para CMP, correspondentes aos terceiro e quarto objetivos da pesquisa, foi realizada uma entrevista com coordenadores e/ou ex-coordenadores de CMP que alcançaram conceitos 4 e/ou 5 na avaliação trienal 2010-2012 da Capes. A partir dos resultados, foi possível refletir sobre os elementos constitutivos do sistema, as dimensões, e possibilitou ajustes em sua configuração. Caracterizaram-se cinco dimensões macro processuais: legal, social, política, econômica e legitimação e quatro dimensões micro processuais: ambiente de aprendizagem, saberes teóricos, metodológicos e tecnológicos, experiências profissionais e prática reflexiva. Constatou-se também a existência de um ambiente institucional que influencia as dimensões macro e micro processuais que precisa ser observado por aqueles que conduzem os CMP. Assim, o sistema de aprendizagem balizado pela abordagem experiencial e influenciado por um ambiente institucional, bem como o processo de formação balizado pela aprendizagem experiencial, constitui a contribuição teórica desta tese. Os gestores e professores de CMP podem realizar reflexões sobre o sistema de aprendizagem proposto e este poderá lhes auxiliar na elaboração de novos CMP ou mesmo auxiliar os já existentes a encontrarem sua diferenciação em relação ao CMA, a melhorar seu processo de formação a partir da reelaboração de seus currículos, bem como a alterar nos processos de formação pela utilização mais eficaz das experiências dos alunos e do desenvolvimento da prática reflexiva, aspectos que revelam a contribuição prática desta tese. Também apresenta uma contribuição social, uma vez que o estudo possibilitou o desenvolvimento de conhecimentos de Administração voltados ao interesse social, contribuindo de forma efetiva para a área de concentração do Doutorado em Administração do PPGA/UFPB. Assim, a partir do sistema de aprendizagem proposto, é possível institucionalizar um processo de formação singular nos CMP, o que contribui para a formação da identidade destes cursos.

No description available.