A presente Dissertação tem por objetivo compreender como o Editor de Texto Coletivo (ETC) pode contribuir para que alunos da educação profissional desenvolvam a competência para o trabalho em equipe. O estudo se desenvolveu sobre uma base composta de três eixos: trabalho, educação profissional e tecnologias de informação e comunicação. O foco do primeiro eixo está nas questões relacionadas às equipes de trabalho. Já o segundo eixo dá destaque às competências profissionais e aos saberes. O terceiro eixo se debruça sobre o ETC, uma tecnologia groupware, que pode dar apoio ao trabalho de um grupo de sujeitos. A pesquisa é desenvolvida numa abordagem qualitativa a partir da estratégia de pesquisa estudo de casos múltiplos. Com o fim de coletar dados, se realizou um Curso de Extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista semi-estruturada; grupo focal e a observação das ações e registros dos alunos no Editor. A análise mostra que a ferramenta Fórum ofereceu condições aos sujeitos de construir saberes de conteúdo intelectual. O Sistema de Co-autoria, por oportunizar o trabalho em equipe, permitiu que os sujeitos construíssem saberes práticos, os quais puderam ser articulados e relacionados com os teóricos. Com relação à transposição desses saberes para situações reais de trabalho, o estudo aponta duas alternativas: uma em que não é possível a transposição de saberes, e outra em que essa transposição é possível, mas o saber transposto não é colocado em ação. O estudo conclui que, para mobilizar uma competência para o trabalho em equipe na situação em que ela é requerida, é preciso construir, gerar saberes específicos dessa situação, os quais não podem ser nem previstos nem prescritos em um contexto escolar. Portanto, ainda que o ETC ofereça aos sujeitos um espaço em que seja possível a construção de saberes, existem fatores que podem impedir a mobilização desses saberes em outro contexto. Da mesma forma, ainda que haja intencionalidade por parte dos professores de possibilitar aos alunos o desenvolvimento da competência para o trabalho em equipe, existem fatores que influenciarão na mobilização dessa competência em uma situação real de trabalho. Espera-se que essa pesquisa possa contribuir com as discussões acerca do desenvolvimento da competência profissional em contexto escolar e, deste modo, também contribuir para que os alunos da educação profissional possam ter um ensino de qualidade, que forme o ser humano em sua integralidade. / The objective of this dissertation is to understand how the Collective Text Editor (ETC) can contribute to allowing students of professional development to develop the competence to work in a team. The study was developed with a base composed of three axes: work, professional development and information and communication technologies. The first axis focuses on questions related to working groups. The second axis highlights professional competences and knowledge. The third axis addresses the ETC, a groupware technology, which can give support to the work of a group of subjects. The study is developed through a qualitative approach based on the research strategy of multiple case studies. With the aim of collecting data, an Extension Course was held in the semi-distance mode. The research sources used were: semi-structured interviews, focus groups and the observation of the actions and records of students in the Editor. The analysis shows that the Fórum tool allows the subject to build theoretical knowledge. The System of co-authorship, used to facilitate teamwork, allowed the subjects to build practical knowledge, which could be articulated and related to the theoretical knowledge. With regards to the implementation of this knowledge to real work situations, the study suggests two alternatives: one in which the implementation is not possible and another in which this implementation is possible, but where the implemented knowledge is not put into action. The study concludes that, to employ a teamwork competence in a situation in which it is required, it is necessary to generate and build specific knowledge of this situation, which can not be prescribed or provided in a school context. Therefore, even if the ETC offers the subjects a space in which it is possible to build knowledge, there are factors that may impede the employment of this knowledge in another context. Likewise, although there is intent on the part of teachers to enable students to develop the competence of working in a team, factors exist which influence the use of this competence in a real work situation. It is hoped that this dissertation can contribute to discussions surrounding the development of professional competences in the school context and thereby also contribute to enabling students of professional development to have a quality education, which develops the individual as a whole.

A presente Dissertação tem por objetivo compreender como o Editor de Texto Coletivo (ETC) pode contribuir para que alunos da educação profissional desenvolvam a competência para o trabalho em equipe. O estudo se desenvolveu sobre uma base composta de três eixos: trabalho, educação profissional e tecnologias de informação e comunicação. O foco do primeiro eixo está nas questões relacionadas às equipes de trabalho. Já o segundo eixo dá destaque às competências profissionais e aos saberes. O terceiro eixo se debruça sobre o ETC, uma tecnologia groupware, que pode dar apoio ao trabalho de um grupo de sujeitos. A pesquisa é desenvolvida numa abordagem qualitativa a partir da estratégia de pesquisa estudo de casos múltiplos. Com o fim de coletar dados, se realizou um Curso de Extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista semi-estruturada; grupo focal e a observação das ações e registros dos alunos no Editor. A análise mostra que a ferramenta Fórum ofereceu condições aos sujeitos de construir saberes de conteúdo intelectual. O Sistema de Co-autoria, por oportunizar o trabalho em equipe, permitiu que os sujeitos construíssem saberes práticos, os quais puderam ser articulados e relacionados com os teóricos. Com relação à transposição desses saberes para situações reais de trabalho, o estudo aponta duas alternativas: uma em que não é possível a transposição de saberes, e outra em que essa transposição é possível, mas o saber transposto não é colocado em ação. O estudo conclui que, para mobilizar uma competência para o trabalho em equipe na situação em que ela é requerida, é preciso construir, gerar saberes específicos dessa situação, os quais não podem ser nem previstos nem prescritos em um contexto escolar. Portanto, ainda que o ETC ofereça aos sujeitos um espaço em que seja possível a construção de saberes, existem fatores que podem impedir a mobilização desses saberes em outro contexto. Da mesma forma, ainda que haja intencionalidade por parte dos professores de possibilitar aos alunos o desenvolvimento da competência para o trabalho em equipe, existem fatores que influenciarão na mobilização dessa competência em uma situação real de trabalho. Espera-se que essa pesquisa possa contribuir com as discussões acerca do desenvolvimento da competência profissional em contexto escolar e, deste modo, também contribuir para que os alunos da educação profissional possam ter um ensino de qualidade, que forme o ser humano em sua integralidade. / The objective of this dissertation is to understand how the Collective Text Editor (ETC) can contribute to allowing students of professional development to develop the competence to work in a team. The study was developed with a base composed of three axes: work, professional development and information and communication technologies. The first axis focuses on questions related to working groups. The second axis highlights professional competences and knowledge. The third axis addresses the ETC, a groupware technology, which can give support to the work of a group of subjects. The study is developed through a qualitative approach based on the research strategy of multiple case studies. With the aim of collecting data, an Extension Course was held in the semi-distance mode. The research sources used were: semi-structured interviews, focus groups and the observation of the actions and records of students in the Editor. The analysis shows that the Fórum tool allows the subject to build theoretical knowledge. The System of co-authorship, used to facilitate teamwork, allowed the subjects to build practical knowledge, which could be articulated and related to the theoretical knowledge. With regards to the implementation of this knowledge to real work situations, the study suggests two alternatives: one in which the implementation is not possible and another in which this implementation is possible, but where the implemented knowledge is not put into action. The study concludes that, to employ a teamwork competence in a situation in which it is required, it is necessary to generate and build specific knowledge of this situation, which can not be prescribed or provided in a school context. Therefore, even if the ETC offers the subjects a space in which it is possible to build knowledge, there are factors that may impede the employment of this knowledge in another context. Likewise, although there is intent on the part of teachers to enable students to develop the competence of working in a team, factors exist which influence the use of this competence in a real work situation. It is hoped that this dissertation can contribute to discussions surrounding the development of professional competences in the school context and thereby also contribute to enabling students of professional development to have a quality education, which develops the individual as a whole.

One the key feature behind Linked Data is the use of vocabularies that allow datasets to share a common language to describe similar concepts and relationships and resolve ambiguities between them. The development of vocabularies is often driven by a consensus process among datasets implementers, in which the criterion of interoperability is considered to be sufficient. This can lead to misrepresentation of real-world entities in Linked Data vocabularies entities. Such drawbacks can be fixed by the use of a formal methodology for modelling Linked Data vocabularies entities and identifying ontological distinctions. One proven example is the OntoClean methodology for curing taxonomies. In this work, it is presented a software tool that implements the PURO approach to ontological distinction modelling. PURO models vocabularies as Ontological Foreground Models (OFM), and the structure of ontological distinctions as Ontological Background Models (OBM), constructed using meta-properties attached to vocabulary entities, in a process known as vocabulary annotation. The software tool, named Background Annotation plugin, written in Java and integrated in the Protégé ontology editor, enables a user to graphically annotate vocabulary entities through an annotation workflow, that implements, among other things, persistency of annotations and their retrieval. Two kinds of workflows are supported: generic and dataset-specific, in order to differentiate a vocabulary usage, in terms of a PURO OBM, with respect to a given Linked Data dataset. The workflow is enhanced by the use of dataset statistical indicators retrieved through the Sindice service, for a sample of chosen datasets, such as the number of entities present in a dataset, and the relative frequency of vocabulary entities in that dataset. A further enhancement is provided by dataset summaries that offer an overview of the most common entity-property paths found in a dataset. Foreseen utilisation of the Background Annotation plugin include: 1) the checking of mapping agreement between different datasets, as produced by the R2R framework and 2) annotation of dependent resources in Concise Boundaries Descriptions of entities, used in data sampling from Linked Data datasets for data mining purposes.

This master's thesis analyzes annotation server algorithms for searching and updating annotation fragments. The annotation server is a part of the project Decipher. Analyzed algorithms are improved and replaced by newly designed algorithms in this project. A part of this project also designs a new algorithm for measuring how much is an annotation affected after updating the document.

This thesis deals with development of a graphical editor of simulation models. Design of the editor is based on a research which was carried out among professional simulation systems with graphical user interface. The new graphical editor is based on DEVS formalism since it is quite hard to implement a reliable simulation tool. This formalism was verified in great number of its implementation. One of them is Adevs library which is used in editor. Plugins can be used to provide additional features (i.e. another simulator) without need for changing the code of the editor. Another way to extend editor functionality are user scripts. The thesis presents the software development process of the editor in detail. Furthermore, a brief summary of DEVS formalism along with some DEVS modifications and extensions is included. In the end, a set of tests which were used for editor testing on multiple platforms is added.

The diploma thesis inquires into the use of A.I. - artificial intelligence in the field of graphic design. This thesis aims to describe the current state of A.I. use and algorithmization in graphic design and, based on the conducted study, to evaluate the potential of this type of tool and possible impacts on graphic design. The theoretical section will introduce basic principles and concepts of graphic design and its relationship with art and technology, based on professional literature and current research. Furthermore, it will describe the current possibilities and specializations of artificial intelligence. Findings from these two chapters will serve as a framework for critical evaluation of the currently available A.I. driven tools for graphic design. In the research section, a quantitative study utilizing a questionnaire will be conducted among the professional public and examine the opinions and experiences of Czech graphic designers with tools for design automatization. Its results will be used to test the formulated hypotheses utilizing appropriate statistical methods.

1 Abstract Master Thesis titled The future of public editors in the time of technological convergence deals with the issue and phenomena of ombudsmen and public editors as part of self-regulation of journalists. Specifically, it focuses on ombudsmen, that were established by the Czech public media - Czech Radio and Czech Tv, between the years 2016 and 2018. It compares these ombudsmen with their counterparts in other countries, where they face the progressing phasing out of this role in newsroom. This thesis will first try to establish and describe the theory of ethics and morals and their impact on the history and evolution of media ethics. This Thesis will also mention the historical role of ombudsmen in United states, Europe and other parts of the world. The role of ombudsmen in the newsroom and their relationship will then be compared to the emerging relationship of press and social media, who also serve as alternatives to mainstream media. The practical part of this thesis will focus on interviewing both ombudsmen currently working in Czech media, the executive directors who were the main push for establishing them, and two journalists from United States, who were public editors just a few years ago and who will talk about their experience with the job.

This thesis describes OLAP and data mining technologies and methods of their communication with users by using dynamic tables. Key theoretical and technical information is also included. Next part focuses on particular implementation of dynamic tables used in Vema portal solution. Last parts come close to analysis and implementation of the metadata editor which enables the metadata to be effectively designed.

The Web Based Audio Editor thesis deals with the requirements specification, selection of technologies and with the implementation itself. The thesis uses modern approaches of HTML5 standards and is divided into the client and the server parts. Both the web application and the server are implemented in JavaScript. The Web based audio editor allows basic editing features like cut, shifting, deleting. All this in multiple audio tracks. The application runs in recent versions of the most widely used web browsers.

Dagens system har blivit allt mer komplexa och därmed även processen att utveckla systemen. Det finns många olika tillvägagångssätt för systemutvecklare att arbeta och flera olika verktyg att använda sig av. Den utvecklingsmiljö en utvecklare använder sig av kan därmed ha en påverkan på hur utvecklingsprocessen ser ut. Utvecklingsmiljön är ett viktigt verktyg i dagens utvecklande samhälle och vilka för- och nackdelar olika verktyg för med sig diskuteras flitigt mellan utvecklare på olika nätforum. Från dessa forum framkommer det att vissa utvecklare föredrar att använda textredigerare istället för integrerade utvecklingsmiljöer och vice versa. Tidigare forskning har exempelvis undersökt hur kännedom kring verktyg sprids effektivt mellan utvecklare (Murphy-Hill & Murphy, 2011), men denna uppsats syftar till att förklara varför utvecklare använder olika utvecklingsmiljöer och bakomliggande faktorer till detta. För att åstadkomma detta har respondenter med bred kunskap inom ämnet intervjuats och nämnt faktorer som påverkat deras val av utvecklingsverktyg. Samtliga intervjupersoner har arbetat i både integrerade utvecklingsmiljöer och textredigerare och har därmed åsikter om båda miljöerna. Enligt vår studie finns inga tydliga indikeringar för vilken utvecklingsmiljö som är att föredra i alla lägen. En utvecklare använder det verktyg som passar dess arbetsprocess bäst, men kan ibland använda andra verktyg för att komplettera sin verktygslåda. Vad som styr utvecklaren har att göra med personliga preferenser, hur utvecklaren har påverkats av utbildning och erfarenheter samt potentiella restriktioner inom organisationer. / Today's systems have become more complex and thus the process of developing systems. There are many different approaches for developers to work and several tools that can be used. The environment a developer uses can therefore have an impact on how the development process proceeds. The development environment is an essential tool in today’s evolving society, and what advantages and disadvantages different tools bring are being discussed frequently between developers on various online forums. From these forums, it appears that some developers prefer to use text editors instead of integrated development environments and vice versa. Previous research has shown, for example, how knowledge about the tools is spread effectively between developers (Murphy Hill & Murphy, 2011). But this paper seeks to explain why developers are using different development environments and the factors behind this. To achieve this, we interviewed respondents with broad knowledge about the subject that stated the factors that influenced their choice of development tools. All the interviewees have worked in both integrated development environments and text editors and therefore have opinions about both environments. According to our study, there are no clear indications that a specific development environment is preferred in all situations. A developer is using the tool that fits their work process best, but sometimes uses other tools to complement their toolbox. In choosing a tool the developer is influenced by personal preferences, how surroundings have influenced the developer through education and experience, and potential constraints within organizations.