A análise dos sistemas de classificação do conhecimento na Filosofia e na Biblioteconomia sob um ponto de vista histórico-conceitual crítico com enfoque nos conceitos de classe, categoria e faceta foi desenvolvida a partir dos objetivos específicos de acompanhar e delinear a trajetória das classificações dos saberes (classes) e dos seres (categorias) à luz da Filosofia; averiguar as possíveis influências que as classificações filosóficas historicamente exerceram sobre as classificações bibliográficas tradicionais; e verificar de que modo os conceitos específicos de categoria, de classe e de faceta têm sido definidos no âmbito das classificações biblioteconômicas tradicionais. Trata-se de uma pesquisa do tipo exploratório-descritivo, embasada na literatura pertinente, oriunda de ambas as áreas do conhecimento em questão. A partir do levantamento bibliográfico construiu-se o referencial teórico, conduzindo à objetivação, análise, discussão e o aprofundamento do objeto. É possível afirmar que tanto os princípios das classificações filosóficas em relação aos saberes e em relação aos seres, quanto as próprias classificações que dividem os saberes e os seres, apresentam-se como construtos destinados a conhecer e disciplinar o conhecimento do ser e do saber. A influência das classificações filosóficas sobre as classificações bibliográficas reside no fato de que as classificações bibliográficas são adaptações das classificações do conhecimento ou das ciências. As bibliográficas, frequentemente, utilizam termos originários das filosóficas, ressignificando-os e transformando-os em ferramentas. Em síntese, pode-se afirmar que, a partir da Filosofia, absorvida em explicações teóricas, até a Biblioteconomia, preocupada com soluções instrumentais e aplicativas (pragmáticas), os esquemas de classificação bibliográfica propostos tem se beneficiado da aproximação dessas duas áreas de conhecimento. A revisão conceitual com respeito às noções de classe, categoria e faceta aponta, por parte dos estudiosos da Classificação, para a necessidade de um cuidado maior no desenho, no planejamento e na estruturação de sistemas de classificação, na modificação e especificação de tabelas de classificação e até de linguagens de indexação, com vista à sua adequação e relevância. As contribuições daí resultantes, delineadas numa perspectiva funcional-instrumental, poderão ajudar os profissionais a reconsiderar os seus sistemas de idéias e procedimentos em relação à construção e avaliação de linguagens de indexação e à classificação habitual de documentos. Caberá à Ciência da Informação avançar na fundamentação teórica do seu campo de aplicação, discutindo criticamente a sua base conceitual, atenta às práticas de uso em voga na Biblioteconomia e Documentação com relação a termos e conceitos. O estudo valida as hipóteses inicialmente levantadas, determinando que a consistência terminológica de termos como categoria, classe ou faceta contribui para aperfeiçoar a operacionalização do processamento do conhecimento em Ciência da Informação e que aos esquemas categoriais não cabe um valor neutro, uma vez que sempre favoreceram uma determinada concepção de mundo, em que pese a sua natureza objetivamente pragmática. Por fim, apresentam-se algumas perspectivas decorrentes da investigação, selecionando-se questões relevantes e de interesse para futuras pesquisas. / The analysis of knowledge classification systems in Philosophy and Librarianship by a critical historical-conceptual point of view with an approach in the concepts of class, category and facet was developed from specific objectives to accompany and outline the path of knowledge (classes) and beings (categories) classification in relation to Philosophy; to investigate the possible influences that the philosophical classification historically exerted on traditional bibliographical classifications; and to verify in which way the specific concept of category, class and facet have been defined in the ambit of traditional librarianship classifications. This research is of exploratory-descriptive type, based upon pertinent literature, resulting from both areas of knowledge in discussion. From the studied bibliographical material, a theoretical reference was built, leading to objectivation, analysis, discussion and a profound study of the object. Its possible to affirm that even the principles of philosophical classifications in relation to knowledge and beings, as well as the classifications that divide knowledge and beings, are presented as constructs, purposed to understand and to train the information of beings and knowledge. The influence of philosophical classifications on bibliographical classification is settled by bibliographical classifications, which are adaptations of knowledge or science. The bibliographical ones, frequently utilize terms originated from philosophical that are modified and transformed into tools. In synthesis, it may be stated that, from Philosophy, absorbed in theoretical explanations, even Librarianship, worried with instrumental and application (pragmatic) solutions, the proposed plans of bibliographical classifications have been beneficiated from the approximation of this two areas of knowledge. The conceptual review in relation to notions of class, category and facet needs a better attention in design, planning and in the structuring of classification systems, as pointed out by experts on Classification, in the modification and specification of classification tables and also indexation languages, aiming its adequacy and significance. The resulting contributions, outlined by a functional-instrumental perspective, would help professionals to reconsider their systems of ideas and procedures in relation to construction and evaluation of indexation languages and regular classification of documents. The information science will be responsible to develop theory fundamentation of its application field, discussing critically its conceptual basis, with attention to the practices in use by Librarianship and Documentation in relation to terms and concepts. The study validates the hypothesis initially described, determining that the terminological consistency of terms as category, class or facet contribute to improve the operacionalization of knowledge processing in Information Science and that to category schemes it doesnt fit a neuter value, since that always favored a certain conception of the world, in which predominates its pragmatic nature As result of the investigation, some perspectives are presented, selecting questions of extreme relevancy and interest for future researches.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-04-27T14:29:54Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Veruska Goncalves Soares_Dissertacao_versão final.pdf: 2714460 bytes, checksum: ea957cbb734151791e3e4d84a5c03d18 (MD5) / Made available in DSpace on 2017-04-27T14:29:54Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Veruska Goncalves Soares_Dissertacao_versão final.pdf: 2714460 bytes, checksum: ea957cbb734151791e3e4d84a5c03d18 (MD5) Previous issue date: 2016-09-30 / Esta pesquisa levou em conta o enfoque da Teoria das Facetas com o objetivo geral de propor um procedimento conceitual para a avaliação da Qualidade de Vida no Trabalho (QVT) em Instituições de Ensino Superior (IES) públicas, na perspectiva dos funcionários. Para tal, utilizou o Modelo Teórico de QVT de Walton e a Teoria dos Dois Fatores de Herzberg, no intuito de definir categorias conceituais aderentes a esse tipo de avaliação, bem como entrevistas estruturadas para coletar dados com os servidores das 8 (oito) secretarias departamentais do Centro de Artes e Comunicação (CAC) da Universidade Federal de Pernambuco (UFPE), com vistas a examinar empiricamente a validade dessas categorias conceituais inicialmente estabelecidas, e a técnica não-métrica e multidimensional SSA (Similarity Structure Analysis) para interpretá-los. As evidências empíricas confirmaram a quase totalidade das categorias inicialmente propostas como hipóteses, demonstrando a consistência do procedimento conceitual proposto. / This research takes into account the focus of the Facet Theory with the aim of proposing a conceptual procedure for the assessment of Quality of Working Life (QWL) in public higher education institutions in the perspective of staff. For this purpose, Walton´s QWL theoretical model and Herzberg´s Two-Factor Theory have been used in this work in order to define conceptual categories related to this type of assessment. Structured interviews with members of staff from the eight department secretariats of the Center of Arts and Communication at the Federal University of Pernambuco have been conducted for data collection, in order to empirically examine the validity of these conceptual categories, initially established as well as the nonmetric and multidimensional SSA (Similarity Structure Analysis) technique for the interpretation of the data. Empirical evidence has confirmed almost all categories initially proposed as hypotheses, demonstrating the consistency of the proposed conceptual procedure.

Internationalisation is high on the agenda of Higher Education in the UK, with the promotion of the students’ intercultural capabilities seen as key for their future careers and lives as global citizens. Within this agenda international study visits are considered beneficial for student teachers, giving those with limited exposure to cultural diversity an opportunity to learn first-hand about education in other countries. Taking a postmodern approach and using Facet Methodology, the research investigated the extent to which the pattern of study visits in a School of Education in a University in the South West of England was conducive to promoting the intercultural capabilities of the participants. Drawing on perspectives from Bourdieu and postcolonial theory, analysis of the University policies on Internationalisation and Teaching and Learning revealed a variety of positions towards international study visits and interviews with Associate Deans of a Faculty explored how far these were being manifested for the different professional disciplines of Education, Health and Social Care. The perspectives, views and attitudes of the student and tutor participants on a range of study visits were then captured through focus groups, interviews and writing frames. The study found that neither the students nor the tutors showed an awareness of the nature and importance of intercultural capabilities and therefore the approaches to study visits were patchy in developing them. It suggests that though such visits can be beneficial in promoting such capabilities in the participants, they will only do so consistently if there is in place a transformational pedagogy, informed by postcolonial theory, and implemented by knowledgeable tutors. This approach would include a planned programme of pre-trip, in-trip and post-trip activities encouraging reflection upon experiences, whether positive or disturbing, based upon an explicit contract with students to engage in intercultural learning as a central aspect of the visit.

Molecular beam epitaxy has recently been applied to the growth and self assembly of nanostructures on crystal substrates. This highlights the importance of understanding how microscopic rules of atomic motion and assembly lead to macroscopic surface shapes. In this thesis, we present results from two computational studies of these mechanisms. We identify a kinetic mechanism responsible for the emergence of low-angle facets in recent epitaxial regrowth experiments on patterned surfaces. Kinetic Monte Carlo simulations of vicinal surfaces show that the preferred slope of the facets matches the threshold slope for the transition between step flow and growth by island nucleation. At this crossover slope, the surface step density is minimized and the adatom density is maximized, respectively. A model is developed that predicts the temperature dependence of the crossover slope and hence the facet slope. We also examine the "step bunching" instability thought to be present in step flow growth on surfaces with a downhill diffusion bias. One mechanism thought to produce the necessary bias is the inverse Ehrlich Schwoebel (ES) barrier. Using continuum, stochastic, and hybrid models of one dimensional step flow, we show that an inverse ES barrier to adatom migration is an insufficient condition to destabilize a surface against step bunching. / Science, Faculty of / Physics and Astronomy, Department of / Graduate

Neste trabalho, estudamos o problema a recoloração convexa de grafos, denotado por RC. Dizemos que uma coloração dos vértices de um grafo G é convexa se, para cada cor tribuída d, os vértices de G com a cor d induzem um subgrafo conexo. No problema RC, é dado um grafo G e uma coloração de seus vértices, e o objetivo é recolorir o menor número possível de vértices de G tal que a coloração resultante seja convexa. A motivação para o estudo deste problema surgiu em contexto de árvores filogenéticas. Sabe-se que este problema é NP-difícil mesmo quando G é um caminho. Mostramos que o problema RC parametrizado pelo número de mudanças de cor é W[2]-difícil mesmo se a coloração inicial usa apenas duas cores. Além disso, provamos alguns resultados sobre a inaproximabilidade deste problema. Apresentamos uma formulação inteira para a versão com pesos do problema RC em grafos arbitrários, e então a especializamos para o caso de árvores. Estudamos a estrutura facial do politopo definido como a envoltória convexa dos pontos inteiros que satisfazem as restrições da formulação proposta, apresentamos várias classes de desigualdades que definem facetas e descrevemos os correspondentes algoritmos de separação. Implementamos um algoritmo branch-and-cut para o problema RC em árvores e mostramos os resultados computacionais obtidos com uma grande quantidade de instâncias que representam árvores filogenéticas reais. Os experimentos mostram que essa abordagem pode ser usada para resolver instâncias da ordem de 1500 vértices em 40 minutos, um desempenho muito superior ao alcançado por outros algoritmos propostos na literatura. / In this work we study the convex recoloring problem of graphs, denoted by CR. We say that a vertex coloring of a graph G is convex if, for each assigned color d, the vertices of G with color d induce a connected subgraph. In the CR problem, given a graph G and a coloring of its vertices, we want to find a recoloring that is convex and minimizes the number of recolored vertices. The motivation for investigating this problem has its roots in the study of phylogenetic trees. It is known that this problem is NP-hard even when G is a path. We show that the problem CR parameterized by the number of color changes is W[2]-hard even if the initial coloring uses only two colors. Moreover, we prove some inapproximation results for this problem. We also show an integer programming formulation for the weighted version of this problem on arbitrary graphs, and then specialize it for trees. We study the facial structure of the polytope defined as the convex hull of the integer points satisfying the restrictions of the proposed ILP formulation, present several classes of facet-defining inequalities and the corresponding separation algorithms. We also present a branch-and-cut algorithm that we have implemented for the special case of trees, and show the computational results obtained with a large number of instances. We considered instances which are real phylogenetic trees. The experiments show that this approach can be used to solve instances up to 1500 vertices in 40 minutes, comparing favorably to other approaches that have been proposed in the literature.

This paper deals with the information retrieval in research portals with the intention of the retrieval in scientific publications. We define concepts related to the information retrieval, classification and knowledge representation. We also present existing search tools used as the initial inspiration for the design of the search intergace. Futhermore we describe the implementation as well as the process of collecting sample data. In the last chapter we discuss usability of the developed web application.

Étant donné un graphe G = (V U T, E), tel que V U T représente l'ensemble des sommets où T est un ensemble de terminaux, et une fonction poids w associée aux sommets non terminaux, le problème du séparateur de poids minimum consiste à partitionner V U T en k + 1 sous-ensembles {S, V1,..., Vk} tel qu'il n'y a aucune arête entre deux sous-ensembles différents Vi et Vj, chaque Vi contient exactement un terminal et le poids de S est minimum. Dans cette thèse, nous étudions le problème d'un point de vue polyèdral. Nous donnons deux formulations en nombres entiers pour le problème, et pour une de ces formulations, nous étudions le polyèdre associé. Nous présentons plusieurs inégalités valides, et décrivons des conditions de facette. En utilisant ces résultats, nous développons un algorithme de coupes et branchement pour le problème. Nous étudions également le polytope des séparateurs dans les graphes décomposables par sommets d'articulation. Si G est un graphe qui se décompose en G1 et G2, alors nous montrons que le polytope des séparateurs dans G peut être décrit à partir de deux systèmes linéaires liés à G1 et G2. Ceci donne lieu à une technique permettant de caractériser le polytope des séparateurs dans les graphes qui sont récursivement décomposables. Ensuite, nous étudions des formulations étendues pour le problème et proposons des algorithmes de génération de colonnes et branchement ainsi que des algorithmes de génération de colonnes, de coupes et branchement. Pour chaque formulation, nous présentons un algorithme de génération de colonnes, une procedure pour le calcul de la borne duale ainsi qu'une règle de branchement. De plus, nous présentons quatre variantes du problème du séparateur. Nous montrons que celles-ci sont NP-difficiles, et pour chacune d'elles nous donnons une formulation en nombres entiers et présentons certaines classes d'inégalités valides. / Given a graph G = (V U T, E) with V U T the set of vertices, where T is a set of terminals, and a weight function w, associated with the nonterminal nodes, the multi-terminal vertex separator problem consists in partitioning V U T into k + 1 subsets {S, V1,..., Vk} such that there is no edge between two different subsets Vi and Vj, each Vi contains exactly one terminal and the weight of S is minimum. In this thesis, we consider the problem from a polyhedral point of view. We give two integer programming formulations for the problem, for one of them, we investigate the related polyhedron. We describe some valid inequalities and characterize when these inequalities define facets. Using these results, we develop a Branch-and-Cut algorithm for the problem. We also study the multi-terminal vertex separator polytope in the graphs decomposable by one node cutsets. If G is a graph that decomposes into G1 and G2, we show that the multi-terminal vertex separator polytope in G can be described from two linear systems related to G1 and G2. This gives rise to a technique for characterizing the multi-terminal vertex separator polytope in the graphs that are recursively decomposable. Moreover, we propose three extended formulations for the problem and derive Branch-and-Price and Branch-and-Cut-and-Price algorithms. For each formulation we present a column generation scheme, the way to compute the dual bound, and the branching scheme. Finally, we discuss four variants of the multi-terminal vertex separator problem. We show that all these variants are NP-hard and for each one we give an integer programming formulation and present some class of valid inequalities.

This study investigated how 2 different rating conditions, the controlled rating condition (CRC) and the uncontrolled rating condition (URC), effected rater behavior and the reliability of a performance assessment (PA) known as the Missionary Teaching Assessment (MTA). The CRC gives raters the capability to manipulate (pause, rewind, fast-forward) video recordings of an examinee's performance as they rate while the URC does not give them this capability (i.e., the rater must watch the recording straight through without making any manipulations). Few studies have compared the effect of these two rating conditions on ratings. Ryan et al. (1995) analyzed the impact of the CRC and URC on the accuracy of ratings, but few, if any, have analyzed its impact on reliability. The Missionary Teaching Assessment is a performance assessment used to assess the teaching abilities of missionaries for the Church of Jesus Christ of Latter-day Saints at the Missionary Training Center. In this study, 32 missionaries taught a 10-minute lesson that was recorded and later rated by trained raters based on a rubric containing 5 criteria. Each teaching sample was rated by 4 of 6 raters. Two of the 4 ratings were rated using the CRC and 2 using the URC. Camtasia Studio (2010), a screen capture software, was used to record when raters used any type of manipulation. The recordings were used to analyze if raters manipulated the recordings and if so, when and how frequently. Raters also performed think-alouds following a random sample of the ratings that were performed using the CRC. These data revealed that when raters had access to the CRC they took advantage of it the majority of the time, but they differed in how frequently they manipulated the recordings. The CRC did not add an exorbitant amount of time to the rating process. The reliability of the ratings was analyzed using both generalizability theory (G theory) and many-facets Rasch measurement (MFRM). Results indicated that, in general, the reliability of the ratings obtained from the 2 rating conditions were not statistically significantly different from each other. The implications of these findings are addressed.

The purpose of this study is to explore a potentially more practical approach to direct writing assessment using computer algorithms. Traditional rubric rating (RR) is a common yet highly resource-intensive evaluation practice when performed reliably. This study compared the traditional rubric model of ESL writing assessment and many-facet Rasch modeling (MFRM) to comparative judgment (CJ), the new approach, which shows promising results in terms of reliability and validity. We employed two groups of raters”novice and experienced”and used essays that had been previously double-rated, analyzed with MFRM, and selected with fit statistics. We compared the results of the novice and experienced groups against the initial ratings using raw scores, MFRM, and a modern form of CJ”randomly distributed comparative judgment (RDCJ). Results showed that the CJ approach, though not appropriate for all contexts, can be valid and as reliable as RR while requiring less time to generate procedures, train and norm raters, and rate the essays. Additionally, the CJ approach is more easily transferable to novel assessment tasks while still providing context-specific scores. Results from this study will not only inform future studies but can help guide ESL programs to determine which rating model best suits their specific needs.

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