The Automated Design and Manufacturing Laboratory (ADML) is an automated assembly line located in the Engineering Product and Innovation Center (EPIC) that serves as the lab component for the course ME345: Automation and Manufacturing Methods. Over the semester the students learn how to program each automated component of the system, including Computer Numerically Controlled (CNC) mills, Universal Robot's 6 axis robotic arm, cameras, and Programmable Logic Controllers (PLC). Students then learn how to integrate each component together to develop a completely automated manufacturing process using an in-house manufacturing execution software. This integrated system is then used by the students to automatically manufacture new products of their own design that provide a societal benefit. Since 2019 multiple undergraduate students have worked on augmenting the ADML's capability with printing electronics by implementing Direct Ink Writing (DIW) based 3D printing and vacuum based pick and place into the ADML's assembly robot. Using these new capabilities, students in the ME345 will be able to design and manufacture electronic circuits. Moreover, a graduate level course will be developed based on this new addition to the ADML. The aim of this Thesis is to continue the work of previous students by finalizing the hardware and software necessary for the pick and place of electronic components and developing a conductive ink for electrical wiring and interconnects. A three component ink comprised of silver flake and a copolymer solution of acrylates/polytrimethylsiloxymethacrylate in a isododecane solvent was developed. This ink is biocompatible so it can be used by students without any hazard concern. It also exhibits a high degree of adhesion to the high-density polyethylene (HDPE) stock parts currently used in the ADML to ensure strong bonding to the electrical components. The mixing process, ink ingredient concentrations, and print parameters (i.e., extrusion pressure, print speed, and nozzle standoff distance) were optimized for compatibility with DIW based 3D printing, consistent and clog-free extrusion throughout the printing process, print fidelity, and a high electrical conductivity within approximately 1-2 orders of magnitude of bulk silver. / 2025-05-24T00:00:00Z

Made available in DSpace on 2010-04-20T20:08:21Z (GMT). No. of bitstreams: 0 Previous issue date: 1995-06-23T00:00:00Z / Este trabalho de doutoramento em administração de empresas, na EAESP- Fundação Getúlio Vargas de São Paulo, apresenta estudo em sete incubadoras de base tecnológica no Brasil, abrangendo cidades como Brasília, Campina Grande, Florianópolis, Rio de Janeiro e São Carlos. A partir de entrevistas com questionários estruturados se enfocam a origem, características, facilidades e dificuldades enfrentadas pelos empreendedores e suas empresas em incubadoras de empresas de base tecnológica no país, bem como a estrutura, apoios, pontos fortes e deficiências das mesmas. / This study presents a research made in seven technology based business incubators, in cities as Brasília, Campina Grande, Florianópolis, Rio de Janeiro and São Carlos (Brazil). It has used interviews with structured questions that reffer to the beginning, the difficulties and the advantages that entrepreneurs and their companies have been undergoing in technology based business incubators in Brazil, It also reffers to the structure, supports, weaknesses and strongs points of these incubators.

The Professional and Technological Education is a centuries-old modality teaching in Brazil, dated 1909 with the signing of decree 7566, by President Nilo Peçanha, through by historical process of evolution with the conversion to Federal Technical Schools (FTS) and Federal Centers of Technological Education (FCTE). Since 2008 with publication of Law 11892 the Brazilian Professional and Technological Education gets new status by creation of Federal Professional Education Network (FPEN) and Federal Institutes of Professional, Scientific and Technological Education (FIs). The FIs provides education in diverse levels of teaching, offering high, middle and professional education, emphasizing professional and technological education (BRAZIL 2008). Institutes also encourage applied research at development of technical and technological solutions; entrepreneurship; and scientific and technological development directed to innovation processes. In 2004, concerning innovation, was publicated the Law 10973, known as the Innovation Act, which determines through Art.16 that all Scientific and Technological Institutions (STI) should have an Innovation Center (NIT) which to manage the institution's innovation policy. Besides, the Innovation Law stipulates that ICT's, through the NIT and annually to inform the Ministry of Science, Technology and Innovation by the "Form for Information on Intellectual Property Policy Scientific and Technological Institutions of Brazil" (FORMICT), the applied and granted protection, licensing agreements and transfer performed, in addition to questions about the level of implementation of the NIT. Now, all thirty-eight FIs have a NIT established, however, this was not a determining factor in the expansion of protection of intellectual property (IP) from some of these Institutes. FORMICT 2014 data showed that the thirty-seven FIs who filled out that form, less than half reported having done some kind of protection for their inventions. In the context of RFEPCT, the Federal Institute of Education, Science and Pernambuco Technology (FIEP) implemented your NIT in 2010 and in 2013 held its first IP protection from reformulation of actions taken by the referred core. Currently, the FIEP has thirteen patents filed at the National Institute of Industrial Property (NIIP), and three records of software and a brand. In this context, this research came from the motivation and interest in understanding the relationship between innovation management actions that resulted in a higher IP protection under the FIEP. As well as goals to achieve this purpose, we have: to present an overview of the implementation of NITs that reflects the situation of IP protection of IFs; map the actions of management of the NIT IFPE innovation; as well as to assess these actions on the user's perspective. / A Educação Profissional e Tecnológica é uma modalidade de ensino centenária no Brasil, datada de 1909 com a assinatura do decreto 7.566, do então Presidente Nilo Peçanha, passando por um processo de evolução ao longo de sua história com a conversão para as Escolas Técnicas Federais (ETFs) e os Centros Federais de Educação Tecnológica (CEFETs). A partir de 2008 com a promulgação da Lei 11.892 a Educação Profissional e Tecnológica brasileira ganha novo status, com a criação da Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT) e a concepção dos Institutos Federais de Educação, Ciência e Tecnologia (IFs). Os IFs possuem a premissa de fornecer educação nas mais diversas modalidades de ensino, com ênfase na educação profissional e tecnológica. Os Institutos ainda carregam o dever de estimular a pesquisa aplicada no desenvolvimento de soluções técnicas e tecnológicas; o empreendedorismo; e o desenvolvimento científico e tecnológico com vistas aos processos de inovação. Concernente a inovação, em 2004, foi promulgada a Lei 10.973, conhecida como Lei da Inovação, que determina, por meio de seu Art.16 que todas as Instituições Cientificas e Tecnológicas (ICT) devem dispor de um Núcleo de Inovação Tecnológica (NIT), com a finalidade gerir a política de inovação da Instituição. A Lei da Inovação ainda determina que anualmente as ICT´s, por intermédio do NIT, informem ao Ministério da Ciência, Tecnologia e Inovação por meio do FORMICT, as proteções requeridas e concedidas, os contratos de licenciamento e transferência realizados, assim como questões acerca do nível de implementação do NIT. Atualmente, todos os trinta e oito IFs possuem um NIT instituído, no entanto, isso não se mostrou como fator determinante na ampliação da proteção à Propriedade Intelectual (PI) por parte de alguns desses Institutos. Dados do FORMICT 2014 mostraram que dos trinta e sete IFs que preencheram o referido formulário, menos da metade informaram ter realizado algum tipo de proteção dos seus inventos. No contexto da RFEPCT, encontra-se o Instituto Federal de Educação, Ciência e Tecnologia de Pernambuco (IFPE), cujo NIT foi implementado no ano de 2010, e apenas em 2013 realizou sua primeira proteção à PI, a partir de ações de reformulação realizadas pelo referido Núcleo. Atualmente, o IFPE possui treze patentes depositadas no Instituto Nacional da Propriedade Industrial (INPI), além de três registros de softwares e uma marca. Neste contexto, a presente pesquisa partiu da motivação e interesse em compreender as relações entre as ações de gestão de inovação que culminaram em uma maior proteção da PI no âmbito do IFPE. Assim, como metas para o alcance deste propósito, encontram-se: apresentar um panorama da implementação dos NITs que reflita a situação da proteção da PI dos IFs; mapear as ações de gestão da inovação do NIT do IFPE; bem como, avaliar estas ações na perspectiva do usuário. Por fim, o presente trabalho mostrou que o IFPE vem cumprindo sua função social e logrando êxito na conscientização de sua comunidade sobre a importância da proteção de seus inventos.