Made available in DSpace on 2014-06-11T19:24:02Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-31Bitstream added on 2014-06-13T19:51:07Z : No. of bitstreams: 1 padilha_js_me_bauru.pdf: 556408 bytes, checksum: d2a1b31559f86eaedefc39fe4740458d (MD5) / Universidade Estadual Paulista (UNESP) / Segundo Salmon (2007, 2008) storytelling é um tipo de discurso que usa da narrativa para persuadir e engajar emocionalmente indivíduos na política, nas empresas e na propaganda e no marketing. Para Nuñez, (2007) o storytelling é atualmente a principal ferramenta de comunicação, a única capaz de atrair nossa atenção em meio a tantas mensagens dispersas. A narrativa também pode aparecer na web como uma forma de seduzir e fidelizar um público. Blogs diários são como um storytelling, em que blogueiros relatam suas experiências de vida. Blogs informativos também recorrem à narrativa, que aparece junto a notícias como um discurso atraente. E o que dizer quando a narrativa aparece em um blog de um programa de TV? Seria uma espécie de propaganda? Este trabalho de pesquisa consiste em um estudo de caso sobre o blog Me leva Brasil, de Maurício Kubrusly. Através da observação e interpretação do corpus, pretende-se demonstrar como a narrativa do blog Me leva Brasil configuram um tipo de storytelling que promove na Internet produtos e conteúdos midiáticos da TV, bem como a participação do telespectador. Nesse percurso, são utilizados estudos sobre storytelling e blogs, bem como sobre o Advertainment / According to Salmon (2007,2008) storytelling is a kind of speech that uses narrative to emotionally persuade and engage people in politics, business and advertising and marketing. For Nuñez, (2007) storytelling is currently the most important communication tool, and the only able to grab our attention among so many scattered messages. Narrative may also appear on the web as a way to lure and retain an audience. Daily blogs are like storytelling, in which bloggers describe life experiences. Informative blogs also make use of narrative, which appears along with news as an appealing speech. And what about when narrative appears in a TV show blog? Would it be a kind of advertisement? This research consists of a case study of the blog Me leva Brasil, by Maurício Kubrusly. Through observation and interpretation of the corpus, it is intended to demonstrate how the narrative the blog Me Leva Brasil resembles a kind of storytelling that promotes products and TV media content on the Internet, as well as viewer participation. Along the way, studies are used on storytelling and blogs, as well as on Advertainment

Este trabalho tem por objetivo testar a hipótese da convergência de renda entre os estados e municípios brasileiros entre os anos de 1999 e 2013. Para avaliar os dados é empregado instrumental exposto em Tirado et al. (2015), no qual encontra-se análises de modalidade, mobilidade e agrupamento espacial. Os resultados apontam para a persistência das diferenças regionais tanto entre os estados, quanto entre os municípios, consequentemente não estaria ocorrendo um movimento de convergência. Foi constatado uma elevação da mobilidade de classes de renda entre 1999 e 2002, porém tal acréscimo não se manteve nos anos seguintes. Em relação ao agrupamento espacial, este mostrou-se relevante apenas para os estados. / This work aims to test the income convergence hypothesis among Brazilian states and counties from 1999 to 2013. For assessing the data was used the instrumental presented in Tirado et al. (2015), in which finds modality, mobility and spatial clustering analysis. The results indicate for persistence in regional differences among states as well as among counties, thereafter it would not be occurring a convergence movement. It was found a mobility elevation among income classes from 1999 to 2002, however this increase did not mantain to the following years. Concerning to spatial clustering, this was relevant only for the states.

Entendidos como mais do que acesso, processos de inclusão digital pressupõem uma apropriação crítica e social das tecnologias digitais de rede, reconhecendo seu potencial participativo, criativo e comunicacional. Admitida a importância desses movimentos no cenário educativo contemporâneo, pensamos ser urgente refletir sobre a formação inicial de educadores, preparados para atuar em processos educativos condizentes com esse espaço e tempo em que se vive. Elegemos a formação a distância em função do intenso agenciamento das políticas governamentais para essa modalidade, e também por acreditarmos que este tipo de formação inicial pode promover processos efetivos de inclusão digital. Nosso objetivo principal foi analisar a compreensão e a prática da inclusão digital na formação inicial de educadores na modalidade a distância das Universidades Abertas do Brasil e de Portugal. Foram realizadas pesquisas em teses e dissertações para a criação de um estado da arte sobre o conceito de inclusão digital no Brasil e em Portugal, bem como uma pesquisa de campo nos cursos de Licenciatura em Educação (Universidade Aberta de Portugal) e Pedagogia a Distância (Universidade do Estado de Santa Catarina). Por meio de um estudo multicaso, temos o intuito de desvelar o conceito de inclusão digital adotado nos cursos, identificar as disciplinas que possuem interface com as tecnologias educacionais, detalhar as atividades e propostas pedagógicas das disciplinas, compreender a concepção de inclusão digital pela equipe docente e elucidar as relações que se estabelecem entre inclusão digital e educação a distância. Constatou-se que os projetos pedagógicos de ambos os cursos não possuem, explicitamente, um conceito de inclusão digital, mas em suas essências compreendem que a formação dos educadores precisa desenvolver competências no âmbito das tecnologias aplicadas a contextos educativos. Identificamos cinco disciplinas no curso de Licenciatura em Educação e quatro no curso de Pedagogia que possuem interface com a área da inclusão digital. Observamos que algumas atividades e práticas pedagógicas realizadas nessas unidades curriculares são convergentes e que é variada a utilização dos recursos do Moodle e de ferramentas da internet na composição das atividades formativas e avaliativas. Os docentes que atuam nessas disciplinas compreendem que o conceito de inclusão digital supera o acesso às tecnologias e está relacionado ao empoderamento do sujeito para a transformação da sua realidade, e acreditam que educação a distância tem o potencial de oportunizar aos seus educandos a apropriação das tecnologias digitais de rede e, por conseguinte, a vivência de processos de inclusão digital. / The processes of digital inclusion, being understood as more than mere access, require a social and critical appropriation of networked digital technologies, recognising their participative, creative and communicational potential. By acknowledging the relevance of such movements in the contemporary educational setting, it is urgent to reflect upon the early training of educators who are prepared to act in educational processes in consonance with the space and time we live in. Distance learning was chosen due to the intensive agency of governmental policies over this modality, and also because this kind of early training can foster effective processes of digital inclusion. My aim was to analyse the understanding and practice of digital inclusion in the early training of e-educators on distance learning at the Open Universities of Brazil and Portugal. Theses and dissertations were studied for the development of a state of the art for the concept of digital inclusion in Brazil and Portugal, and field research was carried out in the courses of Degree in Education (Portuguese Open University) and Distance Pedagogy (Santa Catarina State University). By means of a multicase study, I intend to unfold the concept of digital inclusion adopted by the courses, identify the course subjects that have an interface with educational technologies, describe in detail the pedagogical proposals and activities of the course subjects, understand the teachers’ conception of digital inclusion and explain the relations established between digital inclusion and distance learning. It was found that the pedagogical projects of either courses do not have an explicit concept of digital inclusion, but in essence they realise that the training of educators must develop competencies regarding technologies applied to educational contexts. I have identified five subjects in the course of Degree in Education and four in the Pedagogy course having an interface with the area of digital inclusion. I have noticed that some pedagogical practices and activities carried out in such institutions are convergent and the way Moodle resources and internet tools are used in the composition of formative and evaluative activities is varied. Teachers working with such course subjects understand that the concept of digital inclusion goes beyond the access to technologies and is related to the empowerment of the subject to change his/her reality, and believe that distance learning has a potential to offer their learners the appropriation of networked digital technologies and, therefore, the experience with processes of digital inclusion.

Entendidos como mais do que acesso, processos de inclusão digital pressupõem uma apropriação crítica e social das tecnologias digitais de rede, reconhecendo seu potencial participativo, criativo e comunicacional. Admitida a importância desses movimentos no cenário educativo contemporâneo, pensamos ser urgente refletir sobre a formação inicial de educadores, preparados para atuar em processos educativos condizentes com esse espaço e tempo em que se vive. Elegemos a formação a distância em função do intenso agenciamento das políticas governamentais para essa modalidade, e também por acreditarmos que este tipo de formação inicial pode promover processos efetivos de inclusão digital. Nosso objetivo principal foi analisar a compreensão e a prática da inclusão digital na formação inicial de educadores na modalidade a distância das Universidades Abertas do Brasil e de Portugal. Foram realizadas pesquisas em teses e dissertações para a criação de um estado da arte sobre o conceito de inclusão digital no Brasil e em Portugal, bem como uma pesquisa de campo nos cursos de Licenciatura em Educação (Universidade Aberta de Portugal) e Pedagogia a Distância (Universidade do Estado de Santa Catarina). Por meio de um estudo multicaso, temos o intuito de desvelar o conceito de inclusão digital adotado nos cursos, identificar as disciplinas que possuem interface com as tecnologias educacionais, detalhar as atividades e propostas pedagógicas das disciplinas, compreender a concepção de inclusão digital pela equipe docente e elucidar as relações que se estabelecem entre inclusão digital e educação a distância. Constatou-se que os projetos pedagógicos de ambos os cursos não possuem, explicitamente, um conceito de inclusão digital, mas em suas essências compreendem que a formação dos educadores precisa desenvolver competências no âmbito das tecnologias aplicadas a contextos educativos. Identificamos cinco disciplinas no curso de Licenciatura em Educação e quatro no curso de Pedagogia que possuem interface com a área da inclusão digital. Observamos que algumas atividades e práticas pedagógicas realizadas nessas unidades curriculares são convergentes e que é variada a utilização dos recursos do Moodle e de ferramentas da internet na composição das atividades formativas e avaliativas. Os docentes que atuam nessas disciplinas compreendem que o conceito de inclusão digital supera o acesso às tecnologias e está relacionado ao empoderamento do sujeito para a transformação da sua realidade, e acreditam que educação a distância tem o potencial de oportunizar aos seus educandos a apropriação das tecnologias digitais de rede e, por conseguinte, a vivência de processos de inclusão digital. / The processes of digital inclusion, being understood as more than mere access, require a social and critical appropriation of networked digital technologies, recognising their participative, creative and communicational potential. By acknowledging the relevance of such movements in the contemporary educational setting, it is urgent to reflect upon the early training of educators who are prepared to act in educational processes in consonance with the space and time we live in. Distance learning was chosen due to the intensive agency of governmental policies over this modality, and also because this kind of early training can foster effective processes of digital inclusion. My aim was to analyse the understanding and practice of digital inclusion in the early training of e-educators on distance learning at the Open Universities of Brazil and Portugal. Theses and dissertations were studied for the development of a state of the art for the concept of digital inclusion in Brazil and Portugal, and field research was carried out in the courses of Degree in Education (Portuguese Open University) and Distance Pedagogy (Santa Catarina State University). By means of a multicase study, I intend to unfold the concept of digital inclusion adopted by the courses, identify the course subjects that have an interface with educational technologies, describe in detail the pedagogical proposals and activities of the course subjects, understand the teachers’ conception of digital inclusion and explain the relations established between digital inclusion and distance learning. It was found that the pedagogical projects of either courses do not have an explicit concept of digital inclusion, but in essence they realise that the training of educators must develop competencies regarding technologies applied to educational contexts. I have identified five subjects in the course of Degree in Education and four in the Pedagogy course having an interface with the area of digital inclusion. I have noticed that some pedagogical practices and activities carried out in such institutions are convergent and the way Moodle resources and internet tools are used in the composition of formative and evaluative activities is varied. Teachers working with such course subjects understand that the concept of digital inclusion goes beyond the access to technologies and is related to the empowerment of the subject to change his/her reality, and believe that distance learning has a potential to offer their learners the appropriation of networked digital technologies and, therefore, the experience with processes of digital inclusion.

No cenário atual, as indústrias que desejarem manter-se competitivas deverão investir em inovação além dos produtos tangíveis, investindo também em serviços e experiências para os usuários. Para isto, tais empresas deverão aprimorar seus processos de desenvolvimento, fazendo uso de ferramentas e métodos orientados à inovação, transformando-a em um processo sistemático. Entretanto, existe ainda uma divergência entre as metodologias ensinadas na academia e a prática industrial, tornando o desenvolvimento estruturado a partir de métodos uma atividade pouco utilizada dentro das empresas. Neste contexto, esta pesquisa buscou estabelecer fatores de convergência entre a teoria e a prática na implementação de métodos de design voltados à inovação. O estudo faz parte de um projeto que visa propor diretrizes para aumentar a competitividade da indústria por meio da inovação em design, desenvolvido dentro de empresas brasileiras desenvolvedoras de produtos. A estratégia da pesquisa consistiu na implementação de métodos nos setores relacionados ao desenvolvimento de produto a partir de diretrizes propostas na literatura, bem como na sua posterior avaliação, a fim de estudar os fatores que propiciam a incorporação de uma rotina de desenvolvimento estruturado nas empresas. Além da implementação, foram realizadas pesquisas bibliográficas, entrevistas, questionários e grupos focais para a consecução dos objetivos propostos. Ao fim da pesquisa apresentou-se um conjunto de fatores para facilitar a utilização de métodos de design que favoreçam a criação de sistema-produtos inovadores. / In the present scenario, the industries that wish to remain competitive must invest in innovation beyond the tangible products also investing in services and user experiences. To achieve this, these companies should improve their development processes, using tools and methods oriented to innovation, transforming it into a systematic process. However, there is still a discrepancy between the methodologies taught in academia and industry practice, making the development structured by methods a uncommon use within companies. In this context, this research sought to establish convergence factors between theory and practice in the implementation of design methods focused on innovation. The study is part of a project to propose guidelines for increasing the competitiveness of industry through innovation in design, developed in product developers Brazilian companies. The research strategy consisted in the implementation of design methods based on guidelines proposed in the literature in the sectors related to product development, as well as their subsequent evaluation in order to study the factors that favor the incorporation of a structured routine development in companies. In addition to implementation, were conducted literature searches, interviews, questionnaires and focus groups to achieve the proposed objectives. At the end of the research were presented a set of factors used to facilitate the design methods which favor the creation of innovative system-products.

In the early literature, the empirical evidence showed that the rate of economic convergence is close to 2%. This paper reexamined the convergence pattern of U.S. counties from 1959-2015 and explored the potential impact of the net migration rate and population density on the rate of convergence. By investigating both the ordinary least square and quantile regression estimates, this paper found out the convergence pattern for the latter economic development period differed from that in the early period. This change is mainly featured by a close to zero convergence rate after 1979. Furthermore, for counties starting off at a relatively low GDP per capita level, no significant economic convergence was observed during the period 1979-2005. Net migration rate didn’t show to have a significant impact on the rate of convergence. Population density has a double effect on the economic growth and can partly account for the change in the rate of convergence in the latter economic development period.

The policy and practice of media regulation in China is quickly evolving to cope with the regulatory challenges presented by the rapid development and convergence of new media technology. These challenges include the increasing economic power of international and private stakeholders within this space, as well as the constantly evolving uses of highly converged media. Online games are a central part of this evolving dynamic, which is characterized by strong tensions between producers and operators, government regulators, and users of online games. This research explores the changing dynamic of online games regulation in China as it responds to the forces of internationalization and privatization. It also seeks to identify critical issues for policy development in China that are raised by the new and innovative ways that this media is being used. It draws from and contributes to scholarship from a number of disciplines, but primarily approaches the research from a media studies and area studies perspective. The thesis is presented in five chapters. Chapter I begins with a discussion of emerging practice in online games and its wider policy implications. This is followed by a literature review and an explanation of the methodological approach, which included: case study methodology, participant observation, and key informant Interviews with policy, legal, and game industry experts in China. The core research is then presented in three chapters. Chapter II is a detailed contextual narrative that describes China’s online games policy and places it in historical perspective. Chapter III is an exploratory analysis of key institutions, stakeholder interests, and interactions that shape practical regulation of online games in China. Chapter IV presents a focused analysis and discussion of the gold farming case. The thesis concludes with a summary and discussion of research contributions in Chapter V. The final discussion highlights how the thesis contributes to knowledge in three key areas: new media in China, policy studies of China, and media convergence.

Abstract Broadband single-carrier modulated signals experience severe multipath distortion when propagating through the physical medium. Correcting the distortion with channel equalization is the foremost task of the detector. Prior information about the transmitted signals in the form of channel decoder feedback can significantly enhance equalization accuracy. An algorithm that iteratively performs channel decoding and equalization with prior information is generally denoted a turbo equalizer. This thesis focuses on turbo equalization with prior information using the principle of interference cancellation followed by minimum mean squared error (MMSE) filtering. Receiver algorithms, receiver convergence, and coding and modulation in the context of MMSE turbo equalization are studied. Computationally efficient versions of the receiver algorithm through approximate time-average filtering, matched filtering, square-root time-variant filtering and frequency-domain filtering are studied. The frequency-domain turbo equalizer (FDTE) is found to exhibit both superior convergence and low computational complexity among the compared equalizer algorithms. Multi-dimensional extrinsic information transfer (EXIT) charts are introduced for the purpose of tracking the convergence of the turbo equalization of layered MIMO transmissions. Generic properties of the equalizer EXIT functions defining the equalizer convergence are analyzed. The principles for detector ordering, maximum sum-rate code design and maximum rate symmetric design are derived from the properties of the multidimensional EXIT functions. Semi-analytical EXIT charts are developed for the convergence analysis of the FDTE. The effects of channel parameters and the channel code are analyzed with semi-analytical methods. A new approach for the design of irregular low-density parity-check (LDPC) codes using a convergence outage principle is proposed. A performance gain is demonstrated in a single-input multiple output (SIMO) channel over non-optimized regular LDPC codes and irregular LDPC codes optimized for the AWGN channel. The outage convergence based design, which takes advantage of the semi-analytical convergence analysis method, is also extended to layered MIMO transmissions. Quadrature amplitude modulation using multilevel bit-interleaved coded modulation (MLBICM) is studied as an alternative to regular bit-interleaved coded modulation (BICM) for highly bandwidth-efficient transmission in MMSE turbo equalized systems. A linear bit-to-symbol mapping is introduced that enables the use of a computationally efficient MMSE turbo equalizer at the receiver. The proposed coded modulation is compared with BICM in channel measurement data based simulations and found to exhibit superior robustness against changes in spatial channel parameters. An automatic repeat request (ARQ) configuration using one ARQ controller for each equally performing group of code levels is proposed. The configuration takes advantage of the unequal error protection (UEP) property of the coded modulation. The semi-analytical convergence analysis is extended to the multilevel modulated case and applied in a channel measurement based convergence evaluation. The construction of the MLBICM is found to have an inherently better convergence behavior than BICM. Finally, the outage convergence based channel code design is extended to the layered MIMO multilevel signalling case.

We propose a framework to examine convergence in the jurisdictional patterns of the American FTC and the European Commission. Based on a sample of 595 merger cases scrutinized by either of these agencies in the 1995 - 2007 period, we estimate logit models of the probability of intervening in a merger for both jurisdictions and use them to predict the decisions of the respectively other agency. The results point to an increasing harmonization of merger regimes and corroborate the theoretical appraisal, that the 2004 reform of EU merger law constituted a step towards the US system. (author's abstract)

A la fin du XVIIIe siècle, l'application des principes de la mécanique exprimés par une analyse mathématique souveraine a permis à Laplace une justification très exacte du mouvement des corps célestes. A cette époque, il lui apparaît nécessaire de mieux connaître les phénomènes terrestres. Dès 1805, Laplace parvient à transcrire en termes mécaniques certains phénomènes physiques avec les mêmes principes qui ont servi à décrire avec exactitude les phénomènes célestes. En 1808, la découverte de la polarisation de la lumière par Malus ouvre un champ d'études immense. Dès 1812, Biot, qui succède à Malus, réussit à décrire dans le cadre de la physique laplacienne, au moyen de mouvements spécifiques des corpuscules lumineux autour de leur centre de gravité, les divers aspects des polarisations chromatique et rotatoire. Les principes mécaniques sur lesquels reposent cette pratique de la science semblent satisfaisants pour justifier des phénomènes, malgré des hypothèses disparates. Mais, des faits nouveaux la déstabilisent: à l'occasion de l'étude des cristaux en lumière convergente, Brewster critique les résultats de Biot qui réagit promptement. Ce dernier étend alors la théorie de la double réfraction des cristaux à un axe, élaborée par Malus, au cas de ceux qui en ont deux. Simultanément, Fresnel donne au système des ondes une avancée rapide sur les mêmes sujets : malgré la persévérance de Biot, la théorie ondulatoire, en concurrence avec la théorie corpusculaire de la lumière, prend de plus en plus d'importance. / At the end of the XVIIIth century, the application of the principles of mechanics expressed by a sovereign mathematical analysis allowed Laplace to justify very accurately the movement of heavenly bodies. At that time, it seemed to him necessary to have a better knowledge of terrestrial phenomena. From 1805, Laplace managed to transcribe in mechanical terms some physical phenomena using with the same principles which served to describe heavenly phenomena with accuracy. In 1808, the discovery of the polarization of light by Malus opened a very large field of research. From 1812, Biot, who replaced Malus, managed to describe the diverse aspects of chromatic and rotatory polarizations within the framework of Laplacian physics, by means of specific movements of the corpuscles of light around their center of gravity. The mechanical principles at the basis of this scientific practice appeared satisfactory to justify phenomena, in spite of disparate hypotheses. But, new facts threw the whole thing back into question : the study of crystals with convergent light caused Brewster to criticize Biot’s results. The latter’s response was quick; he spread the theory of the double refraction of crystals with one axis, elaborated by Malus, to those which have two axes. Simultaneously, Fresnel made the wave theory evolve rapidly on the same subjects : in spite of Biot’s perseverance, this theory, in opposition with the corpuscular theory of light, gradually became prevalent.