A utilização da Web com objetivos educacionais e de treinamento, vem se caracterizando como uma das grandes áreas de pesquisa e aplicação da informática no dia-a-dia das pessoas e empresas. A tecnologia de workflow poderá contribuir decisivamente para a qualidade dos cursos na Web, permitindo que a informação seja apresentada de maneira interativa conduzindo o aprendiz a uma atitude dinâmica, transformando-o num elemento ativo que manipula os recursos na seqüência e velocidade desejados, o que contribui para um aprendizado mais eficiente. A utilização de workflow associada a tecnologia de Agentes fornece o potencial de uma navegação não-linear, onde o usuário dispõe de flexibilidade para determinar o fluxo de apresentação das informações, não vinculado a uma cadeia seqüencial de conteúdos que foram hierarquicamente construídos. Neste contexto, o presente trabalho, apresenta um modelo de aluno especificado através de um modelo de Workflow. Este modelo foi alcançado por meio da análise das interações de uma amostra de alunos em um curso na Web, observando a Teoria Cognitiva dos Estilos de Aprendizagem e a ordem de execução das atividades do curso pelos alunos. A finalidade desta modelagem por workflow tem como objetivo contribuir nas atividades de execução, coordenação, monitoramento e adaptação em cursos na Internet. / The use of the Web with educational and training objectives may be identified as one of the great research and application areas of computer science today. The workflow technology will be able to contribute decisively for the quality of the Web courses, allowing the information to be presented in interactive way leading the apprentice to a dynamic attitude, transforming the content management into an active element that manipulates the resources in the desired sequence and speed, contributing for a more efficient learning. The use of dynamic workflows associated the agent technology supplies the potential of a nonlinear navigation, where the user takes profit of system flexibility to determine the flow of presentation of the information, not tied with a sequential chain of contents or a hierarchical structure as they have being constructed. In this context, the present work, develop a student model specified through a workflow model. This model was reached by the analysis of the interactions of a sample of students in a Web course. The Cognitive Theory of the Styles of Learning and the order of execution of the activities of the course for the students have being considered in the model development. The purpose of this workflow modelling was to contribute in the development of a comprehensive model of activities execution, coordination, monitoring and adaptation in courses in the Internet.

La principal medida de éxito o aceptación de un nuevo sistema de software es el grado de cumplimiento de los objetivos y necesidades para las cuales fue concebido. La Ingeniería de Requisitos (IR) de sistemas de software es, precisamente, una de las disciplinas que estudia los procesos y técnicas para lograr un alto grado de cumplimiento de estos objetivos y necesidades con respecto a los requisitos planteados. Dentro de la Ingeniería de Requisitos el proceso de captura y análisis de requisitos funcionales se enfrenta a numerosos riesgos, como los conflictos y ambigüedades presentes en el conocimiento de los stakeholders, entre otros. En este contexto, el informe “Chaos Report”, presentado por el Standish Group en 1999 a 2004 y realizado en Corporaciones del hemisferio norte, resume que dentro de las principales causas de fracaso de proyectos de desarrollo de software, se encuentran, los requisitos incompletos, la falta de participación de los usuarios, la presencia de conflictos en la definición de requisitos, desconocimiento de las expectativas de los usuarios, entre otras. En los últimos años, se ha dado especial atención a las características colaborativas presentes dentro del desarrollo de software, como es el caso de la programación colaborativa en la metodología Extreme Programming (XP). Estas características han impactado positivamente las actividades de proceso de desarrollo de software, como por ejemplo la construcción de software y testing. El objetivo general de este trabajo de investigación ha sido: diseñar, implementar y probar una herramienta colaborativa para apoyar la captura de requisitos funcionales en un proceso de desarrollo de software, con el propósito de evaluar las ventajas que se pueden obtener al introducir esquemas de trabajo colaborativo dentro de procedimientos propios de la Ingeniería de de Requisitos. Por medio de la búsqueda de trabajos de investigaciones realizados en el ámbito de herramientas colaborativas de apoyo al proceso de desarrollo de software se identificaron las líneas base del diseño e implementación de la herramienta de esta propuesta de tesis para finalmente realizar la experimentación y evaluación de las ventajas de la propuesta de tesis. Como resultado de las actividades de experimentación se puede concluir que la herramienta y técnica propuesta permite resultados comparables con otros procesos de Ingeniería de Requisitos, mostrando así que los aspectos positivos de incluir esquemas de trabajo colaborativo pueden resultar en la disminución de errores en las especificaciones funcionales y aumento en la participación activa de los ingenieros de software y en la consolidación y disminución de ambigüedades y conflictos en el entendimiento común.

The purpose of this study was threefold: Examine middle school teachers' familiarity with, interest in, conceptual knowledge of and performance on light; Examine their ability to identify misconceptions on light and their suggested pedagogical ideas to address the identified misconceptions; and Establish the relationship between the middle school teachers' interest, familiarity, conceptual understanding, performance, misconception identification, and pedagogical ideas for light. Sixty six (66) middle school science teachers enrolled in three math and science teacher professional development projects at Southern Illinois University Carbondale participated in this study. This study used mixed-methods approach to collect and analyze data. The participants responded in writing to four different instruments: Familiarity and Interest Questionnaire, Conceptual Knowledge Test, Two-tier Performance Test, and Misconceptions Identification Questionnaire. Data was analyzed quantitatively by conducting non-parametric (Wilcoxon, Mann-Whitney U, and Kruskal-Wallis) and parametric (paired samples, independent samples, and One-Way ANOVA) tests. Qualitative data was analyzed using thematic analysis and open coding to identify emerging themes and categories. The results showed that the teachers reported high levels of familiarity with and interest in learning more about light concepts. However, they had low conceptual knowledge and performance on light concepts. As such, middle school teachers' perceived knowledge of light concepts was not consistent with their actual knowledge of light. To some extent, the teachers identified students' misconceptions expressed in some scenarios on light and also suggested pedagogical ideas for addressing such misconceptions in middle school science classrooms. However, most teachers did not provide details on their pedagogical ideas for light. Correlations among the four constructs (familiarity, interest, conceptual understanding, and performance) were only significant between performance and conceptual understanding, r (64) = .50, p = .000. There was no significant relationship between conceptual understanding and familiarity, and between performance and familiarity. In view of these findings, it is evident that some teachers did not have sound conceptual understanding and pedagogical ideas to effectively help their students develop the understanding of light concepts accentuated in the US national science education standards. These findings have implications on teacher education and science teaching and learning.

Awareness of metaphors brings awareness to how language is structured in a text. This study, based on Lakoff & Johnson’s theory of conceptual metaphors, will discuss the different types of metaphorical concepts found in the source text and target text during the translation of two articles by the author Mohsin Hamid. The quantitative part of the study will present different types of metaphors and how they translate into Swedish. The qualitative part will focus on how the author uses, and constructs his own, structural metaphors as a rhetorical device. Newmark and Schäffner’s translation strategies for metaphors will be considered and applied in combination with two translation theories: Nord’s theory of text functions alongside Venuti’s foreignisation theory. The findings will suggest that an increased awareness of metaphorical concepts can be beneficial for translators and assist them in understanding how the author of the source text has structured the language and thought content in the text.

This diploma thesis treats and follows the still life in the conceptual interpretation of some selected authors in the second half of the 20th and at the beginning of the 21st century. The work has been divided into the theoretical and the practical part. The theoretical part deals with the conceptual art, its evolution, theory and its representatives. It further follows the evolution of the still life concerning mainly 20-century´s still lives and three-dimensional still lives. The practical part is made by sketch cycles, photomontages and the final art conceptual project. The work documentation is a part fo this work.

A utilização da Web com objetivos educacionais e de treinamento, vem se caracterizando como uma das grandes áreas de pesquisa e aplicação da informática no dia-a-dia das pessoas e empresas. A tecnologia de workflow poderá contribuir decisivamente para a qualidade dos cursos na Web, permitindo que a informação seja apresentada de maneira interativa conduzindo o aprendiz a uma atitude dinâmica, transformando-o num elemento ativo que manipula os recursos na seqüência e velocidade desejados, o que contribui para um aprendizado mais eficiente. A utilização de workflow associada a tecnologia de Agentes fornece o potencial de uma navegação não-linear, onde o usuário dispõe de flexibilidade para determinar o fluxo de apresentação das informações, não vinculado a uma cadeia seqüencial de conteúdos que foram hierarquicamente construídos. Neste contexto, o presente trabalho, apresenta um modelo de aluno especificado através de um modelo de Workflow. Este modelo foi alcançado por meio da análise das interações de uma amostra de alunos em um curso na Web, observando a Teoria Cognitiva dos Estilos de Aprendizagem e a ordem de execução das atividades do curso pelos alunos. A finalidade desta modelagem por workflow tem como objetivo contribuir nas atividades de execução, coordenação, monitoramento e adaptação em cursos na Internet. / The use of the Web with educational and training objectives may be identified as one of the great research and application areas of computer science today. The workflow technology will be able to contribute decisively for the quality of the Web courses, allowing the information to be presented in interactive way leading the apprentice to a dynamic attitude, transforming the content management into an active element that manipulates the resources in the desired sequence and speed, contributing for a more efficient learning. The use of dynamic workflows associated the agent technology supplies the potential of a nonlinear navigation, where the user takes profit of system flexibility to determine the flow of presentation of the information, not tied with a sequential chain of contents or a hierarchical structure as they have being constructed. In this context, the present work, develop a student model specified through a workflow model. This model was reached by the analysis of the interactions of a sample of students in a Web course. The Cognitive Theory of the Styles of Learning and the order of execution of the activities of the course for the students have being considered in the model development. The purpose of this workflow modelling was to contribute in the development of a comprehensive model of activities execution, coordination, monitoring and adaptation in courses in the Internet.

Fire in Midwestern ecosystems historically has provided many benefits, including promoting forest succession, maintaining wildlife habitat and reducing fuel loads. The Southeastern Illinois Prescribed Burn Association (SIPBA) is the only association of its kind in southern Illinois, designed to reintroduce prescribed fire to landowners in a practical context. The objectives of this research project were: 1) Interview members and crewpersons to collect data on the formation, maintenance, and future of SIPBA, 2) Outline the most common/salient issues driving landowners and stakeholders concerning the use of prescribed fire on their land in southern Illinois, and 3) Provide a conceptual model of the results to serve as a guide for future development of publicly conducted and implemented prescribed burning activities across southern Illinois and, ultimately, the Midwest. This study was implemented by semi-structured interviews of 28 key members of SIPBA. The responses from this population were collected and coded using NVivo 9 qualitative analysis software (NVivo 9 2011). Results indicate that challenges include stubborn remnants of the "Smokey Bear" attitude from the U.S. Forest Service anti-fire campaign, and that liability for an escaped wildfire is a reality for both the individual and for the association. In spite of these and other challenges identified by participants, landowners see SIPBA as a cost-effective solution to their land management needs. The results were interpreted as guidance for future dialogue between landowners and stakeholders and state and federal agencies in implementing prescribed burning programs. Implications include: "fire sells itself." Relatively little effort is needed to attract interest and recruit membership, and the benefits of a prescribed burn are easily evident. Alleviating concerns of the risks associated with fire is a primary objective for the organization, and there is a feeling of "safety in numbers" among membership. Finally, outside funding appears to be the limiting factor for both the capacity and potentially the longevity of the association, meaning that the development of a sustainable funding scheme could allow prescribed burn associations to remain in the Midwest. This case study of SIPBA membership is intended to facilitate cooperation between landowners and local burn associations, and also to serve as a model for the formation of future associations in similar areas of the Midwest.

There are many researchers that emphasize the importance of how teachers’ knowledge will affect students’ learning. However, not much research is focused on an international comparison between preservice mathematics teachers’ procedural knowledge and conceptual knowledge. There were 91 preservice mathematics teachers involved in this study. A test on the operations on fractions, decimals, percentages, and integers knowledge showed a) the significant differences between the United States and Chinese preservice teachers’ (PTS) procedural knowledge, b) the significant differences between the United States and Chinese PTS’ conceptual knowledge, and c) the relationships between the United States and Chinese PTS’ procedural knowledge and conceptual knowledge. By comparing the results, the researcher determined the strengths and weaknesses of preservice mathematics teachers in the two countries. The researcher will provide PTS some information based on the results of the knowledge test.

SILVA, Téofilo Roberto da. Estudo descritivo da realização das metáforas política externa é guerra e política externa é comércio. 2011. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2011. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-08-18T16:04:28Z No. of bitstreams: 1 2011_dis_trsilva.pdf: 1749331 bytes, checksum: 7c1ce6f02d14ae4fad815e1a0c1c352f (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-08-18T16:52:48Z (GMT) No. of bitstreams: 1 2011_dis_trsilva.pdf: 1749331 bytes, checksum: 7c1ce6f02d14ae4fad815e1a0c1c352f (MD5) / Made available in DSpace on 2014-08-18T16:52:48Z (GMT). No. of bitstreams: 1 2011_dis_trsilva.pdf: 1749331 bytes, checksum: 7c1ce6f02d14ae4fad815e1a0c1c352f (MD5) Previous issue date: 2011 / The conceptual metaphor theory proposed by Lakoff and Johnson (1980) triggered researches which aimed to investigate metaphor as an element for reasoning. It is from this perspective that this study has analyzed the metaphors INTERNATIONAL POLITICS IS WAR and INTERNATIONAL POLITICS IS COMMERCE. It was hypothesized that the concepts WAR and COMMERCE are central to the conceptualization of INTERNATIONAL POLITICS. Initially we discussed the definition for metaphor from the Cognitive Linguistics perspective. Then, we described the research procedure. The corpus analyzed consists of excerpts extracted from Veja magazine texts published online in the first and third quarters of 2009. We compiled the text excerpts with the help of the Wordsmith tools suite of programs. We identified the elements belonging to the three conceptual domains which structure the metaphors in study as well as the conceptual correspondences these domains establish. The analysis of the metaphorical mappings has revealed that the concepts WAR and COMMERCE are indispensable in the structuring of the concept INTERNATIONAL POLITICS. The identified conceptual mappings form a coherent net of metaphors as well as of metonymies. The domains are inextricably linked and related to each other by means of metaphorical and metonymical projections. These two cognitive mechanisms work together in structuring the target concept INTERNATIONAL POLITICS. We found out that the three domains share a common conceptualization, and it is possible to categorize them as INTERACTION WITH PURPOSES. The relationship that exists between the domains makes possible a better understanding of the concept INTERNATIONAL POLITICS. The metaphorical conceptualization of INTERNATIONAL POLITICS is not only compatible with the theoretical understanding of politics but also with the dynamics of foreign relations, in which economic and military power go hand in hand. / A Teoria da Metáfora Conceptual (TMC) proposta por Lakoff e Johnson (1980) inaugurou pesquisas tendo como objeto de investigação a metáfora como elemento do raciocínio. Nesta perspectiva, este estudo analisou as metáforas POLÍTICA EXTERNA É GUERRA e POLÍTICA EXTERNA É COMÉRCIO. Para tanto, partiu-se da hipótese de que os conceitos GUERRA e COMÉRCIO são centrais na conceptualização de POLÍTICA EXTERNA. Inicialmente, discutiu-se o conceito da metáfora pela perspectiva da Linguística Cognitiva. Em seguida, descreveram-se os procedimentos da pesquisa. O corpus analisado são exemplos retirados de textos da revista Veja on-line publicados no primeiro e terceiro trimestres de 2009. A coleta dos exemplos foi realizada com a ajuda da suíte de programas WordSmith tools. Foram identificados os elementos constituintes dos três domínios que estruturam as metáforas como também as correspondências conceptuais estabelecidas entre eles. Os resultados revelados pela análise das metáforas indicaram que POLÍTICA EXTERNA é um conceito cuja construção não prescinde dos domínios GUERRA e COMÉRCIO. Os mapeamentos conceptuais identificados formam uma rede coerente tanto de metáforas como de metonímias. Os domínios se mostram fortemente imbricados e se relacionam através de projeções metafóricas e metonímicas. Esses dois mecanismos da cognição atuam conjuntamente na estruturação do conceito-alvo POLÍTICA EXTERNA. Verificou-se que os três domínios compartilham uma conceptualização comum, sendo possível categorizá-los como INTERAÇÕES COM PROPÓSITOS. A correspondência existente entre os domínios possibilitam uma melhor compreensão do conceito POLÍTICA EXTERNA. A conceptualização metafórica de POLÍTICA EXTERNA não só é compatível com a compreensão teórica de política, como também com a própria dinâmica das relações internacionais, em que o poder econômico anda de mãos dadas com o poder militar.

A estratégia de modularização tem como objetivo desenvolver arquiteturas de produto que contenham unidades fisicamente destacáveis, denominados módulos, de forma a permitir que estas unidades sejam utilizadas em variações de um produto ou em linhas de produtos diferentes. Essa estratégia deve ser planejada no Processo de Desenvolvimento de Produto (PDP), no qual são tomadas decisões que afetam todo o ciclo de vida do produto. Com esse propósito, métodos e técnicas de modularização foram criados para oferecer suporte às equipes de desenvolvimento. Estes métodos precisam ser adaptados às características de cada projeto, como a natureza do negócio, a complexidade e a novidade do produto desenvolvido. Para contribuir com esse tema de pesquisa, o objetivo geral desta dissertação é propor uma reestruturação de métodos de modularização para a criação e avaliação de conceitos, adaptados as particularidades de cada projeto. Inicialmente, foram identificados, através de revisão sistemática da literatura, seis diferentes métodos para o agrupamento de componentes do produto em módulos. Dentre os métodos estudados, o método Modular Function Deployment (MFD), apresentou maior flexibilidade e abrangência nas atividades que compreendem o processo de modularização. Como resultado, propõe-se um método Modular Function Deployment Adapted, oferecendo as empresas uma orientação para configurar o MFD. Esta configuração proporciona uma aplicação do método customizada ao tipo de projeto desenvolvido pela empresa. O método é exemplificado para o caso de desenvolvimento de um equipamento estratégico em saúde, relacionado às atividades do Centro de Referência em Tecnologias de Equipamentos e Insumos Estratégicos para a Saúde CRETIES/UFRGS, visando favorecer a manutenção e a confiabilidade do equipamento por meio da modularização. / Modularization strategies have as objective the development of product architectures containing physically detachable units, called modules, so that these units may be used in variations of a product or in different product lines. However, that strategy ought to be planned during the Product Development Process (PDP), in which decisions to be taken will affect the whole life cycle of the product. With such purpose in mind, methods and techniques of modularization were created to support development teams. Those methods need to be adapted to the characteristics of each project, such as the kind of business and, the complexity and novelty of the product under development. Aiming at contributing to this research matter, this dissertation‘s general objective is to propose a restructuring of the modularization methods, adapted to different projects for the creation and evaluation of product concepts. First, by means of systematic literature review, six different methods were identified for grouping product components in modules. Within the studied methods, the Modular Function Deployment (MFD) method presented the greatest flexibility and comprehensiveness in activities that comprise the modularization process. As a result, a Modular Function Deployment Adapted method is proposed, offering guidelines to companies to adapt the MFD. Such adaptation provides a customized application of the method for the type of project developed by the company. The method is exemplified in the case of the development of a health device, related to the activities of the Centro de Referência em Tecnologias de Equipamentos e Insumos Estratégicos para a Saúde, CRETIES / UFRGS, aiming to promote the maintenance and equipment reliability through modularization.