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Submitted by ALINE PEREIRA DE SOUZA null (alinepsline@gmail.com) on 2017-06-27T15:34:57Z No. of bitstreams: 1 Tese Aline P.S..pdf: 19184295 bytes, checksum: 95d09d499c1c07f0aa5a531052407d62 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-06-28T19:32:54Z (GMT) No. of bitstreams: 1 souza_ap_dr_arafcl.pdf: 19184295 bytes, checksum: 95d09d499c1c07f0aa5a531052407d62 (MD5) / Made available in DSpace on 2017-06-28T19:32:54Z (GMT). No. of bitstreams: 1 souza_ap_dr_arafcl.pdf: 19184295 bytes, checksum: 95d09d499c1c07f0aa5a531052407d62 (MD5) Previous issue date: 2017-05-05 / As projeções, como a metáfora, a personificação, a comparação, a metonímia e a parábola, geralmente são apresentadas aos alunos na escola apenas como figuras de linguagem de uso restrito ao universo literário. Entretanto, pretendemos mostrar que tais projeções são presentes em nossa comunicação diária e utilizadas em larga escala em muitos gêneros, tanto de forma natural, explicitando sua presença no pensamento (cf. LAKOFF e JOHNSON, 1980), quanto proposital (cf. GIBBS, Jr. 2015 e STEEN, 2015). Desses gêneros, escolhemos três para compor nosso corpus: títulos de matérias jornalísticas, dissertações argumentativas bem avaliadas da FUVEST e do ENEM e memes de Facebook, que são os principais gêneros a que estão expostos os alunos do Ensino Médio. Esta pesquisa tem como objetivo analisar o uso e, principalmente, a funcionalidade desses processos cognitivos de projeção de base analógica em três gêneros diferentes e cotidianos para o nosso público–alvo, para reforçar a importância comunicativa e social que a presença de projeções tem nesses textos. A partir dessa análise foi delineada uma estratégia de ensino-aprendizagem da produção/compreensão desses textos, pois acreditamos que compreender as projeções como um processo cognitivo e analógico pode ajudar consideravelmente os estudantes a desenvolver suas habilidades de leitura, compreensão e produção textual. A hipótese que defendemos é que as projeções são bastante frequentes em muitos gêneros e têm importante função argumentativa. Acreditamos, também, que tais textos são consumidos justamente por conta das projeções contidas neles, já que elas os tornam mais atrativos e podem significar muito, dizendo pouco. Nossos principais objetivos, portanto foram: compreender a funcionalidade e os efeitos de sentido das projeções utilizadas nos textos escolhidos e verificar como o domínio e a consciência de tais conceitos podem ajudar os alunos a compreender melhor os textos que os circundam e a produzir textos mais bem escritos. A análise teve como base os conceitos da Moderna Linguística Cognitiva e, para tanto, foram utilizadas a Teoria da Integração Conceptual (Blending) proposta por Fauconnier e Turner (2002), Turner (2014), a Teoria da Parábola, proposta por Turner (1996), considerações sobre Analogia propostas por Hofstadter, D. e Sander, E (2013) e também, em termos funcionais, o princípio da “presença” proposto por Perelman e Olbrechts-Tyteca (1996). Para as reflexões didáticas foram utilizadas, principalmente, as considerações sobre leitura advindas de Koch (1995; 1997; 2002; 2006; 2016) e as considerações sobre Projetos didáticos de gênero advindas de Guimarães e Kersch (2011; 2012; 2014; 2015). Os resultados da pesquisa confirmam a hipótese de que o efeito persuasivo é mais facilmente alcançado quando os textos apelam para a experiência de vida do leitor e usam projeções como instrumento pedagógico. / Projections, such as metaphor, personification, comparison, metonymy, and parable, are usually presented to students at school only as language-use figures restricted to the literary universe. However, we intend to show that such projections are present in our daily communication and used on a large scale in many genres, both in a natural way, explaining their presence in thought (cf. Lakoff and Johnson 1980), and intentional (GIBBS, Jr 2015 and STEEN, 2015). Of these genres, we chose three to compose our corpus: journal titles, wellevaluated argumentative dissertations from FUVEST and ENEM and Facebook´s memes, which are the main genres to which high school students are exposed. This research aims to analyze the use and, mainly, the functionality of these cognitive processes of analogical projection in three different and everyday genres for our target audience, to reinforce the communicative and social importance that the presence of projections has in these texts. From this analysis, a teaching-learning strategy of the production / comprehension of these texts was delineated, because it is believed that understanding the projections as a cognitive and analogical process can considerably help students to develop their reading, comprehension and textual production skills. The hypothesis that we defend is that projections are quite frequent in many genres and have an important argumentative function. We also believe that such texts are consumed precisely because of the projections contained in them, since they make them more attractive and can mean much, saying little. Our main objectives, therefore, were: to understand the functionality and sense effects of the projections used in the chosen texts and to verify how the mastery and the awareness of these concepts can help students better understand the texts that surround them and produce better written texts. The analysis was based on the concepts of Modern Cognitive Linguistics and, for that, the Blending theory proposed by Fauconnier and Turner (2002), Turner (2014), the Parabola Theory proposed by Turner (1996) ), As well as, in functional terms, the "presence" principle proposed by Perelman and Olbrechts-Tyteca (1996), as well as the "presence" principle proposed by HOFSTADTER, D. & SANDER, E (2014). For the didactic considerations, we used the KOCH (1995, 1997, 2002, 2006, 2016) reading considerations, and the considerations on didactic projects of genre from GUIMARÃES and KERSCH (2011, 2012, 2014, 2015). The results of the research confirm the hypothesis that the persuasive effect is more easily achieved when the texts "appeal" to the reader's life experience and use projections as a pedagogical tool.

Made available in DSpace on 2018-08-02T00:04:06Z (GMT). No. of bitstreams: 1 tese_10529_foundations_for_ontology_based_multi_level_conceptual_modeling_2012 - victorio.pdf: 6142526 bytes, checksum: 3e3483b04f4e9b86ab648e66104ac1e2 (MD5) Previous issue date: 2016-12-16 / Considerando que modelos conceituais são produzidos com o objetivo de representar certos aspectos do mundo físico e social de acordo com uma conceituação específica e que ontologias buscam descrever conceituações, tem havido crescente interesse no uso de ontologias para fornecer uma base teórica sólida para a disciplina de modelagem conceitual. Esse interesse deu origem a uma área de pesquisa denominada modelagem conceitual baseada em ontologias, com avanços significativos na modelagem conceitual nas últimas décadas. Apesar desses avanços, a modelagem baseada em ontologias não provê suporte adequado à modelagem de domínios que exigem a representação de categorias de indivíduos e de categorias de categorias (ou tipos de tipos). A representação de entidades de vários "níveis" de classificação tem sido o foco de uma área de pesquisa distinta denominada modelagem multi-nível. As iniciativas em modelagem multi-nível visam a contornar as limitações impostas pelo paradigma convencional de modelagem em dois níveis. Apesar das contribuições relevantes das áreas de modelagem multi-nível e de modelagem conceitual baseada em ontologias, a combinação dessas duas áreas ainda não recebeu a devida atenção. Este trabalho explora essa lacuna propondo o uso combinado de teorias formais para a modelagem multi-nível e de ontologias de fundamentação para apoiar o que chamamos de modelagem conceitual multi-nível baseada em ontologias. Para fornecer uma abordagem bem fundamentada à modelagem conceitual multi-nível, desenvolvemos uma teoria chamada MLT. MLT caracteriza formalmente a natureza dos níveis de classificação e define precisamente as relações que podem ocorrer entre elementos de diferentes níveis de classificação. A fim de aproveitar os benefícios do uso de ontologias de fundamentação na modelagem de domínios que abrangem vários níveis de classificação, combinamos MLT com uma ontologia de fundamentação. Essa combinação resulta em uma abordagem de modelagem que apoia a construção de modelos conceituais multi-níveis em um espectro de níveis de especificidade, desde ontologias de fundamentação até modelos conceituas de domínios específicos. Para demonstrar a aplicabilidade da nossa abordagem de modelagem conceitual multi-nível baseada em ontologias, a empregamos para desenvolver uma ontologia núcleo para estruturas organizacionais, um domínio que abrange vários níveis de classificação. Além disso, mostramos como MLT pode ser usada como uma teoria de referência para esclarecer a semântica e aumentar a expressividade de UML no que diz respeito à representação de modelos de multi-níveis. O perfil UML produzido viabiliza a aplicação prática de MLT pela comunidade de modelagem conceitual.

Ingeniero Civil Mecánico / Chile hoy se enfrenta a un aumento significativo del número de vehículos equipados con motor diesel y de industrias que utilizan este combustible en sus calderas. Frente a las variaciones de los precios del crudo, la necesidad de disminuir la contaminación generada por la circulación vehicular, el abastecimiento de gas aleatorio y la necesidad de diversificar la matriz energética, se está pensando en desarrollar el uso de fuentes de energía renovables. El biodiesel es una alternativa interesante porque usa vegetales en su fabricación en vez de combustibles fósiles. Este trabajo propone analizar la posibilidad de fabricar biodiesel en el suelo chileno, mediante un análisis de prefactibilidad técnico-económico. El objetivo fundamental de la memoria es el diseño conceptual de una planta de biodiesel que corresponde a las proyecciones de mercado al año 2010. Este diseño se basa en los volúmenes de venta de la empresa Copec, que patrocina el presente trabajo de memoria. Se debe analizar la disponibilidad de materia prima, los volúmenes a producir y proponer, en base a estos datos, un proceso y una planta adecuada para la fabricación del biodiesel. El último punto a desarrollar es la estimación de la inversión y del biodiesel producido. Se demuestra que el raps constituye una buena alternativa de materia base para cuadrar con la orientación del Estado a favorecer la agricultura chilena y los volúmenes a producir. Después de evaluar las diferentes formas de producir biodiesel, se destaca el proceso de transesterificación con catálisis básica como el más adecuado para construir una planta de tamaño consecuente. El análisis de las ventas de diesel estimadas al 2010 permite elegir una planta de 100.000 ton/año, la que alcanzaría más del 5% de mezcla con el diesel vendido por la distribuidora Copec en la zona central del país El diseño en sí consta del diagrama de flujo acompañado de balance másico de la planta. Esto permite calcular los tamaños de equipos y consumos principales de manera de evaluar el costo estimado de tal planta. Se dimensionaron y detallaron los equipos de proceso, estanques y bombas, entre otros, para permitir un funcionamiento continuo de la planta. Se realizó una estimación de los materiales a procesar y de su costo internacional. Se tomaron en cuento los costos iniciales de obras civiles, de equipamiento y otros gastos para evaluar la inversión a realizar en la construcción de la planta. Sumando todos los costos fijos y operacionales, el biodiesel producido tendría un costo neto de 476,2 pesos por litro, superior al costo equivalente del petróleo diesel clásico; lo que explica que no haya todavía proyectos de biodiesel en el país. La inversión es de USD 14,7 millones, levemente inferior al costo de plantas realizadas en el mundo. Se concluye mostrando que la venta de B2 (diesel con 2% de biodiesel) tendría poco impacto sobre el precio al consumidor.

Abstract The purpose of this research was to develop and test a conceptual framework concerning health care students' views of nursing and factors associated with it. The research process was conducted during 1992-1998 as a practice-based process of theory development, and it included four phases: 1) developing a conceptual framework inductively, 2) developing a measurement tool for testing the conceptual framework, 3) empirical testing of the conceptual framework and 4) analysing the core concept of the conceptual framework. In the first phase of the research, a conceptual framework of health care students' orientation to nursing was developed inductively using the Grounded Theory method. A group of students (n = 35) wrote essays and were interviewed at the beginning of their nursing programme in a polytechnic. In the second phase of the research, an instrument development process was carried out in order to test the conceptual framework. The instrument was tested via a panel evaluation (n = 15) and by using data collected from 184 students of health care. Besides that, 25 students completed the questionnaire twice. The data were used to evaluate the stability of the instrument. In the third phase of the research the hypotheses derived from the conceptual framework and the previous research results were tested by using the data (n = 184) which had been collected with the tool developed earlier. Besides that, the students from the first phase of the research (n = 19) were interviewed. These qualitative data were analysed by deductive content analysis. In the fourth phase of the research, the concept "orientation to nursing" was analysed in order to further elaborate the conceptual framework. Three different types of students' orientations to nursing were found: a caring orientation, a nursing profession orientation and a life orientation. The orientations differed from each other with regard to the prerequisites of orientation, the core of orientation, the meaning of nursing and the goals applied to a nursing career.According to the results of testing the theoretical framework, a majority of the students were highly life-oriented, and two thirds had average nursing expertise and caring orientation scores. The special characteristics of the students' orientation were emphasised during the education: caring-oriented students emphasised their personal development, nursing profession-oriented students the integration of theory and practice and life-oriented students emphasised the integration of studies, work and personal life. The nursing expertise and life orientation scores increased during the education. Caring orientation did not change during the education. On the basis of the research results, a tentative theory of health care students' orientation to nursing is presented and methods for developing the teaching of nursing and learning to nurse are suggested.

The earliest stage of software development almost always involves converting requirements descriptions written in natural language (NLRs) into initial conceptual models, represented by some formal notation. This stage is time-consuming and demanding, as initial models are often constructed manually, requiring human modellers to have appropriate modelling knowledge and skills. Furthermore, this stage is critical, as errors made in initial models are costly to correct if left undetected until the later stages. Consequently, the need for automated tool support is desirable at this stage. There are many approaches that support the modelling process in the early stages of software development. The majority of approaches employ linguistic-driven analysis to extract essential information from input NLRs in order to create different types of conceptual models. However, the main difficulty to overcome is the ambiguous and incomplete nature of NLRs. Semantic-driven approaches have the potential to address the difficulties of NLRs, however, the current state of the art methods have not been designed to address the incomplete nature of NLRs. This thesis presents a semantic-driven automatic model construction approach which addresses the limitations of current semantic-driven NLR transformation approaches. Central to this approach is a set of primitive conceptual patterns called Semantic Object Models (SOMs), which superimpose a layer of semantics and structure on top of NLRs. These patterns serve as intermediate models to bridge the gap between NLRs and their initial conceptual models. The proposed approach first translates a given NLR into a set of individual SOM instances (SOMi) and then composes them into a knowledge representation network called Semantic Object Network (SON). The proposed approach is embodied in a software tool called TRAM. The validation results show that the proposed semantic-driven approach aids users in creating improved conceptual models. Moreover, practical evaluation of TRAM indicates that the proposed approach performs better than its peers and has the potential for use in real world software development.

Project management is an experiential subject, and existing passive methods of teaching via lectures and seminars restricts learning to knowledge rather than leading to the deep understanding of the topic that the project management industry requires. Higher Education needs to produce competent graduates, i.e. those with both knowledge and experience. This research created and validated a conceptual framework to assist in the development of new project management simulations. The investigation confirmed that the use of simulations in the teaching of project management is a valid method of delivering experiential learning, and proposes a framework for how project management simulations can be created. The research commenced with a literature review, and a questionnaire was issued to project management lecturers to collect information on existing teaching methods and the current use of activities and simulations in the teaching of project management. From the literature and the questionnaire, a conceptual framework was created to assists in the development of new project management simulations. This framework was then tested by the creation of a new simulation. Finally, the conceptual framework was evaluated and validated by peers who have experience with project management simulations as project management lecturers. Following this validation the conceptual framework was further revised. The contribution to knowledge is threefold. Firstly the research provides a literature review into the use of simulations within project management teaching. Secondly the conceptual framework provides a starting point to other academics who are considering developing their own simulations, and finally the conceptual framework can be used to asses existing simulations. The results of the study show that the conceptual framework will greatly benefit academics when considering the development of simulations in project management teaching. This is important, because there is a growing need for student centred learning, and students who have a competence in their subjects as well as knowledge.

Bridge Information Modeling (BrIM), as a concept, has been introduced to enhance the procedures of the whole phases of a bridge life-cycle starting with concept and design, through construction and operation, and ending with maintenance and rehabilitation. Integrating BrIM and design tools will help improve the methods used in designing and constructing bridge projects at early stages taking into considerations their cost and time constraints. The main objective of this research is to develop an integrated model that helps owners, designers and construction managers visualize bridge projects in a 3D mode and accordingly automate the process of generating preliminary cost estimates during the conceptual design stage. To achieve the above mentioned objective, a proposed methodology will be applied where all the aspects needed to develop an efficiently integrated model are realized. Thus, this research describes the proposed methodology that incorporates three modules, which are the core of the integrated model. These modules are: a knowledge based system module, which is used to generate conceptual dimensions and parameters depending on algorithmic and heuristic knowledge gathered from codes, guidelines and design experts; a conceptual cost estimation module, which is used to generate conceptual cost estimate based on the results of the first module; and a 3DCAD module, which is integrated with the previous modules where users will visualize the proposed bridge in 3D based on the results of the knowledge based module. The successful development of the model would help owners and investors identify the cost and visualize the proposed projects at the early stages of the project life, so they have an idea of the budget required and the aesthetics of the proposed projects. The integrated model is validated through an actual case project to test its workability and output.

I have an interest in transposing elements of sound, time, and motion into other forms. The thesis exhibition, small Trinity, presents my efforts to capture the essence of an explosion as a sculpture. The resulting objects provide viewers with the chance to examine an explosion in a stilled state, but also to consider the enormous powers we humans wield. Comprising the exhibition are three series: Exploded Vases (2014-15), Cast Explosions (2015) and small Trinity (2016). In each, an experimental methodology is applied to tracing, capturing and then casting the shape of small explosions in a manner that is raw and un-manipulated. For the title series, small Trinity (2016), I set a goal of casting an explosion 1/1,000,000th of the power of the first atomic bomb, Trinity (1945). Through a series of successively larger explosions and casts, the goal was achieved and presented as a series of aluminium, concrete and resin sculptures.

Computer forensics is an ever-growing technological field of complexity and depth. Individuals must strive to keep learning and growing their skills as they help combat cybercrime throughout the world. This study attempts to establish a method of evaluating conceptual expertise in computer forensics to help indicate whether or not an individual understands the five basic phases of computer forensics: preparation, seizure of evidence, acquisition of data, analysis of data, and reporting the findings of the analysis. A survey was presented to a university class of 30 students taking a computer forensics course and as well as posted online asking computer forensics professionals to participate in the survey. Results show that novices that were enrolled in a computer forensics course were able to identify the phases of computer forensics more readily than professionals