Στην εργασία αυτή καταγράφονται οι εφαρμογές κοινωνικού λογισμικού με τις δυνατότητες και τα χαρακτηριστικά που έχει καθεμία από αυτές. Αυτό που μας ενδιαφέρει όμως είναι η παιδαγωγική τους αξιοποίηση και η ένταξη στην εκπαιδευτική διαδικασία. Στηριζόμενοι κυρίως στην ξένη, αλλά και εγχώρια βιβλιογραφία, σε πρόσφατα επιστημονικά άρθρα και δημοσιεύσεις, παρουσιάζονται λεπτομερώς για κάθε ένα εργαλείο κοινωνικού λογισμικού οι τρόποι που μπορεί να χρησιμοποιηθεί στην εκπαίδευση. Αξιολογούνται συγκεκριμένες μελέτες περίπτωσης (case studies), στις οποίες εργαλεία κοινωνικού λογισμικού έχουν ενταχθεί στο πλαίσιο μαθημάτων σε πανεπιστήμια του εξωτερικού και της χώρας μας. Εξετάζεται η επίδραση που υπάρχει στη μάθηση για το συμμετέχοντα στην εκπαιδευτική διαδικασία και η ενίσχυση που προκύπτει για τις ηλεκτρονικές κοινότητες μάθησης από την χρήση των εργαλείων κοινωνικού λογισμικού. Επιπλέον, διερευνείται πως το κοινωνικό λογισμικό σχετίζεται με τις προϋποθέσεις αποτελεσματικής μάθησης στους ενήλικες και είναι συμβατό με τις αρχές μάθησης των ενηλίκων. Τέλος, εξετάζεται η σημασία του κοινωνικού λογισμικού στην εξ αποστάσεως εκπαίδευση σε σχέση με τα ιδιαίτερα χαρακτηριστικά που διέπουν την από απόσταση εκπαίδευση και τους συμμετέχοντες σε αυτήν. Ελέγχεται κατά πόσο το κοινωνικό λογισμικό μπορεί αφενός να στηρίξει την αυτονομία και εξατομίκευση του εκπαιδευόμενου στην εξ αποστάσεως εκπαίδευση, και αφετέρου να βοηθήσει στην αλληλεπίδραση, επικοινωνία και συνεργασία μιας ομάδας εκπαιδευομένων. Η είσοδος των εργαλείων κοινωνικού λογισμικού ως νέο στοιχείο στο σχεδιασμό προγραμμάτων εξ αποστάσεως πανεπιστημιακής εκπαίδευσης είναι ιδιαίτερα σημαντική. / In the present project are recorded the social software applications with the capabilities and features of each of these. What interests us though is the pedagogical use and integration of social software into the educational process. Relying mainly on foreign, and domestic literature, in recent scientific articles and publications, are presented in detail for each one social software tool the ways in which they can be used in education. Are evaluated specific case studies, in which social software tools are introduced in courses in universities abroad and our country. It is evaluated the effect on learning for the participant in the educational process and the support for e-learning communities because of the use of social software tools. The project explores how social software is related to the conditions for efficient learning in adults and if it is compatible with the principles of adult learning. Finally, it is considered the importance of social software in distance education in relation to the particular characteristics of the distance education and its participants. It is checked whether social software can support both the autonomy and individuality of the learner in distance education, and to assist in the interaction, communication and collaboration of a group of learners. The entrance of social software tools as a new element in designing programs in distance university education is very important.

Made available in DSpace on 2016-06-02T20:25:23Z (GMT). No. of bitstreams: 1 6301.pdf: 13529065 bytes, checksum: 3dd0f5e7e2c7165dcea9b0758e2ff350 (MD5) Previous issue date: 2014-03-28 / This study aims at investigating the relations between a Thematic Task-Based Syllabus and the Communicative Competence (CC) of students of Portuguese as a second language. This qualitative, ethnographic - interpretative research is grounded in studies on CC (CANALE; SWAIN, 1980; CANALE, 1983; CELCE-MURCIA, 2007; HYMES, 1972) of foreign language learners in immersion context. The framework for the Thematic Task-Based Syllabus is founded on theoretical studies of Barbirato (2005), Ellis (2003), Nunan (1989). The thematic material used in this work is called Brasilidades and the theme is based on cultural perspectives of the Northeast and South parts of Brazil. The material was implemented in two courses of Portuguese as a second language in a university in the Southeastern part of Brazil. Each course lasted 30 hours, and the data was collected in the second semester of 2012 and the first semester of 2013. Some of the instruments used for data collection were: research diary, audio and video recording of the classes and questionnaires. The results suggest that the Thematic Task-Based Syllabus allow students a profound mobilization of their CC in communicative scenarios. This kind of syllabus has also shown to be consonant to the model of CC proposed by Celce-Murcia (2007) which places the discursive competence as the center of the CC model since this type of planning recovers primary functions of language such as communication and production of meaning through meaningful contexts. During the task phase, it also offers moments of interaction between students based on the discursive construction of language. / Este estudo tem por objetivo pesquisar as relações que podem ser estabelecidas entre um planejamento temático baseado em tarefas (PTBT) e a competência comunicativa (CC) em um curso de português língua estrangeira (PLE). Esta é uma pesquisa interpretativista, de cunho etnográfico, com tratamento qualitativo dos dados, alicerçada em estudos sobre a CC (CANALE; SWAIN, 1980; CANALE, 1983; CELCE-MURCIA, 2007; HYMES, 1972) de alunos de língua estrangeira em contexto de imersão. Incorporado à base deste estudo está o PTBT, ao qual os participantes desta pesquisa foram expostos. Embasamo-nos nos estudos de Barbirato (2005), Ellis (2003) e Nunan (1989) para a elaboração de um material didático chamado Brasilidades, cujo foco está nas Regiões Nordeste e Sul do país, interpretadas a partir de recortes culturais. Esse material foi implementado em duas turmas de português para estrangeiros, com carga horária de 30 horas cada curso e duração de um semestre cada turma, totalizando um ano de coleta de dados (2012-2013) em uma universidade no interior paulista. Para a coleta de dados, utilizamos caderno de observações, gravação das aulas em áudio e vídeo e questionários semiabertos. Os resultados demonstraram que o PTBT possibilita ao aluno uma profunda mobilização de sua CC perante os cenários comunicativos. Este planejamento também mostrou ser consoante com o modelo da CC proposta por Celce-Murcia (2007) que coloca o componente discursivo como centro do modelo da CC, pois o PTBT resgata funções primárias da linguagem de comunicar e produzir conhecimentos por meio de tema significativo, além de oferecer, nas tarefas, momentos de interação dos alunos fundados na construção discursiva da linguagem.

Submitted by Daniel Lucas Alves da Silva (danilu157@hotmail.com) on 2018-04-20T14:49:03Z No. of bitstreams: 1 Dissertação Daniel - Versão Final - Repositório.pdf: 1014278 bytes, checksum: ae6cad39a074b69fadfc0158454d8be1 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: Problema 01) Está faltando o LOGO da Universidade na capa do seu trabalho.(este item é obrigatório) Problema 02)Solicitamos que faça correção na descrição na folha de rosto e de aprovação. Agradecemos a compreensão. on 2018-04-20T15:49:09Z (GMT) / Submitted by Daniel Lucas Alves da Silva (danilu157@hotmail.com) on 2018-04-23T10:36:02Z No. of bitstreams: 1 Dissertação Daniel - Versão Final - Repositório I.pdf: 1110805 bytes, checksum: 9660f0b915e0db1a26aceb17210cee66 (MD5) / Rejected by Elza Mitiko Sato null (elzasato@ibilce.unesp.br), reason: Solicitamos que realize correções na submissão seguindo as orientações abaixo: - Está faltando o LOGO (Símbolo)da Universidade/Câmpus na capa do seu trabalho.(este item é obrigatório) - Solicito que corrija a descrição: Dissertação apresentada como parte dos requisitos para obtenção do título de Mestre em Estudos Linguísticos, junto ao Programa de Pós-Graduação em Estudos Linguísticos na área de concentração de Linguística Aplicada, linha de pesquisa de Ensino e Aprendizagem de Línguas, do Instituto de Biociências, Letras e Ciências Exatas da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Câmpus de São José do Rio Preto. Lembramos que o arquivo depositado no repositório deve ser igual ao impresso. Agradecemos a compreensão. on 2018-04-23T18:15:13Z (GMT) / Submitted by Daniel Lucas Alves da Silva (danilu157@hotmail.com) on 2018-04-23T19:38:19Z No. of bitstreams: 1 Dissertação Daniel - Versão Final - Repositório II.pdf: 1111954 bytes, checksum: 4ed3ca18ab6bbadc62b1024124eb3be0 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-04-23T20:09:44Z (GMT) No. of bitstreams: 1 silva_dla_me_sjrp.pdf: 1111954 bytes, checksum: 4ed3ca18ab6bbadc62b1024124eb3be0 (MD5) / Made available in DSpace on 2018-04-23T20:09:44Z (GMT). No. of bitstreams: 1 silva_dla_me_sjrp.pdf: 1111954 bytes, checksum: 4ed3ca18ab6bbadc62b1024124eb3be0 (MD5) Previous issue date: 2018-03-06 / Na esteira do crescente interesse em português como língua estrangeira, doravante PLE, este trabalho se propõe a contribuir para a formação de professores de PLE quanto a seu entendimento da dinâmica das relações étnico-raciais que marcam a língua portuguesa na sua variante brasileira, sobretudo, no que diz respeito ao racismo antinegro. Espera-se que, por meio de um instrumento de avaliação voltado a professores de PLE, o EPPLE-PLE, esta formação seja melhor informada para a condução do debate acerca da temática racial e, por consequência, a prática docente destes profissionais possa instanciar uma maior sensibilização por parte de professores e aprendentes da língua para esta dimensão cultural que perpassa a historicidade do português brasileiro. Para tanto, valemo-nos da teoria racial crítica aplicada à formação de professores de língua estrangeira como apresentada por Ferreira (2015) e um seu desdobramento, qual seja o letramento racial segundo Skerret (2011), do conceito de washback by design conforme Messick (1989) e da teoria sociocultural nos termos de Vigostski (1987) para este que é um processo de legitimação da elaboração e da proposição de itens para o referido exame. Trata-se de um processo de legitimação de uma proposição de itens e sua posterior elaboração para o que se pretende possa ser uma intervenção benéfica para a prática de professores de PLE. / In the context of increasing interest in Portuguese as a foreign language (henceforth PFL) this project contributes to the understanding of teachers of PFL regarding the racial dynamics that manifest themselves in Brazilian Portuguese, in particular anti-black racism. We argue that considerations about race should form part of the elaboration of an assessment instrument designed for teachers of PFL, the EPPLE-PLE (a proficiency exam for teachers of foreign languages in its Portuguese acronym). In doing so, as an expected result, teaching can inculcate more awareness, both on the part of teachers and learners of PFL, regarding this cultural dimension that forms part of the history of Brazilian Portuguese. To this end, we make use of critical race theory applied to the education of teachers of a foreign language as presented by Ferreira (2015) and the idea of racial literacy according to Skerret (2011), the concept of washback by design by Messick (1989) and the theory of sociocultural perspective by Vigostki (1987), for the selection of items for the aforementioned exam. This is a legitimation process of the proposition of items and their elaboration for an exam that we deem can be a beneficial intervention in the practice of PFL teachers.

O objeto deste trabalho é estudar o emprego de textos literários e a forma como eles são aproveitados no ensino de Português-Língua Estrangeira (PLE). Para tanto, apoiamo-nos nos fundamentos teóricos da abordagem comunicativa, da leitura e da enunciação a fim de investigar os potenciais pedagógicos do texto literário na sala de aula e nos livros didáticos de PLE. Com base em uma pesquisa feita com estudantes estrangeiros, pudemos detectar suas expectativas quanto à utilização de textos da literatura brasileira nas aulas, bem como suas representações lingüísticas, aí incluída a apropriação de elementos culturais, confirmando a relevância da contribuição desses textos no ensino de PLE. E, a partir da análise do emprego de textos literários e exercícios de compreensão em quatro materiais didáticos, observamos também que tais livros não podem suprir todas as expectativas dos alunos em razão de sua própria natureza didática, descontextualizada da interação autor-texto-leitor original. Como resultado, pudemos confirmar que o bom aproveitamento dos textos literários no ensino de PLE não está simplesmente no seu emprego como um pretexto em sala de aula ou nos manuais, mas no tratamento dado a eles, tendo em vista o seu caráter literário. / The objective of this paper is to study the employment of the literary texts and how they are exploited in the teaching of Portuguese as a Foreign Language (PFL). For that purpose, we followed the theoretical line of the communicative approach of reading and utterance-act in order to inspect the pedagogical potential of the literary text in the classroom and in PFL\'s textbooks. In a survey involving foreign students, we were able to detect their expectations in relation to the application of texts of the Brazilian literature in the classes, as well as their linguistic representations, including the appropriation of cultural elements, confirming the relevant contribution of these texts in PFL\'s teaching. And, after analysing the employment of the literary texts and the exercises of comprehension in four types of textbooks, we observed that these books are not able to fill all the students\' expectations due to the own educational nature of these materials, decontextualized from the original authortext- reader interaction. As a result, we were able to confirm that the effective utilization of the literary texts in PFL\'s teaching does not merely depend on its employment as an excuse in the classroom or in the manuals, but on the treatment given to them, in view of their literary quality.

No description available.

Soil that is heavily contaminated with polycyclic aromatic hydrocarbons (PAHs) is often found at the sites of former gasworks and wood-impregnation plants. Since PAHs are toxic these sites represent a hazard to human health and the environment, and therefore they need to be treated, preferably by a method that destroys the contaminants, and thus eliminates the problem permanently. However, during biological and chemical degradation of PAHs other toxic compounds may be formed. If these transformation products are sufficiently persistent they could potentially accumulate during remedial processes. In the work underlying this thesis the degradation and transformation of PAHs were studied in three remedial processes: viz. a pilot-scale bioslurry reactor, microcosms with wood-rotting fungi and lab-scale treatments with Fenton's reagent. A group of transformation products referred to as oxygenated-PAHs (oxy-PAHs) was found to be particularly important, as these compounds are toxic and were shown to be relatively persistent in the environment. The oxy- PAHs were, for instance, found at significant concentrations in the gasworks soil used in most of the studies. This soil was highly weathered and had therefore been depleted of the more readily degradable compounds. In addition, experiments in which earthworms were exposed to the gasworks soil showed that the oxy-PAHs were more easily taken up in living organisms than PAHs. To facilitate the studies, new extraction and fractionation methods were developed. For instance, pressurized liquid extraction (PLE) was investigated for its reliability and efficiency to extract PAHs and oxy-PAHs from soil. Furthermore, a selective PLE-method was developed that can simultaneously extract and separate the PAHs and oxy-PAHs into two different fractions. This was accomplished by adding a chromatographic material (silica or Florisil) to the extraction cell. Under certain conditions all three remedial processes resulted in increasing amounts of oxy- PAHs in the soil. For example, 1-acenaphthenone and 4-oxapyrene-5-one accumulated in the bioslurry reactor. Similarly, in the soil inoculated with a white-rot fungus 9-fluorenone, benzo[a]anthracene-7,12-dione, 4-hydroxy-9-fluorenone and 4-oxapyrene-5-one accumulated. Finally, in an ethanol-Fenton treatment the concentration of some PAH-quinones increased in the soil. The results show that it might be necessary to monitor oxy-PAHs as well as PAHs during the remediation of PAH-contaminated sites. Otherwise, the soil may be considered detoxified too early in the process. In the long term it would be desirable to include analyses with sufficient marker compounds to follow the possible production and elimination of the oxy-PAHs. However, until such compounds can be identified it is suggested that contaminated soil should be screened for oxy-PAHs in general. The selective PLE-method presented in this thesis could be a useful tool for this.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In accordance with the theoretical assumptions of the Semantics of the Event (Guimarães, 2005), this study aims to analyze the enunciative operation in the organizational plan of utterances produced by exchange students of Portuguese courses for Foreigners offered by Entrelínguas, searching for the effects of meaning produced by syntactic arrangements from the written production of these learners.Specifically, we aimed to analyze the effects of some less frequent constructions, from the point of view of Brazilian Portuguese speaker, for the inclusion of the subject in collectivity, in the constitution of the senses of langue - Spanish and Brazilian Portuguese -, releasing a look at the semantic-syntactical function of enunciative cuttings. To do so, first, we selected ten (10) productions of ten (10) students, cutting the utterances that reveal the inclusion of the subject in the collectivity. Subsequently, we divided the utterances into two groups that represent two distinct syntactic organizations.And finally, we have built a comparative table in relation to syntactic aspects of both languages - Spanish and Brazilian Portuguese referring: to the apparent discrepancy between the third person plural and the first person plural and the use of first person plural in the place of first person singular, in order to proceed the analysis: descriptive (the plan of saying) and enunciative (the plan of said).In the descriptive analysis, we performed acceptance tests (Guimarães, 2002a) - considering the standard of Brazilian Portuguese. In the enunciative analysis, we conducted our study from two enunciative scenes that reveal different ways of including the subject in collectivity, mobilizing the categories of locutor and enunciator diffused by Guimarães (2005). The results showed that, in terms of forms of langue, such formulations may be considered "mistakes" by the learner, given that the descriptive analysis shows that the syntactic arrangements are at least less frequent in Brazilian Portuguese.In the enunciative plan one can see the subject being signified by that division between langue. This division is the place of resistance in the langue. This place of resistance is what will mark the political position of this subject in the langage as it is marked in the langue by the form (we) and the way it organizes its enunciation (syntax). With it we could demonstrate that the internal organization of utterances is constituted as a mark in the langue that, in turn, will reveal the subjectivity and produce senses. / De acordo com os pressupostos teóricos da Semântica do Acontecimento (GUIMARÃES, 2005), o presente estudo objetiva analisar o funcionamento enunciativo no plano da organização dos enunciados produzidos por alunos intercambistas dos cursos de Português para Estrangeiros oferecidos pelo Entrelínguas, buscando analisar os efeitos de sentido produzidos pelos arranjos sintáticos provenientes das produções escritas desses aprendizes. Em específico, objetivamos analisar os efeitos de construções pouco recorrentes, do ponto de vista do falante de Português Brasileiro (PB), relativas à inclusão do sujeito na coletividade, na constituição dos sentidos das línguas Espanhol e Português Brasileiro -, lançando um olhar voltado ao funcionamento semântico-sintático dos recortes enunciativos. Para tanto, primeiramente, selecionamos dez (10) produções de dez (10) alunos, recortando os enunciados que revelam a inclusão do sujeito na coletividade. Posteriormente, dividimos os enunciados em dois grupos que representam duas organizações sintáticas distintas. E, por último, construímos um quadro comparativo em relação aos aspectos sintáticos das duas línguas Espanhol e Português Brasileiro , referentes: à aparente discordância entre a 3ª pessoa do plural e a 1ª pessoa do plural e ao uso da 1ª pessoa do plural em lugar da 1ª pessoa do singular, para, então, proceder às análises: descritiva (plano do dizer) e enunciativa (plano do dito). Na análise descritiva, realizamos testes de aceitabilidade (GUIMARÃES, 2002a), considerando a norma do PB. Já, na análise enunciativa, realizamos nosso estudo a partir de duas cenas enunciativas que revelam modos distintos de inclusão do sujeito na coletividade, mobilizando, assim, as categorias de locutor e enunciador, difundidas por Guimarães (2005). Os resultados mostraram que, no plano das formas das línguas, tais formulações podem ser consideradas erros por parte do sujeito aprendiz, tendo em vista que a análise descritiva mostra que os arranjos sintáticos são, no mínimo, pouco recorrentes no Português Brasileiro. Já, no plano enunciativo, percebe-se o sujeito sendo significado por essa divisão entre as línguas. Esta divisão constitui o lugar de resistência na língua. E este lugar de resistência é o que vai marcar o posicionamento político desse sujeito na linguagem, pois ele se marca na língua pela forma (nós) e pela maneira como organiza sua enunciação (sintaxe). Com isso, pudemos evidenciar que a organização interna dos enunciados se constitui como uma marca na língua que, por sua vez, vai revelar a subjetividade e produzir sentidos.

Systems engineering becomes more challenging as system engineers must tackle increasingly growing and complex systems while balancing stakeholder needs, dependability, costs, and much more. Engineering decisions at early stages become important as their impact can affect the product's entire life cycle. Model-Based System Engineering (MBSE) is a way to capture this system complexity and explore how different engineering decisions affect a system. With this in mind, this thesis will explore how MBSE can capture engineering decisions and their impact at early stages of development and what insight can be gained into a system.  This is done by exploratively creating a concept, using it on a toy example to get direct feedback on its performance, and refining the concept before evaluating it in a case study. The case study evaluates the concept in an industrial context through a focus group and receives direct industry feedback. The modelling concept is implemented in Papyrus Eclipse as a Unified Modeling Language (UML) profile to capture concept-specific details and an Eclipse plugin. This implementation is to retrieve and process data from the modelled system. This is used to answer impact questions of choices, such as: "How much does this parameter change if component X is exchanged for another?".The evaluation of the concept was generally positive and gave valuable feedback and possible future directions of the concept. This includes the opinion that a spread sheet gives a better overview of the system and ways to expand the tool though parameterised relations and other suggestions.  The thesis in the end presents, one way that MBSE can be used to support the analysis of early cross-disciplinary models, and two major insights which could be gained, namely risk and constraints.