Removing unwanted scratches or objects from an image in an undetectable manner is a technique that has been researched for its many useful and varied applications, such as removing scratches, defects, super-imposed text, or even entire objects from a scene. Currently there is a wide variety of algorithms that fill in unwanted regions, none of which incorporate user preferences into the structure completion process. By building a framework to incorporate user preferences into the filling-in process, user input can be utilized to more effectively fill in damaged regions in an image. User input can influence the filling-in process in a variety of ways, including identifying the region to remove, guiding the completion of structure in the damaged region, influencing priority in the searching process for texture completion, and picking the best combination of structure and texture completion in the damaged region. The framework to achieve the interactive filling-in process contains five main steps. First, the scratch or deformity is detected. Second, the edges outside the deformity are detected. Third, curves are fit to the detected edges. Fourth, the structure is completed across the damaged region. Finally, texture synthesis constrained by the previously computed curves is used to fill in the intensities in the damaged region. Scratch detection, structure completion, and texture synthesis can be influenced or guided by user input when given. Defects have successfully been removed from images that contain structure, images that contain texture, and images that contain both structure and texture. A user is able to successfully complete images that contain ambiguous structure in more than one viable way by gesturing the cursor in the direction of desired structure completion.

In a world where computers are a part of most people's everyday life, learning how to instruct one to perform time consumingand/or complex tasks is beneficial. Visual programming languages aim to make the experience for people programmingcomputers the best it can be by bypassing some of the issues of syntax and translation from mental plan to executable program. However, text-based languages come out on top when it comes to the programming languages most used. This paper aims at finding the strengths and weaknesses of teaching a visual programming language to novices in order to contribute to the otherwise lacking empirical evidence within the field of teaching computer programming. The methods used in order to collect data and answer the research question took inspiration from methods used in ethnomethodology. These methods were: observation through participation within a group of programming novices and semi-structured interviews with programming tutors. What can be seen from the study is that visual programming languages offer a quick introduction to the world of programming that in many ways plays down the difficulties within the area by making programming playful and creative. On the other hand, the boundaries of the language are quickly reached and require the students to switch to a text based language. Also, the visual programming language did not help the students learn how to plan and troubleshoot theirprograms. When progressing to a text-based programming language where planning and troubleshooting are required steps ofthe process this may become troublesome. / I en värld där datorer är en del av människors vardag är det fördelaktigt att lära sig att instruera datorer att utföra tidskrävandeoch/eller komplexa uppgifter. Visuella programmeringsspråk syftar till att göra upplevelsen för personer som programmerar så bra som möjligt genom att minska fokuset på syntax och översättning från mental plan till körbart program. Men de mest använda programmeringsspråken är idag de textbaserade språken och inte de visuella. Denna uppsats syftar till att hitta styrkor och svagheter i att lära ut ett visuellt programmeringsspråk för nybörjare för att bidra till bristen på empiriska bevis inom området datorprogrammeringsundervisning. De metoder som användes för att samla data och svara på forskningsfrågantog inspiration från metoder som används inom ethnomethodologi. Dessa metoder var: observation genom deltagande i engrupp av programmeringsnybörjare samt halvstrukturerade intervjuer med programmeringshandledare. Vad som kan konstaterats från resultatet samt diskussionen är att visuella programmeringsspråk erbjuder en snabb introduktion till programmeringsvärlden och på många sätt avdramatiserar området genom att göra programmeringen lekfull och kreativ. Negativa aspekter av att använda visuella programmeringsspråk är å andra sidan att gränserna för språket snabbt nås och kräver att studenterna byter till t.ex. ett textbaserat språk. Det visuella programmeringsspråket hjälpte inte heller eleverna att lära sig att planera och felsöka sina program. När man går vidare till ett textbaserat programmeringsspråk där planering och felsökning krävs steg i processen kan det bli besvärligt.

As Scratch has become one of the most popular educational programming languages, understanding its common programming idioms can benefit both computing educators and learners. This understanding can fine-tune the curricular development to help learners master the fundamentals of writing idiomatic code in their programming pursuits. Unfortunately, the research community's understanding of what constitutes idiomatic Scratch code has been limited. To help bridge this knowledge gap, we systematically identified idioms as based on canonical source code, presented in widely available educational materials. We implemented a tool that automatically detects these idioms to assess their prevalence within a large dataset of over 70K Scratch projects in different demographic and project categories. Since communal learning and the practice of remixing are one of the cornerstones of the Scratch programming community, we studied the relationship between common programming idioms and remixes. Having analyzed the original projects and their remixes, we observed that different idioms may associate with dissimilar types of code changes. Code changes in remixes are desirable, as they require a meaningful programming effort that spurs the learning process. The ability to substantially change a project in its remixes hinges on the project's code being easy to understand and modify. Our findings suggest that the presence of certain common idioms can indeed positively impact the degree of code changes in remixes. Our findings can help form a foundation of what comprises common Scratch programming idioms, thus benefiting both introductory computing education and Scratch programming tools. / Master of Science / With over 68 million users and growing, Scratch has become one of the most popular programming languages for introductory computing learners. As with learning any programming language, understanding common programming idioms used in the language's application domain is important for both computing educators and learners. Educators need this understanding in order to fine-tune their curricular development, while learners can leverage this knowledge to effectively master the fundamentals by writing idiomatic code. Unfortunately, our understanding of what constitutes idiomatic Scratch code thus far has been limited. To address this knowledge gap, we systematically identified idioms based on source code with good code quality, as presented in widely available educational materials. We implemented a tool that automatically detects these idioms to assess their prevalence within a large, diverse dataset of over 70K Scratch projects. Since communal learning and the practice of remixing are one of the cornerstones of the Scratch programming community, we studied the relationship between common programming idioms and remixes. Having analyzed the original projects and their remixes, we found that different idioms may associate with dissimilar types of code changes. The ability to change a project in its remixes hinges on the project's code being easy to understand and modify. Our findings suggest that the presence of certain common idioms can positively impact the degree of code changes in remixes. Our findings can help form a foundation of what comprises common Scratch programming idioms, thus benefiting both introductory computing education and Scratch programming tools.

Scratch2 (Scrt2) é um fator de transcrição (FT) expresso em células neurais recém-pós-mitóticas. O mecanismo de regulação de sua transcrição permanece desconhecido. Nós buscamos por potenciais elementos cis-regulatórios (CR) e sítios de ligação para FT na região genômica de Scrt2. Nós testamos o efeito in vivo da região CR intrônica através de eletroporação em embrião de galinha. Esta CR intrônica levou à expressão de eGFP tubo neural, mas não gerou um padrão semelhante ao Scrt2 endógeno. Estes dados sugerem que esta região CR pode contribuir com o controle da expressão de Scrt2, mas requer regiões regulatórias adicionais. Nós também verificamos o papel de mAsh1, cPax6, cNgn2 e Brn na regulação da expressão de Scrt2 através da superexpressão destes no tubo neural embrionário. As análises foram realizadas por qPCR e hibridação in situ. A superexpressão de mAsh1 e cNgn2 levou a um leve aumento na expressão de cScrt2 visto através da hibridação in situ. Já a superexpressão de cPax6 e mBrn-Eng reduziu os níveis de cScrt2, com Brn apresentando efeitos mais severos. / Scratch2 (Scrt2) is a transcription factor expressed in early post-mitotic neural cells. The mechanisms that control its transcription remain unknown. We searched for potential cis-regulatory elements and putative transcription factors binding sites in the genomic region of cScrt2. Then, we tested the function of a candidate cis-regulatory intronic region through electroporation in chick embryos. This fragment drove eGFP expression in the neural tube of chick embryo, but its expression did not resemble the cScrt2 endogenous pattern. Thus, this cis-regulatory region likely requires the presence of other regulatory regions. We also evaluated the role of mAsh1, cPax6, cNgn2 e Brn in regulating cScrt2 expression through overexpression of these factors in chick neural tubes and subsequent qPCR and in situ hybridization. Overexpression of mAsh1 and cNgn2 increased slightly cScrt2 expression level as seen by in situ hybridization. Overexpression of cPax6 and mBrn-Eng, reduced cScrt2 levels, with more severe effects with Brn.

Acompanha: Caderno Pedagógico: O uso da programação Scratch no desenvolvimento de habilidades em crianças do ensino fundamental / O ensino de programação na escola é uma tendência mundial. A linguagem de programação Scratch foi desenvolvida especialmente para crianças, pois usa uma interface gráfica fácil sem códigos, apenas blocos parecidos com lego. Pensando nisso, este trabalho tratou da inserção de programação para crianças dos anos iniciais do ensino fundamental de uma escola municipal da cidade de Ponta Grossa. Esta pesquisa usou a abordagem do Construtivismo de Jean Piaget em busca de compreender o desenvolvimento da criança e também a perspectiva construcionista de Seymour Papert, pela relação com computadores e aprendizado. Desenvolveu-se uma pesquisa aplicada com enfoque qualitativo de cunho interpretativo. Foi utilizada como referência para observação as nove habilidades de aprendizagem para o século XXI elencadas por Mitchel Resnick, divididas em três áreas: habilidades ligadas à informação e comunicação; pensamento crítico e resolução de problemas; e autodirecionamento. Durante um no de projeto, as crianças tiveram a oportunidade de aprender conceitos básicos da programação Scratch e realizar atividades que envolveram criatividade, lógica e solução de problemas. Observou-se que a programação Scratch proporcionou às crianças um ambiente motivador, e resultados positivos no sentido de que elas puderam efetivamente desenvolver habilidades ao interagir por conta própria entre si e com o computador. / Teaching programming at school is a worldwide trend. The Scratch programming language was crafted for children, providing a simple graphic interface using Lego-like blocks instead of codes. This work introduced computer programming using Scratch for children in the initial years of elementary education, in a municipal school at Ponta Grossa. Jean Piaget's Constructivism approach was employed with regard to child's development, as well as the constructivist perspective of Seymour Papert given the relationship with computers and learning. The research has applied nature, with a qualitative approach and interpretive character. In order to form an observation baseline it was taken the nine learning skills for the twenty-first century listed by Mitchel Resnick, which are divided into three areas: information and communication skills; critical thinking and problem solving; and self-direction. During one year of project, children had the opportunity to learn the basics of Scratch programming and to engage in activities that involved creativity, logic, and problem solving. It was observed that the use of Scratch created a motivating environment. Positive results were found, in the sense that children could develop skills by interacting with each other and with the computer.

Acompanha: Caderno Pedagógico: O uso da programação Scratch no desenvolvimento de habilidades em crianças do ensino fundamental / O ensino de programação na escola é uma tendência mundial. A linguagem de programação Scratch foi desenvolvida especialmente para crianças, pois usa uma interface gráfica fácil sem códigos, apenas blocos parecidos com lego. Pensando nisso, este trabalho tratou da inserção de programação para crianças dos anos iniciais do ensino fundamental de uma escola municipal da cidade de Ponta Grossa. Esta pesquisa usou a abordagem do Construtivismo de Jean Piaget em busca de compreender o desenvolvimento da criança e também a perspectiva construcionista de Seymour Papert, pela relação com computadores e aprendizado. Desenvolveu-se uma pesquisa aplicada com enfoque qualitativo de cunho interpretativo. Foi utilizada como referência para observação as nove habilidades de aprendizagem para o século XXI elencadas por Mitchel Resnick, divididas em três áreas: habilidades ligadas à informação e comunicação; pensamento crítico e resolução de problemas; e autodirecionamento. Durante um no de projeto, as crianças tiveram a oportunidade de aprender conceitos básicos da programação Scratch e realizar atividades que envolveram criatividade, lógica e solução de problemas. Observou-se que a programação Scratch proporcionou às crianças um ambiente motivador, e resultados positivos no sentido de que elas puderam efetivamente desenvolver habilidades ao interagir por conta própria entre si e com o computador. / Teaching programming at school is a worldwide trend. The Scratch programming language was crafted for children, providing a simple graphic interface using Lego-like blocks instead of codes. This work introduced computer programming using Scratch for children in the initial years of elementary education, in a municipal school at Ponta Grossa. Jean Piaget's Constructivism approach was employed with regard to child's development, as well as the constructivist perspective of Seymour Papert given the relationship with computers and learning. The research has applied nature, with a qualitative approach and interpretive character. In order to form an observation baseline it was taken the nine learning skills for the twenty-first century listed by Mitchel Resnick, which are divided into three areas: information and communication skills; critical thinking and problem solving; and self-direction. During one year of project, children had the opportunity to learn the basics of Scratch programming and to engage in activities that involved creativity, logic, and problem solving. It was observed that the use of Scratch created a motivating environment. Positive results were found, in the sense that children could develop skills by interacting with each other and with the computer.

No description available.

O início da neurogênese e diferenciação neural no sistema nervoso do embrião é controlado pela expressão orquestrada de fatores de transcrição. A caracterização de novos reguladores transcricionais nestes processos é importante para o entendimento dos mecanismos responsáveis pela formação de neurônios. Neste trabalho, nós investigamos a função do fator de transcrição Scrt2 na medula espinhal do embrião de galinha. Nossos resultados indicam que Scrt2 é expresso imediatamente após a saída do ciclo celular e em conjunto com Ngn2 e NeuroM, sugerindo uma função em neurônios recém-nascidos. Para identificar potenciais alvos de Scrt2, realizamos experimentos de eletroporação in ovo no tubo neural posterior e analisamos os fenótipos transcriptômicos com RNA-Seq. Por fim, apresentamos também uma caracterização do transcriptoma do tubo neural posterior selvagem entre HH18 e HH29 (E6), provendo uma extensa base de dados de expressão gênica para futuras investigações. Com base em nossa experiência, nós discutimos o uso de RNA-Seq em diferentes abordagens experimentais. / The onset of neurogenesis and neural differentiation in the embryonic nervous system is controlled by the coordinated expression of transcription factors. Identification of novel transcriptional regulators in these processes is essential for our understanding of the mechanisms underlying neuronal differentiation. Here, we used the chick embryonic spinal cord to investigate the role of the transcription factor Scrt2. Our results indicate that Scrt2 is expressed in cells that recently exited the mitotic cycle and overlaps with Ngn2 and NeuroM, suggesting a function in newborn neurons. To identify potential gene targets of Scrt2, we performed in ovo electroporation experiments in the posterior neural tube and assessed the transcriptomic phenotypes using RNA-Seq. Finally, we also present the transcriptomic profiles of the wild-type posterior neural tube from HH18 to HH29 (E6), providing an informative gene expression database for future investigations. Based on our experience, we discuss the use of RNA-Seq in distinct experimental approaches.

No description available.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation presents the delineation of a research for Master's Degree involving students of the first year of High School, which has the objective of analyzing the potentialities of the software Scratch for the elaboration of learning objects in the construction process of functional relationships involving functions. This is a qualitative research. The activities developed deal with the idea of function, inverse function and Cartesian Plane and were dynamized with three groups of students at a school in the city of Santa Maria/RS. As theoretical support it was adopted the Theory of Conceptual Fields of Gerard Vergnaud and the Theory of Constructionism developed by Seymour Papert due to the important role for the study of cognitive functioning of the subjects- in-situation and the contribution of the computer in the comprehension of Mathematical concepts. In order to promote the construction of functional relationships, activities have been planned with the use of the Scratch software, allowing the student to perform several trials involving concepts of function. The results show that the use of the Scratch for learning functions enables students to make deductions, anticipations, control results, conclusions, assisting in the formalization and abstraction of these concepts, when inserted into an environment of resolution of situations and research. / Esta dissertação apresenta o delineamento de uma pesquisa de mestrado envolvendo alunos do primeiro ano do Ensino Médio, a qual tem por objetivo analisar as potencialidades do software de programação Scratch na elaboração de objetos de aprendizagem no processo de construção das relações funcionais envolvendo funções. Trata-se de uma pesquisa de cunho qualitativo. As atividades elaboradas versam sobre a ideia de função, função inversa e o plano cartesiano e foram dinamizadas junto a três turmas de alunos de uma escola da cidade de Santa Maria/RS. Como aporte teórico adota-se a Teoria dos Campos Conceituais de Gerard Vergnaud e a Teoria do Construcionismo de Seymour Papert devido ao papel importante no estudo do funcionamento cognitivo do "sujeito-em-situação" e da contribuição do computador na compreensão dos conceitos matemáticos. Com o intuito de propiciar a construção das relações funcionais, as atividades foram planejadas com o uso do software Scratch, permitindo que o aluno realize diversas experimentações envolvendo conceitos da função. Os resultados apontam que a utilização do Scratch para a aprendizagem de funções oportuniza ao aluno fazer deduções, antecipações, controlar resultados, tirar conclusões, auxiliando na formalização e abstração desses conceitos, quando inserido em um ambiente de resolução de situações e investigação.