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Este trabalho tem por objetivo a inclusão de tecnologias e suas ferramentas no ensino de ciências, através da capacitação de professores para a utilização de recursos do universo tecnológico, disponíveis em escolas da rede pública de um munícipio da região nordeste do Rio Grande do Sul, com a finalidade de inserir tais tecnologias, em uso na sociedade, como possibilidade didática. A relevância do presente trabalho se justifica pela carência de profissionais da educação que se sintam qualificados para utilização dessas tecnologias na sua ação pedagógica. A partir de um curso de formação, observou-se que, apesar das dificuldades apresentadas pelos professores em relação ao conhecimento básico de informática, a prática com o uso de ferramentas digitais pode incentivá-los quanto à aplicação em sua prática docente, levando-os a terem uma maior aproximação com os estudantes. A aplicação de processos metodológicos no ensino de Ciências e os relatos de diferentes experiências levaram a concluir que o professor pode criar possibilidades atrativas e motivadoras para os estudantes, através dos recursos tecnológicos inseridos em uma didática diferenciada e contextualizada. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-05-12T13:25:32Z No. of bitstreams: 1 Dissertacao Luis Cesar Minozzo.pdf: 2511688 bytes, checksum: f2de7127b1d2212db5768852adb77e2e (MD5) / Made available in DSpace on 2016-05-12T13:25:32Z (GMT). No. of bitstreams: 1 Dissertacao Luis Cesar Minozzo.pdf: 2511688 bytes, checksum: f2de7127b1d2212db5768852adb77e2e (MD5) Previous issue date: 2015-05-12 / This paper aims at the inclusion of technologies and tools in Science education by training teachers to use resources from the technological universe available in the public schools in a city at northeast of Rio Grande do Sul state, in order to put such technologies in use in society, as a teaching opportunity. The relevance of this study is justified by the lack of professionals in education who feel qualified to use these technologies in their pedagogical action. From a training course, it was observed that, despite the difficulties faced by teachers in relation to the basic computer knowledge, the practice using digital tools encourage them as to the application in their teaching practice, leading to a perception of a closer relationship with students. The application of methodologies proceed in Science teaching and reports of different experiments lead to the conclusion that the teacher can create attractive and motivating opportunities for students through technological resources embedded in a differentiated and contextualized teaching.

Este trabalho tem por objetivo a inclusão de tecnologias e suas ferramentas no ensino de ciências, através da capacitação de professores para a utilização de recursos do universo tecnológico, disponíveis em escolas da rede pública de um munícipio da região nordeste do Rio Grande do Sul, com a finalidade de inserir tais tecnologias, em uso na sociedade, como possibilidade didática. A relevância do presente trabalho se justifica pela carência de profissionais da educação que se sintam qualificados para utilização dessas tecnologias na sua ação pedagógica. A partir de um curso de formação, observou-se que, apesar das dificuldades apresentadas pelos professores em relação ao conhecimento básico de informática, a prática com o uso de ferramentas digitais pode incentivá-los quanto à aplicação em sua prática docente, levando-os a terem uma maior aproximação com os estudantes. A aplicação de processos metodológicos no ensino de Ciências e os relatos de diferentes experiências levaram a concluir que o professor pode criar possibilidades atrativas e motivadoras para os estudantes, através dos recursos tecnológicos inseridos em uma didática diferenciada e contextualizada. / This paper aims at the inclusion of technologies and tools in Science education by training teachers to use resources from the technological universe available in the public schools in a city at northeast of Rio Grande do Sul state, in order to put such technologies in use in society, as a teaching opportunity. The relevance of this study is justified by the lack of professionals in education who feel qualified to use these technologies in their pedagogical action. From a training course, it was observed that, despite the difficulties faced by teachers in relation to the basic computer knowledge, the practice using digital tools encourage them as to the application in their teaching practice, leading to a perception of a closer relationship with students. The application of methodologies proceed in Science teaching and reports of different experiments lead to the conclusion that the teacher can create attractive and motivating opportunities for students through technological resources embedded in a differentiated and contextualized teaching.

Orientador: Zeljko Loparic / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-17T16:21:43Z (GMT). No. of bitstreams: 1 Rosa_RodrigoAugusto_M.pdf: 1118499 bytes, checksum: b4221870a962d1016101688ffbfd1ad5 (MD5) Previous issue date: 2011 / Resumo: Na filosofia kantiana os princípios sistematizadores do conhecimento são apenas regulativos. Neste caso, em oposição aos princípios constitutivos do entendimento que são objetivos a priori, os princípios reguladores são apenas subjetivos. Neste trabalho procuramos mostrar que apesar dos princípios sistematizadores serem máximas subjetivas, tais máximas são condição fundamental para elaboração racional da experiência. Em Kant, a racionalidade implica na submissão aos postulados da razão. No caso das ciências naturais, a elaboração racional da experiência deve ser em conformidade com as exigências sistemáticas do postulado teórico da razão. De acordo com Kant, assumimos as máximas da razão, não a partir de critérios objetivos, mas pela fé racional. Sendo assim, os princípios metafísicos da natureza, que Kant elabora para assegurar a racionalidade da física newtoniana, são máximas racionais que asseguram (mediante uma fé racional) um programa de pesquisa, antes do que uma ontologia / Abstract: In Kant's philosophy the systematizers principles of knowledge are just regulatives. In this case, in opposition to constitutive principles of understanding which are objectives a priori, the egulative principles are just subjectives. In this work seek to show that despite of systematizers rinciples are subjtives maxims, such maxims are fundamental condition to rational elaboration of experience. In Kant the rationality implies in submission to reason postulates. In the case of natural science, the rational elaboration of experience must be in conformity with systematic requirements of theoretical postulate of reason. According by Kant, we do not assume the maxims of reason from of objective criteria, but by rational faith. So, the metaphysical principles of nature, which Kant elaborates to ensure the rationality of Newtonian Physics, are rational maxims that ensure (by means of rational faith) a research program, even before an ontology / Mestrado / Historia da Filosofia Moderna / Mestre em Filosofia

Orientador: Roberto Romano / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-11T13:26:21Z (GMT). No. of bitstreams: 1 Pires_BrunaTorlay_M.pdf: 872423 bytes, checksum: be8c8d08a94b8036f9de854463720614 (MD5) Previous issue date: 2008 / Resumo: Este trabalho procura assinalar traços da filosofia de Francis Bacon na Enciclopédia francesa do século XVIII. Estes traços se manifestam nas teses que defendem o intercurso entre avanço técnico e progresso do conhecimento, e o ideal de ciência como conquista indefinida que escapa ao gênio individual, e sobrevive como patrimônio comum da humanidade. Compreensivamente, mostra que o ¿utilitarismo¿ de Francis Bacon e dos enciclopedistas na verdade se fundamenta na idéia capital de que a existência produz-se mediante engenho / Abstract: This work search after some traces of Francis Bacon¿s thought in eighteenth century¿s French Encyclopaedia. These traces are manifest on the thesis that defend the intercourse between technical improvement and advancement of learning, and the ideal of science as an undefined acquisition not due to individual genius, but thought of as mankind¿s common inheritance. As a whole, it points that Bacon¿s and enciclopaedists¿ ¿utilitarianism¿ is in fact grounded on the capital idea that existence is made through ingenuity / Mestrado / Filosofia / Mestre em Filosofia

Large software organizations handle many customer support issues every day in the form of bug reports, feature requests, and general misunderstandings as submitted by customers. Strategies to gather, analyze, and negotiate requirements are comple- mented by efforts to manage customer input after products have been deployed. For the latter, support tickets are key in allowing customers to submit their issues, bug re- ports, and feature requests. Whenever insufficient attention is given to support issues, there is a chance customers will escalate their issues, and escalation to management is time-consuming and expensive, especially for large organizations managing hundreds of customers and thousands of support tickets. This thesis provides a step towards simplifying the job for support analysts and managers, particularly in predicting the risk of escalating support tickets. In a field study at our large industrial partner, IBM, a design science methodology was employed to characterize the support process and data available to IBM analysts in managing escalations. Through iterative cycles of design and evaluation, support analysts’ expert knowledge about their customers was translated into features of a support ticket model to be implemented into a Ma- chine Learning model to predict support ticket escalations. The Machine Learning model was trained and evaluated on over 2.5 million support tickets and 10,000 escalations, obtaining a recall of 79.9% and an 80.8% reduction in the workload for support analysts looking to identify support tickets at risk of escalation. Further on- site evaluations were conducted through a tool developed to implement the Machine Learning techniques in industry, deployed during weekly support-ticket-management meetings. The features developed in the Support Ticket Model are designed to serve as a starting place for organizations interested in implementing the model to predict support ticket escalations, and for future researchers to build on to advance research in Escalation Prediction. / Graduate

This thesis examines the extent to which optimism has a bearing on objectivity in scientific inquiry. It is not, however, a psychological level examination into objectivity. Rather, the discussion focuses on collective attitudes, whether in the form of science or a more general public opinion. In essence, sources of optimism at the fundamental level of scientific inquiry are articulated with a careful attempt to differentiate between attitudes about the subject (methodology) and the object of study. The antithetical thread of optimism versus pessimism is teased out with the use of a joint case study of liberalism and Stalinism. The idea of antithesis, however, is contrasted by the fact that, although mirror image ideologies, these collective attitudes share a common faith in progress (albeit through different social mechanisms). This faith in progress provides the basis for the crux of the thesis as it moves to discuss scientific methodology. There is general agreement on what good science should look like and the possibility of progressive science can be articulated. However, it is also possible to highlight the conditions for degenerative science and to further link this to a degenerative social totality in which democracy and social progress are undermined. Economics is used as a case study and it is argued that dogmatic notions on progress have proved to be a major stumbling block to objectivity in the discipline. Furthermore, the implications on the real world are serious.

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The full enforcement of the General Data Protection Regulation (GDPR) that began on May 25, 2018 forced any organization that collects and/or processes personal data from European Union citizens to comply with a series of stringent and comprehensive privacy regulations. Many software organizations struggled to comply with the entirety of the GDPR's regulations both leading up and even after the GDPR deadline. Previous studies on the subject of the GDPR have primarily focused on finding implications for users and organizations using surveys or interviews. However, there is a dearth of in-depth studies that investigate compliance practices and compliance challenges in software organizations. In particular, small and medium enterprises are often neglected in these previous studies, despite small and medium enterprises representing the majority of organizations in the EU. Furthermore, organizations that practice continuous integration have largely been ignored in studies on GDPR compliance. Using design science methodology, we conducted an in-depth study over the span of 20 months regarding GDPR compliance practices and challenges in collaboration with a small, startup organization. Our first step helped identify our collaborator's business problems. Subsequently, we iteratively developed two artifacts to address those business problems: a set of privacy requirements operationalized from GDPR principles, and an automated GDPR tool that tests these GDPR-derived privacy requirements. This design science approach resulted in five implications for research and for practice about ongoing challenges to compliance. For instance, our research reveals that GDPR regulations can be partially operationalized and tested through automated means, which is advantageous for achieving long term compliance. In contrast, more research is needed to create more efficient and effective means to disseminate and manage GDPR knowledge among software developers. / Graduate

This thesis determines the growth of scientific thinking and civic attitudes attained by students in the Grandfalls Royalty High School in West Texas.