Made available in DSpace on 2016-04-28T18:22:53Z (GMT). No. of bitstreams: 1 Jose Roberto Lourenco.pdf: 1704500 bytes, checksum: 030bd4dc3f12fa14571b8bd453eb0082 (MD5) Previous issue date: 2014-08-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work had as objective to find out the linguistic needs for the professional activities of a specific target group, namely bilingual secretaries, who have the English language as a work tool. The most important and frequent activities done by the professionals in their daily work routine were identified previously through interviews conducted with ten secretaries. The fifty most important and frequent activities listed were used to compose a questionnaire which was sent on the net to the Union (Sindicato das Secretárias do Estado de São Paulo) for a large scale survey. Based on the 195 valid answers, we identified the main needs in the area concerning language usage, with the purpose of creating an alternative model for the English teaching in the form of templates. The work found theoretical support in the Corpus Linguistics and the Task-based Approach. To run the analysis of the answers to the questionnaire, we used the program SPSS for statistical analysis and performed the chi-square test to know the level of significance of the answers. The corpora utilized in the research were the written Business English Corpus (BEC), the oral American National Corpus (ANC), a written corpus of Blogs (CBC/Corporati) and a reference corpus, the British National Corpus (BNC-W). For the lexico-grammatical study of the texts selected, we used the software WordSmith 6.0, which made it possible to select lexical combinations used to develop tasks with corpora. The results showed the bilingual secretary today is responsible for basic activities such as taking notes on the telephone and arranging schedules. However, she occupies the role of social supporter of expatriates and visitors to the country. It was observed frequent usage of written and oral registers through e-mail and telephone respectively. The study presented here may have made an original contribution to the existing body of corpus-based research in that it provides some new and useful information and data related to the secretarial activities and the use of English in the work environment. The study also presents and discusses possible limitations and further research, as well as suggestions for pedagogical applications of the findings / Este trabalho teve como objetivo efetuar um levantamento das necessidades linguísticas para atividades profissionais de secretariado bilíngues português/inglês. As atividades mais importantes e frequentes na rotina de trabalho foram identificadas previamente por meio de entrevistas realizadas com dez profissionais. As cinquenta atividades mais destacadas compuseram um questionário que foi enviado ao Sindicato das Secretárias do Estado de São Paulo, para coleta de dados em larga escala. Com base nas 195 respostas válidas obtidas, identificamos as principais necessidades da área no tocante à linguagem, no intuito de criar um modelo alternativo de ensino de inglês para aprendizes na forma de módulos (templates). O trabalho adotou como suporte teórico a Linguística de Corpus e o modelo de ensino baseado em tarefas. Para análise das respostas ao questionário, utilizamos o programa SPSS de análise estatística e aplicamos o teste de qui quadrado, para determinar o nível de significância das respostas. Os corpora empregados na pesquisa foram o Business English Corpus (BEC), escrito, o American National Corpus Charlotte (ANC), falado, e o corpus de blogs CBC/Corporati, escrito, além de um corpus de referência, o British National Corpus World (BNC-W). Para o levantamento de palavras-chave e padrões lexicogramaticais dos textos selecionados, utilizamos a ferramenta eletrônica WordSmith Tools 6.0, que permitiu a seleção das combinações lexicais utilizadas posteriormente na composição de tarefas para o ensino do idioma. Os resultados indicaram que as secretárias continuam desempenhando funções básicas, como anotar recados telefônicos e organizar agenda executiva, porém acumulam a importante função de suporte e acompanhamento da vida social e profissional de expatriados e visitantes. Foram observados o uso intensivo de dois registros, a linguagem escrita via e-mail e a linguagem telefônica. A pesquisa pretende ter contribuído para a Linguística de Corpus e para a área de ensino de língua, por ser o primeiro estudo dessas áreas dedicado à atividade secretarial e ao uso profissional do idioma. Novas incursões e estudos futuros são propostos e discutidos na conclusão, bem como sugestões de aplicações pedagógicas dos resultados e planos de trabalho adicionais

Made available in DSpace on 2016-04-28T20:56:58Z (GMT). No. of bitstreams: 1 Tese Simone Ferreira da Silva Domingues.pdf: 360013 bytes, checksum: 0703f8f0b3a1fa8e49c0990d69836f02 (MD5) Previous issue date: 2006-04-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / There are evidences that the conversation and explanation about mind studies influence the capacity to comprehend one s mind which arises as the success in false belief tasks. However, there are still few studies about the theory of mind that may test the hypothesis of precedence concerning linguistic abilities related to the ability of assignment of mind states by applying intervention procedures. The experimental research presented herein is aimed at checking the effects of intervention over the assignment ability of children s mental states of belief. The investigation was done in three phases: pre-test, intervention and post-test. The intervention was based upon the explanation of false belief tasks followed by demonstrations using as aids gestures and objects aside from the explanatatory speech. Forty-four male and female children took part in this research. Their age vary from 3.5 to 4.7 years old and they attend a day care center for low income families in the east area of São Paulo. The attained results were possible through conversation with these children when they could talk about the events which involve mind actions, along with demonstrations and handling the material. Such results indicated that children from the experimental group (GE) partially benefited themselves from the interventional procedure, except in just one task, and it was observed a significant difference in the performance of the experimental group (GE) when compared to the performance of the control group (GC). The activities favored the occurrence of the attribution ability of mind states of belief and the effects remained in the experimental group (GE) after three weeks. The qualitative analysis concerning the behavior of the children from the experimental group during the playful situations applied as interventional procedure show a clear relation between implied participation and afterward advances in the false belief tasks. Therefore, under the intervention, when the children paid more attention and used more answers related to behavior explanations, they presented better results in the false belief tasks. On the other hand, children in whom intervention had no effect shared the lack of attention and did not give any answers related to behavior explanations. These results support the hypothesis pointing to the existence of a relation between the ability of assignment of mind states and the development of language. ABSTRACT There are evidences that the conversation and explanation about mind studies influence the capacity to comprehend one s mind which arises as the success in false belief tasks. However, there are still few studies about the theory of mind that may test the hypothesis of precedence concerning linguistic abilities related to the ability of assignment of mind states by applying intervention procedures. The experimental research presented herein is aimed at checking the effects of intervention over the assignment ability of children s mental states of belief. The investigation was done in three phases: pre-test, intervention and post-test. The intervention was based upon the explanation of false belief tasks followed by demonstrations using as aids gestures and objects aside from the explanatatory speech. Forty-four male and female children took part in this research. Their age vary from 3.5 to 4.7 years old and they attend a day care center for low income families in the east area of São Paulo. The attained results were possible through conversation with these children when they could talk about the events which involve mind actions, along with demonstrations and handling the material. Such results indicated that children from the experimental group (GE) partially benefited themselves from the interventional procedure, except in just one task, and it was observed a significant difference in the performance of the experimental group (GE) when compared to the performance of the control group (GC). The activities favored the occurrence of the attribution ability of mind states of belief and the effects remained in the experimental group (GE) after three weeks. The qualitative analysis concerning the behavior of the children from the experimental group during the playful situations applied as interventional procedure show a clear relation between implied participation and afterward advances in the false belief tasks. Therefore, under the intervention, when the children paid more attention and used more answers related to behavior explanations, they presented better results in the false belief tasks. On the other hand, children in whom intervention had no effect shared the lack of attention and did not give any answers related to behavior explanations. These results support the hypothesis pointing to the existence of a relation between the ability of assignment of mind states and the development of language / Há evidências de que a conversação e a explanação sobre estados mentais têm influência sobre a capacidade de compreensão da mente do outro, manifestada sob a forma de sucesso em tarefas de falsa crença. No entanto, ainda são escassos estudos na área da teoria da mente que testem hipóteses de precedência de habilidades lingüísticas em relação à habilidade de atribuição de estados mentais, utilizando procedimentos de intervenção. A presente pesquisa, do tipo experimental, teve por objetivo verificar os efeitos de uma intervenção sobre a habilidade de atribuição de estados mentais de crença e foi desenvolvida em três fases: pré-teste, intervenção, pós-teste. A intervenção foi baseada na explicação de tarefas de falsa crença e acompanhada por demonstrações com a ajuda de gestos e de objetos, além da fala explicativa. Participaram da pesquisa 44 crianças de ambos os sexos, com idade variando de 3,5 a 4,7 anos, que freqüentavam uma creche situada na zona leste da cidade de São Paulo, que atende crianças provenientes de famílias de baixa renda. Os resultados obtidos através das conversações realizadas com as crianças para falar sobre eventos que implicam ações mentais, juntamente com demonstrações e manipulação do material, indicaram que as crianças do grupo experimental (GE) se beneficiaram, parcialmente, com o procedimento de intervenção e, à exceção de uma única tarefa, foi observada uma diferença significativa no desempenho do grupo experimental (GE) em relação ao desempenho do grupo controle (GC). As atividades favoreceram o surgimento da habilidade de atribuição de estados mentais de crença e os efeitos se mantiveram no grupo experimental (GE), após três semanas. As análises qualitativas do comportamento das crianças do grupo experimental, durante as situações lúdicas utilizadas como procedimento de intervenção, mostraram uma clara relação entre participação implicada e posteriores avanços nas tarefas de falsa crença. Assim, quando na intervenção as crianças demonstravam mais atenção e usavam mais respostas de explicação de conduta, elas apresentavam melhores resultados nas tarefas de falsa crença. Em contrapartida, crianças para as quais a intervenção não teve efeito, tinham em comum a falta de atenção e não deram respostas de explicação de conduta. Esses resultados dão sustentação às hipóteses que apontam para a existência de uma relação entre a habilidade de atribuição de estados mentais e desenvolvimento da linguagem

Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-30T22:04:10Z No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) / Made available in DSpace on 2016-09-30T22:04:10Z (GMT). No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) Previous issue date: 2016-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomes / Esta pesquisa partiu de inquietação oriunda da reflexão sobre os resultados de pesquisa de mestrado sobre o uso de tecnologias na escola. Durante esse estudo verificou-se a dificuldade de os professores das séries iniciais do ensino fundamental para proporem tarefas aos alunos usando microcomputadores recebidos por doação. Assim, surgiu o questionamento e a vontade de verificar como os professores organizam as atividades a serem utilizadas em sala de aula: como se estruturam as aulas e que tipo de formação elas propiciam aos alunos. Optou-se pelo estudo da sala de aula de terceiros anos/séries por entendê-la como lócus privilegiado para compreender e explicar o ensino que ocorre nas classes escolares, sempre a partir do professor, mas, sobretudo, pela posição estratégica dessa série na organização do ensino no percurso da escolarização nas últimas décadas. Para isso valemos inicialmente de amplo espectro de estudos e pesquisas sobre realizadas por décadas. Assim, o objetivo central desta pesquisa foi o de caracterizar aspectos fundamentais do trabalho de duas professoras, em duas escolas e classes escolares do terceiro ano do ensino fundamental, em um município de pequeno porte do interior do estado de São Paulo. A decisão por essa cidade ocorreu por entender que as relações que se sucedem nesses espaços são muito diferentes daquelas que temos nas cidades de grande e médio porte, locais em que pesquisas educacionais já são muito recorrentes. Além da análise dos documentos oficiais dessas escolas, foram feitas observações na sala de aula entre os meses de março a outubro de 2014. Tanto para os procedimentos de observação, coleta quanto análise de dados partiu-se das notas sugeridas por Gimeno (2000) ao indicar pontos indispensáveis para observar a prática docente na classe, já que constrói o conceito de “arquitetura da prática”, que nos permite compreender as características da aula e das práticas por meio das tarefas escolares propostas aos alunos, pontos possíveis enquanto parte fundamental integrante desse conceito. Para ampliar a dimensão qualitativa desse entendimento, também foi utilizado o conceito de taxionomia de Bloom (1974) e seus colaboradores, pois além de caracterizar as tarefas escolares, destaca níveis de qualidade cognitiva, do pensamento mais simples ao mais elaborado. Esta pesquisa indicou que mesmo diante de perfis tão diferenciados dos professores para ensinar, dos objetivos educacionais díspares entre as escolas e de tarefas escolares desiguais na sua caracterização, os alunos avançam pouco nos níveis de cognição, com desenhos de ensino e aprendizagem definindo uma construção em três patamares marcados por três níveis de resultados, formação de três grupos de alunos quanto ao seu aprendizado

Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais. / This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.

Cette thèse contribue au développement de formalismes efficaces pour représenter l’information incertaine. Les formalismes existants tels que la théorie des probabilités ou la théorie des possibilités sont parmi les cadres les plus connus et utilisés pour représenter ce type d’information. Différentes extensions (e.g. théorie des probabilités imprécises, théorie des possibilités à intervalles) ont été proposées pour traiter des informations incomplètes ou des connaissances mal-connues, ainsi que pour raisonner avec les connaissances d’un groupe d’experts. Les contributions de cette thèse sont divisées en deux parties. Dans la première partie, nous développons le conditionnement dans le cadre des possibilités à intervalles et dans le cadre des possibilités ensemblistes. Conditionner dans le cadre standard diffère que l’on considère l’échelle possibiliste qualitative ou quantitative. Notre travail traite les deux définitions du conditionnement possibiliste. Ce qui nous amène à étudier une nouvelle extension de la logique possibiliste, définie comme logique possibiliste ensembliste, et son opérateur de conditionnement dans le cadre possibiliste qualitatif. Ces résultats, plus spécialement en termes de complexité, nous amène à étudier les transformations, plus précisément des transformations du cadre probabiliste vers le cadre possibiliste. En effet, nous analysons des propriétés les tâches de raisonnement comme la marginalisation et le conditionnement. Nous nous attaquons aussi aux transformations des probabilités imprécises vers les possibilités avec un intérêt particulier pour l’inférence MAP. / This thesis contributes to the development of efficient formalisms to handle uncertain information. Existing formalisms such as probability theory or possibility theory are among the most known and used settings to represent such information. Extensions and generalizations (e.g. imprecise probability theory, interval-based possibilistic theory) have been provided to handle uncertainty such as incomplete and ill-known knowledge and reasoning with the knowledge of a group of experts. We are particularly interested in reasoning tasks within these theories such as conditioning. The contributions of this thesis are divided in two parts. In the first part, we tackle conditioning in interval-based possibilistic framework and set-valued possibilistic framework. The purpose is to develop a conditioning machinery for interval-based possibilistic logic. Conditioning in a standard possibilistic setting differs whether we consider a qualitative or quantitative scale. Our works deal with both definitions of possibilistic conditioning. This leads us to investigate a new extension of possibilisticlogic, defined as set-valued possibilistic logic, and its conditioning machinery in the qualitative possibilistic setting. These results, especially in terms of complexity, lead us to study transformations, more precisely from probability to possibility theories. The second part of our contributions deals with probability-possibility transformation procedures. Indeed, we analyze properties of reasoning tasks such as conditioning and marginalization. We also tackle transformations from imprecise probability theory to possibility theory with a particular interest in MAP inference.

Em certas aplicações, a redução no tempo de processamento de programas é fundamental. Em sistemas multiprocessados, busca-se minimizar esse tempo através de algoritmos que proveem escalamento estático das tarefas nos processadores. Esses algoritmos podem ser exatos, significando que o tempo de processamento resultante é o mínimo para uma dada arquitetura de hardware, ou aproximados, indicando que a solução obtida e sub-ótima. Este trabalho apresenta uma biblioteca de algoritmos heurísticos que fornecem escalamentos sub-ótimos e um modelo que simula a operação de redes de transputers. Cada escalamento gerado é testado na rede simulada e seu tempo de processamento é avaliado. Após ter verificado o desempenho de todos os algoritmos disponíveis, é apresentado como resposta o melhor escalamento testado e seu tempo simulado de processamento. O usuário pode então alocar as tarefas nos transputers, de acordo com a ordem e o regime de operação (seq ou par) fornecidos. O programa escalador foi testado com diversos arranjos de tarefas parcialmente ordenadas em diferentes arquiteturas de transputers, para verificar a conformidade do modelo da rede de processadores com a realidade. Os resultados dos testes atenderam plenamente aos requisitos de desempenho, apresentando desvios máximos em torno de 1%. / In certain scientific applications the reduction in the processing time is fundamental. In the processing area and, particularly, in multiprocessing, the minimization of this time through algorithms that provide static scheduling of tasks in processors is aimed. These algorithms can be exact, meaning that the resulting processing time is minimum for a certain hardware architecture or approximate, indicating that the solution obtained is sub-optimal. This work presents a library of heuristic algorithms that provide sub-optimal scheduling and a model that simulates the operation of any Transputers network. Together they constitute the computational tool here nominated Scheduling Program. Each schedule created is tested in the simulated network and its processing time is evaluated. After verifying the performance of every available heuristic algorithms, the Scheduling Program provides as response the best tested schedule and its simulated processing time. Then the user can allocate the tasks on the Transputers, following the order and the construction (SEQ or PAR) provided. The Scheduling Program was tested on several partially ordered tasks arrangements in different Transputers architectures to check the conformity of the processors networks model with reality. The results of the tests complied completely to the performance requirements, presenting a maximum deviation of about 1%.

La simulation du geste humain est une thématique de recherche importante et trouve notamment une application dans l'analyse ergonomique pour l'aide à la conception de postes de travail. Le sujet de cette thèse concerne la génération automatique de tâches d'atteinte dans le plan horizontal pour un humanoïde. Ces dernières, à partir d'un objectif exprimé dans l'espace de la tâche, requièrent une coordination de l'ensemble des liaisons. L'une des principales difficultés rencontrées lors de la simulation de gestes réalistes est liée à la redondance naturelle de l'humain. Notre démarche est focalisée principalement sur deux aspects : - le mouvement de la main dans l'espace opérationnel (trajectoire spatiale et profil temporel), - la coordination des différentes sous-chaînes cinématiques. Afin de caractériser le mouvement humain, nous avons mené une campagne de capture de mouvements pour des gestes d'atteinte contraignant la position et l'orientation de la main dans le plan horizontal. Ces acquisitions nous ont permis de connaître l'évolution spatiale et temporelle de la main dans l'espace de la tâche, en translation et en rotation. Ces données acquises couplées à une méthode de rejeu ont également permis d'analyser les relations intrinsèques qui lient l'espace de la tâche à l'espace articulaire du mannequin. Le schéma de génération automatique de mouvements réalistes est basé sur une pile de tâche avec une approche cinématique. L'hypothèse retenue pour simuler le geste est de suivre le chemin le plus court dans l'espace de la tâche tout en bornant le coût dans l'espace articulaire. Un ensemble de paramètres permet de régler le schéma. Il en résulte une cartographie de réglages qui permet de simuler une classe de mouvements réalistes. Enfin, ce schéma de génération automatique de mouvements réalistes est validé par une comparaison quantitative et qualitative entre la simulation et le geste humain. / The simulation of human movement is an active theme of research, particularly in ergonomic analysis to aid in the design of workstations. The aim of this thesis concerns the automatic generation of reaching tasks in the horizontal plane for a virtual humanoid. An objective expressed in the task space, requires coordination of all joints of the mannequin. The main difficulties encountered in the simulation of realistic movements is related to the natural redundancy of the human. Our approach is focused mainly on two aspects: - Motion of the hand's operator in the task space (spatial and temporal aspect), - Coordination of all kinematic chains. To characterize human movement, we conducted a set of motion capture with position and orientation constraints of the hand in the horizontal plane. These acquisitions allowed to know the spatial and temporal evolution of the hand in the task space, for translation and rotation aspects. These acquired data were coupled with a playback method to analyze the intrinsic relations that link the task space to joint space of the model. The automatic generation scheme of realistic motion is based on a stack of task with a kinematic approach. The assumption used to simulate the action is to follow the shortest path in the task space while limiting the cost in the joint space. The scheme is characterized by a set of parameters. A global map of parameter adjustment enables the simulation of a class of realistic movements. Finally, this scheme is validated quantitatively and qualitatively with comparison between the simulation and the human gesture.

Em certas aplicações, a redução no tempo de processamento de programas é fundamental. Em sistemas multiprocessados, busca-se minimizar esse tempo através de algoritmos que proveem escalamento estático das tarefas nos processadores. Esses algoritmos podem ser exatos, significando que o tempo de processamento resultante é o mínimo para uma dada arquitetura de hardware, ou aproximados, indicando que a solução obtida e sub-ótima. Este trabalho apresenta uma biblioteca de algoritmos heurísticos que fornecem escalamentos sub-ótimos e um modelo que simula a operação de redes de transputers. Cada escalamento gerado é testado na rede simulada e seu tempo de processamento é avaliado. Após ter verificado o desempenho de todos os algoritmos disponíveis, é apresentado como resposta o melhor escalamento testado e seu tempo simulado de processamento. O usuário pode então alocar as tarefas nos transputers, de acordo com a ordem e o regime de operação (seq ou par) fornecidos. O programa escalador foi testado com diversos arranjos de tarefas parcialmente ordenadas em diferentes arquiteturas de transputers, para verificar a conformidade do modelo da rede de processadores com a realidade. Os resultados dos testes atenderam plenamente aos requisitos de desempenho, apresentando desvios máximos em torno de 1%. / In certain scientific applications the reduction in the processing time is fundamental. In the processing area and, particularly, in multiprocessing, the minimization of this time through algorithms that provide static scheduling of tasks in processors is aimed. These algorithms can be exact, meaning that the resulting processing time is minimum for a certain hardware architecture or approximate, indicating that the solution obtained is sub-optimal. This work presents a library of heuristic algorithms that provide sub-optimal scheduling and a model that simulates the operation of any Transputers network. Together they constitute the computational tool here nominated Scheduling Program. Each schedule created is tested in the simulated network and its processing time is evaluated. After verifying the performance of every available heuristic algorithms, the Scheduling Program provides as response the best tested schedule and its simulated processing time. Then the user can allocate the tasks on the Transputers, following the order and the construction (SEQ or PAR) provided. The Scheduling Program was tested on several partially ordered tasks arrangements in different Transputers architectures to check the conformity of the processors networks model with reality. The results of the tests complied completely to the performance requirements, presenting a maximum deviation of about 1%.

Made available in DSpace on 2016-03-15T19:34:00Z (GMT). No. of bitstreams: 1 Robson Barbosa Lima.pdf: 5058865 bytes, checksum: 8d2acfbb6adbe83224fb75f2123e85cb (MD5) Previous issue date: 2012-08-21 / The dissertation present aimed to analyze the National Council of Justice established by Constitutional Amendment nº 45/04, due to the conflicts that preceded its creation, as well as those who came later. At the beginning, it was discussed the historical Justice Councils around the world and the reasons that led its creation in Brazil, reflecting the administration of justice following Weber and Zaffaroni s models. Moreover, it was accentuated the importance of democratization of the Judiciary, giving an emphasis on popular participation. Then came to the conclusion that the organ is endowed with regulatory powers, checking their assignments. It was exposed the perspectives of the National Council of Justice in order to improve the judicial function, essential for the existence of a Democratic State of Law. Finally, was also considered the limits of its performance, culminating in an inability to regulate the activity of the tribunal judges. / A dissertação apresentada visou à análise do Conselho Nacional de Justiça, instituído pela Emenda Constitucional nº 45/04, adentrando os embates que antecederam à sua criação, bem como os que surgiram posteriormente. Inicialmente, tratou-se da evolução histórica dos Conselhos de Justiça ao redor do mundo e os motivos que levaram à necessidade de criação no Brasil, passando-se pelos modelos de administração da justiça de Weber e Zaffaroni. Outrossim, anotou-se a relevância da democratização do Judiciário, com ênfase na participação popular. Em seguida, chegou-se à conclusão de que o órgão é dotado de poder normativo, verificando suas atribuições. Tratou-se das perspectivas do Conselho Nacional de Justiça com o intuito de aprimorar a função judicial, essencial para a existência do Estado Democrático de Direito. Finalmente, também, dos limites da atuação, culminando na impossibilidade de regulamentar a atividade jurisdicional dos juízes.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-25T18:27:49Z No. of bitstreams: 1 2017 - Sarai Oliveira Silva.pdf: 2076016 bytes, checksum: 4439b4d16ef8bd453bd30cbb53b93014 (MD5) / Made available in DSpace on 2018-09-25T18:27:50Z (GMT). No. of bitstreams: 1 2017 - Sarai Oliveira Silva.pdf: 2076016 bytes, checksum: 4439b4d16ef8bd453bd30cbb53b93014 (MD5) Previous issue date: 2017-08-31 / This research analyzes answers given by students of the first grade of High School about the elaboration of tables with prototypical examples of functions in a collaborative environment in which the students worked in pairs or groups of no more than three members. The development of this research was based on the Design Experiment on which we established the Theoretical Methodological foundation that also served to establish a framework of teaching and learning of functions for this group. The starting point was the preconceived ideas about the concept of function and about operations on the set of integers, Z. The set of familiar, but unconventional tasks to introduce the theme originated from this central idea, operations in Z. These tasks and the recording of students' written responses are our instrument of data collection and analysis. That is, the students needed to explain or justify the procedures used. The analysis of the answers has revealed that many students come to High School without knowing that the term function is also used to designate a mathematical concept; that the notion of function for them becomes the idea of "making calculations" and that for some students, function is the calculation itself. Based on the considerations above, we believe that the challenge is to think how to intervene in the classroom so that the student is given the opportunity to review his notions and broaden his vision of the concept of function. As a result of this research, we present a didactic guide for teachers containing suggestions of tasks for the study of functions starting from some of the preconceived ideas / Esta pesquisa analisa as respostas dadas por estudantes da 1? s?rie do Ensino M?dio acerca da elabora??o de tabelas, com exemplos protot?picos de fun??es, em um ambiente colaborativo, em que os estudantes trabalhavam em duplas ou em grupos de no m?ximo tr?s integrantes. Para o desenvolvimento desta pesquisa nos apoiamos no Experimento de Design, sobre o qual estabelecemos um quadro de ensino e de aprendizagem de fun??es para esse grupo. O ponto de partida foram ideias preconcebidas sobre o conceito de fun??o e sobre as opera??es no conjunto dos n?meros inteiros, Z. O conjunto de tarefas familiares e n?o convencionais, elaboradas para introdu??o do tema, partiu de opera??es em Z. Estas tarefas e o registro das respostas escritas dos estudantes s?o o nosso instrumento de coleta e an?lise de dados. A an?lise das respostas nos revelou que muitos estudantes chegam ao Ensino M?dio sem conhecimento de que o termo fun??o ? tamb?m usado para designar um conceito matem?tico, que a no??o de fun??o dos estudantes est? associada ? ideia de fazer contas e que para alguns, fun??o ? a pr?pria conta. Como produto resultante desta pesquisa, apresentamos um guia did?tico para o professor, contendo sugest?es de tarefas para o estudo de fun??es, cujo ponto de partida s?o algumas das ideias preconcebidas dos estudantes sobre fun??o