Nos últimos anos, minha produção no campo da arte tem sido mediada por aparelhos, caixas pretas programadas, como bem define Vilém Flusser. Procuro entender como o computador e o vídeo funcionam e, daí, ver quais outros roteiros possíveis para a produção e distribuição do meu trabalho que, nestas condições, existe necessariamente como imagem técnica. A estrutura das redes telemáticas tem se mostrado o principal roteiro, um lugar inicialmente ocupado em 1998 por um arquivo de imagem enviado por e-mail e, atualmente, também pela minha produção de vídeo e áudio. Durante o mestrado, entendi que a própria dissertação poderia ser considerada um lugar, uma parte estendida das redes telemáticas definida pela reprodutibilidade técnica. Um suporte: outro roteiro. Peça híbrida, construída pela justaposição: texto acadêmico + trabalho de arte. Neste suporte, construo e analiso trabalhos específicos, localizo minhas intenções e referências mais diretas no campo da arte; parto de conceitos básicos da reprodutibilidade técnica e das novas tecnologias; refiro-me ao contexto histórico das vanguardas, particularmente, às colagens e alguns de seus desdobramentos. Enfim, tento entender melhor minha localização no campo da arte: em rede, mediado por aparelhos, parte do sujeito-Nós definido precisamente por Edmond Couchot. / During the past few years, my work in the field of art has been mediated by devices, programmed black-boxes, as it is well defined by Vilém Flusser. I try to understand how the computer and the video work and, furthermore, to discover which are the other possible scripts for the production and distribution of my work, that, in these conditions, necessarily exists as mechanical image. The telematic nets’ structure has being shown as the main script, a location initially occupied in 1998 by an image file sent by e-mail and, now-a-days, also by my video and audio production. By means of my masters program, I concluded that the dissertation itself could be considered a place, an extended partition of the telematic nets defined by the mechanical reproducibility. One support: another script. Hybrid piece, built by juxtaposition: academic text + art work. Into this support, I build and analyse specific works, I locate my most definite intentions and references in the field of art; I begin with basic concepts of the mechanical reproducibility and the new technologies; I refer to the historical context of the vanguards, particularly, to the collages and some of their unfolding. Finally, I aim to better understand my position in the field of art: in the web, mediated by devices, part of the subject-Us defined precisely by Edmond Couchot.

Automotive telematic systems will be as common in future cars as ABS and airbags are in current cars. These systems will provide services such as navigation aid, automatic emergency alerts, traffic and road information, information about parking possibilities, tourist information, and personalized news. All these services need a communication link to the mobile Internet to be able to work properly. In this master’s thesis General Packet Radio Service, GPRS will be investigated and evaluated as a bearer for these kinds of services. A test application was built to test the location aware communication on the field. Upstream and downstream delays, possible bottlenecks in the network, connection set-up time, characteristics of different operators, and connection breakdowns where analyzed. The tests showed high network delays, and that many connection breakdowns occurred. The operators did not differ much when it comes to performance. One mayor drawback with GPRS is the low scalability with respect to operator’s lack of IP addresses, which will be discussed. Conclusions of the evaluation were that only certain location-based services are suitable over GPRS with the quality of today.

Aufgrund der steigenden Verkehrsnachfrage und der begrenzten Resourcen zum Ausbau der Straßenverkehrsnetze werden zukünftig größere Anforderungen an die Effektivität von Telematikanwendungen gestellt. Die Erhebung und Bereitstellung aktueller Verkehrsdaten durch geeignete Sensoren ist dazu eine entscheidende Voraussetzung. Gegenstand dieser Arbeit ist die großflächige Analyse des Straßenverkehrs auf der Basis bodengebundener und verteilter opto-elektronischer Sensoren. Es wird ein Konzept vorgestellt, dass eine von der Bilddatenerhebung bis zur Bereitstellung der Daten für Verkehrsanwendungen durchgehende Verarbeitungskette enthält. Der interdisziplinäre Ansatz bildet die Basis zur Verknüpfung eines solchen Sensorsystems mit Verkehrstelematik. Die Abbildung des Verkehrsgeschehens erfolgt im Gegensatz zu herkömmlichen bodengebundenen Messsystemen innerhalb größerer zusammenhängender Ausschnitte des Verkehrsraums. Dadurch können streckenbezogene Verkehrskenngrößen direkt bestimmt werden. Die Georeferenzierung der Verkehrsobjekte ist die Grundlage für eine optimale Verkehrsanalyse und Verkehrssteuerung. Die generierten Daten sind Basis zur Findung und Verifizierung von Theorien und Modellen sowie zur Entwicklung verkehrsadaptiver Steuerungsverfahren auf mikroskopischer Ebene. Es wird gezeigt, wie aus der Fusion gleichzeitig erhaltener Daten mehrerer Sensoren, die im Bereich des Sichtbaren und im thermalen Infrarot sensitiv sind, ein zusammengesetztes Abbildungsmosaik eines vergrößerten Verkehrsraums erzeugt werden kann. In diesem Abbildungsmosaik werden Verkehrsdatenmodelle unterschiedlicher räumlicher Kategorien abgeleitet. Die Darstellung des Abbildungsmosaiks mit seinen Daten erfolgt auf unterschiedlichen Informationsebenen in geokodierten Karten. Die Bewertung mikroskopischer Verkehrsprozesse wird durch die besondere Berücksichtigung der Zeitkomponente bei der Visualisierung möglich. Die vorgestellte Verarbeitungskette beinhaltet neue Anwendungsbereiche für geografische Informationssysteme (GIS). Der beschriebene Ansatz wurde konzeptionell bearbeitet, in der Programmiersprache IDL realisiert und erfolgreich getestet. / The growing demand of urban and interregional road traffic requires an improvement regarding the effectiveness of telematics systems. The use of appropriate sensor systems for traffic data acquisition is a decisive prerequisite for the efficiency of traffic control. This thesis focuses on analyzing road traffic based on stationary and distributed ground opto-electronic matrix sensors. A concept which covers all parts from image data acquisition up to traffic data provision is presented. This interdisciplinary approach establishes a basis for the integration of such a sensor system into telematics systems. Unlike conventional ground stationary sensors, the acquisition of traffic data is spread over larger areas in this case. As a result, road specific traffic data can be measured directly. Georeferencing of traffic objects is the basis for optimal road traffic analysis and road traffic control. This approach will demonstrate how to generate a spatial mosaic consisting of traffic data generated by several sensors with different spectral resolution. For traffic flow analysis the realisation of special 4D data visualisation methods on different information levels was an essential need. The data processing chain introduces new areas of application for geographical information systems (GIS). The approach utilised in this study has been worked out conceptually and also successfully tested and applied in the programming language IDL.

Thesis (M. Ed.) -- University of Limpopo, 2002 / Refer to document

Στην παρούσα διατριβή αντιμετωπίζονται προβλήματα που αφορούν στην διαλειτουργικότητα, στο επίπεδο της ‘επικοινωνίας δεδομένων’, κατά την επικοινωνία διαφορετικών ιατρικών πληροφοριακών συστημάτων – ΙΠΣ, τα οποία ανήκουν σε οργανισμούς παροχής ιατρικής φροντίδας, με τον σχεδιασμό και την υλοποίηση ενός Μοντέλου Αναφοράς Ανάπτυξης – ΜΑΑ. Το ΜΑΑ προτείνει ένα πλαίσιο εργασίας για την ανάπτυξη Συστημάτων Διαχείρισης Μηνυμάτων – ΣΔΜ, ικανών να υποστηρίζουν την επικοινωνία διαφορετικών ΙΠΣ στο χώρο του Νοσοκομείου και περιγράφει: (α) την κοινή συντακτική δομή της πληροφορίας που ανταλλάσσεται, (β) τις κοινές κατατομές επικοινωνίας των οντοτήτων των ΙΠΣ, (γ) τη γενική αρχιτεκτονική του ενδιάμεσου συστήματος και (δ) ένα σύνολο διεργασιών και υπηρεσιών που υλοποιούν τη διαδικασία της μηνυματοδοσίας, αλλά και την επίβλεψη, τον έλεγχο και τη συντήρηση αυτής. Επιπλέον, η παρούσα διατριβή εστιάζεται και στην υλοποίηση ενός ΣΔΜ, το οποίο εξυπηρετεί την επικοινωνία τριών βασικών ΙΠΣ του νοσοκομείου και είναι πλήρωως συμμορφωμένο με τις προτεινόμενες προδιαγραφές. Η αξιολόγηση του ΜΑΑ πραγματοποιήθηκε με την εφαρμογή τριών διαφορετικών μεθόδων: την πρακτική εφαρμογή του ΜΑΑ, την αξιολόγηση των ‘κριτηρίων χρήσης’ του και την προσέγγιση των ‘διαστάσεων ποιότητας’. / The present dissertation addresses interoperability issues, ion the ‘data communication level’, that concern the communication between heterogeneous Medical Information Systems (MISs) of healthcare organizations, through the design and implementation of a Reference Implementation Model (RImM). The RImM introduces a framework for the implementation of Message Handling Systems (MHSs) that supports the interoperable communication of different MISs inbound and outbound healthcare organizations and concerns: (a) the common syntactic structure of the transferred information, (b) the communication profiles of the MISs’ functional entities, (c) the general architecture of the intermediate system and (d) the set of interactions and service elements that implement the messaging service and the surveillance, control and maintenance of it. Furthermore, the dissertation focuses on the implementation of such a MHS that supports the communication of three basic MISs. The efficiency estimation of the proposed RImM were assessed applying three different methods: (a) the practical application of RImM and pilot operation of the implemented MHS, (b) the evaluation of ‘criteria of use’ and (c) the evaluation of ‘quality dimensions’ that concern reference modeling.

The use of information technology for the delivery for educational programs is growing rapidly worldwide. In the United States of America and Australia the number of higher education institutions which are making use of online education to teach Public Administration is constantly increasing. Surveys done by the National Association of Schools for Public Administration and Affairs (NASPAA) in the United States of America found heightened interest in distance education. In 1995 it was found by NASPAA that Public Administration was offered by 12% of higher educational institutions to students online. One year later the number had increased to 24%. The last NASPAA survey in 2000 showed an increase of 39%. It is possible for students in the United States of America and Australia to complete a Public Administration degree online. However, in South Africa the use of web-based training for the delivery of Public Administration as a science discipline is still under utilised. It was found that only six, or 20% of the higher educational institutions offering Public Administration to students in South Africa, made use of web-based training in 2002. This compares poorly with the United States of America and Australia. Due to distance, time and financial constraints it therefore becomes difficult for officials or students interested in government related studies, to travel to a university or even to take the necessary three years to study for a Public Administration degree. Web-based training programmes should provide the opportunity to address these problems. By redesigning the content of Public Administration courses to be completed on the World Wide Web, higher educational institutions in South Africa should be able to reach more students, than would normally be the case. Although South Africa is the best developed of all the African countries with regard to the use of information and communication technology (ICT), South Africa still experience some limitations. These limitations include access to computers, infrastructural development, telephone line connectivity, and in may cases access to electricity. / Dissertation (MA (Public Administration))--University of Pretoria, 2005. / School of Public Management and Administration (SPMA) / Unrestricted

Thesis deals with device firmware design located in lorry, which provides remote access to vehicle digital tachograph data according to valid EU legislation. The result of this work is a system, which downloads digital data from digital tachograph and save them on remote server. The system for remote data downloading from automotive digital tachograph consists of three kinds of applications: server application, user application and firmware for communication device. Communication between applications uses encrypted TCP connection and own special designed messages.

Made available in DSpace on 2016-04-27T16:57:54Z (GMT). No. of bitstreams: 1 dissertacao_walmir_bello.pdf: 2238387 bytes, checksum: 0e4e5c1787bfdbb5158c987878915545 (MD5) Previous issue date: 2004-10-22 / The aim of the present study has the purpose to study the possibilities of building mathematical knowledge through a virtual and learning environment, focusing on the cooperation of students and the interferences of pedagogical mediators. Therefore, we conceived and implemented a course Transformations Course, which is about geometry contents; specially the concepts of reflection in straight line, translation and rotation for high school students. The mentioned course was established in the TelEduc platform and got a software of dynamic geometry the Cabri-géomètre. We set up our study in the existing relations of interaction, mediation and supportive work, understanding the use of specific pedagogical mediation strategies according to Masetto´s ideas (2003); as well as the mediation possibilities, Belloni (2003); and the telematic environments in a perspective of being virtually together , Valente (2004). The quantitative analyses were done through selected text dialogues in the relative documentation to the interactions that have occurred in the telematic environment by means of E-Mail, Discussion Forum and Chat. We concluded that the interventions of the pedagogical mediators turned the course dynamic, with gradual evolution in the perspective of supportive work. The analyses show us that such dynamic made the (re)elaboration of geometry transformation concepts apart from the articulation in individual solutions (self-learning), with a group discussion of resolutions (interlearning) / Esse trabalho tem por objetivo estudar as possibilidades de construção do conhecimento matemático em um ambiente virtual de ensino e aprendizagem, focando a colaboração entre os alunos e as intervenções de mediadores pedagógicos. Para tanto, concebemos e implementamos um curso intitulado Projeto Transformações abordando conteúdos de Geometria, em particular os conceitos de reflexão em reta, translação e rotação, para alunos do Ensino Médio. O referido curso foi hospedado na plataforma TelEduc e incorporou um software de geometria dinâmica - o Cabri-géomètre. Fundamentamos nosso estudo nas relações existentes entre interação, mediação e trabalho colaborativo, compreendendo a utilização de estratégias específicas de mediação pedagógica segundo as idéias de Masetto (2003); bem como as possibilidades de mediatização conforme Belloni (2003); e de ambientes telemáticos numa perspectiva do estar junto virtual de Valente (2004). As análises qualitativas realizaram-se a partir de diálogos textuais selecionados na documentação relativa às interações ocorridas no ambiente telemático por meio das ferramentas Correio Eletrônico, Fórum de Discussão e Bate-Papo. Concluímos que as intervenções dos mediadores pedagógicos imprimiram uma dinâmica do curso, com evolução gradativa na perspectiva do trabalho colaborativo. As analises mostram que tal dinâmica possibilitou a (re)elaboração dos conceitos de transformação geométrica a partir da articulação das soluções individuais (auto-aprendizagem) com a discussão em grupo das resoluções (interaprendizagem)

Instructional design is a science that has received little attention from residential universities and educational practices. Instructional design is regarded as a prerequisite for designing, delivering and optimising flexi-learning programmes and should be part of the curricularising processes of universities. There is furthermore an increasing awareness, both internationally and nationally, of the need for distance education. The paradigm shift towards more learner centred study, independent of time and place, necessitates the redesigning and development of learning material at tertiary institutions. This study applies the parameters of instructional design and distance teaching to the field of hearing aid acoustics. The stages utilised in the instructional design of a distance teaching program for hearing aid acousticians were the following: planning through an analysis of the situation, design and development of the program, implementing the postgraduate Diploma in Hearing Aid Acoustics and the utilisation and management of the program through continuous assessment of the program. In the planning phase an analysis of the situation was conducted by means of questionnaires to the major role players, viz. hearing aid dispensers in practice and their adult and geriatric clients with a hearing loss. A total of 144 respondents were included in the study. In the planning document the expected outcomes and main traits of the potential learners were identified. The best system for the delivery of the program was also selected. The results of the analysis phase were used to develop and implement a two year post-graduate distance teaching diploma in hearing aid acoustics. A major challenge was to effectively facilitate the practical skills required of hearing aid acousticians within a distance teaching program. Selected contact periods are therefore used for practising practical skills. In the final phase of instructional design, the program was evaluated. It was indicated that instructional design is indeed a prerequisite for specifying conditions for learning, based on sound teaching principles. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / Unrestricted

Avec l'émergence de la vision de l'éducation pour tous promulguée par l'ONU et l'avènement de l'enseignement virtuel comme troisième génération de l'enseignement à distance, diverses organisations internationales, des décideurs publics nationaux et locaux, ainsi que des autorités de divers établissements d'enseignement supérieur, ont généré une discours dans lequel il est affirmé que l'éducation virtuelle, qui défie le temps et l'espace, permet de générer l'inclusion scolaire et sociale des groupes défavorisés tels que les autochtones, les migrants, les mères célibataires et autres qui, en raison de leurs conditions, avaient été exclues du système d'enseignement en présentiel. Alors que l'offre éducative virtuelle continue de croître à pas de géant, nous constatons qu'il n'est pas possible de parler de véritable inclusion quand on sait que l'un des principaux problèmes de cette modalité est le décrochage des programmes universitaires et que, par conséquent, le système pourrait finir par exclure ces étudiants qui apportent déjà avec eux une accumulation de désavantages. Le décrochage des programmes universitaires a été étudié principalement aux États-Unis d'Amérique et les auteurs s'accordent à dire que les taux de décrochage dans l'éducation virtuelle sont considérablement plus élevés que dans l'éducation traditionnelle. Par conséquent, pour contribuer à la génération d'informations qui aident les décideurs à définir des stratégies qui réduisent la désertion et favorisent la permanence, principalement en ce qui concerne les groupes qui ont été identifiés comme "défavorisés", les objectifs de cette recherche sont a) d'analyser le facteurs qu'à partir des expériences et de l'interprétation des étudiants en situation de migration, ils considèrent pertinents pour leur persévérance dans une institution universitaire virtuelle et b) identifier les actions ou stratégies que les étudiants ont mises en œuvre au cours du programme universitaire virtuel, pour faire face aux expériences institutionnelles qui pourraient entraver leur persévérance. Pour atteindre ces objectifs, une étude qualitative de base a été réalisée qui nous a permis d'analyser, sur la base d'un entretien semi-structuré de 27 questions, les expériences institutionnelles positives et/ou négatives de 15 diplômés mexicains, au niveau du premier cycle d'une université au Mexique. Ces diplômés étaient en situation de migration ayant vécu aux États-Unis ou Canada au cours de leur parcours universitaire et ont terminé 100 % des matières du programme. Les entrevues ont duré entre 1h14 et 4h04 et ont été menées de juin à octobre 2021. Également une revue documentaire a été réalisée pour établir les normes et les exigences qui encadrent le climat culturel de l'institution éducative virtuelle où ces expériences sont réalisées. Les principaux résultats obtenus permettent d'affirmer la pertinence de l'institution pour favoriser ou freiner la persévérance universitaire virtuelle. Concernant les facteurs favorisant la persévérance, les résultats mettent en évidence l'importance des facteurs positifs liés à la plateforme technologique d'apprentissage et à la qualité académique du cursus, ainsi qu’au rôle formel et informel de certains acteurs institutionnels et des réseaux de soutien par les pairs. Contrairement à ce que prétendent certains modèles de formation à distance, l'intégration sociale prônée par Tinto (1992) s’est relevée pertinente pour la persévérance. / With the emergence of the vision of education for all promulgated by ONU and the arrival of virtual education as the third generation of distance education, various international organizations, national and local public policy makers, as well as authorities of various higher education institutions generated a discourse in which it is affirmed that virtual education, which defies time and space, allows generating educational and social inclusion of disadvantaged groups such as indigenous people, migrants, single mothers and others which, due to their conditions, had been excluded from the face-to-face education system. While virtual educational offer continues to grow by leaps and bounds, we find that it is not possible to speak of true inclusion when we know that one of the main problems of this modality is program dropout and that therefore the system could end up excluding those students who already bring with them an accumulation of disadvantages. Higher education dropout has been studied mainly in the United States of America and the authors agree that dropout rates in virtual education are abysmally higher than in traditional education. Therefore, to contribute to the generation of information that helps decision makers to define strategies that reduce desertion and favor permanence, mainly when it comes to groups that have been identified as "disadvantaged", the purposes of this investigation are a) to analyze the institutional factors that from the experiences and interpretation of the students in migration condition, they consider relevant for their perseverance in a virtual university institution and b) to identify the actions or strategies that the students implemented during the virtual university program, to deal with institutional experiences that could hinder their educational permanence. To achieve these goals, a basic qualitative study was carried out that allowed us to analyze, based on a semi-structured interview of 27 questions, the positive and/or negative institutional experiences of 15 Mexican graduates, at the undergraduate level, from a virtual university in Mexico. These graduates were in conditions of migration, living in the United States and Canada during their academic career and concluded 100% of the program's subjects. The interviews lasted between 1:14 hrs and 4:04 hrs and were conducted from June to October 2021. Also, a documentary review was carried out to establish the norms and requirements that frame the cultural climate of the virtual educational institution where these experiences are carried out. The main results obtained allow us to affirm the relevance of the institution to favor or hinder virtual university perseverance. Regarding the factors that favor perseverance, the results highlight the importance of positive factors related to the learning technology platform and the academic quality of the curriculum, as well as the formal and informal role of some institutional actors and networks of peer support. Contrary to what some distance education models claim, the social integration established by Tinto (1992) was relevant to explain students’ perseverance. / Con el surgimiento de la visión de educación para todos promulgada por la ONU y la llegada de la educación virtual como tercera generación de la educación a distancia, diversos organismos internacionales, hacedores de políticas públicas nacionales y locales, así como autoridades de diversas instituciones de educación superior, generaron un discurso en el que se afirma que la educación virtual, que desafía el tiempo y el espacio, permite generar inclusión educativa y social de grupos desfavorecidos como indígenas, migrantes, madres solteras y otros; los cuales por sus condiciones, habían quedado excluidos del sistema de educación presencial. Mientras la oferta educativa virtual continúa creciendo a pasos agigantados, encontramos que no se puede hablar de una verdadera inclusión cuando sabemos que uno de los principales problemas de esta modalidad es la deserción escolar y que, por lo tanto, el sistema podría terminar por excluir a estos estudiantes que ya traen consigo una acumulación de desventajas. La deserción se ha estudiado principalmente en Estados Unidos de América y los autores coinciden en que las cifras de abandono en la educación virtual son abismalmente mayores que en la educación presencial. Así, para contribuir en la generación de información que apoye a los tomadores de decisiones para delimitar estrategias que disminuyan la deserción y favorezcan la permanencia, principalmente cuando se trata de grupos que se han identificado como "desfavorecidos", los fines de la presente investigación son a) analizar los factores institucionales que desde las experiencias e interpretación de los estudiantes en condición de migración, consideran relevantes para su perseverancia en una institución universitaria virtual y b) identificar las acciones o estrategias que implementaron los estudiantes durante el programa universitario virtual, para hacer frente a las experiencias institucionales que podían obstaculizar su permanencia educativa. Para lograr estos fines, se realizó un estudio cualitativo básico que nos permitió analizar a partir de una entrevista semiestructurada de 27 preguntas, las experiencias institucionales positivas y/o negativas de 15 egresados mexicanos, de nivel licenciatura, de una universidad virtual en México. Dichos egresados estuvieron en condiciones de migración, radicando en Estados Unidos y Canadá durante su trayectoria académica y concluyeron el 100% de las materias del programa educativo. Las entrevistas semiestructuradas tuvieron una duración entre 1:14 y 4:04 horas y fueron realizadas del mes de junio al mes de octubre del año 2021. A su vez se realizó una revisión documental para establecer las normas y exigencias que enmarcan el clima cultural de la institución educativa virtual donde se llevan a cabo dichas experiencias. Los principales resultados obtenidos nos permiten afirmar la relevancia de la institución para favorecer u obstaculizar la perseverancia universitaria virtual. Con respecto a los factores que favorecen la perseverancia, los resultados resaltan la importancia de factores positivos relacionados con la plataforma tecnológica de aprendizaje y con la calidad académica, el plan de estudios, así como el rol formal e informal de algunos actores institucionales y de las redes de apoyo con compañeros. Contrario a lo que algunos modelos de educación a distancia afirman, la integración social establecida por Tinto (1992) resultó relevante para la explicación de la perseverancia.