SANTIAGO, Larisse Barreira de Macedo. O uso dos artefatos tecnológicos virtuais e digitais nas práticas educativas de letramento. 2014. 94f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-04-28T13:04:55Z No. of bitstreams: 1 2014-DIS-LBMSANTIAGO.pdf: 1389911 bytes, checksum: 00f6ca53e0639a69db79a0aed1a872bf (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-04-28T14:23:17Z (GMT) No. of bitstreams: 1 2014-DIS-LBMSANTIAGO.pdf: 1389911 bytes, checksum: 00f6ca53e0639a69db79a0aed1a872bf (MD5) / Made available in DSpace on 2014-04-28T14:23:17Z (GMT). No. of bitstreams: 1 2014-DIS-LBMSANTIAGO.pdf: 1389911 bytes, checksum: 00f6ca53e0639a69db79a0aed1a872bf (MD5) Previous issue date: 2014 / The use of technological resources in education becomes ever more present. With this, new educational practices are designed to achieve a major goal of the school which is to teach literacy and letter. This paper presents the study of Technological Artifacts and Virtual Digital (ATVD) that, through the use of technologies in education, enable different educational literacy practices. We search for research by understanding how educational practices, from the use of virtual and digital technological artifacts can contribute to literacy, which, consequently, will be digital. However, our goal is to investigate the contributions of these artifacts to the literacy practices. On the path followed to answer the research question we draw the following specific objects Sort virtual and digital technological artifacts that can contribute to literacy; investigate which aspects of teaching with the use of virtual technological artifacts in digital literacy actions; Investigate possibilities and limitations of virtual technological artifacts in digital literacy actions under the vision of teachers. From the study of conceptual categories: virtual and digital technological artifacts, educational practices, literacy and digital literacy, as well as exploration of the field of research that will be the Internet. We will conduct a search through the virtual ethnography methodology for the analysis of research data and selection of artifacts that will be understood by observing and open to meet the educational practices developed that could serve as an example and encouragement to the literacy process questionnaires. The daily digital field was divided into three categories: blogs, software and video channels. Each with five representations that are closer to the subject. From the questionnaires it was possible to open educational practices developed by teachers, and know what artifacts to use literacy skills and what think they need to have to use these features. The surveys conducted enable us to understand that cyberspace and its artifacts have yet been little explored in order to publicize the actions of literacies developed by schools. Teachers recognize the importance of using these artifacts and that also require continuing education to perform meaningful work. / O uso de recursos tecnológicos na educação se faz cada vez mais presente. Com isso novas práticas educativas são desenvolvidas para alcançar um dos principais objetivos da escola, que é alfabetizar e letrar. Este trabalho traz o estudo dos Artefatos Tecnológicos Virtuais e Digitais (ATVD) que, por meio do uso das tecnologias na educação, possibilitam práticas educativas de letramento. Tem-se por investigação a busca pela compreensão de como as práticas educativas, com o uso dos artefatos tecnológicos virtuais e digitais, podem contribuir para o letramento, que, consequentemente, será digital. O objetivo, contudo é investigar as contribuições desses artefatos para as práticas de letramento. No caminho percorrido para responder à questão de pesquisa, foram traçados os seguintes objetos específicos: classificar os artefatos tecnológicos virtuais e digitais que podem contribuir para o letramento; investigar aspectos do ensino com o uso de artefatos tecnológicos virtuais e digitais nas ações de letramento e averiguar possibilidades e limitações dos artefatos tecnológicos virtuais e digitais nas ações de letramento sob a visão dos professores. Com base no estudo das categorias conceituais: artefatos tecnológicos virtuais e digitais, práticas educativas, letramento e letramento digital, bem como a exploração do campo de pesquisa que será a Internet realizar-se-á uma pesquisa por intermédio da metodologia etnografia virtual para o levantamento dos dados da pesquisa e seleção dos artefatos que serão compreendidos mediante da observação e questionários abertos para conhecer as práticas educativas desenvolvidas, que poderão servir de exemplo e incentivo ao processo de letramento. O diário de campo digital foi dividido em três categorias: “blogs”, “softwares” e canais de vídeos. Cada uma delas tem cinco representações que mais se aproximam da temática. Com base nos questionários abertos, foi possível conhecer as práticas educativas desenvolvidas pelas professoras, quais artefatos conhecem e utilizam para o letramento e quais competências acham que precisam ter para utilizar esses recursos. Os levantamentos realizaram nos permitem compreender que o ciberespaço e seus artefatos ainda são pouco explorados para divulgar as ações de letramentos desenvolvidas pelas escolas. Os professores reconhecem a importância de se utilizar esses artefatos e entendem que também necessitam de formação continuada para realizar um trabalho significativo.

nÃo hà / The use of technological resources in education becomes ever more present. With this, new educational practices are designed to achieve a major goal of the school which is to teach literacy and letter. This paper presents the study of Technological Artifacts and Virtual Digital (ATVD) that, through the use of technologies in education, enable different educational literacy practices. We search for research by understanding how educational practices, from the use of virtual and digital technological artifacts can contribute to literacy, which, consequently, will be digital. However, our goal is to investigate the contributions of these artifacts to the literacy practices. On the path followed to answer the research question we draw the following specific objects Sort virtual and digital technological artifacts that can contribute to literacy; investigate which aspects of teaching with the use of virtual technological artifacts in digital literacy actions; Investigate possibilities and limitations of virtual technological artifacts in digital literacy actions under the vision of teachers. From the study of conceptual categories: virtual and digital technological artifacts, educational practices, literacy and digital literacy, as well as exploration of the field of research that will be the Internet. We will conduct a search through the virtual ethnography methodology for the analysis of research data and selection of artifacts that will be understood by observing and open to meet the educational practices developed that could serve as an example and encouragement to the literacy process questionnaires. The daily digital field was divided into three categories: blogs, software and video channels. Each with five representations that are closer to the subject. From the questionnaires it was possible to open educational practices developed by teachers, and know what artifacts to use literacy skills and what think they need to have to use these features. The surveys conducted enable us to understand that cyberspace and its artifacts have yet been little explored in order to publicize the actions of literacies developed by schools. Teachers recognize the importance of using these artifacts and that also require continuing education to perform meaningful work. / O uso de recursos tecnolÃgicos na educaÃÃo se faz cada vez mais presente. Com isso novas prÃticas educativas sÃo desenvolvidas para alcanÃar um dos principais objetivos da escola, que à alfabetizar e letrar. Este trabalho traz o estudo dos Artefatos TecnolÃgicos Virtuais e Digitais (ATVD) que, por meio do uso das tecnologias na educaÃÃo, possibilitam prÃticas educativas de letramento. Tem-se por investigaÃÃo a busca pela compreensÃo de como as prÃticas educativas, com o uso dos artefatos tecnolÃgicos virtuais e digitais, podem contribuir para o letramento, que, consequentemente, serà digital. O objetivo, contudo à investigar as contribuiÃÃes desses artefatos para as prÃticas de letramento. No caminho percorrido para responder à questÃo de pesquisa, foram traÃados os seguintes objetos especÃficos: classificar os artefatos tecnolÃgicos virtuais e digitais que podem contribuir para o letramento; investigar aspectos do ensino com o uso de artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento e averiguar possibilidades e limitaÃÃes dos artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento sob a visÃo dos professores. Com base no estudo das categorias conceituais: artefatos tecnolÃgicos virtuais e digitais, prÃticas educativas, letramento e letramento digital, bem como a exploraÃÃo do campo de pesquisa que serà a Internet realizar-se-à uma pesquisa por intermÃdio da metodologia etnografia virtual para o levantamento dos dados da pesquisa e seleÃÃo dos artefatos que serÃo compreendidos mediante da observaÃÃo e questionÃrios abertos para conhecer as prÃticas educativas desenvolvidas, que poderÃo servir de exemplo e incentivo ao processo de letramento. O diÃrio de campo digital foi dividido em trÃs categorias: âblogsâ, âsoftwaresâ e canais de vÃdeos. Cada uma delas tem cinco representaÃÃes que mais se aproximam da temÃtica. Com base nos questionÃrios abertos, foi possÃvel conhecer as prÃticas educativas desenvolvidas pelas professoras, quais artefatos conhecem e utilizam para o letramento e quais competÃncias acham que precisam ter para utilizar esses recursos. Os levantamentos realizaram nos permitem compreender que o ciberespaÃo e seus artefatos ainda sÃo pouco explorados para divulgar as aÃÃes de letramentos desenvolvidas pelas escolas. Os professores reconhecem a importÃncia de se utilizar esses artefatos e entendem que tambÃm necessitam de formaÃÃo continuada para realizar um trabalho significativo.

Das Innenhochdruck-Umformen (IHU), ein Verfahren der Metallformung zur Herstellung von anspruchsvollen Bauteilen mit komplexer Geometrie aus meist hohlzylindrischen Halbzeugen, wird in einigen Branchen seit mehreren Jahrzehnten mit großem Erfolg angewendet. Insbesondere die vielfältigen Applikationen aus dem Automotivbereich wie z.B. Elemente der Abgasanlage, Strukturbauteile oder auch Antriebselemente können hergestellt werden. Da die Trends der Rohr- und Blechumformung in Richtung Leichtbau, komplexer Bauteile mit geringen Ausbringungsmengen und hoher Genauigkeit gehen, ist perspektivisch mit der Erschließung weiterer Anwendungs-gebiete zu rechnen. Um das Verfahren effizienter zu gestalten, können zusätzliche Prozesse in das IHU-Verfahren integriert werden. Beispiele dafür sind das Lochen sowie das Kragenziehen und weitere Fügeprozesse. Typische Bauteile sind Leicht-baunockenwellen, bei denen die Nocken innerhalb des Umformprozesses auf die Rohre form- und kraftschlüssig gefügt werden. Ungeachtet einer beliebigen dreidimensionalen Formgebung und der hohen Flexibilität unterliegt das IHU-Verfahren gewissen Restriktionen. So werden im industriellen Umfeld generell nur Halbzeuge mit Wanddicken ab 1,5 mm bis maximal 3,5 mm umgeformt. Bei dünnwandigen, rohr-förmigen Bauteilen sind Wanddicken unter 1 mm üblich. Diese erfordern spezielle technologische Maßnahmen im Bereich des Werkzeugbaus insbesondere Anforderungen an Dichtsystem sowie Werkzeuggravur und unterliegen Prozessparametern mit entsprechend kleineren Prozessfenstern.

Serienfertiger im Bereich der Innenhochdruck-Umformung stehen unter starkem Wettbewerbsdruck alternativer klassischer Fertigungen und deren Kostenkriterien. Wechselnde Produktionsanforderungen im globalisierten Marktumfeld erfordern flexibles Handeln bei höchster Qualität und niedrigen Kosten. Durch Reduzierung der Lager- und Umlaufbestände können Kosteneinsparungen erzielt werden. Störungsbedingte Ausfälle an IHU-Anlagen gilt es dabei auf ein Minimum zu reduzieren, um die vereinbarten Liefertermine fristgerecht zu erfüllen und Konventionalstrafen zu umgehen. Die erforderliche Produktivität und das angestrebte Qualitätsniveau lässt sich nur durch angepasste Instandhaltungsstrategien aufrechterhalten, weshalb ein Konzept für die vorausschauende Instandhaltung mit integriertem Qualitätsmanagement speziell für den Bereich der IHU erarbeitet wurde. Dynamische Prozess- und Instandhaltungsanpassungen sind zentraler Bestandteil der Entwicklungsarbeit.

Hydroforming, a metal forming process for the production of sophisticated components with complex geometries from mostly tubular semi-finished products, has been successfully applied in some industries for several decades. Particularly, various applications from the automotive sector such as elements of the exhaust system, structural components or drive elements can be manufactured. As trends in tube and sheet metal forming move towards lightweight construction, complex components with low production volumes, and high precision, the prospective expansion into further application areas is anticipated. To enhance the efficiency of the process, additional processes can be integrated into the hydroforming process. Examples of this are punching, collar pulling and other joining processes. Typical components include lightweight camshafts in which the cams are form- and force-fitted onto the tubes within forming process. Despite arbitrary three-dimensional forming and the high degree of flexibility, the hydroforming process is subjected to certain restrictions. Generally, in an industrial environment, only semi-finished products with wall thicknesses from 1.5 mm to a maximum of 3.5 mm are formed. Wall thicknesses of less than 1 mm are common for thin-walled, tubular components. These require special technological measures in the area of toolmaking, particularly regarding sealing system and tool engraving, and are subjected to process parameters with correspondingly smaller process windows

Series manufacturers in the field of hydroforming face intense competition from alternative conventional manufacturing methods and their cost criteria. Changing production requirements in the globalized market environment require flexible action with highest quality and low costs. Cost savings can be achieved through reductions in warehouse and circulating stocks. Malfunction-related downtimes in hydroforming systems must be reduced to a minimum in order to meet the agreed delivery dates on time and avoid conventional penalties. The required productivity and the desired quality level can only be maintained through adapted maintenance strategies, leading to the development of a concept for predictive maintenance integrated with quality management specifically for the IHU domain. Dynamic process and maintenance adaptations are a central component to this developmental effort.

Zinchenko E.E. in her master's thesis looks as widely as possible at the virtual, as the problem appears the uncertainty of the term "virtual". The object of research is the virtual reality and the subject is related aspects of the ontology, psychology, sociology and virtual technologies. The aim is a detailed study of the different approaches to the "virtual" and develop their own unified concept of this problem based on a single modern ontology. The material for the study in addition to literature represents by specific popular computer games, as well as the reviews and opinions of real players. The first chapter is dedicated to the most elaborated concepts in the field of "virtualistics" of S.S. Khoruzhiy and N.A. Nosov, as well as developing own structure of "virtual". The second chapter is devoted to the practical implementation of appropriate technology. The theoretical framework is based on the works of K. Jung, Z. Freud, G. Gibson, I.V. Burlakov and on projects of young game designers developed their ideas to existing games. Particular attention in this chapter is on computer games as the most common means of immersion in the virtual environment. Zinchenko E.E. adheres to a neutral position on the upbeat virtual reality, considering, in particular, the positive aspect of the phenomenon of the virtual. / В своей магистерской диссертации Зинченко Е.Е. максимально широко смотрит на виртуальное, так как проблемой выступает неопределенность самого термина «виртуальное». Объектом исследования выступает виртуальная реальность, а предметом - взаимосвязанные аспекты онтологии, психологии, социологии и технологий виртуального. Целью работы является подробное изучение различных подходов к «виртуальному» и разработка собственной единой концепции данной проблематики на базе единой современной онтологии. В качестве материала для исследования помимо литературных источников используются популярные и специфические компьютерные игры, а также отзывы и мнения реальных игроков. Первая глава посвящена наиболее проработанным концепциям в области «виртуалистики» Хоружего С.С. и Носова Н.А., а также разработке собственной структуры «виртуального». Вторая глава посвящена практической реализации соответствующих технологий. Теоретическая база основана на работах К. Юнга, З. Фрейда, Дж. Гибсона, Бурлакова И.В. и на проектах молодых геймдизайнеров, реально воплощающих свои идеи в существующих играх. Особое внимание в данной главе уделяется компьютерным играм как самому распространенному средству погружения в виртуальную среду. Зинченко Е.Е. придерживается нейтрально-оптимистичной позиции относительно виртуальной реальности, рассматривая, в том числе, положительный аспект феномена виртуального.