With this thesis, I present an experimental study focusing on the provision of thermodynamic data of fluids at elevated pressure and temperature conditions. Hereby a microcapillary setup that is equipped with an in situ Raman Spectroscopy unit as well as with a high-speed camera, was further improved within the scientific employment of the author. The setup consists in principle of a fused-silica microcapillary embedded in a heating block, which is furthermore connected to high pressure syringe pumps. Pure compounds and mixtures were studied with the microfluidic setup and different thermodynamic properties were determined. For instance, vapor pressures of Poly(oxymethylene) Dimethyl Ethers (OME3 and OME4), a potential class of renewable diesel fuels, were the first time measured for temperatures exceeding the atmospheric boiling temperature. Hereby the regarded compound is pressurized at constant temperature, from what the vapor pressure is determined optically by detecting bubble or film formation, indicating the transition from vapor to liquid state. The main results of this thesis were however the vapor-liquid equilibria (VLE) of fuel/air-systems that were determined by in situ Raman Spectroscopy, whereby the Stokes-scattered Raman signal can be successfully separated phase-dependently by light barrier technology. A further task was the determination of saturated mixture densities of the validation system ethanol/CO2. With this study, I intend to contribute to the scarce literature data for the studied systems and properties. Therewith I want to help to enhance the understanding of microprocesses such as the evaporation and mixing formation in diesel combustion engines.

Made available in DSpace on 2016-04-26T18:13:48Z (GMT). No. of bitstreams: 1 Vania de Moraes.pdf: 2752468 bytes, checksum: 886e84196c1efff494145c855e839dea (MD5) Previous issue date: 2014-02-17 / Universidade de Taubaté / Considering all educational practice also consists of a communicative practice , this proposal is resulted from an investigation by the architecture of virtual learning environments (VLE ) about three IES that offer superior Degree in Visual Arts , in a distance mode .. About the materials and methods, the investigation was done through exploratory research and utilization of educational materials available in AVA. The theoretical framework consists of publications related about studies of the Semiotics of Culture, the General Theory of Systems and Information Technology and Communication ( ICT ) , with emphasis on Instructional Design . Highlight for Lotman (1999 ) Beatalanffy (1977 ) . The research was also significant with the theoretical support of the Semiotics of Culture with Machado and Pinheiro , the General System Theory , with Vieira and Bunge , and with Vygotsky . The result did not favor interactive practice the act of teaching teach art , due to technical and pedagogical shifts . In this context , through instructional design , are desired continuous architectural proposals for balanced service user organizations representing the plural context and Brazilian mongrel / Considerando que toda prática educativa consiste também em uma prática comunicativa, a presente proposta é resultada de uma investigação na arquitetura dos Ambientes Virtuais de Aprendizagem (AVA) de três Instituições de Ensino Superior (IES) que oferecem curso superior de Licenciatura em Artes Visuais, na modalidade a distância. Quanto aos materiais e métodos, a investigação se deu por meio de pesquisa exploratória e utilização de materiais educativos disponíveis nos AVA. O referencial teórico consiste em publicações referentes aos estudos da Semiótica da Cultura, da Teoria Geral dos Sistemas e das Tecnologias da Informação e Comunicação (TIC), com ênfase para o Design Instrucional. Destaque para Lotman (1999) Beatalanffy (1977). A pesquisa contou, também com o apoio teórico significativo da Semiótica da Cultura, com Machado e Pinheiro; da Teoria Geral do Sistema, com Vieira e Bunge, e com Vygotsky. O resultado não favoreceu as práticas interativas do ato de ensinar a ensinar arte, devido aos desvios técnico-pedagógicos. Nesse contexto, por meio do design instrucional, são desejadas propostas contínuas de arquitetura, para atendimento equilibrado de usuários que representam o contexto plural e mestiço brasileiro

This thesis is focused on the compression algorithm's analysis of MJPEG format and its implementation in FPGA chip. Three additional video bitstream reduction methods have been evaluated for real-time low latency applications of MJPEG format. These methods are noise filtering, inter-frame encoding and lowering video's quality. Based on this analysis, a MJPEG codec has been designed for implementation into FPGA chip XC6SLX45, from Spartan-6 family.

Made available in DSpace on 2016-06-02T20:02:52Z (GMT). No. of bitstreams: 1 5280.pdf: 8210728 bytes, checksum: 25d41c9af014811f3c1f0f36883c9a32 (MD5) Previous issue date: 2013-02-03 / This work describes the development of a VLE Virtual Learning Environment, where music is the basis for studying sound waves. New educational tools such as videos, animations, simulations, as well as the Moodle platform, were used to create a virtual environment, where students can learn about sound waves in an autonomous and interactive way, motivating them to use computers and internet as facilitators of the teaching/learning process, making it more effective and interesting. This material was applied to High School students - which translates to Ensino Médio and/or Pré-Vestibular in Brazil s schooling system - in the following schools: Carlos Drummond de Andrade and Nomelini Cirandinha, both in Barretos, Escola Espaço Livre, in Bebedouro and Coc Cardiofísico, in Jaboticabal. Both the teaching experience related to the VLE construction and its learning results are also described in this work. / O presente trabalho descreve o desenvolvimento de um AVA Ambiente Virtual de Aprendizagem, onde utilizamos a música como fio condutor para o estudo das ondas sonoras. Fazendo uso das novas ferramentas educacionais como vídeos, animações, simulações bem como a plataforma Moodle, produzimos um ambiente virtual onde os alunos podem estudar as ondas sonoras de uma forma interativa e autônoma, incentivando-os a utilizar o computador e a internet como facilitadores do processo de ensino/aprendizagem, tornando este processo mais efetivo e interessante. Esse material foi aplicado a turmas de alunos do Ensino Médio e Pré-Vestibular das escolas Carlos Drummond de Andrade e Nomelini Cirandinha, ambas de Barretos, Escola Espaço Livre, de Bebedouro e escola COC Cardiofísico, de Jaboticabal. Tanto a experiência didática quanto a construção do AVA e seus resultados de aprendizagem são também descritos neste trabalho.

nÃo hà / O presente trabalho de dissertaÃÃo discute questÃes surgidas na sociedade com o advento da internet, provocando impacto de diferentes naturezas em diversas Ãreas, sobretudo na educaÃÃo. O surgimento e a introduÃÃo de ferramentas via internet voltadas para o gerenciamento de atividades educacionais suscitou a necessidade de repensar a prÃtica educativa ressignificando os papÃis desempenhados pelas instituiÃÃes de ensino, pelos professores e pelos alunos. Dessa forma, teve por objetivo maior analisar as contribuiÃÃes do uso de uma interface dentro do ambiente virtual de aprendizagem Moodle aplicada à prÃtica pedagÃgica de professores do ensino superior na modalidade presencial. Para isto buscou-se na literatura questÃes pertinentes voltadas a este assunto que possibilitaram focalizar o estudo. Desenvolveu-se tambÃm uma interface dentro do ambiente Moodle que possibilitou a realizaÃÃo de fÃruns de discussÃo com professores do curso de Letras e Pedagogia que estÃo em exercÃcio de sua profissÃo. Por fim realizou-se a tabulaÃÃo e a anÃlise dos resultados que permitiram considerar a importÃncia da formaÃÃo contÃnua na prÃtica docente e a viabilidade de utilizar ambientes virtuais de aprendizagem como suporte ou complemento ao ensino presencial. / The present work argues about questions appeared in the society with the advent of the Internet which has provoked impact of different natures in diverse areas, including education. The sprouting and the introduction of Internet tools directed toward the management of educational activities brought the necessity to rethink educative practice reconsidering the roles played by educational institutes, by teachers and by pupils. In such a way, this study aimed at analyzing the contributions of the use of an interface at Moodle (virtual learning environment) applied to the pedagogical practice of university professors from actual modality. Considering this, pertinent questions to this subject were searched in literature to enable to focus the study. An interface inside Moodle was developed to enable the accomplishment of discussion forums with in-service Language and Pedagogy professors. Finally the data was tabled and the results were analyzed allowing to consider the importance of continuous education in teachersâ practice and the viability to use virtual environments of learning as support or complement to actual education.

SUZUKI, Juliana Telles Faria. Ambiente virtual de aprendizagem: reflexões para uma pedagogia on-line. 2007. 112f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Londrina-PR, 2007. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-06-28T14:55:55Z No. of bitstreams: 1 2007_Dis_ JTFSUZUKI.pdf: 1682805 bytes, checksum: d5ff8a36025e464ab94a98f47b7ff95e (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-02T16:04:00Z (GMT) No. of bitstreams: 1 2007_Dis_ JTFSUZUKI.pdf: 1682805 bytes, checksum: d5ff8a36025e464ab94a98f47b7ff95e (MD5) / Made available in DSpace on 2012-07-02T16:04:00Z (GMT). No. of bitstreams: 1 2007_Dis_ JTFSUZUKI.pdf: 1682805 bytes, checksum: d5ff8a36025e464ab94a98f47b7ff95e (MD5) Previous issue date: 2007 / O presente trabalho de dissertação discute questões surgidas na sociedade com o advento da internet, provocando impacto de diferentes naturezas em diversas áreas, sobretudo na educação. O surgimento e a introdução de ferramentas via internet voltadas para o gerenciamento de atividades educacionais suscitou a necessidade de repensar a prática educativa ressignificando os papéis desempenhados pelas instituições de ensino, pelos professores e pelos alunos. Dessa forma, teve por objetivo maior analisar as contribuições do uso de uma interface dentro do ambiente virtual de aprendizagem Moodle aplicada à prática pedagógica de professores do ensino superior na modalidade presencial. Para isto buscou-se na literatura questões pertinentes voltadas a este assunto que possibilitaram focalizar o estudo. Desenvolveu-se também uma interface dentro do ambiente Moodle que possibilitou a realização de fóruns de discussão com professores do curso de Letras e Pedagogia que estão em exercício de sua profissão. Por fim realizou-se a tabulação e a análise dos resultados que permitiram considerar a importância da formação contínua na prática docente e a viabilidade de utilizar ambientes virtuais de aprendizagem como suporte ou complemento ao ensino presencia / O presente trabalho de dissertação discute questões surgidas na sociedade com o advento da internet, provocando impacto de diferentes naturezas em diversas áreas, sobretudo na educação. O surgimento e a introdução de ferramentas via internet voltadas para o gerenciamento de atividades educacionais suscitou a necessidade de repensar a prática educativa ressignificando os papéis desempenhados pelas instituições de ensino, pelos professores e pelos alunos. Dessa forma, teve por objetivo maior analisar as contribuições do uso de uma interface dentro do ambiente virtual de aprendizagem Moodle aplicada à prática pedagógica de professores do ensino superior na modalidade presencial. Para isto buscou-se na literatura questões pertinentes voltadas a este assunto que possibilitaram focalizar o estudo. Desenvolveu-se também uma interface dentro do ambiente Moodle que possibilitou a realização de fóruns de discussão com professores do curso de Letras e Pedagogia que estão em exercício de sua profissão. Por fim realizou-se a tabulação e a análise dos resultados que permitiram considerar a importância da formação contínua na prática docente e a viabilidade de utilizar ambientes virtuais de aprendizagem como suporte ou complemento ao ensino presencia

Questions that were answered in the dissertation: Which process is suitable to desulphurize biogas knowing that chemical absorption will be used to separate CO2? Which absorption solvent is suitable to separate CO2 from concentrated gases such as biogas at atmospheric pressure? What properties of the selected solvent, namely aqueous diglycolamine (DGA), are already known? How to determine solvent properties such as equilibrium CO2 solubility under absorption and desorption conditions using simple, but robust apparatuses? What values do solvent properties such as density, viscosity and surface tension take at various DGA contents and CO2 loadings? How do primary alkanolamine content and CO2 loading influence solvent properties? What is the optimal DGA content in the solvent? What is the optimal desorption temperature at atmospheric pressure? How can equilibrium CO2 solubility in aqueous DGA solvents be simulated? What is the uncertainty in the results? How to debottleneck an absorber and increase its gas-treating capacity? How to determine the optimal lean loading of the absorption solvent? What are the characteristics of the absorption process that uses aqueous DGA as the solvent to separate CO2 from biogas and is more energy efficient and safer than the state-of-the-art processes? How to quantitatively compare the hazards of absorption solvents? What is the disposition of the German population towards hazards from biogas plants? What are the favourable and adverse environmental impacts of biomethane? / Fragen, die in der Dissertation beantwortet wurden: Welches Verfahren ist zur Entschwefelung von Biogas geeignet, wenn die chemische Absorption zur CO2-Abtrennung genutzt wird? Welches Absorptionsmittel ist geeignet, um CO2 aus konzentrierten Gasen, wie Biogas, bei atmosphärischem Druck abzutrennen? Welche Eigenschaften des ausgewählten Absorptionsmittels, wässriges Diglykolamin (DGA), sind bereits bekannt? Wie wird die CO2-Gleichgewichtsbeladung unter Absorptions- und Desorptionsbedingungen mit einfachen und robusten Laborapparaten bestimmt? Welche Werte nehmen die Absorptionsmitteleigenschaften wie Dichte, Viskosität und Oberflächenspannung bei verschiedenen DGA-Gehalten und CO2-Beladungen? Wie werden die Absorptionsmitteleigenschaften durch den Primäramin-Gehalt und die CO2-Beladung beeinflusst? Was ist der optimale DGA-Gehalt im Absorptionsmittel? Was ist die optimale Desorptionstemperatur bei atmosphärischem Druck? Wie wird die CO2-Gleichgewichtsbeladung im wässrigen DGA simuliert? Welche Ungenauigkeit ist zu erwarten? Wie wird eine Absorptionskolonne umgerüstet, um die Kapazität zu erweitern? Wie wird die optimale CO2-Beladung des Absorptionsmittels am Absorbereintritt (im unbeladenen Absorptionsmittel) bestimmt? Was sind die Prozesseigenschaften eines Absorptionsverfahrens, das wässriges DGA als Absorptionsmittel nutzt sowie energieeffizienter und sicherer als Verfahren auf dem Stand der Technik ist? Wie kann das Gefahrenpotenzial von Absorptionsmittel quantitativ verglichen werden? Wie werden Gefahren aus einer Biogasanlage durch die deutsche Bevölkerung wahrgenommen? Welche positive und negative Umweltauswirkung hat Biomethan?

Questions that were answered in the dissertation: Which process is suitable to desulphurize biogas knowing that chemical absorption will be used to separate CO2? Which absorption solvent is suitable to separate CO2 from concentrated gases such as biogas at atmospheric pressure? What properties of the selected solvent, namely aqueous diglycolamine (DGA), are already known? How to determine solvent properties such as equilibrium CO2 solubility under absorption and desorption conditions using simple, but robust apparatuses? What values do solvent properties such as density, viscosity and surface tension take at various DGA contents and CO2 loadings? How do primary alkanolamine content and CO2 loading influence solvent properties? What is the optimal DGA content in the solvent? What is the optimal desorption temperature at atmospheric pressure? How can equilibrium CO2 solubility in aqueous DGA solvents be simulated? What is the uncertainty in the results? How to debottleneck an absorber and increase its gas-treating capacity? How to determine the optimal lean loading of the absorption solvent? What are the characteristics of the absorption process that uses aqueous DGA as the solvent to separate CO2 from biogas and is more energy efficient and safer than the state-of-the-art processes? How to quantitatively compare the hazards of absorption solvents? What is the disposition of the German population towards hazards from biogas plants? What are the favourable and adverse environmental impacts of biomethane? / Fragen, die in der Dissertation beantwortet wurden: Welches Verfahren ist zur Entschwefelung von Biogas geeignet, wenn die chemische Absorption zur CO2-Abtrennung genutzt wird? Welches Absorptionsmittel ist geeignet, um CO2 aus konzentrierten Gasen, wie Biogas, bei atmosphärischem Druck abzutrennen? Welche Eigenschaften des ausgewählten Absorptionsmittels, wässriges Diglykolamin (DGA), sind bereits bekannt? Wie wird die CO2-Gleichgewichtsbeladung unter Absorptions- und Desorptionsbedingungen mit einfachen und robusten Laborapparaten bestimmt? Welche Werte nehmen die Absorptionsmitteleigenschaften wie Dichte, Viskosität und Oberflächenspannung bei verschiedenen DGA-Gehalten und CO2-Beladungen? Wie werden die Absorptionsmitteleigenschaften durch den Primäramin-Gehalt und die CO2-Beladung beeinflusst? Was ist der optimale DGA-Gehalt im Absorptionsmittel? Was ist die optimale Desorptionstemperatur bei atmosphärischem Druck? Wie wird die CO2-Gleichgewichtsbeladung im wässrigen DGA simuliert? Welche Ungenauigkeit ist zu erwarten? Wie wird eine Absorptionskolonne umgerüstet, um die Kapazität zu erweitern? Wie wird die optimale CO2-Beladung des Absorptionsmittels am Absorbereintritt (im unbeladenen Absorptionsmittel) bestimmt? Was sind die Prozesseigenschaften eines Absorptionsverfahrens, das wässriges DGA als Absorptionsmittel nutzt sowie energieeffizienter und sicherer als Verfahren auf dem Stand der Technik ist? Wie kann das Gefahrenpotenzial von Absorptionsmittel quantitativ verglichen werden? Wie werden Gefahren aus einer Biogasanlage durch die deutsche Bevölkerung wahrgenommen? Welche positive und negative Umweltauswirkung hat Biomethan?

Τα σύγχρονα πληροφοριακά συστήματα μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση, επιτρέπουν τη συστηματική διαχείριση του εκπαιδευτικού υλικού και υποστηρίζουν τις εκπαιδευτικές διαδικασίες των μαθημάτων. Τα συστήματα αυτά έχουν λειτουργικότητες όπως: η ανάρτηση ψηφιακού υλικού, η διεξαγωγή συζητήσεων, η ανάρτηση ασκήσεων-εργασιών, η πραγματοποίηση εξετάσεων και πολλές άλλες. Στόχος της συγκεκριμένης εργασίας είναι η διερεύνηση του χώρου των συστημάτων μάθησης τα οποία υποστηρίζουν εξ’ αποστάσεως εκπαίδευση καθώς επίσης και η παρουσίαση και η εφαρμογή μεθόδου αξιολόγησης τους, αξιολογώντας τα συστήματα σύμφωνα με μια λίστα λειτουργικών απαιτήσεων. Στο 1ο κεφάλαιο της διπλωματικής εργασίας γίνεται μια περιγραφή των βασικών εννοιών της εξ’αποστάσεως εκπαίδευσης καθώς επίσης και έννοιες που αφορούν τα συστήματα υποστήριξης μάθησης όπως:CBT, VLE, LMS, LCMS, CMS, Mobile Learning. Στο 2ο κεφάλαιο γίνεται μια επισκόπηση του χώρου των Συστημάτων Μάθησης Learning Course Management Systems (LCMS). Συγκεκριμένα γίνεται μία καταγραφή των χαρακτηριστικών των πιο δημοφιλών συστημάτων τόσο των εμπορικών όσο και των συστημάτων ανοικτού κώδικα με τη χρήση ενός κοινού template όπου καταγράφονται τα εξής στοιχεία: Κατασκευαστής, Σύντομη περιγραφή Λογισμικού, Πλεονεκτήματα (Δυνατά Σημεία ), Μειονεκτήματα (Αδυναμίες, Ελλείψεις), Πελατολόγιο, Τρέχουσα Έκδοση έτσι ώστε να μπορεί κάποιος εύκολα να τα συγκρίνει και να τα αξιολογήσει. Στο 3ο κεφάλαιο πραγματοποιείται ανάλυση απαιτήσεων ενός σύγχρονου συστήματος μάθησης έτσι ώστε να μπορεί να εφαρμοστεί η μεθοδολογία αξιολόγησης σε μια λίστα από χαρακτηριστικά-απαιτήσεις για τα συστήματα που παρουσιάζονται στο κεφάλαιο 2. Στο 4ο κεφάλαιο παρουσιάζεται η μεθοδολογία Αξιολόγησης των συστημάτων μάθησης η οποία στηρίζεται στη θεωρία της ασαφούς λογικής. Η συγκεκριμένη μεθοδολογία εφαρμόστηκε σαν μελέτη περίπτωσης για την αξιολόγηση συστημάτων εκπαιδευτικών δραστηριοτήτων προκειμένου να βρεθεί το πλέον κατάλληλο σύστημα για τις ανάγκες του Ελληνικού Ανοικτού Πανεπιστημίου. Τέλος στο κεφάλαιο 5 πραγματοποιείται η εφαρμογή της μεθοδολογίας αξιολόγησης μεταξύ των συστημάτων μάθησης και παρουσιάζονται τα αποτελέσματα- συμπεράσματα που εξάγονται από την εφαρμογή της μεθόδου ενώ στο τελευταίο κεφάλαιο (6ο ) παρουσιάζονται τα συμπεράσματα της εργασίας. / Modern learning information systems are designed to support distance education and have many features to support learning sequence such as: management of educational material, tools for uploading projects in several kinds (documents, multimedia files), many kinds of quizzes, grades management, forums, reports wiz and many others. The aim of this master thesis is the investigation of available learning course management systems(LCMS), requirements analysis for LCMS and presentation and implementation of an evaluation methodology for LCMS based on a requirements list. In the first chapter of this thesis, we describe the basic concepts and definitions of e-Learning, as well as concepts relating to learning support systems such as: CBT(Computer Based Training), VLE(Virtual Learning Environment), LMS(Learning Management Systems), LCMS(Learning Course Management Systems), CMS (Course Management Systems), Mobile Learning etc. The second chapter contains an investigation in the area of Learning Course Management Systems (LCMS). We used a common template in order to describe the features of the most popular LCMS (either Open Source or Commercial). The template contains features like: Small Description of any LCMS (Software Manufacturer and History, Active Users and Installations, Database Requirements, Web Server, Manufacturer Clients, Current Stable Version), Strengths of the Software, Weaknesses of the Software, Available Mobile Version. This features have been chosen in order to become easy the comparison and after that the evaluation of the systems. The third chapter contains requirements analysis of a modern learning course management system so that the evaluation methodology can be applied to a specified list of features-requirements for the systems presented in chapter 2. In the fourth chapter there is the presentation of the evaluation methodology which uses a multicriteria technical analysis which belongs to the field of methods of Multi-Criteria Group-based Decision Making Techniques, while uses methods of (intuitionistic) fuzzy logic. This method exports the results using a technique TOPSIS(Technique for Order Preference by Similarity to Ideal Solution). In this chapter there is the theoretical description of the methodology which has been implemented as a case study for evaluating learning management systems in order to find the most suitable system for the needs of the Hellenic Open University(HOU). In Chapter 5 we will find the implementation steps of the methodology in order to exclude the most suitable LCMS for HOU and the final results(list of Systems). We will also find the conclusions of the implementation of this method. Finally the last chapter (6th) presents the final conclusions of the whole thesis and the added value this thesis offers in this field of research .