Master's thesis deals with the analysis of the experience in the preparation of bachelors in "Innovation" gained by the Institute of Natural Sciences. The work is aimed at the improvement of the areas of training, which should lead to the attraction of the institute and the direction of "Innovation" in particular. Qualitative changes will lead to interest of perspective students, as well as demand graduates in the labor market. The aim of the thesis: the improvement of the educational program for bachelor in "Innovation" at the Institute of Natural Sciences Ural Federal University through the experience gained during the 2008-2015 year. In the first chapter a literature review, this reviews the external situation of the existence of innovations and their exposure on society, are presented. The history of the formation of areas of training "Innovation" and the structure and geography of this area of Russia is examined. And also system of HPE in "Innovation" at the St. Petersburg State Polytechnic University is considered, as the founder of this direction. In the second chapter an analysis of experience of the Institute of Natural Sciences Ural Federal University at direction of training "Innovation" are presented. According to the study the conclusions about the positive sides of the direction and gaps in the educational program were made. A survey among the graduates of direction "Innovation" was conducted. In the third chapter SWOT and TOWS analysis were made based on conclusions from previous chapters, strategies for improving the training areas "Innovation" in the INS were made based on this analysis. The likely threats to the Institute of Natural Sciences and the direction of «Innovation» in particular are considered, and actions to respond to them are recommended. On the basis of the work performed, we can conclude that adhering to the planned strategies to improve the training area "Innovation" INS, this training area will reach a new level in terms of uniqueness in relation to other areas and institutions. Master's thesis is presented on 99 pages, including 18 figures, 34 tables, 4 applications and a list of references from 23 names. / Магистерская диссертация посвящена анализу накопленного опыта Институтом естественных наук в подготовке бакалавров по направлению «Инноватика». Работа направлена на усовершенствование данного направления подготовки, что должно привести к привлекательности института и к направлению «Инноватика» в частности. Качественные изменения приведут к заинтересованности перспективных абитуриентов, а так же к востребовательности выпускников на рынке труда. Цель диссертации: усовершенствование образовательной программы бакалавриата по направлению подготовки «Инноватика» в Институте естественных наук УрФУ благодаря накопленному опыту института в период 2008-2015 года. В первой главе выполнен литературный обзор, в котором рассмотрена внешняя ситуация существования инноваций и воздействие их на общество. Изложена история становления направления подготовки «Инноватика», рассмотрена структура и география данного направления по России. А так же рассмотрена система ВПО по направлению «Инноватика» в Санкт-Петербургском государственном политехническом университете, как основателе данного направления. Во второй главе проведен анализ опыта Института естественных наук УрФУ по направлению подготовки «Инноватика». По результатам исследования сделаны выводы о положительных сторонах направления и о пробелах в образовательной программе. Проведен опрос среди всех выпускников направления «Инноватика». В третьей главе на основе выводов из предыдущих частей, произведен SWOT- и TOWS-анализ, на основе которых разработаны стратегии усовершенствования направления подготовки «Инноватика» в ИЕН. Рассмотрены вероятные угрозы для Института естественных наук и направления «Инноватика» в частности, и рекомендованы действия реагирования на них. На основе выполненной работы можно сделать вывод о том, что придерживаясь намеченных стратегий по усовершенствованию направления подготовки «Инноватика» ИЕН, данное направление выйдет на новый уровень, в плане уникальности относительно других направлений и институтов. Магистерская диссертация изложена на 99 страницах, включая 18 рисунков, 34 таблиц, 4 приложения и список использованных источников из 23 наименований.

This thesis explores the relationship between Marcel Duchamp’s oeuvre and the texts of the Comte de Lautréamont, arguing that the author’s works comprise an overlooked and undervalued source of interest and ideas for the artist. Scholars have done an extraordinary job of documenting and analyzing a number of Duchamp’s literary sources and inspirations. Their work has elucidated the roles of Raymond Roussel, Alfred Jarry, Stéphane Mallarmé, Jules Laforgue, and Jean-Pierre Brisset, among others, for Duchamp. The work of Lautréamont, however, has received proportionally little attention, despite several indications of its importance for the artist. Among the few who have proposed such a connection, none have yet offered a broadly documented or sustained argument. Other historians, generally working under the premise that Lautréamont only came to Duchamp’s attention by way of the Surrealists, have explicitly rejected the possibility that the Uruguayan-French poet had any meaningful position in Duchamp’s library prior to the Surrealist championing of the author. This thesis proposes otherwise, making the case that Lautréamont was more fundamentally important to Duchamp than yet realized. Historical documents as well as statements by the artist himself and those closest to him suggest a stronger engagement by Duchamp with the works of Lautréamont than has been previously proposed. This relationship seems to have begun by as early as 1912, well in advance of the Surrealists’ discovery of the author, and it lasted throughout Duchamp’s life. Furthermore, an examination of Duchamp’s body of work demonstrates a number of strategic and thematic resonances between artist and author that reinforce what the archival evidence suggests. These resonances should be understood as open readings, rather than exclusive readings. They are proposed as additions to the existing constellation of understanding of Duchamp’s oeuvre, rather than as foreclosures upon other ways of reading Duchamp’s body of work. / text

This work is a Post-Graduation Program in Professional and Technological Education of the Federal University of Santa Maria (UFSM) master dissertation, specifically integrating the Teacher Trainning for Professional Education and technology research line. The objective of this study was to understand how teachers who are of the Special Program of Graduation for Teacher Training for Professional Education (PEG), Federal University of Santa Maria (UFSM) that work in the Federal Institute Farroupilha (IFFar), São Vicente do Sul campus, mobilize and articulate their pedagogical work with the pedagogical proposal of the Institution. Also if the perception they have of technical training defended in the Institution is related to the teacher training for the Basic and Technical Education present in the pedagogical proposal of the PEG. This is a qualitative research. The data collection from the interviews application that allowed to infer the professional/pedagogic profile of these teachers and to investigate their professional trajectory in what concerns their training in the PEG course and the training of their students. There was also the documents analysis, including the PEG Curricular Political Project and the IFFar Institutional Development Plan, along with laws, decrees, and selection documents regulating the modality of education. This research has as theoretical references Paulo Freire, Dermeval Saviani, Gaudêncio Frigotto. The collected material was interpreted from the theoretical framework adopted and for the analysis of the interviews we chose the qualitative approach. As analysis categories, we have: the profile of the professional, pedagogical knowledge, expectations of PEG graduates, approach and methodological resources used, teacher-student relationship and commitments, expectations and training needs of Technical Education. As a result, we have: that the choice of teaching by the bachelors was intentional and that they feel safe in the performance of their practices. The educator's self-training happens in the trajectory and in the interaction with the students with whom they work which is essential for the construction of a teacher identity process. The awareness of understanding EPT, recognizing its peculiarities, particularities and contexts, shows that if educators become involved in an educational purpose of change, they will also be recognizing their inconclusiveness, which makes it possible to constantly transform. / Este trabalho constitui-se em uma dissertação de Mestrado, do Programa de Pós-Graduação em Educação Profissional e Tecnológica da Universidade Federal de Santa Maria (UFSM), especificamente integrando a Linha de Pesquisa de Formação Docente para a Educação Profissional e Tecnológica. O estudo proposto teve por objetivo compreender como os docentes egressos do Programa Especial de Graduação para Formação de Professores para a Educação Profissional (PEG), da Universidade Federal de Santa Maria (UFSM) que atuam no Instituto Federal Farroupilha (IFFar), campus São Vicente do Sul, mobilizam e articulam o seu trabalho pedagógico com a proposta pedagógica da Instituição. Também se a percepção que eles têm da formação técnica defendida na Instituição se relaciona com a formação docente para a Educação Básica e Técnica presente na proposta pedagógica do PEG. Trata-se de uma pesquisa qualitativa. Os dados foram coletados a partir da aplicação de entrevistas que possibilitaram inferir o perfil profissional/pedagógico desses docentes e investigar sua trajetória profissional no que tange a sua formação no curso PEG e a formação de seus alunos. Realizou-se a análise de documentos, incluindo o Projeto Pedagógico do Curso PEG e o Plano de Desenvolvimento Institucional do IFFar, juntamente com leis, decretos, históricos e editais de seleção que regulamentam a modalidade de ensino. Essa pesquisa tem como principais referenciais teóricos Paulo Freire, Dermeval Saviani e Gaudêncio Frigotto. O material coletado foi interpretado a partir do marco teórico adotado e para a análise das entrevistas optou-se pela abordagem qualitativa. Como categorias de análise, tem-se: o perfil do profissional, conhecimentos pedagógicos, expectativas formativas dos egressos do PEG, abordagem e recursos metodológicos utilizados, relação professor-aluno e comprometimentos, expectativas e necessidades formativas da Educação Técnica. Como resultados, tem-se: que a escolha da docência pelos bacharéis se mostrou intencional e que se sentem seguros no desempenhar de suas práticas. A autoformação do educador acontece na trajetória e na interação com os educandos com as quais eles trabalham, o que é essencial para a construção de um processo identitário do professor. A sensibilização de entender a EPT, reconhecendo suas peculiaridades, particularidades e contextos, mostra que se os educadores se envolverem em um propósito educacional de mudanças, estarão também, reconhecendo sua inconclusão, o que viabiliza se transformar constantemente.

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No. of bitstreams: 2 Dissertação - Robson Alves dos Santos - 2013.pdf: 1709388 bytes, checksum: 812be5636e5841c4967f5860100967dc (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-03-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to study the process of professional education in Geography with professionals trained in the Course of the Federal University of Goiás - Campus Catalão, focusing on elements that deal with the training of graduate and bachelor Geografia. We experience in the period of a society globalized, capitalist, which directly influences the social, economic, political and cultural development of people and that has caused changes in geographical science, in education, teachers and, consequently, the formation of professional geography. Geography is a science of everyday life and has been undergoing a process of advancement and popularization, in order to provide better understandings of reality, which confirms the importance of studies that address the formation of the Geographer, both licensed as bachelor's . We will address questions about the dichotomy and the relationship between degree and bachelor; geography as a science and its institutionalization as a discipline and its influences in the formative process of the licensee and the BA in Geography, the Political-Pedagogical Project, its construction, its importance and structure curriculum in the process of professional training in geography, and the formation of BA in Geography and the labor market. For the survey, were asked to review the literature on the subject and documentary research, which analyzed data from the last three Pedagogical Political Projects, 1992, 2005 and 2009, the School of Geography Campus Catalan and their respective curriculum structures, annual and semiannual. Also, we carried out the analysis of legal devices that guide undergraduate courses in Geography and resolutions internal UFG as the Law of Guidelines and Bases of National Education (Law nº. 9.394, of December 20, 1996), Law nº. 6664 / 1979 - What discipline the Profession of Geography, the National Curriculum (DCNs) and General Regulations of Graduate UFG, December 2002. Finally, in field research, interviews were conducted with professionals trained in the course, with the time frame from 2001 to 2008, and teachers of the course in question. About the data submitted during the survey, they showed that these formed a higher percentage of professionals Geography PPP in 1992, is excluded fewer students, more students are formed in normal time course. It was found, how important is the political-pedagogical project for a course, this being one of the most important elements for a good education. This defines goals, objectives and professional profile that you want to form / A presente pesquisa tem por objetivo estudar o processo de formação do profissional em Geografia com os profissionais formados no Curso da Universidade Federal de Goiás - Campus Catalão, enfocando elementos que tratem da formação do licenciado e do bacharel em Geografia.Vivenciamos o período de uma sociedade globalizada e capitalista, que influencia diretamente na vida social, econômica, política e cultural das pessoas e que tem provocado transformações na ciência geográfica, na educação, nos professores , consequentemente, na formação do profissional de Geografia. A Geografia é uma ciência do cotidiano e vem passando por um processo de avanço e de popularização, no sentido de propiciar melhores compreensões da realidade, o que confirma a importância de estudos que tratem da questão da formação do Geógrafo, tanto do licenciado como do bacharel. Trataremos de questões acerca da dicotomia e da relação entre licenciatura e bacharelado; a Geografia enquanto ciência e sua institucionalização como disciplina e suas influências no processo formativo do licenciado e do bacharel em Geografia; o Projeto Político-Pedagógico, sua construção, sua importância e a estrutura curricular no processo de formação do profissional em Geografia; e a formação do bacharel em Geografia e o mercado de trabalho. Para realização da pesquisa, foram feitas uma revisão de literatura sobre a temática e a pesquisa documental, na qual foram analisados dados dos três últimos Projetos PolíticoPedagógicos, 1992, 2005 e 2009, do Curso de Geografia do Campus Catalão e suas respectivas estruturas curriculares, anual e semestral. Também, realizou-se a análise de dispositivos legais que norteiam os cursos de graduação em Geografia e resoluções internas da UFG como a Lei de Diretrizes e Bases da Educação Nacional (Lei nº 9.394, de 20 de dezembro de 1996); Lei nº 6.664/1979 - Que disciplina a Profissão de Geógrafo; as Diretrizes Curriculares Nacionais (DCNs) e Regulamento Geral dos Cursos de Graduação da UFG, de dezembro de 2002. Por último, na pesquisa de campo foram realizadas entrevistas com os profissionais formados no Curso, com o recorte temporal de 2001 a 2008, e com professores do Curso em questão. Sobre os dados apresentados durante a pesquisa, estes mesmos mostraram que se formava um percentual maior de profissionais de Geografia no PPP de 1992, se excluía menos alunos, se formava mais alunos no tempo normal do Curso. Constatou-se, o quão importante é o Projeto Político-Pedagógico de um curso, sendo este um dos elementos mais importantes para uma boa formação. Este define metas, objetivos e o perfil do profissional que se deseja formar

Population control programs such as family planning and the introduction of sex identification technologies has helped to create skewed sex ratios in northern India and particularly in the state of Haryana. Due to a surplus of men and the numbers of missing females, an organized business of bride trafficking has emerged where poor women from eastern and northeastern states of India are bought and brought to Haryana for the purpose of marriage. This thesis explores how skewed sex ratios have contributed to the phenomenon of bride trafficking in Haryana guided by the theoretical framework of violences of development which argues that there is a hidden paradox within development. This was done by conducting a conventional content analysis in order to create a deeper understanding of the phenomenon. There is scarce research on bride trafficking, therefore this study contributes with extended knowledge in order to shed a light on the increasing trade with females.

Sleep arousal is a phenomenon that affects the sleep of a large amount of people. The process of predicting and classifying arousal events is done manually with the aid of certified technologists, although some research has been done on automation using Artificial Neural Networks (ANN). This study explored how a Support Vector Machine performed(SVM) compared to an ANN on this task. Polysomnography (PSG) is a sort of sleep study which produces the data that is used in classifying sleep disorders. The PSG-data used in this thesis consists of 13 wave forms sampled at or resampled at 200Hz. There were samples from 994 patients totalling approximately 6.98 1010 data points, processing this amount of data is time consuming and presents a challenge. 2000 points of each signal was used in the construction of the data set used for the models. Extracted features included: Median, Max, Min, Skewness, Kurtosis, Power of EEG-band frequencies and more. Recursive feature elimination was used in order to select the best amount of extracted features. The extracted data set was used to train two ”out of the box” classifiers and due to memory issues the testing had to be split in four batches. When taking the mean of the four tests, the SVM scored ROC AUC of 0,575 and the ANN 0.569 respectively. As the difference in the two results was very modest it was not possible to conclude that either model was better suited for the task at hand. It could however be concluded that SVM can perform as well as ANN on PSG-data. More work has to bee done on feature extraction, feature selection and the tuning of the models for PSG-data to conclude anything else. Future thesis work could include research questions as ”Which features performs best for a SVM in the prediction of Sleep arousals on PSG-data” or ”What feature selection technique performs best for a SVM in the prediction of Sleep arousals on PSG-data”, etc. / Sömnstörningar är en samling hälsotillstånd som påverkar sömnkvaliteten hos en stor mängd människor. Ett exempel på en sömnstörning är sömnapne. Detektion av dessa händelser är idag en manuell uppgift utförd av certifierade teknologer, det har dock på senare tid gjorts studier som visar att Artificella Neurala Nätverk (ANN) klarar att detektera händelserna med stor träffsäkerhet. Denna studie undersöker hur väl en Support Vector Machine (SVM) kan detektera dessa händelser jämfört med en ANN. Datat som används för att klassificera sömnstörningar kommer från en typ av sömnstudie kallad polysomnografi (PSG). Den PSG-data som används i denna avhandling består av 13 vågformer där 12 spelats in i 200Hz och en rekonstruerats till 200Hz. Datan som används i denna avhandling innehåller inspelningar från 994 patienter, vilket ger totalt ungefär·6.98 1010 datapunkter. Att behandla en så stor mängd data var en utmaning. 2000 punkter från vare vågform användes vid konstruktionen av det dataset som användes för modellerna. De attribut som extraherades innehöll bland annat: Median, Max, Min, Skewness, Kurtosis, amplitud av EEG-bandfrekvenser m.m. Metoden Recursive Feature Elimination användes för att välja den optimala antalet av de bästa attributen. Det extraherade datasetet användes sedan för att träna två standard-konfigurerade modeller, en SVM och en ANN. På grund av en begräning av arbetsminne så var vi tvungna att dela upp träningen och testandet i fyra segment. Medelvärdet av de fyra testen blev en ROC AUC på 0,575 för en SVM, respektive 0,569 för ANN. Eftersom skillnaden i de två resultaten var väldigt marginella kunde vi inte dra slutsatsen att endera modellen var bättre lämpad för uppgiften till hands. Vi kan dock dra slutsatsen att en SVM kan prestera lika väl som ANN på PSG-data utan konfiguration. Mer arbete krävs inom extraheringen av attributen, attribut-eliminationen och justering av modellerna. Framtida avhandlingar skulle kunna göras med frågeställningarna: “Vilka attributer fungerar bäst för en SVM inom detektionen av sömnstörningar på PSG-data” eller ”Vilken teknik för attribut-elimination fungerar bäst för en SVM inom detektionen av sömnstörningar på PSG-data”, med mera.

The purpose of this study was to determine whether The Large Glass was a negation of women for Marcel Duchamp. The thesis is composed of five chapters. Chapter I is the introduction to the thesis. CHapter II includes a synopsis of the major interpretations of The Large Glass. Duchamp's statements in regard to The Large Glass are also included in Chapter II. Chapter III explains how The Large Glass works through the use of Duchamp's notes. Chapter IV investigates Duchamp's negation of women statement in several ways. His personal relationships with relatives including his wives and other women, and his early paintings of women were examined. His idea of indifference was seen within the context of the Dandy and his alter ego, Rrose Selavy as a Femme Fatale. His machine paintings are also seen as a part of his idea of detachment and negation of women. Detachment as an intellectual pursuit was probed with his life-long interest in chess. The Large Glass was then seen as not only showing inconographically a negation of women but also as being an intrinsic component of his life and his work.

The present study aims to investigate the perspectives of the bachelors teachers of the Federal Institute of Sergipe - Câmpus Lagarto on an inclusion of people with disabilities in professional and technological education. In order to achieve this goal, it was necessary to think of the teaching methods provided by the Institute and to evaluate within these methods which ones are in consonance with the law on an educational inclusion, in particular, an inclusion of the person with a disability. In this institutional gear, the main focus of the research is the teaching professionals who work in it. Considering that the graduates have pedagogical training to act as teachers, the main subject of this research are specifically the teachers who have bachelor degree, the way in which they think about the teaching and its relation with the inclusion of the disabled person in professional and technological education . The research approach is qualitative, of the case study type, with documental basis, with questionnaires and interviews, the time frame is based on Law 11,892 / 2008. For data analysis we used the content analysis method. The institutional actions have little visibility according to the informants and the training of teachers to work in professional education reflects on the pedagogical activity with students with disabilities and their perspective on the insertion of these in professional practices in the context of the Lagarto Câmpus, thus, continued education can be seen as a necessary element in teaching practice, as well as a (re) structuring of institutional policies with a view to the inclusion of persons with disabilities. / O presente estudo pretende investigar as perspectivas dos docentes bacharéis do Instituto Federal de Sergipe- Câmpus Lagarto sobre a inclusão de pessoas com deficiência na educação profissional e tecnológica. Para tal fez-se necessário pensar a instituição na qual se insere a pesquisa para evidenciar a modalidade de ensino que esta oferta e dentro desta como são atendidas as preconizações da lei sobre a inclusão educacional, de modo particular, a inclusão da pessoa com deficiência. Nesta engrenagem institucional o foco principal da pesquisa são os profissionais docentes que nela atuam. Considerando que os licenciados têm formação pedagógica para atuar como docentes, são, especificamente, os docentes bacharéis que são apresentados como sujeitos da pesquisa, a forma como estes descreveram a docência e as suas relações com a inclusão da pessoa com deficiência na educação profissional e tecnológica. A abordagem da pesquisa é qualitativa, do tipo estudo de caso, com base documental, aplicação de questionários e entrevistas, o marco temporal é a partir da Lei nº 11.892/2008. Para a análise dos dados utilizamos o método de análise de conteúdo. Segundo os informantes as ações institucionais têm pouca visibilidade e a formação dos docentes para atuarem na educação profissional reflete na atuação pedagógica com os discentes com deficiência e sua perspectiva sobre a inserção destes nas práticas profissionais, no contexto do Câmpus Lagarto, assim, a formação continuada se mostra como um elemento necessário à prática docente, bem como uma (re) estruturação das políticas institucionais com vistas à inclusão da pessoa com deficiência. / São Cristóvão, SE

Indiana University-Purdue University Indianapolis (IUPUI) / This dissertation analyzes the critique of charity and philanthropy implicit in Melville’s short fiction written for periodicals between 1853 and 1856. Melville utilized narrative and tone to conceal his opposition to prevailing ideologies and manipulated narrative structures to make the reader complicit in the problematic assumptions of a market economy. Integrating close readings with critical theory, I establish that Melville was challenging the new rhetoric of philanthropy that created a moral identity for wealthy men in industrial capitalist society. Through his short fiction, Melville exposed self-serving conduct and rationalizations when they masqueraded as civic-minded responses to the needs of the community. Melville was joining a public conversation about philanthropy and civic leadership in an American society that, in its pursuit of private wealth, he believed was losing touch with the democratic and civic ideals on which the nation had been founded. Melville’s objection was not with charitable giving; rather, he objected to its use as a diversion from honest reflection on one’s responsibilities to others.