Composite materials are usually multi-phase materials, made up from two or more phases, which are combined to provide properties that the individual constituents cannot. This technology represents an economical way to improve product performances avoiding the use of expensive materials. Composite materials can be obtained as films by means of the electrolysis of electroplating solutions in which micrometre- or submicrometre-size particles are suspended: variable amounts of these particles become incorporated in the electrochemically produced solid phase, to which they impart enhanced properties. The main aims of the present work contributing to this thesis are the study of different parameters influencing the electroco-deposition process in order to promote and improve the applicability of such a technology in the high speed electroplating industry. Following a comprehensive review on the electroco-deposition of composite coatings, the phenomena have been analysed moving from a microscopic point of view i. e. the role of the metal ions present in the electrolyte and adsorption on the inert particles and their interactions with the growing metal layer, to a macroscopic point of view i. e. the electrolyte agitation, its influence on particle motion and all the issues related to the presence of particles in an electrolyte during electroplating. In particular the inert particle influence in terms of geometry, dimension and chemical nature (spherical polystyrene particles vs. irregular alumina particles with different dimensions), the metal matrix influence (nickel, copper and zinc), the influence of electrolyte agitation (using a Rotating Cylinder Electrode cell system) and the influence of the coating thickness on particle content in the final coating, using different deposition times, have been examined. The importance of the particle shape has been highlighted showing how incorporating irregular geometries gave higher particle incorporation densities than regular geometries. The influence of the substrate finishing in terms of imperfections has been related to the particle incorporation rate showing how small surface imperfections enhanced the incorporation of particles. Different hydrodynamic regimes have been analysed resulting three different regimes being discerned: laminar, transitional and turbulent. The consequence, in terms of particle incorporation levels, has been found showing how the amount of particles in the coating changed from one regime to another. Different rate-determining steps were related to the hydrodynamics: when the regime is laminar, particles were incorporated as agglomerates and the process was under particle transfer control, whilst in the turbulent zone, the rate determining step was the velocity of reduction of the ions adsorbed on the particle surface.

Made available in DSpace on 2016-04-28T18:22:26Z (GMT). No. of bitstreams: 1 Rodrigo Fernando Assis dos Santos.pdf: 1536485 bytes, checksum: a5ecc665cf98dff5e1e30e09968b8a13 (MD5) Previous issue date: 2011-11-29 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research discusses the concept of language present in George Orwell´s book 1984 and relates it with the official concept of language of Russia during the 1920´s and 1930´s . For doing this, we chose as study object the book 1984 from which we selected newspeak as the corpus of analyses. Newspeak consists of a language system that´s is being created by the government of the plot and once it is finished and put into practice, would impeach people to have different opinions from the government and the existence of the other languages would also be impossible. The main feature of newspeak is that it is being constructed through the destruction of the current language. On the other side, we have the official Russian linguistics of the 30´s that has a similar project of destruction of the linguistic material and creation of a single universal language. Our objective in this research is to describe, analyze and interpretate through the linguistic-discursive newspeak material, the discourses that constitutes the book and establish dialogic relations between newspeak and the official russian linguistics of the 30´s, period which the book makes analogies. We inquire in this research what is the concept of language of Newspeak and the official russian linguistics of the 1920´s and 1930´s, which dialogic relations can be established between both concepts, which dialogic relations can be stablished between the newspeak lexical group that relates crime with the idea of disagreement of the government policies and the stanist society concerning the same matter and which language knowledge our dialogic relation meets. This research reconstruct some discourses about the Russian revolutionary period since the czarism regime until the great purge, it also identifies the official Russian linguistics theory of the 20´s and 30´s, and shows how 1984 materialize the discourses concerning the speech restriction policies that come from this historical period. Our methodology for the corpus´ construction was done based on the following steps; a) Describe the process of destruction of the current language; b) Identification of the term Newspeak and the terms in Newspeak through all narrative; (c) Construction of a glossary that has the definition of the words in Newspeak. Through the description of newspeak and the analyses of two linguistics marks, it was possible to realize that the human language either in life or in art, is able to create compensatory mechanisms that weakens and cancel the forces that struggles to finish with the heteroglossia that keeps the human language ideologically saturated. We also indentify the diference between the fictional language and the scientific one: the former there is not any diference between the act of uttering and the utterance, whereas the latter this difference is part of the discourse genre. This research is based on Bakhtinian´s circle theory, that discusses language through its social historical point of view. We used the concept of axiology, ideological sign, infrastructure and superstructure, monologism, dialogism, centripetal forces and centrifugal forces / Este trabalho discute o conceito de língua/linguagem em 1984 de George Orwell e relaciona esse conceito com o da linguística oficial russa das décadas de 1920/1930. Para tanto, selecionamos, especificamente, a novilíngua como corpus de pesquisa. A novilíngua consiste em um sistema linguístico elaborado pelos detentores do poder da ficção orwelliana que, quando finalizado e colocado em uso, impediria a expressão de opiniões contrárias ao regime e a existência de outras línguas. A característica central para a existência da novilíngua é a destruição da língua vigente. Ao pesquisarmos a política linguística oficial russa das décadas de 1920 e 1930, descobrimos um projeto similar de destruição das línguas existentes e de criação de uma língua única. Nosso objetivo de pesquisa, portanto, é descrever, analisar e interpretar, por meio da materialidade linguístico-discursiva da novilíngua, os discursos históricos que atravessam a obra e, a partir daí, estabelecer relações dialógicas entre o conceito de língua/linguagem de 1984 e esse mesmo conceito na linguística oficial russa das décadas de 1920/1930. Questionamos em nosso trabalho qual é o conceito de língua/linguagem da novilíngua e da linguística oficial russa das décadas de 1920/1930, quais relações dialógicas podem ser estabelecidas entre o conceito da novilíngua e esse mesmo conceito da linguística oficial russa dos anos 1930, quais relações dialógicas podem serestabelecidas entre o léxico da novilíngua, que trata o pensamento discordante ao sistema totalitário como crime, e a sociedade stalinista no que diz respeito à restrição da liberdade de expressão e quais conhecimentos sobre a linguagem humana nossa análise dialógica vai de encontro. Este estudo recupera alguns discursos que circulam sobre a história da Rússia desde o final do período czarista até o auge do expurgo stalinista, identifica a teoria linguística oficial da Rússia das décadas de 1920/1930 e mostra como a obra 1984, de Orwell, materializa os discursos advindos desse período histórico. Nossa metodologia para composição do corpus e descrição da novilíngua obedeceu à seguinte dinâmica: a) descrever o processo de destruição da língua vigente para a construção da novilíngua; b) levantamento do termo novilíngua e dos termos em novilíngua, em toda a narrativa; c) construção de um glossário que contém a definição das palavras em novilíngua. Por meio da descrição da novilíngua e da nossa respectiva análise, foi possível constatar que a linguagem humana, tanto na vida como na arte, é capaz de criar mecanismos compensatórios que atenuam e anulam as forças que querem acabar com o plurilinguísmo e assim manter a linguagem humana, mesmo sob forte coerção de sistemas políticos totalitários, pluriacentuada e ideologicamente saturada. Identificamos também a diferença entre a linguagem científica e a ficcional: na linguagem científica não há divergência entre o enunciado e a enunciação; na linguagem ficcional essa divergência é constituinte. Este trabalho está embasado pela teoria Bakhtiniana, que discute a linguagem pelo seu viés sócio-histórico ideológico. Utilizamos os conceitos de axiologia, signo ideológico, infraestrutura e superestrutura, dialogismo, forças centrípetas e centrífugas.

Submitted by VANESSA ALVES DO PRADO null (bivaprado@hotmail.com) on 2017-08-25T01:43:12Z No. of bitstreams: 1 Tese Vanessa Prado.pdf: 7997093 bytes, checksum: 46f83fd463dff635eebdf57be0a86dc3 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-08-25T13:43:28Z (GMT) No. of bitstreams: 1 prado_va_dr_mar.pdf: 7997093 bytes, checksum: 46f83fd463dff635eebdf57be0a86dc3 (MD5) / Made available in DSpace on 2017-08-25T13:43:28Z (GMT). No. of bitstreams: 1 prado_va_dr_mar.pdf: 7997093 bytes, checksum: 46f83fd463dff635eebdf57be0a86dc3 (MD5) Previous issue date: 2017-06-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta tese apresenta resultados da pesquisa que teve como objetivo compreender, pelos sentidos bakhtinianos de forças centrípetas e centrífugas, os discursos que permeiam a ação de formação de professores e a ação dos guias didáticos do programa paulista Ler e Escrever. As forças constituem os discursos dos formadores e dos professores atuantes nos anos iniciais do ensino fundamental, ciclo I, e explicam o movimento de adesão e de resistência desses sujeitos à imposição da implantação do Ler e Escrever como uma política educacional. A pesquisa de natureza etnográfica ancorou-se nos princípios da filosofia da linguagem, pensada por Bakhtin e Volochínov, e discutida por Medviédev e por autores contemporâneos estudiosos das obras do Círculo (de Bakhtin), e teve como participantes dez professores do ensino fundamental, ciclo I, de uma escola estadual do interior paulista, e três formadoras de uma diretoria de ensino. Algumas reuniões de formação na escola pesquisada, em momentos de Aulas de Trabalho Pedagógico Coletivo, foram observadas e gravadas em áudio e vídeo. Foram feitas também entrevistas com todas as professoras da escola que aceitaram a participar da pesquisa, com a professora coordenadora e com as professoras coordenadoras do Núcleo Pedagógico da diretoria de ensino. Além das observações e das entrevistas, constituíram a pesquisa: a) pautas das reuniões de formações na escola observada e b) guias de planejamento e orientações didáticas Ler e Escrever. Considerando o princípio da relação dialógica, a partir da premissa da alteridade, os enunciados foram compreendidos à luz da filosofia da linguagem. Foi possível compreender, a partir da resposta de professores e de formadores na implantação das ações em destaque do programa, que a força centrípeta, que quer dominar, e a força centrífuga, libertária, de sentidos contraditórios, dialogizam o próprio programa. Apesar da formação continuada de professores pelo programa e os guias didáticos Ler e Escrever demonstrarem ser uma ação anti-dialógica pela represália ao plurilinguismo e pela imposição e controle de uma linguagem única que desconsidera o professor como sujeito falante responsavelmente participante no mundo, o professor luta pela inalienabilidade da palavra, arrisca, rompe e se indigna, pela voz, pelo corpo e pelas atitudes, contra a força opressora e autoritária que quer apagar sua voz e paralisar seu ato. / This thesis presents results of the research that aimed to understand, through Bakhtinian senses of centripetal and centrifugal forces, the discourses that permeate teacher’s formation and the action of teaching guides of São Paulo’s state program Ler e Escrever (Read and Write). The forces constitute the discourses of trainers and teachers acting in the first years of elementary school, cycle I, and explain the movement of adhesion and resistance of these subjects to the implementation’s imposition of Ler e Escrever as an educational policy. The ethnographic nature research was anchored in the principles of language’s philosophy, thought by Bakhtin and Volochínov, and discussed by Medvedev and contemporaneous authors scholars of the Circle’s works (Bakhtin), having as participants ten elementary school teachers, cycle I, from a state school located in São Paulo’s countryside, and three trainers from an educational board of directors. Some formation meetings at the researched school, during Collective Pedagogical Work Classes, were observed and recorded in audio and video. Interviews were also conducted with all the teachers of the school who agreed to participate in the research, with the coordinator teacher and coordinators teachers of the Pedagogical Center of the educational board of directors. In addition to the observations and interviews, the research consisted of: a) guidelines of the training meetings in the observed school and b) planning guides and Ler e Escrever didactic guidelines. Considering the principle of the dialogical relationship, from the premise of otherness, the statements were understood by the light of language’s philosophy. Through the answer of teachers and trainers during the implementation of the actions highlighted in the program, it was possible to understand that the centripetal force, which wants to dominate, and the centrifugal force, libertarian, of contradictory directions, dialogue in the own program. In spite of the continued formation of teachers by the program and the Ler e Escrever didactic guides demonstrate to be an anti-dialogic action by the reprisal to the multilingualism and by the imposition and control of a unique language that disregards the teacher as a speaking subject responsibly participant in the world, the teacher fights for the inalienability of the word, risks, bursts out and outrages, through voice, body and by attitudes, against the oppressive and authoritarian force that wants to erase his voice and paralyze his act.