Made available in DSpace on 2014-06-12T15:52:36Z (GMT). No. of bitstreams: 1 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2009 / Devido á grande demanda por softwares cada vez mais robustos, complexos e flexíveis, e, sobretudo, pelo curtíssimo tempo de entrega exigido, a engenharia de software tem procurado novos meios de desenvolvimento que supram satisfatoriamente essas demandas. Uma forma de galgar esses novos patamares de produtividade provém do uso de uma metodologia baseada em agentes que se comunicam e com isso, ao invés dos programas serem estritamente programados, o comportamento destes sistemas de software emerge da interação de agentes, robôs, ou subsistemas aut onomos, independentes, além de declarativamente especificados. Isto provê a habilidade para automaticamente configurá -los, otimizá-los, monitorá-los, adaptá-los, diagnosticá-los, repará-los e protegê-los dentro do ambiente. Contudo, um grande problema das linguagens declarativas é a falta de mecanismos que permitem a melhor estruturação de dados, facilitando portanto, o reuso. Portanto, esta dissertação explica o desenvolvimento de nova linguagem lógica declarativa para programar sistemas de raciocínio automático de uma forma modularizada: C2HR∨. A linguagem base escolhida para a extensão com componentes lógicos foi CHR. Os motivos para essa escolha são definidos ao longo da dissertação. Duas abordagens, portanto, são apresentadas: a primeira, conhecida como CHRat, foi desenvolvida numa parceria juntamente com o grupo de pesquisas CONTRAINTES do INRIA/Rocquencourt-Paris, onde o programador ´e o responsável direto por definir os componentes CHR, permitindo o seu reuso por outros componentes; a segunda aplicação, CHRtp, visa atender prioritariamente requisitos de completude e, por isso, se baseia em procedimentos lógicos de inferência como: o raciocínio para frente, o raciocínio para trás, e a resolução/factoring. A dissertação mostra também alguns exemplos práticos, onde uso de componentes facilita radicalmente sua implementação. As contribuições almejadas com essa dissertação são: a definição de uma família bem formalizada de provadores de teoremas automáticos, que podem trabalhar com sentenças especificadas em lógica horn ou em lógica de primeira ordem, a extensão de CHR como uma linguagem modular de propósito geral, a melhor estruturação de bases conhecimentos e até o uso em conjunto de bases heterogêneas, a definição de uma linguagem para a fácil e direta estruturação de dados por meio de componentes, dentre outras

Orientador: João Francisco Duarte Junior / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-04T20:36:18Z (GMT). No. of bitstreams: 1 Vernalha_MariaInesRuas_M.pdf: 6781594 bytes, checksum: 35c0982d874461882a56eb3c5cabae3e (MD5) Previous issue date: 2005 / Resumo: Este trabalho trata do ensino/aprendizagem em arte através de uma prática pedagógica que engloba os campos da criação (produção), percepção (análise) e conhecimento (contextualização conceitual-histórico-cultural da produção artística da humanidade). Para tanto, enfatiza o período que compreende o final do século XIX e início do século XX, no qual as formas de espaço apresentadas pelos artistas traduzem estados psicológicos, emocionais, sociais e intelectuais. Na interatividade com a obra de arte, recorre ao método comparativo baseado no sistema Image Watching, de Robert William Ott e na proposta de leitura crítica da obra de arte, de Edmund Burke Feldman. A dissertação apresenta, também, relatos de experiências desenvolvidas com alunos do Ensino Fundamental e Médio. O objetivo da pesquisa é utilizar nas aulas o espaço da/na arte para mostrar diversas possibilidades de relacionamentos na construção de uma composição auxiliando no desenvolvimento da imaginação criadora e da percepção, e propor uma dinâmica que estimule os alunos a realizarem expressões com poética e conteúdo imaginativos particulares / Abstract: This dissertation deals with the teaching & learning process in arts by means of a pedagogical practice that includes the areas of creation (production), perception (analysis) and knowledge (conceptual, historical and cultural context of human artistic production). Thus for, it emphasizes the period at the end of the XIX century and the beginning of XX century, in which the forms of space presented by the artists express psychological, emotional, social and intellectual modes. Working on an interactive approach with the artistic production, the author used both a comparative method based on Robert William Ott's "Image Watching" system and Edmund Burke Feldman's "Art Piece Critic Appreciation" proposal. The dissertation also blends reports from case experiences developed with elementary and high school students. The objective of this research is to utilize the space in art, to show, in education several possibilities of relationships in building a composition, assisting in the development of creative imagination and perception, and also to propose a work dynamics that stimulates students to express themselves with specific poetic and imaginative contents / Mestrado / Mestre em Artes

M.A.

While the Impossible Trinity Theory (also known as the trilemma) has been widely recognized, due to its descriptive nature, very little has been done to test its validity empirically. This paper starts by comparing several recent constructions with regard to this matter and, after making some adjustments to the trilemma index invented by Aizenman et al. (2008), proves the validity of the Impossible Trinity Theory for developing countries. This paper then studies the empirical relationship between a country’s deviation from the average trilemma index and its economic performance. Empirical results find that while the overall deviation does not affect a country’s economic performance, individual deviations as well as regional factors are significant in determining unemployment and the real GDP growth rate.

With the disappearance of the superpower conflict that characterised the Cold War era, many observers have begun to question whether the Non-Aligned Movement (NAM) has a role to play in the post Cold War era. However the emergence of a number of issues on the international agenda, such as United Nations peacekeeping operations, global environmental issues and an increasing unwillingness on the part of the major economic powers to abide by GATT/WTO rules, have increasingly become of concern to non-aligned states. However whilst the United States has recognised that these issues require leadership in dealing with them, it has not been willing to supply that leadership. It shall therefore be argued that the changing nature of hegemony in world politics has set conditions that allow non-aligned middle powers and institutions greater scope for action and influence. The emergence of these issues has provided a scope for non-aligned middle powers, acting in accordance with their interests to play alternate leadership roles within an expanded scope for institutions, such as organisations, regimes and multilateralism, in addressing the interests of non-aligned states. Firstly in looking at an expanded role for organisations, the United States has increasingly been unwilling to play a leadership role within UN peacekeeping operations. The continuing importance of the neutrality of UN peacekeeping operations has provided a scope for nonaligned middle powers to play a burden-sharing role with the great powers in addressing the concerns of non-aligned states with regard to these operations. Secondly in looking at an expanded scope for regimes, the emergence of a regime in the issue of ozone depletion may provide a foundation to analyse how non-aligned middle powers may play a bridge-building role between North and South in the issue of climate change. Middle powers could therefore play this role in the absence of United States leadership within this issue. Thirdly, the role of the Cairns Group within the Uruguay Round in addressing non-aligned states’ interests of maintaining stable agricultural trade, can be seen as a model of small group multilateralism in bridging the divide between the major powers in issue specific areas.

Background: Inclusive Education (‘Support for Learning’ in the UK) is now a mandatory educational policy across the European Union. And yet, we understand remarkably little about its psychosocial impact on students. Scant research has been conducted in this area, particularly with respect to typically-developing students. Findings from existing studies are difficult to extrapolate from, due to methodological flaws and/or contradictory results. Method: A Systematic Review was carried out of international qualitative research in this area, to summarise and critique findings. An empirical study was also conducted with typically-developing Scottish adolescents, to explore their views of Support for Learning using a robust qualitative methodology. Results: Findings from the Systematic Review showed that existing qualitative studies are mostly of poor to medium methodological quality; that typically-developing students tend not to understand Inclusive Education; and that the majority regard it with fearful wariness. The empirical study mirrored these themes, and provided new insights into how students perceive the benefits and dangers of Inclusive Education, as well as barriers to understanding it. Conclusion: Schools urgently need to inform students about the principles and practices of Inclusive Education, and professionals working with adolescents should be mindful of its perceived psychosocial dangers, in order to challenge prejudicial attitudes.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

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