Existing research suggests an intuitive relationship between mathematics and computer programming. These previous studies have focused primarily on the cognitive connection and have ignored the potential impact of programming on an individual's perception and application of mathematical skills. By surveying and interviewing a variety of participants, this study aims to provide a descriptive foundation for the experiential side of cognitive correlations and causalities. These phenomenological accounts, garnered from individual interviews of seven different programmers, indicate four specific areas of interest. First, learning to program provided context for many abstract concepts. Second, programming illustrated the important distinction between understanding the application of math in a specific situation and the execution of a known procedure. Third, programming habits helped participants divide complex problems into more manageable tasks. Finally, the necessity of solving a programming problem provided motivation and eliminated apprehension toward mathematics.

Submitted by PPG Teologia (teologia-pg@pucrs.br) on 2017-11-28T18:16:01Z No. of bitstreams: 1 DISSERTA??O - LUIZ GUATURA DA SILVA NETO.pdf: 911341 bytes, checksum: 2d91bb4700788f95a52ca0023779c16b (MD5) / Rejected by Caroline Xavier (caroline.xavier@pucrs.br), reason: Devolvido devido ao orientador cadastrado na publica??o (Luiz Carlos Susin) estar diferente do orientador que consta no material PDF (?rico Jo?o Hammes). on 2017-12-04T13:38:35Z (GMT) / Submitted by PPG Teologia (teologia-pg@pucrs.br) on 2017-12-04T13:42:37Z No. of bitstreams: 1 DISSERTA??O - LUIZ GUATURA DA SILVA NETO.pdf: 911341 bytes, checksum: 2d91bb4700788f95a52ca0023779c16b (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-12-04T16:38:16Z (GMT) No. of bitstreams: 1 DISSERTA??O - LUIZ GUATURA DA SILVA NETO.pdf: 911341 bytes, checksum: 2d91bb4700788f95a52ca0023779c16b (MD5) / Made available in DSpace on 2017-12-04T16:40:56Z (GMT). No. of bitstreams: 1 DISSERTA??O - LUIZ GUATURA DA SILVA NETO.pdf: 911341 bytes, checksum: 2d91bb4700788f95a52ca0023779c16b (MD5) Previous issue date: 2017-09-27 / This research seeks to address the theme ?Ecumenical and Interreligious Dialogue for the Path to Peace?, seeks to discover it as the world advances in technology and continues to suffer the conflicts which is a lack of dialogue promoted. In the first chapter, we try to demonstrate a path that can promote peace and justice, so we go through Willian Carey's journey through proposals for the Week of Prayer for Christian Unity, an Edinburgh Conference in Scotland, not beginning and the various conferences held during the past tense. Subsequently, movements by the desire of Protestants in Latin America, there is no European ecumenism, reporting a vision of ecumenical dialogue within the European protest in Latin America and Brazil. In Brazil, we exposed the birth of the Pentecostal Movement from the Assembly of God, its expansions and schism in 1987, in Salvador/Bahia; An understanding of ecumenism within the Pentecostal Movement in conjunction with the General Convention of Assemblies of God in Brazil (CGADB) and a view of the amounts attached to the National Convention of Assemblies of God in Brazil (CONAMAD). We also discussed the creation of the World Council of Churches, the contribution and development of the Catholic-Lutheran dialogue to the document "Conflict in Communion" and preparations for the 500th anniversary of the Reformation. In the third chapter, we talk about ecumenism, from the decree of the Second Vatican Council Unitatis Redintegration and punctual updating from the Ecumenical Council. Already in the fourth chapter, we focused on a statement ?Nostra Aetate?, which deals with interreligious dialogue, emphasizing interreligious dialogue for the construction of peace. / Esta pesquisa procura discorrer sobre o tema ?Di?logo Ecum?nico e Inter-religioso para o caminho da paz?, procurando compreend?-lo ? medida que o mundo avan?a em tecnologia e continua sofrendo os conflitos que a falta de di?logo promove. No primeiro cap?tulo, procuramos demonstrar um caminho que pode promover a paz e a justi?a e, para isso, percorremos o percurso idealizado por Willian Carey, passando pelas propostas da Semana da Ora??o pela Unidade dos Crist?os, a Confer?ncia de Edimburgo, na Esc?cia, no in?cio do s?culo XX, e nas diversas confer?ncias ocorridas durante todo o s?culo passado. Posteriormente, caminhamos pelo desejo de os protestantes da Am?rica Latina serem inclu?dos no Ecumenismo europeu, relatando a vis?o do di?logo ecum?nico dentro do Protestantismo europeu, na Am?rica Latina e no Brasil. No Brasil, expusemos o nascimento do Movimento Pentecostal a partir da Assembleia de Deus, sua expans?o e cisma em 1987, ocorrido em Salvador/Bahia; a compreens?o acerca do Ecumenismo dentro do Movimento Pentecostal Assembleiano ligado ? Conven??o Geral das Assembleias de Deus no Brasil (CGADB) e a vis?o dos assembleianos ligado ? Conven??o Nacional das Assembleias de Deus no Brasil (CONAMAD). Ainda, abordamos a cria??o do Conselho Mundial de Igrejas, a contribui??o e o desenvolvimento do di?logo cat?lico-luterano at? o documento ?Do conflito ? comunh?o? e os preparativos para os 500 anos da Reforma. No terceiro cap?tulo, discorremos acerca do Ecumenismo, a partir do decreto do Conc?lio Vaticano II ?Unitatis Redintegratio? e da atua??o pontif?cia a partir do Conc?lio Ecum?nico. J? no quarto cap?tulo, enfocamos a declara??o ?Nostra Aetate?, que trata do di?logo inter-religioso, dando destaque ao di?logo inter-religioso para a constru??o da paz.

Made available in DSpace on 2014-06-11T19:22:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-09-06Bitstream added on 2014-06-13T19:28:09Z : No. of bitstreams: 1 santos_rc_me_ilha.pdf: 1524074 bytes, checksum: 4c5240df2b14c20fe78b45b5be2b8a8a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste trabalho é apresentada uma ferramenta de tradução, que converte sistemas de controle descritos na linguagem de automação LOGO!Soft, para um modelo VHDL correspondente. O software desenvolvido, denominado “LOGO2VHDL”, contém funções básicas e especiais disponíveis no LOGO!Soft. Nesta ferramenta, o usuário acostumado em programar o CLP LOGO!Soft pode facilmente obter uma descrição VHDL cujo modelo funcional, pode ser sintetizado, no ambiente QUARTUS II da Altera. Este trabalho teve como objetivo principal estudar uma nova metodologia, que visa o emprego de dispositivos lógicos programáveis (PLDs) como uma forma alternativa ao emprego dos controladores lógicos programáveis (CLPs) no controle automatizado de processos. A ferramenta foi avaliada através de estudos de casos descrevendo sistemas de controle simples e complexos. Em todos os casos, os resultados das simulações mostram a viabilidade desta nova abordagem em automatizar sistemas de controle. / In this work it is presented a translation tool that converts control systems described in the automation language LOGO!Sof, for a model corresponding VHDL. The developed software, denominated “LOGO2VHDL”, contains basic and special functions available in LOGO!Soft. In this tool, the accustomed user in programming the CLP LOGO!Soft can easily obtain a description VHDL whose functional model can be synthecized in the environment QUARTUS II of the Altera. This work had as main objective to study a new methodology that seeks the employment of programmable logical devices (PLDs) as an alternative form to the programmable logical controllers’ employment (CLPs) in the automated control of processes. The tool was evaluated through studies of cases describing simple and complex control systems. In all the cases, the results of the simulations show the viability of that new approach in automating control systems.

This study seeks to explore relationships between Logo turtle graphics and visual literacy by addressing two related questions: (a) can traditional visual literacy concepts, as found in the published literature, be synthesized in terms of Logo turtle graphics, and (b) do the literature and "hands-on" experience with turtle graphics indicate that visual competencies are pertinent to graphics-based electronic communications in computer culture? The findings of this research illustrate that Logo turtle graphics is a self-contained model to teach visual literacy skills pertinent to computer culture. This model is drawn from synthesizing published literature and the classroom experience of Logo learners, which is demonstrated through their visual solutions to Logo assignments. A visual analysis and interpretation of the subjects' work concludes that the principles and competencies associated with traditional visual literacy skills manifest during the Logo turtle graphics experience. The subjects of this study demonstrate that visual literacy pertinent to computer culture includes reading, writing, and drawing alphanumerics and pictographic information with linguistic equivalence. The logic for this symbolic metaphor is body-syntonic spatial experience explained in geometric terms. The Logo learner employs computational models for visual ideas and visual-verbal symbols for spatial ideas in the course of doing turtle graphics.

Acompanha: Geometria & linguagem: uma proposta de ensino para professores dos anos iniciais do ensino fundamental / A presente dissertação teve como objetivo utilizar a Linguagem LOGO no Ensino de Geometria em Curso de Formação Continuada para Professores dos Anos Iniciais do Ensino Fundamental. Para tanto, embasou-se na Teoria do Construtivismo de Jean Piaget e na Teoria do Construcionismo de Seymour Papert para o trabalho com Linguagem LOGO e nos estudos de Pavanello e Freudenthal sobre o Ensino de Geometria. O estudo envolveu professores dos Anos Iniciais do Ensino Fundamental da Rede Municipal de Ponta Grossa (PR). A pesquisa aplicada constou de seis encontros de formação, nos quais se refletiu sobre: a trajetória do Ensino de Geometria no Brasil, as orientações atuais contidas nos documentos oficiais do Ministério da Educação e o uso de recursos tecnológicos no Ensino de Geometria. Trabalhou-se com os conceitos básicos da Linguagem LOGO e possibilidades de projetos a serem desenvolvidos com os alunos nas escolas. Do ponto de vista metodológico, a abordagem foi qualitativa, de natureza interpretativa, com observação participante. Os dados foram recolhidos a partir da aplicação de questionários sobre o perfil do grupo participante, uso de recursos tecnológicos e sobre o software da Linguagem LOGO, diário de bordo e áudio e vídeo dos encontros de formação continuada. As atividades desenvolvidas com os professores envolveram materiais manipuláveis, recursos tecnológicos, software Linguagem LOGO, artigos científicos de contexto histórico e o uso de recursos tecnológicos. Os resultados obtidos apontam a validade do trabalho de formação continuada por meio do professor formador e pesquisador, proporcionando atividades reflexivas, práticas, desafiadoras e prazerosas. Como produto final, apresenta-se um manual pedagógico na forma de um e-book que tem por finalidade fornecer aos professores dos Anos Iniciais do Ensino Fundamental, interessados no assunto, informações sobre o uso da Linguagem LOGO e o Ensino de Geometria, especificamente, lateralidade, movimentação no espaço e ângulos. / This work aimed to use the LOGO language in Geometry Education in Continuing Education Course for Teachers of Elementary Education initial years. Therefore, it based itself on Constructivist Theory of Jean Piaget at the Constructivism Theory of Seymour Papert to work with LOGO language and studies of Pavanello and Freudenthal on Geometry Teaching. The study involved teachers of Years Elementary initial School of Ponta Grossa city, (PR). Applied research consisted of six training sessions, which was reflected on the trajectory of Geometry Education in Brazil, the current guidance contained in official documents of the Ministry of Education and the use of technological resources on the Geometry teaching. It was worked with the basics of language LOGO and project opportunities to be developed with students in schools. From a methodological point of view the qualitative approach to interpretation, with participant observation. Data were collected from questionnaires on the profile of the participant group, use of technological resources and the software language LOGO, log book and audio and video of continuing education meetings. The activities developed with teachers involved manipulatives, technology resources, language LOGO, scientific articles of historical context and the use of the technological resources. The results show the validity of continuing education work through the teacher trainer and researcher providing reflective activities, practices, challenging and pleasurable. As a final product, it presents a teaching manual in the form of an e-book which aims to provide teachers of the Early Years of elementary school, interested in the subject, information on the use of language LOGO and the geometry of Education, specifically, laterality, movement in space and angles.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-22T21:05:23Z No. of bitstreams: 1 DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-24T20:48:03Z (GMT) No. of bitstreams: 1 DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) / Made available in DSpace on 2017-11-24T20:48:03Z (GMT). No. of bitstreams: 1 DanielleOliveiraDaNobrega_TESE.pdf: 4195431 bytes, checksum: 1e7ed103501f37901d054280bf78c861 (MD5) Previous issue date: 2017-07-17 / Objetiva-se analisar as representa??es sociais sobre o psic?logo para os estudantes de Psicologia da Universidade Federal de Alagoas/Unidade Educacional de Palmeira dos ?ndios. Tem como cen?rio o atual contexto de expans?o da Psicologia no que tange ? diversifica??o de pr?ticas e de p?blicos e a expans?o das universidades p?blicas federais, o que ampliou notadamente a inser??o de estudantes de diferentes regi?es nessas institui??es. Com fundamento te?rico-metodol?gico na Teoria das Representa??es Sociais, trata-se de um estudo que analisa as representa??es sociais em um contexto de forma??o profissional, o que implica enfocar os movimentos representacionais, as rela??es dial?gicas e tensionamentos entre os saberes, al?m de sua s?cio g?nese (MARKOV?, 2006; MOSCOVICI, 2005; WAGNER, 2000). Assim, parte-se de uma epistemologia dial?gica de representa??es sociais, que s?o compreendidas como um conhecimento social formado a partir da dialogicidade, da din?mica e da historicidade (MARKOV?, 2006). Diante disso, o estudo est? ancorado nas diretrizes da pesquisa qualitativa e contou com a reuni?o de tr?s procedimentos metodol?gicos: a an?lise documental, a T?cnica de Associa??o Livre de Palavras e o grupo focal. O primeiro dedicou-se ? an?lise do Projeto Pedag?gico do referido curso atrav?s da estrat?gia descrita em Seixas et al. (2013). J? o segundo, foi realizado com 169 estudantes distribu?dos pelos cinco anos de Psicologia, o que corresponde ?s cinco turmas devido ao ingresso no curso ser anual. Os participantes evocaram palavras a partir da audi??o do termo ?psic?logo?, sendo tais evoca??es analisadas por meio da t?cnica de an?lise de conte?do do tipo tem?tica (BARDIN, 2004). O grupo focal, por seu turno, teve a participa??o de doze discentes de todas as turmas do curso ao longo de cinco encontros. Tais momentos foram videogravados e as conversa??es transcritas e analisadas atrav?s da t?cnica de an?lise de conte?do, com foco na unidade de registro do tipo referente (BARDIN, 2004). Os resultados foram analisados de modo complementar e integrado e sinalizaram uma representa??o social sobre o psic?logo centrada no desenho cl?nico tradicional, por?m, o processo formativo em que est?o imersos os estudantes, com tensionamentos de saberes e com o contexto de forma??o em Psicologia no interior vem propiciando abertura ? presen?a de outros tra?os a esse desenho, provocando movimenta??es nas representa??es em tela. Desse modo, conclui-se com o destaque ? necess?ria compreens?o de que o processo formativo tem um car?ter polif?sico, no sentido das rela??es entre saberes distintos, o que deve ser observado e colocado em di?logo ao longo da forma??o. / The objective of this study is to analyze the social representations of the psychologist for the Psychology students of the Federal University of Alagoas / Educational Unit of Palmeira dos ?ndios. It has as a scenario the current context of expansion of Psychology regarding the diversification of practice, public and the expansion of federal public universities, which significantly increased the insertion of students from different regions in these institutions. With a theoretical-methodological foundation in the Theory of Social Representations, it is a study that analyzes the social representations in a context of professional formation, which implies to focus on the representational movements, the dialogical relations and tensions between the knowledge, besides it?s sociogenesis (Markova, 2006; Moscovic, 2005; Wagner, 2000). Thus, it starts from a dialogical epistemology of social representations, which are understood as a social knowledge formed from dialogicity, dynamics and historicity (MARKOV?, 2006). Therefore, the study is anchored in the guidelines of the qualitative research and counted with the union of three methodological procedures: the documentary analysis, the Free Word Association Technique and the focus group. The first one was dedicated to the analysis of the Pedagogical Project of the course mentioned through the strategy described in Seixas et al. (2013). The second one was carried out with 169 students distributed over the five years of Psychology, which corresponds to the five classes due to the enrollment in the course to be annual. The participants evoked words from the hearing of the term "psychologist", and such evocations were analyzed through the content analysis technique of the thematic type (BARDIN, 2004). The focus group, in turn, had the participation of twelve students from all classes of the course over five meetings. These moments were videotaped and the conversations transcribed and analyzed through the technique of content analysis, focusing on the unit of record of the referent type (BARDIN, 2004). The results were analyzed in a complementary and integrated way and signaled a social representation about the psychologist focused on the traditional clinical design, however the formative process in which the students are immersed, with tensions of knowledge and with the context of formation in Psychology in the interior has been propitiating opening to the presence of other traces to this drawing, provoking movements in the screen representations. In this way, it concluded with the emphasis on the necessary understanding that the formative process has a polyphasic character, in the sense of the relations between distinct knowledges, which must be observed and placed in dialogue throughout the formation.

Made available in DSpace on 2014-12-17T14:36:37Z (GMT). No. of bitstreams: 1 AntoninoC_TESE.pdf: 1954253 bytes, checksum: 9e695c94b79f29ebbdd9da876ba23ef6 (MD5) Previous issue date: 2011-09-02 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Esta disertaci?n explora de qu? forma las hibridaciones entre ser humano y ambientes naturales no urbanos contribuyen a configurar las estrategias de atenci?n, de construcci?n de conocimiento y de interacci?n con el mundo del sujeto y c?mo, recursivamente, las actitudes perceptivo-cognitivas y las maneras de acercarse a lo real, de imputar sentido a los fen?menos y de interactuar con el ambiente practicadas por el sujeto condicionan y contribuyen a definir las hibridaciones entre humanos y no humanos. Lo que gu?a esa exploraci?n es el concepto de h?brido que, inspir?ndome en Bruno Latour (2008), concibo como una asociaci?n entre elementos sin caracter?sticas inherentes, compenetrados, que se redefinen, recrean e reconfiguran rec?procamente. Utilizo como operadores cognitivos una narrativa literaria y una cinematogr?fica: el libro autobiogr?fico Dersu Uzala del escritor y explorador ruso Vladimir Klavdievich Arseniev (1872-1930), publicado por primera vez en 1923, y la pel?cula hom?nima del director japon?s Akira Kurosawa (1910-1998), lanzada en 1975. Estas obras reconstruyen tres expediciones realizadas por Arseniev a principios del siglo XX en la regi?n siberiana del Ussuri que tuvieron como gu?a al cazador n?mada de etnia gold Dersu Uzala, con quien el escritor construy? una profunda amistad. La elecci?n de hacer dialogar en el mismo plan a dos modos complementares de conocimiento, arte y ciencia, se fundamenta en la concepci?n de Edgar Morin (2003b) de la literatura y el cine como escuelas de vida y de complejidad humana y en la visi?n de Claude L?vi- Strauss (2007) del arte como modelo reducido que favorece una mirada m?s abarcadora sobre los fen?menos. Inicialmente, pongo en relaci?n mi investigaci?n con los trabajos de Silmara L?dia Marton (2008) y Samir Cristino de Souza (2009), que analizaron las estrategias de construcci?n de conocimiento y de interacci?n con el mundo de un habitante de la Laguna de Piat? (Municipio de Ass?, Estado de Rio Grande do Norte, Brasil), Francisco Lucas da Silva, y muestro algunas analog?as entre estas y las de Dersu Uzala, ambas productos de determinadas hibridaciones con el ambiente. A continuaci?n, exploro las implicaciones cognitivas de la amistad de Arseniev con el cazador gold, met?fora/encarnaci?n del di?logo posible entre saberes de matrices diferentes. En un tercer momento, dialogando con pensadores que se interrogaron sobre el trinomio hombre-naturaleza-representaciones y con las narrativas de Arseniev (1997) y Kurosawa (1975), reflexiono sobre las ideas de h?brido, de humano y no humano, de vivo y no vivo, de proximidad y distancia del sujeto con respecto a otros sistemas de lectura del mundo, de relaci?n directa y mediada con lo real, de ambientes naturales urbanos y no urbanos. A seguir, incursiono en el libro de Arseniev y en el largometraje de Kurosawa intentando identificar qu? factores m?s contribuyeron para configurar las estrategias de conocimiento y de interacci?n con el ambiente manifestadas por el explorador y por el cazador gold y, recursivamente, de qu? forma esas estrategias contribuyeron a definir sus hibridaciones con el ambiente siberiano. Por ?ltimo, a partir de las reflexiones tejidas a lo largo del trabajo, me interrogo sobre lo que ellas pueden decirnos sobre nuestra forma de interactuar con la naturaleza no humana y sobre el di?logo entre distintas formas de percibir, conocer y relacionarse con el mundo / Esta disserta??o explora de que forma as hibrida??es entre ser humano e ambientes naturais n?o-urbanos contribuem a configurar as estrat?gias de aten??o, de constru??o de conhecimento e de intera??o com o mundo do sujeito e como, recursivamente, as atitudes perceptivo-cognitivas e as maneiras de se aproximar ao real, de imputar sentido aos fen?menos e de interagir com o ambiente praticadas pelo sujeito condicionam e contribuem a definir as hibrida??es entre humanos e n?o-humanos. Norteia essa explora??o o conceito de h?brido que, inspirando-me em Bruno Latour (2008), concebo como uma associa??o entre elementos sem caracter?sticas inerentes, mutuamente imbricados e que o tempo todo se redefinem, recriam e reconfiguram reciprocamente. Utilizo como operadores cognitivos para realizar essa explora??o uma narrativa liter?ria e uma cinematogr?fica: o livro autobiogr?fico Dersu Uzala do escritor e explorador russo Vladimir Klavdievich Arseniev (1872-1930), publicado pela primeira vez em 1923, e o filme hom?nimo do diretor japon?s Akira Kurosawa (1910-1998), lan?ado em 1975. Estas obras reconstroem tr?s expedi??es realizadas por Arseniev no come?o do s?culo XX na regi?o siberiana do U?uri tendo como guia o ca?ador n?made de etnia gold Dersu Uzala, com quem o escritor travou uma profunda amizade. A escolha de fazer dialogar no mesmo plano dois registros complementares de conhecimento, arte e ci?ncia, fundamenta-se na concep??o de Edgar Morin (2003b) da literatura e o cinema como escolas de vida e de complexidade humana e na vis?o de Claude L?vi-Strauss (2007) da arte como modelo reduzido que favorece um olhar mais abrangente sobre os fen?menos. Inicialmente, relaciono minha pesquisa com os trabalhos de Silmara L?dia Marton (2008) e Samir Cristino de Souza (2009), que analisaram as estrat?gias de constru??o de conhecimento e intera??o com o mundo de um habitante da Lagoa do Piat? (Munic?pio de Assu, Rio Grande do Norte), Francisco Lucas da Silva, e mostro algumas analogias entre estas e as de Dersu Uzala, ambas produtos de determinadas hibrida??es com o ambiente. Em seguida, exploro as implica??es cognitivas da amizade de Arseniev com o ca?ador gold, met?fora/encarna??o do di?logo poss?vel entre saberes de matriz diferente. Em um terceiro momento, dialogando com pensadores que se interrogaram sobre o trin?mio homem-natureza-representa??es e com as narrativas de Arseniev (1997) e Kurosawa (1975), reflito sobre as id?ias de h?brido, de humano e n?ohumano, de vivo e n?o-vivo, de proximidade e afastamento de outros sistemas leitores do mundo, de rela??o direta e mediada com o real, de ambientes naturais urbanos e n?o-urbanos. Em seguida, incursiono no livro de Arseniev e no longa-metragem de Kurosawa tentando identificar quais fatores mais contribu?ram a configurar as estrat?gias de conhecimento e de intera??o com o ambiente manifestadas pelo explorador e o ca?ador gold e, recursivamente, de que forma tais estrat?gias contribu?ram a definir suas hibrida??es com o ambiente siberiano. Por ?ltimo, a partir das reflex?es tecidas ao longo do trabalho, me interrogo sobre o que elas podem nos dizer acerca da nossa forma de interagir com a natureza n?o-humana e sobre o di?logo entre diversas formas de perceber, conhecer e relacionar-se com o mundo

The master thesis is concerning about opening to decimal numbers at primary school and the interactive textbook called Cyril I created in the Imagine Logo programme. It contains theory about computer-aided teaching, decimal numbers, manual for the programme and the results of experiment which proved the textbook in practice. Important component of master thesis is the programme itself, which works both as a textbook and a workbook, and which is directed at completion opening to decimal numbers and his exercises at the same time.

This diploma thesis was created as a support for Building automation course, at the Institute of Automation and Computer Science of the Faculty of Mechanical Engineering at Brno University of Technology. The aim of this diploma thesis is to get acquainted with elements of intelligent electrical ABB i-bus® KNX/EIB and create tasks suitable for laboratory teaching. Subsequently, use the communication module DataLab IF/EIB to connect KNX/EIB with Control Web system and create in this environment visualization of the status of these devices. Furthermore, using the communication module CM EIB/KNX to connect KNX/EIB with the programmable controller LOGO! and create additional laboratory task.

It is argued that there is a need to extend our understanding and knowledge of the magnitude to which the elements of corporate visual identity (CVI) are perceived as the communicators of brand personality and hence corporate image, by the consumers. This thesis extends the knowledge about corporate visual identity (CVI) factors, particularly, name, logo, and colours, by developing a comprehensive model which incorporates corporate visual identity (CVI) elements and brand personality (BP) traits (sophistication, sincerity, ruggedness, excitement, competence). The thesis focuses on the association of types of brand names with brand personality traits. This study also focuses on the different types of logos and their associations with different personality traits and on associations of different brand colours with different brand personality traits. A quantitative approach was adopted. A conceptual model was developed. This model looked at brand name, logo and colour and their collective association with, as well as their influence in, developing a brand‘s personality. A questionnaire was prepared and pretesting was carried out to test whether the constructs of the model were valid and reliable and that the instrument used was fit for purpose. Pakistan was the context for this research, and the brands chosen represented the cellular telecom industry of Pakistan. A sampling frame of Pakistani youth was chosen, with an age bracket of 18-26, as this age group which constitutes the highest usage of cellular services in Pakistan. The sample size was 1400, and the sampling method was stratified random sampling. Cross-tabulation analysis was conducted to test the hypotheses. The results from this study suggest that CVI has a significant positive impact on brand personality development. One of the strongest messages to emerge from this study is that CVI elements (namely, brand name, logo, and brand colours) are found to be essential for the creation of brand personality. This study provides a model that managers can use to influence consumers‘ perceptions and buying behaviour and also helps in the positioning of a brand in differentiating it from the competition. This study makes its contribution in that it is the first to empirically test the associations of CVI elements with BP traits and to present a conceptual model which examines the influence of CVI elements in shaping a brand‘s personality and establishing an integrative view of CVI elements and brand personality traits, and, to do so from South Asian perspective. This study is the first to clearly define the role of brand names in creating brand personalities, associating brand name types with brand personality traits and to establish an empirical relationship between types of brand names and various personality traits. This is the first study to provide empirical evidence to support the claim that brand logo types are associated with specific brand personality traits and to clearly associate brand colours with specific brand personality traits. Findings from this study allow companies in other business sectors as well as in other countries to develop their CVI strategy and to modify their CVI strategies to influence the brand personalities.