Thesis (M.C.S.) - Carleton University, 2007. / Includes bibliographical references (p. 141-146). Also available in electronic format on the Internet.

Submitted by MARISTELA MIDLEJ SILVA DE ARAUJO (marimidlej@gmail.com) on 2014-08-19T22:53:15Z No. of bitstreams: 1 TESE MARISTELA MIDLEJ VELOSO.pdf: 7349944 bytes, checksum: 117111cf5165f0d32e35c9741982f501 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-08-21T15:18:45Z (GMT) No. of bitstreams: 1 TESE MARISTELA MIDLEJ VELOSO.pdf: 7349944 bytes, checksum: 117111cf5165f0d32e35c9741982f501 (MD5) / Made available in DSpace on 2014-08-21T15:18:46Z (GMT). No. of bitstreams: 1 TESE MARISTELA MIDLEJ VELOSO.pdf: 7349944 bytes, checksum: 117111cf5165f0d32e35c9741982f501 (MD5) / Esta pesquisa se insere no campo de estudos da formação/atuação de professores e tecnologias na educação. Foi orientada em torno da questão: como ocorre o processo de criação/autoria do professor da educação básica no contexto da cibercultura? De modo mais específico, procurou-se compreender as concepções e práticas de autoria do professor no cotidiano da escola; identificar os móbeis internos e externos dos professores para práticas autorais no contexto da cibercultura; compreender o movimento que é gerado na rede de criação do professor, o qual envolve pessoas, objetos e saberes; identificar as apropriações e os sentidos que os professores desenvolvem em seu fazer pedagógico, a partir da interação com as tecnologias digitais online e offline; compreender, no contexto da cibercultura, como se forma o professor para práticas autorais no cotidiano da escola. A concepção de autoria no contexto da cibercultura no cotidiano da escola tomou como base os referenciais teóricos que contribuem para a discussão do professor como autor-criador do seu saber fazer docente, valendo-se do princípio dialógico constituinte do ato da criação. De forma específica baseou-se nos estudos de Cecília Salles referentes ao processo da criação do artista. Como proposta metodológica, o estudo foi conduzido pela pesquisa-formação (Macedo, Santos), com a abordagem da complexidade (Morin) e os pressupostos da pesquisa nos/dos e com os cotidianos (Alves), em diálogo com os estudos da cibercultura (Lévy, Lemos, Primo, Santaella) e formação de professores e uso de tecnologia (Bonilla, Pretto, Silva, Ramal). A pesquisa foi desenvolvida na Escola Estadual Carlo Salerio, Itabuna-BA, e contou com a colaboração de três praticantes professoras, selecionadas a partir dos atos de currículo com os usos de tecnologias digitais online e offline, através da participação no Programa Um Computador por Aluno (PROUCA) do governo federal. Na prática da pesquisa-formação, contínua e articuladamente, analisamos as práticas pedagógicas em diferentes espaçostempos da escola, as itinerâncias, as narrativas das praticantes e os documentos de processo. Os resultados alcançados revelaram que diversos e diferentes elementos formam a rede da criação do professor e que a ação docente autônoma e intencionada é fundante para sua autoria. Assim, o professor autor-criador se constrói na experiência, nas decisões, nas práticas e nos saberes refletidos de forma crítica e questionadora. Parte da criação dos professores está em seus escritórios, pessoais ou coletivos, seja em ambientes físicos ou virtuais. No processo há móbeis internos e externos que os impulsionam para inovações em suas práticas. Por outro lado, é preciso implementar políticas de formação em contexto que considere os condicionantes e recursos que determinam as ações no cotidiano da escola e as situações de trabalho vividas pelos professores. O estudo é finalizado com o convite para se criar no contexto/cotidiano da escola redes líquidas de colaboração e que estas potencializem/transformem, à luz dos princípios da cibercultura, os espaçostempos da escola, em espaços de formação permanente de professores, alunos, pais, gestores e de todos os demais que se aventuram ao ato de ensinar e de aprender. / ABSTRACT This research belongs to the field of study related to teacher training in technology education. It was constructed around the question: how the pro cess of creation / authoring of primary education teacher in the context of cyberculture oc cur? Specifically, it was sought to understand the concepts and practices of authorship teacher in the school routine; identify internal and external mobiles of teachers to the ba sic practices context in cyberculture; understand the movement that is generated in the ne twork of the teacher creation, which involves people, objects and knowledge; identify ap propriations and ways in which teachers develop their pedagogical practice, from the intera ction with digital technologies online and offline; understand how the teacher forms their dai ly authorship practices at school, considering the context of cyberculture. The concep tion of authorship in the context of cyberculture in the school routine was based in the oretical frameworks which contributed to the discussion of the teacher as author-creator of their teaching know-how, making use of the dialogic principle constituent of the act of creati on. Specifically it was relied on Cecilia Salles studies, regarding the process of the artist creati on. As a methodological proposal, this study was driven by the formation-research method, (Maced o, Santos), with an approach of the complexity (Morin) and assumptions of research in / and with the everyday life (Alves), in dialogue with the studies of cyberculture (Lévy, Le mos , Primo, Santaella) and teacher training using methodological technology (Bonilla, Pretto, Silva, Ramal). The research was developed in the State School Carlo Salerio, in the city of Itabuna in the state of Bahia, with the collaboration of three teachers practitioners, selected from the acts of the curriculum with the use of digital technologies online and offline, through participation in the Computer Program for Student (PROUCA), as an initiative of t he federal government. In the practice of the research-training continued and articulately, p edagogical practices in different areas of the school time, their itinerancies, the narratives of practitioners and the documents of the process were analyzed. The results obtained revealed that s everal and distinct elements form the network of the teacher’ creation and that the teach ing staff autonomous and intended action is foundational to his own authorship. Thus, the teach er author-creator is built on experience, decisions, practices and knowledge reflected critic ally and questioningly. Part of the teacher creation is on its offices, personal or collective, whether in physical or virtual environments. In the process there are internal and external mobi les that drive innovations in their practices. On the other hand, it is necessary to implement tra ining policies in a context that considers the conditions, conditionings and resources that determ ine the actions in everyday school life and work situations experienced by teachers. The study is finalized as an invitation to create in the context of everyday life of school, liquid collabor ation networks, which could enhance/transform in the light of the principles of cyberculture, the spacetimes of school, in areas of continuing education for teachers, student s, parents, managers and all others who adventure to the act of teaching and learning.

The masters thesis concerns localization and its influence on other processes in a wireless network. The first part of the thesis is devoted to the study of localization algorithms in wireless sensor networks. The second and third part is devoted to the description of hierarchiacal aggragation and Greedy perimetr stateless rating (GPSR). The fourth part presents implementation of GPSR protokol into the MATLAB simulation tool. It contains the description of specific m-files, that are use for simulation. The fifth part deals with the simulation itself. And the final part presents simulation results.

Nuclear Security research is an established subdiscipline in security studies. According to some authors is this field of research currently split into two groups of scientists - the "political scientists" and "historians" - who employ widely different approaches to research of the subject and communicate with each other on a minimal basis. This master thesis uses tools of bibliometric citational analysis to validate the existence of this gap on the level of academic citations. The author analyses this phenomenon on the dataset based on the data from the database Scopus. Results of the research bring new insights into the citational structure of set subdiscipline, which shows that the presumed gap between two supposedly not communicating groups does not appear on the level citations.

CHARLES UNIVERSITY FACULTY OF SOCIAL SCIENCES Institute of Political Studies Department of security studies Nuclear Security Studies Scholarship: A Social Network Analysis Master's thesis Author: Kryštof Kučmáš Study programme: Security Studies Supervisor: PhDr. Michal Smetana, Ph.D. Year of the defence: 2020 Declaration 1. I hereby declare that I have compiled this thesis using the listed literature and resources only. 2. I hereby declare that my thesis has not been used to gain any other academic title. 3. I fully agree to my work being used for study and scientific purposes. In Prague on 5. 1. Kryštof Kučmáš References KUČMÁŠ, Kryštof. Nuclear Security Studies Scholarship: A Social Network Analysis. Praha, 2020. Master's thesis (Mgr.) Charles University, Faculty of Social Sciences, Institute of Political Science. Department of Security Studies. Supervisor PhDr. Michal Smetana, Ph.D. Length of the thesis: 46382 char Abstract The nuclear security scholarship is as influential as varied. The thesis Nuclear Security Studies Scholarship: A Social Network Analysis tries to provide a different angle of literature analysis. Author compiled a high amount of citational data in the field of nuclear security studies and then analyzed it with the tools provided by Social Network Analysis and Citational Analysis....

<p dir="ltr">The vagus nerve (VN) is the tenth cranial nerve that mediates most of the parasympathetic functions of the autonomic nervous system. The axons of the human VN comprise a mix of unmyelinated and myelinated axons, where ~80% of the axons are unmyelinated C fibers (Havton et al., 2021). Understanding that most VN axons are unmyelinated, there is a need to map the pathways of these axons to and from organs to understand their function(s) and whether C fiber morphology or signaling characteristics yield insights into their functions. Developing a machine learning model that detects and predicts the morphology of VN single fiber action potentials based on select fiber characteristics, e.g., diameter, myelination, and position within the VN, allows us to more readily categorize the nerve fibers with respect to their function(s). Additionally, the features of this machine learning model could help inform peripheral neuromodulation devices that aim to restore, replace, or augment one or more specific functions of the VN that have been lost due to injury, disease, or developmental abnormalities.</p><p dir="ltr">We designed and trained four types of Multi-layer Perceptron Artificial Deep Neural Networks (MLP-ANN) with 10,000 rat abdominal vagal C-fibers simulated via the peripheral neural interface model ViNERS. We analyze the accuracy of each MLP-ANN’s SFAP predictions by conducting normalized cross-correlation and morphology analyses with the ViNERS C-fiber SFAP counterparts. Our results showed that our best MLP predicted over 94% of the C-fiber SFAPs with strong normalized cross-correlation coefficients of 0.7 through 1 with the ViNERS SFAPs. Overall, this novel tool can use a C-fiber’s biophysical characteristics (i.e., fiber diameter size, fiber position on the x/y axis, etc.) to predict C-fiber SFAP morphology.</p>