In this thesis, a new algorithm is proposed for the recognition of triangular, circular and rectangular traffic signs and it is implemented on an FPGA platform. The system can recognize 32 different traffic signs with high recognition accuracy. In the proposed method, first the image is segmented into red and blue regions, and according to the area of the each segment, the dominant color is decided. Then, Laplacian of Gaussian (LoG) based edge detection is applied to the segmented image which is followed by Hough Transform for shape extraction. Then, recognition based on Informative Pixel Percentage (IPP) matching is executed on the extracted shapes. The Traffic Sign Recognition (TSR) system is implemented on Virtex 5 FX70T FPGA, which has an embedded PPC440 processor. Some modules of TSR algorithm are designed in the FPGA logic while remaining modules are designed in the PPC440 processor. Work division between FPGA and PPC440 is carried out considering their capabilities and shortcomings of FPGA and processor. Benefits of using an FPGA with an embedded processor are exploited to optimize the system.

The aim of the present study was to examine the effects of goal orientation on feedback seeking behaviors. While examining this, the effects of self-efficacy, feedback sign, and motives were considered to better understand how goal-orientation affects the way employees seek feedback. The secondary purpose was to investigate the effects of task characteristics (important/unimportant) and performance level (good/bad) on feedback seeking behaviors. A total of 204 people working in a wide range of organizations filled out the questionnaire. Participants rated the items measuring self-efficacy, goal-orientation, and feedback seeking motives. In addition, participants indicated how frequent they would demonstrate the feedback seeking behaviors listed in given two scenarios and four hypothetical situations. Learning-goal orientation predicted desire for useful information positively and defensive motive negatively. Performance-prove orientation predicted both desire for useful information, and defensive motive positively, and performance-avoid orientation predicted only defensive motive. Learning-goal orientation did not predict feedback seeking behaviors in both scenarios. However, performance-avoid orientation predicted longing for feedback negatively and feedback seeking through third parties, monitoring, and indirect inquiry positively in both positive and negative scenarios. However, the effects of self-efficacy and motives were not as expected. Self-efficacy did not moderate the relationship between goal-orientation and motives, and motives did not mediate the relationship between goal-orientation and feedback seeking behaviors with a few exceptions. Exploratory analysis revealed that task importance predicted the propensity of using specific feedback seeking methods, whereas performance expectancy predicted longing for feedback. The results are discussed with the implications, strengths, and limitations of the study. Some suggestions for future research are made.

Cloud Computing is the next step in the evolution of the Internet. It provides seemingly unlimited computation and storage resources by abstracting the networking, hardware, and software components underneath. However, individual cloud service providers do not have unlimited resources to offer. Some of the tasks demand computational resources that these individual cloud service providers can not fulfill themselves. In such cases, it would be optimal for these providers to borrow resources from each other. The process where different cloud service providers pool their resources is called Cloud Federation. There are many aspects to Cloud Federation such as access control and interoperability. Access control ensures that only the permitted users can access these federated resources. Interoperability enables the end-user to have a seamless experience when accessing resources on federated clouds. In this thesis, we detail our project named GENI-SAVI Federation, in which we federated the GENI and SAVI cloud systems. We focus on the access control portion of the project while also discussing the interoperability aspect of it. / Graduate / 0984 / panjwani.riz@gmail.com

Submitted by Denner Dias Barros null (dennerdias12@gmail.com) on 2018-01-10T19:27:02Z No. of bitstreams: 1 Dissertação final.pdf: 1796398 bytes, checksum: 440e70642b3d27bedaa1b7dc49d7aa93 (MD5) / Approved for entry into archive by Marcia Correa Bueno Degasperi null (mcbueno@rc.unesp.br) on 2018-01-11T12:32:30Z (GMT) No. of bitstreams: 1 barros_dd_me_rcla.pdf: 1796398 bytes, checksum: 440e70642b3d27bedaa1b7dc49d7aa93 (MD5) / Made available in DSpace on 2018-01-11T12:32:30Z (GMT). No. of bitstreams: 1 barros_dd_me_rcla.pdf: 1796398 bytes, checksum: 440e70642b3d27bedaa1b7dc49d7aa93 (MD5) Previous issue date: 2017-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A inserção da disciplina de Libras nos cursos de formação de professores é decorrente do Decreto 5.626/2005 que a instituiu como obrigatória e pode ser entendida como um marco para a Inclusão. Entretanto, não existem ainda diretrizes específicas para sua implementação. Refletindo sobre como as discussões sobre Educação Inclusiva têm sido realizadas no contexto da Licenciatura em Matemática, a presente pesquisa teve como objetivo compreender quais aspectos de uma disciplina de Libras podem contribuir para a formação de egressos de um curso de Licenciatura em Matemática, no que diz respeito a Educação Matemática na perspectiva da inclusão. Para tanto, foi realizado um estudo de caso sobre uma disciplina de uma universidade pública do estado de São Paulo. Este estudo é composto pela análise do programa da disciplina e entrevistas semiestruturadas com docentes e egressos para conhecer e discutir suas contribuições na formação destes profissionais. Concluímos que a disciplina em questão se constituiu como um momento privilegiado para discutir sobre Educação Inclusiva. A partir das falas dos egressos, as principais contribuições foram: a possibilidade de estabelecer um novo olhar para as diferenças, principalmente no que diz respeito aos Estudantes Público-Alvo da Educação Especial; favorecer o planejamento de atividades em uma perspectiva inclusiva e o contato com o básico da Libras, conhecendo caminhos que podem oportunizar estudos futuros. / The inclusion of the Brazilian Sign Language discipline (known as Libras) in teacher training courses is due to Decree 5.626/2005, which established it as mandatory and can be considered as a milestone for Inclusion. However, there are still no specific guidelines for its implementation. Reflecting on how the discussions on Inclusive Education have been carried out in the context of the Degree in Mathematics, this research aimed to understand which aspects of a Libras discipline may contribute to the training of graduates of a Bachelor’s Degree in Mathematics, regarding the Mathematics Education in the perspective of inclusion. In this regard, a case study about a discipline at a public university in the state of São Paulo was carried out. The study comprised the analysis of the discipline's syllabus and semistructured interviews with teachers and graduates aiming to understand and discuss their contributions in the training of these professionals. We have conclude that the discipline analyzed could be considered as a privileged moment to discuss Inclusive Education. From the graduates' speeches, the main contributions were: the possibility of establishing a new perspective towards the differences, especially with regard to the Students Target Audience of Special Education; to favor the planning of activities in an inclusive perspective and, the contact with the basic contents of Libras, uncovering pathways that could give opportunities to future studies.

Made available in DSpace on 2016-12-12T20:34:09Z (GMT). No. of bitstreams: 1 capa.pdf: 93779 bytes, checksum: 63e98b6a62455decabd828311e628e9e (MD5) Previous issue date: 2004-12-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper has the objective of studying the use of the English language to name commercial organizations in Joinville, state of Santa Catarina Brazil, considering the notion of postmodernity, and using as an analysis device the Peircean semiotics. Taking into account the ideas of Fredric Jameson, Jean-François Lyotard and Stuart Hall, I regard as postmodern elements: the loss of cultural identity, the disbelief in ancestors tradition, and the capitalism allied with globalization. Therefore, I relate these elements to the occurrence of the linguistic phenomenon that I study here. The city context shows a cultural fragmentation that can be understood, considering the rupture in relation to the German culture, inherited from the immigrants, and associating it with the contact to other cultures, because of the constant migration. The corpus analyzed was a set of streets that are situated in the central area of the city, and some neighborhoods. It includes a considerable number of businesses, so it was possible to have a significant figure, in terms of percentage. This analysis made use of semiotics to categorize the signs, according to the trichotomic Peircean classification and, it identified: icons, indexes and symbols. The conclusion of this paper is that, the commercial use of the English language in this community refers more to the visual context, than to the linguistic one, so it does not indicate that the foreign language has being used as means of communication to the detriment of the Portuguese language. / Este trabalho tem por objetivo estudar o uso da língua inglesa nas denominações dos estabelecimentos comerciais da cidade de Joinville, Santa Catarina, Brasil, a partir da noção de pós-modernidade e, utilizando como instrumento de análise, a semiótica peirceana. A partir de Frederic Jameson, Jean-François Lyotard e Stuart Hall considero como elementos da pós-modernidade, a perda da identidade cultural, o descrédito pelas tradições dos antepassados e o capitalismo aliado à globalização. Relaciono esses elementos à ocorrência do fenômeno lingüístico que estudo aqui. O contexto joinvilense apresenta uma fragmentação cultural que, através de um resgate histórico, foi possível entender, tendo em vista a ocorrência de uma ruptura em relação à cultura alemã, herdada dos colonizadores, associada à exposição a outras culturas advindas da constante migração. O corpus selecionado, um conjunto de ruas que compreende a região central da cidade e alguns bairros adjacentes, agrega um número considerável de estabelecimentos comerciais, o que permitiu uma amostragem significativa em termos percentuais. É apresentada uma análise semiótica dos signos que utilizam a língua inglesa, segundo a classificação tricotômica peirceana, de tal forma a identificar ícones, índices e símbolos. A conclusão do trabalho é que o uso comercial da língua inglesa na comunidade joinvilense tem um comprometimento mais visual do que lingüístico, sendo assim, ele não é um indício de que a língua estrangeira está sendo usada como meio de comunicação, em detrimento da língua portuguesa.

The aim of this study is to find out the view preschool teachers have on sign language asalternative and complementary communication (in swedish TAKK stands for tecken somalternativ och kompletterande kommunikation) and how they use it in preschool activities. Tofind this out, we have conducted an inquiry survey and interviewed seven preschool teachers.Based on the material we gathered we will present in four sub-headings that indicate not onlyhow preschool teachers use sign language as alternative and complementary communication in preschool activities but also their thoughts and experience of it. We have used the socio-cultural perspective and Vygotskij, Dewey and Piaget as our theoretical starting points. The results of the study show that sign language as alternative and complementarycommunication is a complement to the verbal language and that children learn in socialinteractions. Furthermore, it facilitates when there are more users and also that they remind each other. / Studiens syfte är att ta reda på förskollärares syn på TAKK, som är en förkortning på teckensom alternativ och kompletterande kommunikation, och hur de använder det i förskolansverksamhet. För att ta reda på det har vi gjort en enkätundersökning samt intervjuat sjuförskollärare. Utifrån empirin fick vi fram fyra underrubriker som på olika sätt indikerar hurförskollärare använder TAKK i förskolans verksamhet men också deras tankar och erfarenhetkring det. Vi har använt oss av det sociokulturella perspektivet och Vygotskij, Dewey ochPiaget som våra teoretiska utgångspunkter. Studiens resultat har visat att TAKK är ett komplement till det verbala språket och att barn lärsig i det sociala samspelet, det underlättar när det är fler som kan och hjälps åt att påminnavarandra.

O tema desta dissertação de mestrado está focado nas questões propostas nos exames de Proficiência em Língua Brasileira de Sinais (Prolibras) realizados em nível nacional, elaborados e executados pela Comissão Permanente de Vestibular da Universidade Federal de Santa Catarina (COPERVE/ UFSC), através de uma equipe de professores surdos e intérpretes que se dedicam à elaboração e avaliação das provas. O objetivo principal é analisar as provas realizadas nas quatro edições (2006, 2007, 2008 e 2009) e discutir os conhecimentos específicos da Língua de Sinais que são avaliados na prova, através de entrevistas com candidatos que realizaram o Exame, da análise do Edital e das questões propostas nas provas. As reflexões decorrentes das análises trazem concepções, tendências e olhares de um novo lugar para a realização do Exame Prolibras: a evidência de aspectos relacionados a língua de sinais, cultura surda e identidade surda. / The subject of this dissertation of master's degree is focused on the objective questions of the examinations of Proficiency in Brazilian Sign Language (Prolibras) carried out in national level, prepared and executed by the Constant Commission of entrance exam of the Federal University of Saint Catarina (COPERVE / UFSC), through a team of deaf teachers and interpreters who devote themselves the preparation and evaluation of the proofs. The principal objective is to analyse the proofs carried out in three publications (2006, 2007, 2008 and 2009) and to look for the specific knowledges of the Sign Language that are valued at the proof. The reflections resulting from the analyses bring conceptions, tendencies and glances of a new place for the realization of the Examination Prolibras: the evidence of aspects that are related to language of signs, deaf culture and deaf identity.

Multimodala texter är den vanligaste textformen som elever möter idag (Björkvall, 2009:8f). Traditionella texter utmanas nu av multimodala texter och hur texter kan produceras och läses har förändrats. Syftet med studien är att undersöka hur sex lärare i årskurserna 1–3 uppfattar arbetet med multimodala texter i svenskundervisning. Följande frågeställningar har formulerats utifrån syftet: Hur säger sig lärare använda olika multimodala texter i svenskundervisningen? Hur säger sig lärare använda olika digitala hjälpmedel i arbetet med multimodala texter? Vilka möjligheter och utmaningar ser lärarna med multimodala texter i svenskundervisningen? Studien utgår från det sociokulturella perspektivet med utgångspunkt i att texter skapas i sociala kontexter och att texten får sin status genom lärarens undervisning. Materialet samlas in genom intervjuer. Resultaten visar att lärare främst arbetar med skrift och muntliga former i sin svenskundervisning. Skriften framställs även som den viktigaste modaliteten och komponenten itexter. Digitala hjälpmedel anses vara ett stöd som hjälper elever att komma framåt i textarbetet, exempelvis genom skrivstöd. Lärarna upplever dock att tekniken med digitala hjälpmedel är stressande och tidskrävande. Lärarna är osäkra på begreppet multimodala texter och vad det innefattar. Ett tecken på osäkerheten är att digitala texter automatiskt ses som multimodala. Lärarna behöver få tid att fortbilda sig inom det multimodala textarbetet för att bli mer säkra, vilket ligger på rektorns ansvar att se till.

abstract: The purpose of the research conducted and presented in this thesis is to explore mentoring programs for ASL/English Interpreters, with a focus on the question "Is a Peer Mentoring Program a successful approach to mentoring working and novice interpreter?" The method of qualitative data collection was done via questionnaires and interviews with past participants of a Peer Mentoring Program and questionnaires to identified persons who have experience creating and running mentoring programs. The results of the data collection show that a Peer Mentoring Program is a successful approach to mentoring working and novice interpreters. This research provides valued information in regard to the experience of persons in a Peer Mentoring Program as well as successful aspects of such a mentoring approach. / Dissertation/Thesis / M.A. Social and Philosophical Foundations of Education 2012

?rea de concentra??o: Educa??o, cultura e sociedade. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-12-20T16:31:27Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) duanne_antunes_bomfim.pdf: 2157989 bytes, checksum: 8febb13d139ca9ea149425c70c406020 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-01-03T12:33:48Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) duanne_antunes_bomfim.pdf: 2157989 bytes, checksum: 8febb13d139ca9ea149425c70c406020 (MD5) / Made available in DSpace on 2018-01-03T12:33:48Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) duanne_antunes_bomfim.pdf: 2157989 bytes, checksum: 8febb13d139ca9ea149425c70c406020 (MD5) Previous issue date: 2017 / Considerando (a) os desafios da forma??o docente (inicial, continuada e n?o formal), das estrat?gias e pr?ticas pedag?gicas no processo de alfabetiza??o de alunos surdos na educa??o inclusiva; (b) o desempenho lingu?stico insatisfat?rio dessas crian?as, bem como a aus?ncia de uma Pol?tica de Educa??o Bil?ngue para surdos nas escolas inclusivas; (c) que a Lei Federal 10.436/2002, que reconhece a Libras - L?ngua Brasileira de Sinais, estabelece que esta n?o poder? substituir a modalidade escrita da l?ngua oral do pa?s; (d) e que as Diretrizes Curriculares Nacionais para o Ensino Fundamental de Nove Anos e o Plano Nacional de Educa??o de 2014 a 2024 determinam que at? o terceiro ano do Ensino Fundamental todas as crian?as estejam alfabetizadas, seria imprescind?vel que as pessoas surdas dominem a leitura compreensiva e escrita da L?ngua Portuguesa por meio do processo de alfabetiza??o. Diante disso, o presente trabalho teve como objetivo geral analisar, na perspectiva de professores regentes, o processo de alfabetiza??o de alunos surdos matriculados em turmas de 1? ao 3? ano do Ensino Fundamental de escolas de educa??o inclusiva do ensino regular comum. Esta pesquisa se caracterizou como qualitativa, envolvendo a participa??o de nove professores, que atuaram com alunos surdos usu?rios de L?ngua de Sinais na fase inicial da alfabetiza??o do Ensino Fundamental em escolas localizadas em cidades nos Vales do Jequitinhonha e do Rio Doce, com coleta de dados por meio de entrevistas individuais que foram transcritas na ?ntegra e posteriomente tratadas, interpretadas e analisadas. No que se refere ao perfil docente, os resultados apontaram que a forma??o inicial e continuada ainda s?o insuficientes para subsidiar sua pr?tica na alfabetiza??o de surdos, pois a maioria n?o domina a L?ngua de Sinais e desconhece a concep??o da educa??o bil?ngue para o ensino de surdos, resultando na dificuldade em planejar atividades espec?ficas em conformidade ?s necessidades lingu?sticas e educacionais destes alunos. Outro resultado encontrado foi as vari?veis facilitadoras do processo de alfabetiza??o. Nesse sentido, os professores apontaram principalmente a colabora??o e o apoio que receberam por meio do int?rprete de L?ngua de Sinais, as reflex?es, pesquisas e trocas de experi?ncias por estrat?gias n?o formais de apropria??o de conhecimento, atrav?s de outros professores e pelo uso de meios digitais e impressos de informa??o, bem como o trabalho desenvolvido com os alunos surdos na sala de recursos multifuncional e pela Educa??o Infantil com a estimula??o, o desenvolvimento lingu?stico e educativo destes. J? como vari?veis dificultadoras foram destacadas a descontinuidade e/ou a aus?ncia de orienta??o qualificada pela equipe pedag?gica da escola, a falta de apoio e acompanhamento das fam?lias para o desenvolvimento das crian?as, o baixo n?vel de desempenho lingu?stico apresentado pelos alunos, e ainda a dificuldade de encontrar materiais de ensino espec?ficos para alfabetiza??o de surdos na L?ngua Portuguesa em turmas de educa??o inclusiva. Embora tendo pouco conhecimento e n?o havendo oportunidade de planejar as aulas de forma conjunta com o int?rprete de L?ngua de Sinais ou com outro profissional especializado, os professores t?m buscado alternativas para o planejamento e a pr?tica de ensino voltadas para as necessidades dos seus alunos surdos. Conclui-se, portanto, que mesmo havendo fatores dificultadores nesse campo, algumas vari?veis facilitadoras podem tornar poss?vel o desenvolvimento do trabalho docente com estes alunos. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Ci?ncias Humanas, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / Considering (a) teacher formative training (initial, continuing and non-formal), pedagogical strategies and practices challenges in deaf students literacy process on inclusive education; (b) the unsatisfactory linguistic performance of these children, as well as the absence of a bilingual education policy for deaf in inclusive schools; (c) that the Federal Law 10.436/2002, which recognizes Libras ? L?ngua Brasileira de Sinais, establishes that it can not replace the written form of the country's oral language; (d) and that the Nine Years Elementary Education National Curriculum Guidelines and the 2014 to 2024 National Education Plan determine that by the primary education third year all children must be literated, would be imperative that deaf people master the Portuguese language comprehension and writing through the literacy process. Therefore, the present study had as general objective analyzing, about regent teachers perspective, the literacy process of deaf students enrolled in classes from 1st to 3rd year of elementary education from inclusive regular schools. This research was characterized as qualitative, involvolving nine teachers participation, who taught deaf students Sign Language users in the initial phase of primary school literacy in schools located in cities in the Jequitinhonha and Rio Doce Valleys, with data collection through individual interviews transcribed in their entirety and later treated, interpretated and analysied. Regarding the teaching profile, the results showed that initial and continuing education training still insufficient to subsidize their practice for deaf literacy, since most do not speak Sign Language and are unaware about bilingual education conception for the teaching of Deaf people, resulting difficulty in specific activities planning, according these students linguistic and educational need. Another result founded was the literacy process facilitating variables. In this sense, the teachers mainly pointed to the collaboration and received support through the Sign Language interpreter, the reflections, researches and experiences exchanges by non-formal knowledge appropriation strategies, through other teachers, digital and printed means of information use, as well as the deaf students linguistic and educational stimulation through the developed work in the multifunctional resources classroom and in the Infant Education phase. As difficult variables the teachers highlighted the discontinuity and/or the lack of qualify guidance by the school's pedagogical team, families lack of support and monitoring for children development, the low linguistic level performance presented by these students, also the difficulty finding of Portuguese Language specific teaching materials for deaf people in the inclusive education classes. Although having little knowledge and not having the opportunity to plan the classes together with the Sign Language interpreter, or with another specialized professional, teachers have sought alternatives for planning and teaching practice focused on their deaf student?s needs. Therefore, we can conclude, that although there are difficult factors in this area, some facilitating variables can make possible teaching development work with these students.