No description available.

Sverige är ett framstående land inom medicinteknik, och har genom åren producerat flera viktiga innovationer, såsom pacemakern, ultraljud och kuvösen, vilka bidragit till bättre och effektivare vård. Många av idéerna till dessa innovationer har sitt ursprung inom grundforskning, medan utveckling och kommersialisering sker inom industrin. Syftet med uppsatsen är att studera och analysera vilka problem som kan föreligga då teknik utvecklad i ett forskningssammanhang vidareutvecklats och kommersialiseras i en affärskontext. Studien bygger på en kvalitativ fallstudie av hur teknikutvecklingen fortskridit mot kommersialisering inom det medicintekniska företaget SciBase AB, som utvecklat en produkt och metod för diagnostik av hudcancern malignt melanom. Analysen har genomförts utifrån ett sociotekniskt perspektiv, och bygger på teorier hämtade från STS- och IMP-fältet. Studien bekräftar svårigheten att inpassa något nytt i ett befintligt affärssammanhang, och hur befintliga relationer och regulatorer har en avgörande inverkan på vad som utvecklas till en innovation. Vidare visas att teknik påverkas av det sammanhang i vilken den utvecklas, vilket senare påverkar möjligheten att inbädda tekniken i en affärskontext.

Multilayer epitaxial graphene has been shown to contain "massless Dirac fermions" and is believed to provide a possible route to industrial-scale graphene electronics. We used scanning tunneling microscopy (STM) and spectroscopy (STS) in high magnetic fields to obtain local information on these fermions. A new STS technique was developed to directly measure graphene's energy-momentum relationship and resulted in the highest precision measurement of graphene's Dirac cone. STS spectra similar to ideal graphene were observed, but additional anomalies were also found. Extra peaks and an asymmetry between electron and hole states were shown to be caused by the work function difference between the Iridium STM tip and graphene. This tip effect was extracted using modeled potentials and performing a least square fit using degenerate perturbation theory on graphene's eigenstates solved in the symmetric gauge. Defects on graphene were then investigated and magnetic field effects were shown to be due to a mixture of potential effect from defects and the tip potential. New defect states were observed to localize around specific defects, and are believed to interact with the STM tip by Stark shifting in energy. This Stark shift gives a direct measurement of the capacitive coupling between the tip and graphene and agrees with the modeled results found when extracting the tip potential.

No description available.

The research presented in this thesis concerns experimental studies of thin manganese silicide and germanide layers, grown by solid phase epitaxy on the Si(111)7×7 and the Ge(111)c(2×8) surfaces, respectively. The atomic and electronic structures, as well as growth modes of the epitaxial Mn-Si and Mn-Ge layers, were investigated by low-energy electron diffraction (LEED), angle-resolved photoelectron spectroscopy (ARPES), core-level spectroscopy (CLS), and scanning tunneling microscopy and spectroscopy (STM and STS). The magnetic properties of the Mn-Ge films were investigated by X-ray magnetic circular dichroism (XMCD). The Mn-Si layers, annealed at 400 °C, showed a √3×√3 LEED pattern, consistent with the formation of the stoichiometric monosilicide MnSi. Up to 4 monolayers (ML) of Mn coverage, island formation was observed. For higher Mn coverages, uniform film growth was found. Our results concerning morphology and the atomic and electronic structure of the Mn/Si(111)-√3×√3 surface, are in good agreement with a recent theoretical model for a layered MnSi structure and the √3×√3 surface structure. Similar to the Mn-Si case, the grown Mn-Ge films, annealed at 330 °C and 450 °C, showed a √3×√3 LEED pattern. This indicated the formation of the ordered Mn5Ge3 germanide. A strong tendency to island formation was observed for the Mn5Ge3 films, and a Mn coverage of about 32 ML was needed to obtain a continuous film. Our STM and CLS results are in good agreement with the established model for the bulk Mn5Ge3 germanide, with a surface termination of Mn atoms arranged in a honeycomb pattern. Mn-Ge films grown at a lower annealing temperature, 260 °C, showed a continuous film at lower coverages, with a film structure that is different compared to the structure of the Mn5Ge3 film. XMCD studies showed that the low-temperature films are ferromagnetic for 16 ML Mn coverage and above, with a Curie temperature of ~250 K.

A linear space is a set of points and lines such that any pair of points lie on exactly one line together. This is equivalent to a pairwise balanced design PBD(v, K), where there are v points, lines are regarded as blocks, and K ⊆ Z≥2 denotes the set of allowed block sizes. The dimension of a linear space is the maximum integer d such that any set of d points is contained in a proper subspace. Specifically for K = {3, 4, 5}, we determine which values of v admit PBD(v,K) of dimension at least three for all but a short list of possible exceptions under 50. We also observe that dimension can be reduced via a substitution argument. / Graduate / 0405 / jniezen@uvic.ca

Made available in DSpace on 2016-06-02T19:35:54Z (GMT). No. of bitstreams: 1 5720.pdf: 2358278 bytes, checksum: 22e9886c935d6e54b02099e6391154e3 (MD5) Previous issue date: 2013-12-11 / The Science Teaching, spurred by the development of science and technology as well as the field of education, seeks paradigms that go beyond positivist approaches and linear knowledge production. Perceptions of the social dimensions of science and technology have led to this PhD study to realize a proposal within the dialogic Science Teaching and STS Education (Science, Technology and Society). Perceptions of the social dimensions of science and technology have led to this PhD study to realize a proposal within the dialogic Science Teaching and STS Education. The aim of this study is to verify the ownership of the theoretical framework of Paulo Freire in Science Teaching and Education CTS, represented by the scientific production of theses and dissertations and courses offered by the graduate. Represented by the research questions: How do I set the presence of referential Freire in STS Education and Teaching STS represented by the scientific production of theses and dissertations and the disciplines offered in graduate? What are the epistemological bases underpinning the theses in the field of Education and Higher Education STS adopted the theoretical Freire? The methodological procedures used include bibliometric research and epistemological analysis, with the construction of four matrices analysis, which reach the theoretical, epistemological, ontological and gnosiological of the studies analyzed. In bibliometric survey data collection was made on Bank CAPES thesis and Notebook Indicators Capes. To search for theses and dissertations search terms used were combinations of "STS Education" "Teaching STS" and "Science Education Paulo Freire. The data were processed in VantagePoint software and Excel ®. We analyzed 43 studies that used the theoretical perspective of Paulo Freire, 34 masters and nine doctoral. In Notebooks Indicators Capes data were collected from 57 subjects of 22 educational institutions in search of references related to Paulo Freire. Bibliometric analysis results indicate that the theses and dissertations are concentrated in the area of Education and Science and Mathematics at the Federal University of Santa Catarina, Universidade de Brasília and São Paulo University. To relate data from the Bank of Theses and Notebooks Indicators analyzed data from UFSC, UNB and USP with the literature of the subjects of their graduate programs, identifying literature Paulo Freire used: Pedagogy of the Oppressed and Pedagogy Autonomy. The epistemological analysis was performed by analysis of three matrices: 1) matrix ownership Freire's theoretical framework, 2) matrix paradigmatic STS , and 3) analysis matrix epistemological framework Freire. Results of the research show that the epistemological bases underpinning the theses in the field of STS Education and Science Education adopted the theoretical Freire point to changes that include critical-dialectical approaches. Work on Science Education seeks to revise the linear and positivist paradigm to which they are subjected. And work in STS Education /Science Teaching clarifies their limitations and seeks complementarity with the pedagogical thinking of Paulo Freire. Built in a humanistic and critical, the subject of knowledge is central, built and socio-historically mediated world. This study aims to add knowledge to the studies Freirean of Science Teaching and STS Education, in the sense that their results contribute to the expansion of critical mass on the need for theoretical research in Science Teaching in STS perspective. / O Ensino de Ciências, incitado pelo desenvolvimento da ciência e da tecnologia, assim como o campo da educação, buscam por paradigmas que superem abordagens técnicolineares e positivistas da produção do conhecimento. Percepções das dimensões sociais da ciência e da tecnologia levaram ao presente estudo de doutorado ao perceber uma proposta dialógica dentro do Ensino de Ciências e da Educação CTS (Ciência, Tecnologia e Sociedade). O objetivo do presente estudo é verificar a apropriação do referencial teórico de Paulo Freire no Ensino de Ciências e na Educação CTS, representada pela produção científica de teses e dissertações e pelas disciplinas ofertadas na pós-graduação. Representadas pelas questões de pesquisa: como se configura a presença do referencial freireano na Educação CTS e no Ensino CTS representada pela produção científica de teses e dissertações e pelas disciplinas ofertadas na pós-graduação? Quais são as bases epistemológicas que fundamentam as dissertações e teses no campo da Educação CTS e do Ensino CTS que adotaram o referencial teórico freireano? Os procedimentos metodológicos utilizados abrangem a pesquisa bibliométrica e a análise epistemológica, com a construção de quatro matrizes de análises, as quais atingem os aspectos teóricos, epistemológicos, ontológicos e gnosiológicos dos trabalhos analisados. Na pesquisa bibliométrica a coleta de dados foi feita no Banco de Teses da CAPES e no Caderno de Indicadores da Capes. Para busca em teses e dissertações os termos de busca utilizados foram combinações de Educação CTS ; Ensino CTS e Ensino de Ciências Paulo Freire . Os dados foram processados nos softwares VantagePoint® e Excel. Foram analisados 43 trabalhos que se utilizaram da perspectiva teórica de Paulo Freire, sendo 34 de mestrado e 9 de doutorado. Nos Cadernos de Indicadores da Capes foram coletados dados de 57 disciplinas de 22 instituições de ensino, em busca de referências relacionadas a Paulo Freire. Resultados da análise bibliométrica apontam que as teses e dissertações estão concentradas na área de Educação e Ensino de Ciências e Matemática, na Universidade Federal de Santa Catarina, Universidade de Brasília e Universidade de São Paulo. Para relacionar dados do Banco de Teses e dos Cadernos de Indicadores analisou-se dos dados da UFSC, UNB e USP com a bibliografia das disciplinas de seus programas de pós-graduação, identificando a literatura de Paulo Freire mais usada: Pedagogia do Oprimido e Pedagogia da Autonomia. A análise epistemológica foi realizada por meio de três matrizes de análises: 1) matriz de apropriação teórica do referencial freireano; 2) matriz paradigmática CTS; e 3) matriz de análise epistemológica do referencial freireano. Resultados da pesquisa apontam que as bases epistemológicas que fundamentam as dissertações e teses no campo da Educação CTS e do Ensino CTS que adotaram o referencial teórico freireano apontam para mudanças que contemplem abordagens crítico-dialéticas. Os trabalhos de Ensino de Ciências buscam rever o paradigma linear e positivista a que estão submetidos. E os trabalhos em Educação/Ensino CTS esclarecem suas limitações e buscam uma complementaridade com o pensamento pedagógico de Paulo Freire. Construído de forma humanista e crítica, o sujeito do conhecimento é central, construído sócio-historicamente e mediado pelo mundo. O presente estudo pretende somar conhecimento para os estudos freireanos do Ensino de Ciências e da Educação CTS, no sentido que seus resultados contribuam com a ampliação da massa crítica relativa à necessidade de fundamentação teórica das pesquisas em educação científica.

Made available in DSpace on 2016-06-02T19:35:54Z (GMT). No. of bitstreams: 1 5742.pdf: 1792528 bytes, checksum: ec7b77a6474684ae2150f69419870413 (MD5) Previous issue date: 2013-12-16 / Financiadora de Estudos e Projetos / In today's society, the increasing integration of Science, Technology and its products in the life of the citizen demands that he be scientifically literate, able not only to understand these issues but make conscious use of its products, taking position autonomously and critique about them. Whereas the school is still the largest area of education systematized, it is in this space that much of the population will acquire the knowledge necessary to function in the world. However, our model of teaching is still highly introductory and marked by the transmission of decontextualized knowledge and, for that, has not cooperated effectively to form the citizen that the current society needs. This form of teaching usually reaches the Degree Courses, forming a professional within a single and totalitarian conception of science, which invariably will be passed on to their students. Seeking to build with the undergraduates another way to think of science, technology and its relations with society, this research conducted an insertion activity in the discipline of Supervised Stage II, that in Universidade Estadual de Santa Cruz, Ilhéus / Bahia, is exclusively devoted to spaces of Non-Formal Education, using either the assumptions of scientific literacy, STS curricular perspective and later the Freire s ideas to build another model of science education that takes into consideration the situations of exclusion and helps to fight against the inequalities of Brazilian society. The objectives of this research were to identify theoretical and methodological elements of these theoretical references in educational practices developed by undergraduates, organized in the form of extension projects; to verify possible changes in their conceptions about teaching and science in this training context and to investigate how undergraduates recognize the possibilities of incorporating these references in the context of Formal and Non-Formal Education. The interviews with undergraduates, as well as the projects developed by them reveal that there is still great resistance to a science education that considers nonscientific aspects such as socials, economics, cultural, political etc., and although some recognize that this way of teaching has space within the non-Formal Education, the image of Formal Education that they have, does not allow them to consider innovations such as a more integrated education in this space. However, many undergraduates believes the insertion of STS perspective into the classroom at all levels, and also aspire a more humanized teaching and connected to the real context within the university itself. Experiences such as these show that innovation, creativity and real life itself can be incorporated into teaching practice of these future teachers, since they are formed in this way. / Na sociedade atual, a inserção cada vez maior da Ciência, da Tecnologia e seus produtos na vida do cidadão demanda que ele esteja alfabetizado cientificamente, apto não só a compreender essas temáticas, mas fazer uso consciente de seus produtos, se posicionando de forma autônoma e crítica com relação a eles. Considerando que a escola é ainda o maior espaço de educação sistematizada, é nela que grande parte da população deverá adquirir os conhecimentos necessários para atuar no mundo. No entanto, o modelo de ensino altamente propedêutico e pautado na transmissão de conhecimentos estanques e descontextualizados não tem colaborado de forma efetiva para formar o cidadão que a sociedade atual necessita. Essa forma de ensino normalmente se estende aos Cursos de Licenciatura, formando um profissional dentro de uma concepção única e totalitária de ciência, que invariavelmente será transmitida aos seus alunos. Buscando construir junto aos licenciandos outras maneiras de se conceber a ciência, a tecnologia e suas relações com a sociedade, essa pesquisa realizou uma atividade de inserção na disciplina de Estágio Curricular Supervisionado II que, na Universidade Estadual de Santa Cruz, Ilhéus/Bahia, se dedica exclusivamente a espaços de Educação Não Formal, utilizando para tanto, os pressupostos da alfabetização científica, da perspectiva curricular CTS e, posteriormente, das ideias freireanas de modo construir outro modelo de ensino de ciências que levasse em consideração as situações de exclusão e auxiliasse na luta contra as desigualdades que marcam a sociedade brasileira. Assim, os objetivos dessa pesquisa foram identificar elementos teóricos e metodológicos desses referenciais nas práticas de ensino elaboradas pelos licenciandos, organizadas na forma de projetos de extensão; verificar possíveis mudanças em suas concepções com relação ao ensino e à ciência neste contexto de formação e investigar como os licenciandos reconhecem as possibilidades de incorporação desses referenciais no contexto tanto da Educação Formal quanto da Educação Não Formal. As entrevistas realizadas com os licenciandos, bem como os projetos que desenvolveram, revelam que existe ainda uma grande resistência a um ensino de ciências que considere fatores não científicos, como os sociais, econômicos, culturais, políticos etc., e ainda que alguns reconheçam que essa forma de ensinar tem espaço dentro da Educação Não Formal, a imagem de Educação Formal que possuem, não possibilita o que eles consideram inovações, como um ensino mais integrado para esses espaços. No entanto, diversos licenciandos acreditam na inserção da perspectiva CTS dentro da sala de aula em todos os níveis, e aspiram por um ensino mais humanizado e conectado ao contexto real dentro da própria universidade. Experiências como essas mostram que inovação, criatividade e a própria vida podem ser incorporadas às atividades docentes desses futuros professores, desde que eles sejam formados nesse sentido.

Recent technologies have changed the way companies acquire and use computing resources. Companies have to adapt their capabilities, which combine business processes, skills, etc., to exploit the opportunities presented by these technologies whilst avoiding adverse effects. The latter part is, however, becoming increasingly difficult due to the uncertain long-term impact recent technologies have. This thesis argues that companies are required to adapt their capabilities in a way that increases the company's resilience so that they are robust yet flexible enough to succeed under uncertain conditions. By focusing on cloud computing as one recent technology, this thesis first identifies the underlying processes of adapting capabilities to cloud computing by investigating how software vendors migrated their products into the cloud. The results allow the definition of viewpoints that influence the adaptation of capabilities to cloud computing. Furthermore, the Functional Resonance Analysis Method (FRAM) is applied to one software vendor after the migration of their product into the cloud. FRAM enables the analysis of ‘performance variabilities' that need to be dampened to increase the resilience of systems. The results show that FRAM appropriately informs steps to increase and measure resilience when migrating products into the cloud. The final part develops cFRAM which extends FRAM through the viewpoints to enable the analysis of capabilities within FRAM. The goal of cFRAM is to enable companies to (1) identify existing capabilities, (2) investigate the impact of cloud computing on them, and (3) inform steps to adapt them to cloud computing whilst dampening performance variabilities. The results of the cFRAM evaluation study are unequivocal and show cFRAM is a novel method that achieves its goal of enabling companies to adapt their capabilities to cloud computing in a way that increases the company's resilience. cFRAM can be easily adapted to other technologies like smartphones by changing the viewpoints.

Resumo: Gerbera jamesonii Bolus é uma espécie da família Compositae. O capítulo, com diâmetro de 8 - 14 cm, possui flores liguladas de cores vivas organizadas ao redor do centro, que contém os botões florais. Esta inflorescência é sustentada por uma haste longa e sem folhas. Atualmente é uma das dez flores mais comercializadas no Brasil e está entre as três principais flores de corte. A utilização de soluções conservantes, tratamentos de "pulsing", ou fortalecimento, e baixas temperaturas de armazenamento visa prolongar a vida e manter por mais tempo a qualidade das flores cortadas. Neste contexto, este trabalho teve por objetivos avaliar o efeito de diferentes práticas de manejo na pós-colheita sobre a fisiologia e conservação de inflorescências de gérberas. Para os quatro primeiro experimentos foi utilizada a gérbera cv. Suzanne, de coloração laranja. Os experimentos foram conduzidos em delineamento inteiramente casualizado, em esquema fatorial. No primeiro experimento, as inflorescências permaneceram nas seguintes soluções de manutenção: 1) Água destilada; 2) Cloro a 100 mg.L-1; 3) 8-hidroxiquinolina (8-HQC) a 100 mg.L-1; 4) 8-HQC a 200 mg.L-1; e 5) 8- HQC a 400 mg.L-1, cujas hastes foram mantidas em condição controlada de laboratório (20°C; 70% UR). Este experimento possibilitou observar danos nas bases das hastes, causados pelos tratamentos com cloro a 100 mg.L-1 e com as doses mais elevadas de 8-HQC. A manutenção da boa qualidade foi observada no tratamento com 8-HQC a 200 mg.L-1. A longevidade média foi de 12 dias em vaso. No segundo experimento foram utilizadas, durante o armazenamento a 20°C e 70% UR, as soluções: 1) Água destilada; 2) Ácido cítrico a 64 g.L-1; 3) Cloro a 25 mg.L-1 4) Cloro a 50 mg.L-1 5) 8-HQC a 25 mg.L- 1 e 6) 8-HQC a 50 mg.L-1. Com os resultados verificou-se a baixa eficiência do... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Gerbera jamesonii belongs to the Compositae family. The inflorescence, with diameter of 8 - 14 cm, is a capitulum with ligules with vivid color organized around de center, that contain flower buds, which can be in a variety of colors. This colorful flower is supported by a long stem, without leaves. Nowadays it is one of the ten most commercialized flowers in Brazil and is one of the three main cut flowers. The use of keeping-quality solutions, pulsing treatments and low temperature during the vase life seeks to prolong vase life and to maintain the quality of cut flowers. In this context, this research was conducted, at FCAV-UNESP, Jaboticabal, SP, Brazil, to evaluate the effects of several handling techniques on postharvest physiology gerbera cut flowers. The experiments followed complete randomized design, in factorial arrangement. On the first one, the inflorescences remained in the following solutions: 1) Distilled water; 2) Chlorine at 100 mg.L-1; 3) 8-hydroxyquinolin (8-HQC) at 100 mg.L-1; 4) 8-HQC at 200 mg.L-1; and 5) 8-HQC at 400 mg.L-1, which the stems remained in environmental conditions (20°C; 70% RH). On this experiment, it was possible to observe the damage caused by the treatments using chlorine at 100 mg.L-1 and high dosage of 8-HQC. The good quality where kept by using 8-HQC at 200 mg.L-1 and the average longevity of the experiment was 12 days. On the second experiment, the gerberas remained, during storage, in the following solutions: 1) Distilled water; 2) Citric acid at 64 g.L-1; 3) Chlorine at 25 mg.L-14) Chlorine at 50 mg.L-1; 5) 8-HQC at 25 mg.L-1 ; and 6) 8-HQC at 50 mg.L-1. With the results it was possible to verify the low efficiency of the citric acid at the used concentration and the lower damage by lower concentrations of chlorine and 8-HQC than the usually recommended, which kept the good quality of the flowers for... (Complete abstract, click electronic access below) / Orientador: Ben-Hur Mattiuz / Coorientadora: Teresinha de Jesus Deléo Rodrigues / Banca: Regina Maria Monteiro de Castilho / Banca: Carlos Eduardo Ferreira de Castro / Banca: Káthia Fernandes Lopes Pivetta / Banca: Pedro Luís da Costa Aguiar Alves / Doutor