Este estudo de caso buscou identificar e descrever os elementos do ensino de ciências por investigação (EnCI) utilizados por um grupo de sete licenciandos participantes de um programa de formação que possibilitava a aproximação ao EnCI, a vivência de práticas semelhantes às realizadas por docentes em serviço e a inserção em comunidades de professores. Para isso, nove aulas planejadas e ministradas pelos licenciandos em uma turma de 9º ano do ensino fundamental foram gravadas, transcritas e analisadas através da ferramenta Diagnóstica de Elementos do Ensino de Ciências por Investigação (DEEnCI). A análise revelou que os elementos relacionados ao estímulo ao interesse dos alunos na investigação e ao seu engajamento na coleta, registro e análise dos dados; na emissão, justificação e comunicação de conclusões; e no trabalho em grupo estiveram presentes na maioria dos blocos de aulas. Por outro lado, esteve pouco presente ou completamente ausente o envolvimento direto dos alunos com a elaboração de problemas e/ou questões, de hipóteses e/ou previsões e de procedimentos de investigação, bem como com o processo de reflexão a cerca da investigação como um todo ou de etapas específicas. A maioria das investigações foi realizada sem que uma questão fosse a sua norteadora e sem que houvesse uma continuidade do processo investigativo. Na prática da maioria dos elementos presentes, os licenciandos ofereceram espaço para a participação ativa dos estudantes, embora, por vezes, poucos estudantes tenham participado da elaboração de conclusões e explicações e os licenciandos tenham desenvolvido o raciocínio no lugar dos estudantes. A identificação e descrição de elementos do EnCI ajuda revelar possíveis facilidades e problemas que os licenciandos encontram durante a implantação do EnCI. Isso pode auxiliar no desenvolvimento de estratégias de formação de professores mais efetivas na aproximação dos professores em formação inicial ao EnCI. / This case study sought to identify and describe elements of inquiry-based science education (IBSE) used by a group of seven pre-service teachers participating in a training program that enabled approaching to IBSE, experiencing practices similar to those carried out by in-service teachers and inserting into teacher communities. In order to this, nine classes planned and taught by pre-service teachers in elementary school 9th year were recorded, transcribed and analyzed through Inquiry-based Science Education Elements\' Diagnostic (DEEnCI)1 tool. Analysis revealed that the elements related to students\' interest in inquiry and their engagement in data collection, recording and analysis; conclusion utterance, justification and communication; and group work were present in most of classes\' blocks. On the other hand, the direct involvement of students in the elaboration of problems and/or questions, hypotheses and/or predictions and investigation procedures, as well as the process of inquiry reflection as a whole or on specific steps, were rare or completely absent. Most of the inquiries were carried out without a guide question and a continuity of the inquiry process. In the practice of most of the elements, preservice teachers offered space for the students\' active participation, although sometimes few students participated in conclusions and explanations elaboration and pre-service teachers have developed the reasoning in the place of the students. The identification and description of IBSE elements helps to reveal possible facilities and problems that pre-service encounter during IBSE implementation. This may help the development of more effective teacher training strategies in approaching pre-service teachers to IBSE.

Este trabalho propõe um modelo de identificação e análise de impactos provenientes da adoção de ferramentas CASE (Computer Aided Software Engineering) interativas baseado no padrão IEEE 1175.2 Práticas Recomendadas para Interconexão de Ferramentas CASE com foco na produtividade e na qualidade do processo de desenvolvimento de software nas organizações. Os impactos são analisados considerando as funções e características da ferramenta CASE e as ações gerenciais necessárias para a adoção da ferramenta. O modelo proposto é aplicado em um caso real de implantação de ferramentas CASE em uma instituição financeira brasileira para verificar na prática os impactos causados com a implantação. / This work proposes a model for impacts identification and analysis of adoption of interactive CASE tools (Computer Aided Software Engineering) based on the standard IEEE 1175.2 - Practice for CASE Tool InterconnectionCharacterization of Interconnections focused in software process development productivity and quality in organizations. The impacts are analyzed considering the CASE tool functions and features and the management actions necessary for the tool adoption. The proposed model is applied in a real CASE tool deployment in a brazilian financial institution to verify in practice the deployment impacts.

O objetivo deste trabalho é realizar um estudo comparativo da recristalização de dois aços rápidos, AISI M2 (Werkstoffnummer 1.3343) e ABC III (Werkstoffnummer 1.3333), após o encruamento resultante do processo de laminação a frio de chapas planas utilizadas para a confecção de serras fitas. Estudar a recristalização estática nesta classe de aços é relevante, pois eles freqüentemente são laminados a frio e recozidos na etapa final de processamento, antes da confecção da peça ou componente. Inicialmente, foi realizada a caracterização das amostras no estado como recebido, ou seja \'\'laminado a quente\'\'. A caracterização envolveu análise química, ensaios mecânicos, microscopia óptica, microscopia eletrônica de varredura, medidas de dureza e dilatometria. Em seguida, as amostras sofreram deformação a frio da ordem de até 50% de redução em espessura para determinação das curvas de endurecimento por deformação. Amostras com 25% de redução foram recozidas entre 100ºC e 750ºC, durante 1 hora e os resultados de dureza foram utilizadas para determinar as curvas isócronas de amolecimento. Amostras com 25% redução foram recozidas entre 600ºC e 750ºC, entre 15 e 480 minutos para cada uma das temperaturas, para determinação curvas isotérmicas de amolecimento. Resultados da análise microestrutural mostraram que o aço rápido AISI M2 apresenta uma distribuição mais homogênea de carbonetos. Esses carbonetos são mais finos em relação aos do aço ABC III, que apresenta uma distribuição mais heterogênea. Os dois aços apresentaram curvas muito similares de endurecimento por deformação. Após recozimento das amostras encruadas, foi verificado que o aço AISI M2 apresenta recuperação e recristalização levemente mais rápidas quando comparado com o ABC III. Ainda na etapa de recuperação e antes da recristalização, notou-se nos dois aços um pequeno aumento de dureza, principalmente entre 30 e 60 minutos de recozimento, na faixa de 650 ºC e 700ºC. Utilizando-se análises por difração de elétrons retroespalhados (microtextura e mesotextura) observou-se que o aço ABC III apresenta maior resistência para a recristalização se completar que o aço AISI M2. / This work aims at the comparative study of the recrystallization of two high-speed steels, namely AISI M2 (Werkstoffnummer 1.3343) and ABC III (Werkstoffnummer 1.3333), hardened by cold rolling of sheets employed in the production of band saws. Studying static recrystallization in this class of steels is relevant, since frequently they are cold rolled and annealed in their final processing stage, prior to the actual work piece manufacturing. Initially, samples have been characterized in the as-received condition, i.e. hot rolled. Characterization involved chemical analysis, tensile testing, optical metallography, scanning electron microscopy, hardness measurements and dilatometry. Following, samples have been cold worked with a 50% thickness reduction in order to evaluate the cold work hardening curves. Samples with 25% reduction have been annealed at temperatures in the 100oC to 750oC range, for one hour and hardness results have been used to determine the isochronous softening curves. Samples with 25% reduction have been annealed between 600 oC and 750oC for 15 to 480 minutes, for each one of the temperatures, to determine the isothermal softening curves. The microstructural analysis has shown that the AISI M2 steel presents a homogeneous carbide distribution. These carbides were fine when compared to those of the ABCIII steel that presented a heterogeneous distribution. Both steels presented similar work-hardening curves. After annealing the cold worked samples, it has been observed that the AISI M2 steel presented a slightly faster recovery and recrystallization than the ABCIII steel. Still in the recovery stage, prior to recrystallization, both steels showed a small hardness increase, mainly on annealing during 30 to 60 minutes in the 650oC to 700oC temperature range. Using electron backscattered diffraction analysis (microtexture and mesotexture) it has been observed that the ABCIII steel presented higher resistance to complete recrystallization than the AISI M2 steel.

Este trabalho apresenta uma ferramenta denominada FAGAC que se destina à administração e gerência de aglomerados de computadores, através de uma interface Web. A ferramenta tem a característica de ser pouco intrusiva no ambiente, ou seja, consumir poucos recursos computacionais a fim de não causar atrasos na execução dos serviços e processos do sistema. Inclui também funcionalidades que geram informações para o cliente ou administrador do sistema, a respeito do estado de ocupação de memória e de CPU, monitoramento do estado da carga de cada computador, tráfego gerado na rede, espaços em disco, informações de hardware e configurações do sistema. A validação da ferramenta foi feita por meio de experimentos comparativos das cinco principais funcionalidades comuns entre o FAGAC e o Ganglia, mostrando melhores resultados nas cinco funcionalidades, e que FAGAC é menos intrusivo que o Ganglia. / This research presents a tool named FAGAC for cluster management and administration of agglomerated of computers, through a web interface. This tool has the characteristic of being little intrusive in the environment, what means that it should consume a little computational resource in order to not delay the services and processes in execution at the system. The tool has functions to inform the customer or system administrator about the status of memory and CPU occupation, monitorating the load of each computer, the traffic generated in the net, disk space, hardware informations and configurations of the system. It was validated by comparing the results of the experiments from the main similar functions between FAGAC and Ganglia, showing best results for five functions tested, and that FAGAC is less intrusive than Ganglia.

Este trabalho aborda a relação entre a escola e recursos audiovisuais utilizados por ela, destacando-se o cinema. Partimos da premissa de que apesar de as escolas estarem cada vez mais equipadas, a inserção do cinema no cotidiano escolar, efetivamente, não se realiza. A importância educativa do cinema, desde o início do século XX, foi reconhecida, e, nestes cem anos, a invenção que parecia não passar de uma brincadeira sem futuro, tornou-se a grande indústria do entretenimento, e reconhecidamente, a Sétima Arte. Com o avanço tecnológico e o aperfeiçoamento dos equipamentos audiovisuais, hoje, a grande maioria da população tem acesso às grandes produções cinematográficas através de fitas de vídeo cassete e DVD. Tal crescimento parece ser ignorado pela educação escolar, e o que podemos notar é que as administrações públicas divulgam largamente o fato de equiparem as escolas para a reprodução de filmes, mas sem uma preocupação paralela de formação e capacitação dos professores para tal empreendimento. Além da pesquisa bibliográfica sobre as possíveis intersecções entre cinema e educação, adotamos como metodologia de trabalho a pesquisa empírica em Escolas Públicas de Ensino Médio do Estado de São Paulo, localizadas na capital, através de questionários sobre os equipamentos que as escolas possuem e de entrevistas com professores sobre sua formação, formas de utilização e resultados obtidos. Este trabalho também tece reflexões sobre a importância histórica da linguagem do cinema e o de seu caráter de conhecimento historicamente acumulado a ser transmitido pela escola aos que a ela chegam. As hipóteses deste projeto de que (1) a linguagem do cinema além de ser um instrumento pedagógico (recurso didático), também é um objeto de conhecimento que possibilita a percepção da realidade mais ampla, e (2) de que os cursos de formação de professores não preparam o professor para uma adequada utilização deste recurso e para a apropriação desta linguagem, foram, durante a trajetória teórica e empírica, confirmadas, levando-nos à conclusão de que a escola ainda faz uma utilização fragmentada, inadequada e incipiente das novas linguagens, tecnologias e saberes; obtendo, consequentemente, resultados muito aquém dos que poderia atingir através de uma apropriação efetiva dessas linguagens, tecnologias e saberes. / This dissertation aims at discussing the relationship between the school and the use of audiovisuals, mainly, cinema. Our starting point is that even though schools are more equipped than ever, the insertion of the cinema in schools is not effective. The educational importance of the cinema since the beginning of the 20th Century has been recognized and in these 100 years, the invention that seemed to be only a prankster with no future became the greatest entertainment industry, also known as the 7th Art. With the advance of technology and the improvement of audiovisual equipments, nowadays, great movie productions are accessible to most part of the population through VHS and DVD. Such growth seemed to be ignored by schools, and it is noticed that public administrations publicize largely that schools are equipped with the necessary equipments for the reproduction of films, but with no preoccupation when it comes to the courses for teachers and educators for the task. Besides the bibliographical research about the possible intersections between cinema and education an empirical research in Public High Schools in the capital of the state of São Paulo was adopted as methodology. We used questionnaires about the equipments the schools owned and interviews with the teachers about their background, ways of utilizing the resources and the results of such uses. This piece of work also discusses the historical importance of the language and its way of cumulated historical knowledge to be transmitted by the school to its members. The hypothesis of this dissertation that (1) movie language besides being a pedagogical tool is also a knowledge tool that allows a broader perception of reality, and (2) that the courses for teachers do not prepare the professionals for an adequate use of this resource and its language were confirmed during the research, leading us to the conclusion that the school still uses new languages, technologies and knowledge in a disjointed, inadequate and insufficient ways that leads to inferior results that could be achieved through the effective use of these languages, technologies and knowledge.

This diploma thesis compares (through the method of action research) the impact of using video tutorials with text manuals. The chosen content represented the programming by means of KODU Game Lab with text manuals and MINECRAFT Education Edition with the instructions in the form of video tutorials. At the end of each issue, students were assigned two tasks to work out. Their success rate results were subsequently evaluated. The influence of video tutorials was related to secondary school students: to those with special educational needs, long- term ill pupils and gifted athletes with extensive absence from school. The research in empirical part has proved that video tutorial is preferred learning tool rather than text materials; therefore, it should be considered as an important potential method for the individualization of teaching process. The implementation of video tutorials has obviously helped to make the learning outcomes of SEN students better. It can therefore be stated that video has a potential to serve as a prospective tool for the efficient inclusion of these pupils.

The challenge of transitioning to an environmentally sustainable system of production and consumption is both a major risk and a significant opportunity for companies involved in the design and manufacture of products. One approach that might assist companies in meeting this challenge is ‘eco-innovation’, which aims to deliver new products and processes that provide customer and business value but significantly decrease environmental impacts. <br /> The aim of the research was to understand how eco-innovation tools can be developed and introduced to a company such that they are adopted into the long-term practices of the company and contribute to the development of eco-innovative products. A ‘toolbox for eco-innovation’ was developed by adapting existing innovation tools for the purposes of eco-innovation. The initial toolbox was tested through in-house trials before subsequent trials in industry with a refined suite of tools. One-day workshops were held with six producers of electrical and electronic equipment. Four of these companies went on to participate in more in-depth tool introduction studies in which the tools were customised to the specific needs of the company and its design team. Formal tool feedback sessions and individual interviews with members of the design team were used to asses the effectiveness of the tool customisations. The organisational drivers and barriers for the long-term adoption of eco-innovation tools were also investigated. <br /> The contributions to knowledge of this research are: <br /> <ul> <li>The development of a toolbox for eco-innovation.</li> <li>The validation of tool customisation as an approach to improving the introduction of eco-innovation tools.</li> <li>The definition of a generic process for tool introduction based on tool customisation which is appropriate for workshop-based design and innovation tools (including eco-innovation tools).</li> <li>Insights into the organisational drivers and barriers for the long-term adoption of eco-innovation tools.</li> <li>A model for the management of eco-innovation activities. </li> </ul>

For the past twenty years, drawing on the Industrial Network Approach, Industrial Marketing and Purchasing Group researchers have been trying to get a better understanding of organisational networks related issues. Researchers frequently highlight that whatever the researched phenomena, it is important to consider actors’ subjective views of the world. The concept of Network Pictures as introduced in the IMP (Industrial Marketing and Purchasing) body of literature by Ford et al. (2002b), refers to those subjective views and despite its recognised importance no in-depth research had been conducted so far on the concept which has thus remained blurred. Ford et al. (2002b) brought in this concept to emphasise that the network is in fact a varying thing depending on what people see. The question is whether this can be translated into a research device, so that researchers may see in a structured and analytical way what an actor’s picture is. This is what this research project is about. The concept’s theoretical foundations are uncovered by reviewing some principles from Sense-Making Theory. This review results most importantly in the identification of a close association between actors’ views of the world and the outcome of those actors’ sense making processes or frameworks. The relevance of actors’ views to obtain a clearer understanding of organisational networks is highlighted when the relation that is believed to exist between those views and action in organisational networks is addressed. With the aim of developing Network Pictures as research tool a two-stage method is put forward and carried out. The method consisted of operationalising the construct of Network Pictures and then testing it in two different network contexts to see if it was usable and useful for carrying out research in organisational networks. The results point to the usability and usefulness of the developed device: not only does it allow for capturing what is believed to be individuals’ views of the world in a rich and comprehensive way, as it also shows diversity between individuals in different contexts. Also and interestingly, some of the identified ‘practitioner theories’ were found to be not coherent with some IMP theoretical cornerstones.

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Knowing which database management system to use for a project is difficult to know in advance. Luckily, there are tools that can help the developer apply the same database design on multiple different database management systems without having to change the code. In this thesis, we investigate the strengths of SQLAlchemy, which is an SQL toolkit for Python. We compared SQLite, PostgreSQL and MySQL using SQLAlchemy as well as compared a pure MySQL implementation against the results from SQLAlchemy. We conclude that, for our database design, PostgreSQL was the best database management system and that for the average SQL-user, SQLAlchemy is an excellent substitution to writing regular SQL.