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Alotaibi, Talal. "La formation professionnelle des formateurs en Arabie Saoudite : Le cas du secteur informatique." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLV076.
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Résumé : Pays en voie de développement, l’Arabie Saoudite investit de plus en plus dans le capital humain pour donner un nouvel essor à son économie, moderniser ses institutions et les secteurs productifs. Pour atteindre cet objectif, les pouvoirs publics misent beaucoup sur le système éducatif et la formation technique pour réaliser les objectifs tracés en matière de développement.Néanmoins, malgré les réformes multiformes que le secteur de l’éducation, de l’enseignement supérieur et de la formation technique subit ces dernières décennies, la qualité des ressources humaines formées au niveau local demeure en deçà des attentes du marché du travail.En effet, mises sous la tutelle d’un Organisme public (TVTC), conçu et doté de prérogatives d’une autorité exerçant un pouvoir décisionnel et un contrôle direct sur les programmes pédagogiques, les institutions de formation technique, que ce soit les facultés techniques du secteur public ou les instituts de formation du secteur privé, n’ont pas une marge de manœuvre suffisante pour adapter les programmes de formation qu’elles proposent aux nouvelles exigences que dictent les innovations technologiques, notamment dans les domaines techniques et des nouvelles technologies de l’information et la communication. Dans l’ensemble des obstacles qui freinent l’élan de la formation technique en Arabie Saoudite, le développement des compétences des formateurs demeure problématique. Pourtant, il a été prouvé depuis plusieurs décennies que la mise à jour des connaissances des personnels en activité et leur incitation à acquérir de nouvelles compétences est incontournable pour maintenir le niveau de leur productivité et la qualité des services qu’ils fournissent. Ainsi, pour mieux cerner cette question de la qualité des services fournis dans les institutions de la formation technique, nous nous sommes penchés dans le présent travail de recherche sur la problématique de développement des compétences des formateurs techniques en Arabie Saoudite pour en identifier les facteurs qui empêchent l’amélioration de la qualité des programmes pédagogiques, des formateurs qui les dispensent et proposer des pistes à même d’aller vers le progrès dans ce domaine à l’avenir<br>The training of trainers in Saudi Arabia: The case of the computer science sectorKeywords: Continuing education, Saudi Arabia, self-study, skills, technical faculties, training of trainersSummary: Saudi Arabia, who is a developing country, invests more in human capital to revitalize its economy, modernize its institutions and productive sectors. To reach this goal, the public authorities rely heavily on the education system and technical training to achieve the goals set for its development.Nevertheless, despite the multifaceted reforms that the education, higher education and technical training sector has undergone in recent decades, the quality of locally trained human resources remains below the expectations of the labor market.Under the supervision of a Public Body (TVTC), conceived and endowed with the prerogatives of an authority exercising decision-making power and direct control over educational programs, technical training institutions, whether technical faculties public sector or private sector training institutes, do not have sufficient room for maneuver to adapt the training programs they offer to the new requirements of technological innovation, particularly in the technical fields and new technologies of information and communication.In all obstacles that slow down the momentum of technical training in Saudi Arabia, developing the skills of trainers remains problematic. However, it has been proven for several decades that the updating of the knowledge of working personnel and their incentive to acquire new skills is essential to maintain the level of their productivity and the quality of the services they provide.Thus, to better understand this question of the quality of the services provided in the institutions of technical training, we looked into the present research work on the issue of skills development of technical trainers in Saudi Arabia to identify the factors that prevent the improvement of the quality of the educational programs, of the trainers who provide them, and to suggest ways in which progress can be made in this area in the future
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Moraes, Vera L?cia Della Torre de. "Avalia??o formativa : estudo de concep??es no processo de forma??o continuada de professores." Pontif?cia Universidade Cat?lica de Campinas, 2005. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/688.
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Previous issue date: 2005-07-17<br>This paper, included in the Research Line University, Teaching and Teacher Education, aims at identifying and analyzing the changes in conception and attitudes occurred with teachers from technical courses at SENAC-S?o Paulo in Campinas after the development of a continuous education process within PDE - Program of Educational Development, whose focus was the formative evaluation. Fourteen teachers were the subjects of this study. The methodology was based on the qualitative approach, with application of two questionnaires and documental research. The choice of the theme was based on the recognition of the need to intensify debates and research about evaluation according to the new National Education Law (LDB), no. 9394 from 1996, whose educational focus, introduced in the three teaching levels of the Brazilian educational system, favors continuous and formative evaluation, which has no qualifying approach. This paper describes the creation and expansion of SENAC within the Brazilian educational context, focusing on evaluation as regard to different pedagogical tendencies. The evaluation at SENAC-S?o Paulo and, specifically, in PDE is discussed. The pedagogical/psychological theories that lay the basis of the formative evaluation and their relationship with the Brazilian education are analyzed. Data analysis has shown PDE fostered reflections and changes in teachers' attitude and identified problems and perspectives of a continuous education process with focus on the formative evaluation.<br>Este trabalho, inserido na Linha de Pesquisa Universidade, Doc?ncia e Forma??o de Professores, tem por objetivo identificar e analisar as mudan?as de concep??es e atitudes ocorridas com docentes do ensino t?cnico do SENAC-S?o Paulo em Campinas ap?s o desenvolvimento de um processo de educa??o continuada, inserido no PDE-Programa de Desenvolvimento Educacional, cujo foco foi a avalia??o formativa. Contou-se com a participa??o de 14 sujeitos. O m?todo adotado para o desenvolvimento dessa an?lise fundamentou-se na abordagem qualitativa, com aplica??o de dois question?rios e pesquisa documental A justificativa pelo tema ap?ia-se no reconhecimento da necessidade de intensificar os debates e pesquisas sobre a avalia??o segundo a vis?o da nova Lei de Diretrizes e Bases (LDB), n? 9394 de 1996, cujo enfoque educacional introduzido nos tr?s n?veis de ensino do sistema educacional brasileiro privilegia a avalia??o formativa, cont?nua, sem car?ter classificat?rio. O texto apresenta um hist?rico da cria??o e expans?o do SENAC no contexto da educa??o brasileira, focando a avalia??o em diferentes tend?ncias pedag?gicas. ? abordada a avalia??o no SENAC-S?o Paulo e, particularmente, no PDE. S?o discutidas as teorias pedag?gicas/psicol?gicas que embasam a avalia??o formativa e suas rela??es com a educa??o brasileira. Na an?lise das respostas dos sujeitos da pesquisa observou-se que o PDE provocou reflex?es e mudan?as de atitude dos docentes e identificou problemas e perspectivas de um processo de forma??o continuada com foco na avalia??o formativa.
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Klimavičius, Domas. "FOREX trading strategy formation using technical analysis." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100628_092925-58159.
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FOREX technical analysis indicators, their characteristics and capabilities are researched in this final master thesis. The main goal of this thesis is to determine if technical analysis indicators can recognise patterns in price movements and if they can predict future price movement. The first part of the thesis presents with FOREX theoretical aspects, its characteristics and participants. In the second part of the thesis FOREX analysis tools are overviewed, focusing on technical analysis. Most popular technical analysis indicators are analyzed. The third part of the thesis provides with the essentials of FOREX trading strategy creation using technical analysis. In the fourth part the FOREX trading strategy using technical analysis is created and tested. The results of the trading strategy are presented and analyzed. Last part of the thesis contains the summary of the thesis, conclusions and suggestions. Thesis has 6 parts: introduction, theoretical and practical sections, conclusions and suggestions, references. Structure: introduction, theoretical and practical sections, conclusions and suggestions, references. Thesis consist of: 66 p. text without appendixes, 23 pictures, 5 tables, 62 bibliographical entries. Appendixes included.<br>Šiame baigiamajame magistro darbe nagrinėjami FOREX rinkos analizei naudojami techniniai indikatoriai, jų savybės bei galimybės. Pagrindinis baigiamojo darbo tikslas yra nustatyti, ar techninės analizės indikatoriai gali nustatyti vaiutų kainų kitimo pasikartojančius modelius ir ar jie gali numatyti kainų judėjimą ateityje. Pirmojoje baigiamojo darbo dalyje pristatomi teoriniai FOREX rinkos aspektai, jos dalyviai bei charakteristika. Antrojoje baigiamojo darbo dalyje apžvelgiami FOREX analizės įrankiai, išskiriant techninę analizę. Aprašomi populiariausi techninės analizės indikatoriai. Trečiojoje baigiamojo darbo dalyje nagrinėjami pagrindiniai prekybos FOREX rinkoje strategijos kūrimo naudojant techninę analizę elementai. Ketvirtojoje baigiamojo darbo dalyje kuriama ir testuojama prekybos FOREX rinkoje strategija naudojant techninę analizę. Pateikiami prekybos strategijos rezultatai bei jų analizė. Paskutinėje baigiamojo darbo dalyje, remiantis gautais rezultatais, pateikiamos išvados ir pasiūlymai. Darbą sudaro 6 dalys: įvadas, teorinė, praktinė dalys, išvados ir siūlymai, literatūros sąrašas. Darbo apimtis – 66 p. teksto be priedų, 23 iliustr., 5 lent., 62 bibliografiniai šaltiniai. Atskirai pridedami darbo priedai.
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Elfsberg, Jessica. "Oscillation Mark Formation in Continuous Casting Processes." Licentiate thesis, KTH, Casting of Metals, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-1653.
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Ramesh, Ram Kumar. "Solution-based formation of continuous SiC fibers." Thesis, Georgia Institute of Technology, 1991. http://hdl.handle.net/1853/11130.
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Hagsten, Per. "Evaluation of a qualitative model for a company's technical maturity within Continuous Integration, Continuous Delivery and DevOps." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-233554.
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The purpose of this study is to continue development of a benchmarking model to help companies assess their technical maturity when it comes to adopting Continuous Integration, Continuous Delivery and DevOps in their organization. The goal of the research is to assess how to improve the quality of qualitative models. Which conclusions can be drawn from comparing companies using benchmark and to assess which actions are the most effective to take to reach higher Continuous Integration, Continuous Delivery and DevOps maturity. The benchmark consisted of a questioner of two hundred statements that were answered for level of agreement with a current situation analysis and an ought-to-be analysis to be able to draw conclusions from the possible discrepancy between these categories. The questioner was answered during an interview study with chosen clients. Conclusions drawn from this study were that a lot can be done to improve the quality of qualitative models for examining Continuous Integration, Continuous Delivery and DevOps maturity. Different actions are necessary but the most important seems to be to ask open ended questions as well ass questions about different aspects of the same problem to promote discussion. It was also showed to be important to peer review the questions in the interview material beforehand to increase quality. The study also showed that it is possible to see trends in Continuous Integration, Continuous Delivery and DevOps maturity when comparing qualitative results for research subjects. The study showed that the most effective method for increasing Continuous Integration, Continuous Delivery and DevOps maturity is to use extensive automated testing suites that covers all testing disciplines.<br>Syftet med studien är att vidareutveckla ett benchmarkingverktyg för att hjälpa företag att bedöma sin tekniska mognad när det gäller att anta Continuous Integration, Continuous Delivery och DevOps i sin organisation. Målet med forskningen är att bedöma hur man kan förbättra kvaliteten på kvalitativa modeller för att mäta detta, samt vilka slutsatser som kan dras av att jämföra företags resultat som nyttjat studien. Samt att undersöka vilka åtgärder som är effektivast att ta för att nå en högre mognadsgrad inom Continuous Integration, Continuous Delivery och DevOps. Benchmarken bestod av ett frågebatteri av tvåhundra påståenden som besvarades av kunden i hur mycket de instämde till ett påstående. Resultatet samanställdes till en aktuell nulägesanalys och en börlägesanalys, med målet att dra slutsatser i vilka skillnaden som fanns mellan dessa två kategorier. Kunden besvarade frågebatteriet under en intervjustudie med utvalda anställda. Slutsatser som härrör från denna studie var att mycket kan göras för att förbättra kvaliteten på kvalitativa modeller för att undersöka Continuous Integration, Continuous Delivery och DevOps mognadsgrad. Olika åtgärder är möjliga, men det viktigaste förefaller vara att fråga öppna frågor för att främja diskussion samt att ställa frågor om olika aspekter av samma problem. Samt att opponera frågorna internt i intervjuundersökningen innan det utförs hos en kund, för att öka kvaliteten. Studien visade också att det även är möjligt att se trender i Continuous Integration, Continuous Delivery och DevOps mognad hos deltagarna när man jämför de kvalitativa resultaten. Studien visade att de mest effektiva metoderna för att öka Continuous Integration, Continuous Delivery och DevOps mognadsgrad är att använda omfattande automatiserade testsviter för samtliga testmetoder.
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Fitzgerald, Kevin Broderick. "Technical and experimental design for electricity conservation policy : continuous information feedback." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/15003.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING<br>Bibliography: leaves 125-130.<br>by Kevin Broderick Fitzgerald.<br>M.S.
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Adams, Jeffrey F. "Gypsum scale formation in continuous hydrometallurgical neutralization reactors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0005/MQ45576.pdf.
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BERNADO, ELISANGELA DA SILVA. "TEACHERS CONTINUOUS FORMATION IN SCHOOLS ORGANIZED IN CYCLE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3998@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A formação de professores vem assumindo posição de destaque
nas discussões relativas às políticas públicas, bem como
nas investigações e publicações da área. O estudo da
questão da formação continuada de professores envolve um
número considerável de autores que aponta a insuficiência
da formação inicial para o desenvolvimento profissional do
professor e a necessidade de se levar em conta o saber do
professor e a escola como lócus de formação docente. Esse
consenso põe em destaque a necessidade de se pensar uma
formação continuada que valorize tanto a prática realizada
pelos docentes no cotidiano escolar quanto o conhecimento
que provém das pesquisas realizadas na universidade, de
modo a articular teoria e prática na formação e na
construção do conhecimento profissional do professor. Tendo
essa perspectiva como pano de fundo, procurei, neste
trabalho, caracterizar a formação continuada de professores
que acontece na escola fundamental pública do município
do Rio de Janeiro. A suposição inicial é a de que essa
formação acontece em experiências formalizadas de educação
continuada, mas também, e, especialmente, no cotidiano do
espaço escolar. Nesta perspectiva, o foco da pesquisa
esteve dirigido à formação continuada que acontece no
interior da escola, nos diferentes momentos e instâncias em
que há trocas entre professores e destes com outros
profissionais da escola. Para realizar o objetivo de
caracterizar a formação continuada de professores,
procurei investigar e cotejar a formação continuada de
professores em escolas de ensino fundamental organizadas em
ciclos, nas dimensões macro e mesossocial de análise. Na
dimensão macrossocial, foram utilizados os dados do SAEB
2001 (Sistema Nacional de Avaliação da Escola Básica) para
descrever e explorar algumas das características da
formação continuada oferecida pelas escolas públicas
municipais freqüentadas pelos alunos cariocas. Na dimensão
mesossocial, foi feito um estudo de caso da formação
continuada oferecida numa escola pública de ensino
fundamental do nosso município.<br>The teachers formation is assuming prominence position in the relative discussions to the public politics, as well as in the investigations and publications of the area. The study of the subject of the teachers continuous formation involves a considerable number of authors that point the inadequacy of the initial formation for the teacher s professional development and the need of considering the teacher s knowledge and the school as lócus of educational formation. That consent puts in prominence the need to think a continuous formation that values the practice developing by the teachers in the daily school as the
knowledge that comes from the researches accomplished in the university, in way to join theory and practice in the formation and in the construction of the teacher s professional knowledge. In this perspective as backdrop, I sought, in this work, to characterize the teachers continuous formation that happens at the public fundamental school of the municipal district of Rio de Janeiro. The initial supposition is that formation happens in formalized experiences of continuous education, but also, and, especially, in the daily of the school space. In this perspective, the focus of the research was directed to the continuous formation that happens inside the school, in the different moments and levels in that there are changes
among teachers and of these with other professionals of the school. To accomplish the objective of characterizing the teachers continuous formation, I investigate and to compare the teachers continuous formation in schools of fundamental teaching organized in cycles, in the dimensions macro and analysis mesossocial. In the dimension macrossocial, the data of SAEB 2001 were used (National System of Evaluation of the Basic School) to describe and to explore some of the characteristics of the continuous
formation offered by the municipal public schools frequented by the students of Rio de Janeiro. In the
dimension mesossocial, it was made a study of case of the continuous formation offered at a public school of fundamental teaching of our municipal district.
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Smolyakova, I. D. "Formation of healthy lifestyle of students of technical specialties." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/48550.
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Our studies substantiate an important role of healthy lifestyle in solving the problem of providing health and physical readiness for active life of students and in involving them to healthy lifestyle. It is established that up to 70% of students of technical universities practically do not use or use ineffectively in their lives such important components of lifestyle as rational work, rational nutrition, rational physical activity, rejection of bad habits, etc., that save and improve health, which significantly reduces the spare capacity of the organism.
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Liang, Ying. "Formation of continuous activated carbon fibers for barrier fabrics." Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/8599.
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Delmont, Andres Emilio. "Shape distortion and air gap formation during continuous casting." Thesis, Sheffield Hallam University, 1985. http://shura.shu.ac.uk/19549/.
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A theoretical model has been developed which relates the build-up of stresses in the thin shell of steel solidifying in a continuously casting mould, to the shape distortion and the formation of an air gap. The work postulates that the behaviour of this shell can be analysed as that of a flexible structure formed by four elasto-perfectly plastic beams linked by rigid comers. This "box" represents the whole section of solidified shell at a given metallurgical height only if the section is totally detached from the mould. In general, it represents the detached corner portions alone. The rest of the shell is assumed to remain clamped against the mould wall by the metallostatic pressure. The thermal contraction of the neutral axis "filament" along the whole shell determines the amount of room which is available for the detached corner portion to distort, and thus also the size of the detached lengths of shell. The mechanical equilibrium of the structure is determined by the combined effect of temperature gradients and metallostatic pressure, by the rigidity condition imposed at the corner and by the flexural characteristics of the shell. The yield stress of the steel is assumed linearly dependent on temperature. The analysis of the shape distortion and air gap formation was initially informed by the observed behaviour of a partial physical analogue constructed from bi-metallic strips linked by rigid corners. Thermal moments were induced by immersing this analogue in a water bath at controlled temperatures, and distributed loads were imposed through a system of pulleys. The elastic behaviour of this physical analogue was predicted using basic beam theory. For the analysis of the deformation of a continuously cast structure, mathematical equations were derived which describe the overall moment and force equilibrium; the elastic and plastic stress distribution across the thickness of the shell; and the force and moment equilibrium within the cross-section of the shell. An equation was derived relating the curvature at any point along the shell to the moment at the corner of the structure. An iterative procedure was developed to determine the moment at the corner and a Runge-Kutta algorithm was incorporated to integrate the curvature equation. Further equations were derived which relate the deflection at the corner and the detached length on one side of the section, to the total length of the other side of the section. Recent high temperature studies of the mechanical behaviour of steels have been analysed in terms of the theoretical model developed. The model is able to predict the extent and thickness of the air gaps forming in the corner regions during the casting of billets and slabs and also provides explanation for the formation of both internal and external off-corner cracks. It also demonstrates the theoretical basis behind the practically observed relationship between casting speed and crack formation.
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Söderholm, Peter. "Continuous improvements of complex technical systems : aspects of stakeholder requirements and system functions." Licentiate thesis, Luleå, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17487.
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In today's society we are all strongly dependent on correct functions of technical systems. These systems tend to increase in both complexity and criticality, at the same time as they often have a rather long life. During this long life the stakeholders' requirements on the functions of the systems change. In order to maintain a high level of stakeholder satisfaction organisations responsible for the system have to respond to the changes through system development and continuous improvements. When the technical system is both complex and critical it is even more important that the work with continuous improvements is done in a systemic and systematic way. This is because a modification may result in unwanted side effects and a small change in one part of the system may have a major negative impact on many other parts of the system, and also have far reaching decisive consequences. The purpose of this thesis is to explore and describe how an organisation can work with continuous improvements of complex technical system functions in the context of changing stakeholder requirements, in order to increase stakeholder satisfaction with a reduced amount of resources. To fulfil the stated purpose a case study supported by a literature study has been made. The case study focused on a modern combat aircraft, which is considered as a highly complex and safety critical system with stringent requirements on low life cycle cost. The result of the study may be described in two parts. The first part is a theoretical management framework that combines aspects of Quality Management, Requirements Management, and Health Management. The framework describes on a conceptual level how the work with continuous improvements may be enhanced through synergism achieved by the combination. The second part, which is based on both theoretical and empirical findings, is a model intended to support the work with continuous improvements. The model includes a number of combined and adapted methodologies and tools that enable traceability between stakeholder requirements and the critical system functions that should be covered by tools that support Condition Monitoring, Diagnostics, and Prognostics.
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Miko, Jeffrey Allen. "Collaboration Strategies to Reduce Technical Debt." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4236.
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Inadequate software development collaboration processes can allow technical debt to accumulate increasing future maintenance costs and the chance of system failures. The purpose of this qualitative case study was to explore collaboration strategies software development leaders use to reduce the amount of technical debt created by software developers. The study population was software development leaders experienced with collaboration and technical debt at a large health care provider in the state of California. The data collection process included interviews with 8 software development leaders and reviewing 19 organizational documents relating to software development methods. The extended technology acceptance model was used as the conceptual framework to better understand the social and cognitive influences on the perceived usefulness of collaboration in reducing technical debt. An inductive analysis of the data was used for coding, triangulation, and identifying themes related to the use of collaboration strategies to reduce technical debt. Prominent themes included using collaboration at all stages of development, using continuous verification processes, promoting a participatory culture, and using tools to support distributed teams. The study findings showed an environment that promotes collaboration, a culture that encourages participation, and accessibility to collaborative tools that may reduce technical debt in software projects. The results of this study may contribute to positive social change by demonstrating how individuals with diverse backgrounds and different perspectives can work together to improve critical software that people depend on every day.
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Haider, Agha Waqar. "Continuous electrocardiographic recording in the assessment of ischaemic heart disease : technical problems and clinical role." Thesis, Imperial College London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243945.
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Gheitasy, Ali. "Socio-technical gaps and social capital formation in Online Collaborative Consumption communities." Thesis, University of West London, 2017. https://repository.uwl.ac.uk/id/eprint/3835/.
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Information Communication Technologies (ICTs) are transforming social activities and interactions which are naturally varied and dynamic. In this process, ‘gaps’ develop between the technologies and emerging social requirements. Given that the main challenge for Computer Supported Cooperative Work (CSCW) is to identify and ameliorate these socio-technical gaps, it is essential to understand how individuals work and collaborate in groups, societies, and communities. The main question addressed in this study regards the identification of these gaps in the social activities of Online Collaborative Consumption (OCC). The intention is to improve user experience and design requirements to support OCC at the socio-technical design level. OCC facilitates sharing, swapping, trading, or renting products, services, and resources, via the computer-mediated interactions. Etsy, an online marketplace and community for handmade and craft goods, is the focus of this study as a community in which OCC takes place. The evaluation of online communities by using an ethnographic approach is an equally important question which this study investigates. Due to a lack of standard methods, a new combined methodological approach is proposed in this research (Predictive ethnography) and it was used in evaluation of collaborative communities to investigate the socio-technical gaps. In this approach, online ethnography complemented predictive evaluation with the aid of heuristics including sociability, usability, and user experience (UX) items. These heuristics were drawn from previous literature as the success factors for the online communities. The textual interactions from discussions of the forum and teams on Etsy that were related to these heuristics were collected and coded. Over 1000 posts from 178 threads were collected. Their frequencies were measured to demonstrate their importance, and further ethnography helped the researcher in qualitative analysis and meaning making of the textual interactions. The subsidiary question this research aims to answer is how social capital is developed in the OCC communities. Social capital is utilised as a tool to enhance the understanding of the socio-technical requirements of OCC communities and to improve the process of social capital generation. The same above-mentioned methodological approach (Predictive ethnography) was applied with the heuristics replaced by social capital measures. Over 9500 posts collected from 97 threads from the textual discussions of different Etsy teams. This study investigates the social capital formation in different types of teams such as topic-based ones that are created based on the common interest topics, and location-based ones that are created based on the shared locations of the members. In the topic-based teams, a significant amount of knowledge sharing and intellectual capital was observed. In location-based teams, most interactions were within social interactions and relational capital. The new method proposed in this research has shown its effectiveness in gaining insight from the natural discussions of the members. In total, 33 socio-technical gaps were identified and presented with possible recommendations. The most significant gaps concerned: Trust creation features; relevant rules of behaviour; clear displayed policies; and social presence tools.
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Figueiredo, Tatiane Fernandes. "The socio-technical teams formation problem: Complexity, Mathematical Formulations and Computational Results." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15392.
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Using concepts of the socio-technical systems theory, this dissertation defines mathematically the problems of cooperative teams formation considering social and technical constraints separately, and then presents their computational complexity. Mainly, it is defined and studied the central problem in this work, which jointly considers social and technical requirements for creating teams of cooperative work, to be called FEST (Socio-Technical Teams Formation Problem).
Two mathematical formulations and a meta-heuristic are proposed for FEST. One formulation uses a cubic number of variables and constraints, whereas the second one has a quadratic number of variables but an exponential number of constraints. The proposed heuristic is based on the Non-monotonic Simulated Annealing meta-heuristic with local search using swap-like operators. The correctness of both formulations is proved. A polynomial algorithm to separate the constraints of the second formulation is presented. It is proved that the two formulations provide the same linear programming bound, and valid inequalities to strengthen it are proposed. For the compact formulation, some classes of valid inequalities are shown to be facet-inducing under suitable hypotheses. Finally, it is statistically analyzed the performance of the presented formulations and meta-heuristic. Real and random generated instances are used in the computational experiments.<br>Utilizando conceitos da Teoria dos Sistemas SociotÃcnicos, este trabalho define matematicamente os problemas de formaÃÃo de equipes cooperativas considerando separadamente restriÃÃes sociais e tÃcnicas e apresenta a complexidade computacional dos mesmos. Sobretudo, Ã definido e estudado o problema central deste trabalho, que considera conjuntamente requisitos sociais e tÃcnicos para criaÃÃo de equipes de trabalho cooperativo, denominado FEST (Problema de FormaÃÃo de Equipes SociotÃcnicas).
Duas formulaÃÃes matemÃticas e uma meta-heurÃstica para o FEST sÃo propostas. Uma formulaÃÃo utiliza um nÃmero cÃbico de variÃveis e restriÃÃes, enquanto a segunda formulaÃÃo possui um nÃmero quadrÃtico de variÃveis, mas um nÃmero exponencial de restriÃÃes. A meta-heurÃstica proposta à baseada no Simulated Annealing NÃo-MonotÃnico com busca local que usa operadores tipo swap. A corretude de ambas as formulaÃÃes à provada. Um algoritmo polinomial para separar as restriÃÃes da segunda formulaÃÃo à apresentado. Mostra-se que as duas formulaÃÃes fornecem o mesmo limite de programaÃÃo linear, e desigualdades vÃlidas para fortalecÃ-lo sÃo propostas. Para a formulaÃÃo compacta, algumas classes de desigualdades vÃlidas sÃo demonstradas indutoras de facetas sob hipÃteses apropriadas. Por fim, foi analisado estatisticamente o desempenho das formulaÃÃes e da meta-heurÃstica apresentadas. InstÃncias reais e geradas aleatoriamente sÃo usadas nos experimentos computacionais.
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Zenkin, M., and Yousef Abdul Halek. "Providing direct quality formation and technical pump level in design and manufacturing." Thesis, Київський національний університет технологій та дизайну, 2018. https://er.knutd.edu.ua/handle/123456789/9687.
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Dziuba, Oleksii. "Professional formation of new conditions of globalization for specialist of technical direction." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13061.
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Kornbrust, Beate A. "A new continuous process for gel formation from concentrated milk protein dispersions /." Zürich : Laboratorium für Lebensmittelverfahrenstechnik (LMVT), Eidgenössische Technische Hochschule (ETH) Zürich, 2004. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=15564.
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Jahn, Andreas 1976. "Controlled liposome formation and solute encapsulation with continuous-flow microfluidic hydrodynamic focusing." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8885.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Fischell Dept. of Bioengineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Steindorf, Lukas. "Constrained Low-Thrust Satellite Formation-Flying Using Relative Orbit Elements : Autonomous Guidance and Control for the NetSat Satellite Formation-Flying Mission." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-61599.
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This thesis proposes a continuous low-thrust guidance and control strategy for satellite formation-flying. Stabilizing feedback based on mean relative orbit elements and Lyapunov theory is used. A novel feedback gain matrix inspired by the fuel-optimal impulsive solution is designed to achieve near-optimal fuel consumption. A reference governor is developed to autonomously guide the spacecraft through the relative state-space in order to allow for arbitrarily constrained satellite formations. Constraints include desired thrust levels, time constraints, passive collision avoidance and locally constrained state-space areas. Keplerian dynamics are leveraged to further decrease fuel consumption. Simulations show fuel consumptions of only 4% higher delta-v than the fuel-optimal impulsive solution. The proposed control and guidance strategy is tested in a high-fidelity orbit propagation simulation using MATLAB/Simulink. Numerical simulations include orbit perturbations such as atmospheric drag, high-order geopotential, solar radiation pressure and third-body (Moon and Sun) effects. Test cases include reconfiguration scenarios with imposed wall, thrust and time constraints and a formation maintenance experiment as flown by TanDEM-X, the TanDEM-X Autonomous Formation-Flying (TAFF) experiment.
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Marino, Helene. "Phase inversion temperature emulsification : from batch to continuous process." Thesis, University of Bath, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533407.
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Saraswat, Rajil. "Modelling the influence of mould flux on steel shell formation during continuous casting." Thesis, Imperial College London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434907.
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Reinthal, Eric. "Relative Orbit Propagation and Control for Satellite Formation Flying using Continuous Low-thrust." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-61664.
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For the upcoming formation flying technology demonstration mission NetSat a relative orbit propagator as well as a relative orbit controller were developed. The formation will consist of four equal nano-satellites with an electric propulsion system for orbit correction manoeuvres. This demands the use of continuous low-thrust models for relative orbit control, which is a novel field. A software framework was developed which allows orbit simulations of the whole fleet in a fully non-linear environment. The final on-board relative propagator is based on the Gim-Alfriend STM and incorporates eccentricity and the non-spherical shape of the Earth. The controller uses control Lyapunov function-based design and model predictive control, depending on the task. The guidance and control system is able to safely govern the relative motion for one-, two and three-dimensional formation configurations with inter-satellite distances as low as 50m. Based on these results, a complete mission plan is proposed.
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Arastuie, Makan. "Generative Models of Link Formation and Community Detection in Continuous-Time Dynamic Networks." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1596718772873086.
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Schmidt, Martin [Verfasser]. "Process dynamics and structure formation in continuous spray fluidized bed processes / Martin Schmidt." Magdeburg : Universitätsbibliothek Otto-von-Guericke-Universität, 2018. http://d-nb.info/1220036153/34.
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Park, Nathaniel H. (Nathaniel Hamilton). "Development of new transition metal catalysts for C-N bond formation and continuous flow processes for C-F bond formation." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101553.
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Thesis: Ph. D. in Organic Chemistry, Massachusetts Institute of Technology, Department of Chemistry, 2015.<br>Cataloged from PDF version of thesis. Vita.<br>Includes bibliographical references.<br>The work presented in this dissertation addresses the development of new methodologies and processes to form carbon-nitrogen (C-N) and carbon-fluorine (C-F) bonds. The development of methods for the formation of C-N and C-F bonds are highly important to chemistry in general and find broad application in many different areas of research. With regard to C-N bond formation, the development of new nickel and palladium catalyst for C-N cross-coupling is presented. Finally, the development of a new process to enable the rapid preparation of aryl fluorides via the Balz-Schiemann reaction is explored. Chapter 1. Development of an Air-Stable Nickel Precatalyst for the Amination of Aryl Chlorides, Sulfamates, Mesylates, and Triflates. A new air-stable nickel precatalyst for C-N cross-coupling is reported. The developed catalyst system displays a greatly improved substrate scope for C-N bond formation to include both a wide range of aryl and heteroaryl electrophiles and aryl, heteroaryl, and alkyl amines. The catalyst system is also compatible with weak base, allowing for the amination of substrates containing base-sensitive functional groups. Chapter 2. Design of New Ligands for the Palladium-Catalyzed Arylation of a- Branched Secondary Amines. In Pd-catalyzed C-N cross-coupling reactions, a-branched secondary amines are difficult coupling partners and often produce low yields of the desired product. To provide a robust method for accessing N-aryl a-branched tertiary amines, new catalysts have been designed to suppress undesired side reactions often encountered when these amine nucleophiles are used. These advances enabled the arylation of a wide array of sterically encumbered amines, highlighting the importance of rational ligand design in facilitating challenging Pd-catalyzed cross-coupling reactions. Chapter 3. Rapid Synthesis of Aryl Fluorides in Continuous Flow via the Balz- Schiemann Reaction. The synthesis of aryl fluorides (ArF) is of critical importance for the development of new and potent pharmaceuticals and agrochemicals. While there have been numerous and intense research efforts focused on developing new fluorination methods, the Balz-Schiemann reaction remains a valuable and efficient means of aryl C-F bond construction from a vast pool of available aryl amines. However, the harsh reaction conditions, modest yields, and often prohibitive safety concerns have limited the general application of this methodology. Here, we have developed a semi-flow process that enables safe handling of the potentially explosive aryl diazonium salt intermediates as well as improved yields of the desired aryl fluoride products. This process has been demonstrated on an array of different aryl and heteroaryl amine substrates containing a variety of different functional groups.<br>by Nathaniel H. Park.<br>Ph. D. in Organic Chemistry
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Putrino, Pasco John. "Workplace formation : how secondary school students manage structured workplace learning." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2007.0004.
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[Truncated abstract] Changes in the international and Australian economies and labour markets during the 1980s and early 1990s substantially reduced employment opportunities for young people, causing higher education participation and increased school retention rates. Schools responded to these pressures and to Government policy with the development of Vocational Education and Training (VET) programs that integrate school-based learning with industry training, resulting in rapid growth in the participation of senior secondary students in such programs in recent years. Structured Workplace Learning (SWL) is an integral part of many such programs. How students manage their learning in these new environments was the focus of this study . . . The central finding of the study was the theory of ‘Workplace Formation’ that explains the processes students use to manage their workplace learning during the first year of workplacement. ‘Workplace Formation’ is comprised of five categories of processes – preparing, familiarising, committing, adapting, and building. Each category is comprised of two or more processes. While students generally proceed through each category sequentially, there is a degree of overlap between them. This general sequential progression can be disrupted if circumstances change. The extent of ‘Workplace Formation’ may vary from one student to the next. The theory of ‘Workplace Formation’ provides a new perspective on how school students manage their learning in the workplace while still at school and adds to the theoretical literature in this field. Implications of the findings for further research, and for policy and practice are discussed.
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Christiernin, Maria. "Biological role and technical application of xyloglucan endotransglycosylase and xyloglucan." Licentiate thesis, KTH, Biotechnology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-1409.
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Lopez, Pavel Ernesto Ramirez. "Modelling Shell and Oscillatoion Mark Formation during Continuous Casting via Explicit Incorporation of Slag Infiltration." Thesis, Imperial College London, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516736.
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Ramirez, Lopez Pavel Ernesto. "Modelling shell and oscillation mark formation during continuous casting via explicit incorporation of slag infiltration." Thesis, Imperial College London, 2010. http://hdl.handle.net/10044/1/5579.
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The development of reliable numerical models is vital to improve the quality of continuously cast products and to increase the productivity of the casting machine. In order to provide accurate predictions, these models must include detailed descriptions of the physical phenomena occurring inside the mould, such as metal flow, heat transfer and solidification. However, these topics are often treated separately during modelling due to their complexity. This has a negative impact on the accuracy of the predictions. To address this issue, a numerical model capable of coupling the flow dynamics with both the heat transfer to the mould walls and solidification has been developed. The 2‐dimenional model is based on a commercial CFD code that solves the Navier‐Stokes Equations coupled with a Volume of Fluid interface tracking technique for the multiphase system slag‐steel‐air under transient conditions within a conventional slab mould. The use of an extremely fine mesh in the meniscus region (~50 μm) allows, for the first time, the explicit calculation of liquid slag infiltration into the shell‐mould gap. Heat transfer through the solid mould faces and mould oscillation were also included in the model to provide a more realistic representation of the process. The model developed was tested in two case studies. In the first case, the predicted values were compared to prior numerical models and laboratory experiments directed to casting of conventional slabs. Excellent agreement was found for characteristics such as slag film development and heat flux variations during mould oscillation. Furthermore, predicted values for shell thickness, consumption and heat flux were also found to be in good agreement with plant measurements. The findings of this case study provided improved, fundamental understanding of the mechanisms involved in slag infiltration and solidification inside the mould and how these affect key process parameters, such as powder consumption and shell growth. The second case study consisted of a sensitivity study, where casting conditions (e.g. casting speed, mould cooling, steel/slag properties and oscillation settings) were varied in the simulations to determine their effect on both powder consumption and the formation of defects. The simulations predicted the initial formation of typical casting defects known as oscillation marks, without the aid of any external data fitting. The key result drawn from the sensitivity study was the determination of simple rules for the calculation of consumption, heat flux and defect formation as a function of the casting conditions. This opens the possibility of using the model as a diagnostic tool and for process optimisation.
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Lau, Wai-wah, and 劉偉華. "A narrative inquiry into the formation, development and challenges of secondary technical education in Hong Kong, 1945-2008." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44783206.
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Silva, Isabel Maria Marques Prata e. "A formação contínua dos técnicos de análises clínicas e saúde pública: o caso do Distrito de Setúbal." Master's thesis, Universidade de Évora, 2007. http://hdl.handle.net/10174/16273.
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O direito ao aperfeiçoamento e atualização dos Técnicos de Análises Clínicas e Saúde Pública, visando a melhoria da prestação de serviços e o aumento de qualificação destes profissionais, torna-se nos dias de hoje imprescindível. A formação contínua vem colmatar deficiências ou insuficiências decorrentes da formação inicial, além de que permite acompanhar a evolução tecnológica e consequentes reestruturações produtivas, aumento da competitividade e, a aquisição de novas competências. O presente estudo surge na sequência de algumas práticas vivenciadas durante a atividade profissional, como por exemplo, a falta de levantamento de necessidades de formação contínua tanto pelos recursos humanos como pelos Técnicos coordenadores dos serviços de Patologia Clínica, com uma notória falta de gestão estratégica da formação profissional contínua, para que se possa antecipar objetivos a longo prazo que visem acompanhar as mudanças e preparar o futuro. As atividades de formação contínua dirigidas maioritariamente aos enfermeiros e aos médicos continuando a haver deferentes representações sociais e diferentes trajetórias identitárias. Outro dos aspetos importantes, é o facto de que quando há a possibilidade de frequentar as ações de formação contínua, não há a participação esperada no que diz respeito aos Técnicos de Análises Clínicas e Saúde Pública. Assim, em redor desta problemática, pretende-se: - Conhecer o perfil de perceção dos Técnicos de Análises Clinicas e Saúde Pública relativamente às necessidades de formação contínua; - Identificar os processos para a aquisição e de desenvolvimento de competências necessárias ao desempenho da sua atividade profissional; - Conhecer a perceção do Técnico de Análises Clínicas e Saúde Pública face às políticas ou estratégias adotadas pelos recursos humanos relativamente à formação contínua; - Identificar e caracterizar os fatores condicionantes à participação dos Técnicos de Análises Clínicas e Saúde Pública na formação contínua. A Formação Continua dos Técnicos de Análises Clínicas e Saúde Pública - o caso do Distrito de Setúbal IV Para desenvolver este estudo, para além da pesquisa documental recorreu-se ao inquérito por questionário aplicando-o ao conjunto dos Técnicos de Análises Clínicas e Saúde Pública de cinco organizações de saúde do distrito de Setúbal. Os questionários foram entregues aos Técnicos Coordenadores dos vários serviços de Patologia Clínica de cada instituição, o qual se encarregou de distribuir por todos os Técnicos de Análises Clínicas e Saúde Pública do serviço. Dos 97 questionários distribuídos, foram devolvidos 84 questionários, 3 dos quais foram anulados. O volume de respostas situou- se nos 83,5%. Os dados obtidos foram tratados estatisticamente no programa SPSS 13.0. As conclusões do estudo, para um nível de significância de 5%, são apresentadas seguidamente: - A maioria dos inquiridos considera a formação contínua imprescindível (50,6%) sendo as atividades mais frequentadas as jornadas, encontros, congressos e colóquios (95,1%); - A perceção dos inquiridos relativamente às necessidades de formação contínua, dizem respeito a necessidades que se prendem com o facto de poderem melhorar o salário, aumentar o prestígio no local de trabalho, assegurar a progressão na carreira e superar as dificuldades profissionais diárias, aspetos esses considerados instrumentais; - Os inquiridos do presente estudo consideram que os fatores que contribuem para a aquisição e desenvolvimento das competências necessárias ao desempenho da atividade profissional são os cursos, investigação e publicação de artigos científicos (32,1%); - Os inquiridos consideraram, na sua maioria (61,7%) que as ações de formação nas organizações de saúde têm objetivos a curto prazo (como por exemplo aperfeiçoar o desempenho de uma unidade ou o desempenho individual do profissional de saúde), deixando para segundo plano os objetivos e médio/longo prazo; - Relativamente ao objetivo proposto, os fatores condicionantes à não participação dos Técnicos de Análises Clínicas e Saúde Pública nas ações de formação contínua, dizem respeito ao facto da frequência das ações de formação prejudicar a vida familiar, não quererem sacrificar os tempos livres e das ações de formação contínua não serem durante o horário laboral não tendo assim tempo disponível. Por fim faz-se uma proposta de intervenção com o objetivo de poder melhorar as políticas de recursos humanos relativamente às ações de formação contínua dos Técnicos de Análises Clínicas e Saúde Pública assim como aumentar a participação destes profissionais. /ABSTRACT - The present study appears in sequence of some practices lived deeply, during the professional activity, as for example, the lack of survey of necessities of continuous formation, both the human resources and the Technician Coordinators of Clinical Pathology Services, with a well-known lack of strategic management of the continuous professional formation, so that one can anticipate objectives in long term, which aim at following the changes and preparing the future. The activities of continuous formation are mainly directed to the nurses and the doctors, but it continues existing deferential social representations and different identity trajectories. Another important aspect is the fact that, whenever possible to attend the shares of continuous formation, Clinic Analyses and Public Health Technicians don’t participate, as it would be expected. Therefore, in what concerns this
problematic, it is intended: 1. To know the profile of perception of the Clinical Analyses and Public Heath Technicians, considering the necessities of continuous formation; 2. To identity the processes for the acquisition and the development of necessary abilities to the performance of the professional activity; 3. To know the perception of the Clinical Analyses and Public Heath Technicians face to the politics or strategies adopted for the human resources in what concerns the continuous formation; 4. To identify and characterize the influencing factors to the participation of the Clinical Analyses and Public Heath Technicians in continuous formation To develop this study, beyond the documentary research an enquiry for questionnaire was held applying to set off the Clinical Analyses and Public Heath Technicians of five organizations of health of Setúbal district. The questionnaires had been delivered to the Technician Coordinators of several services of Clinical Pathology of each institution, who had been charged with the distribution to all the Clinical Analyses and Public Heath Technicians of the service. Of the 97 distributed questionnaires, 84 had been returned and 3 of these had been annulled. The volume of answers was placed in 83, 5 %. Data had been treated statistically in SPSS 13.0 program. The conclusions of the study, for a level of significance of 5 %, are the following: 1. The majority of people inquired (50,6 %) consider essential the continuous formation being working days, technical meetings, congresses and conferences the most attended (95,1 %); 2.The perception of people inquired concerning the necessities of continuous formation relate to necessities that deal with the fact of improving to Wage, increasing prestige at work, assuring the progression in the career and overcoming the daily professional difficulties, aspects considered as instruments; 3. The people inquired of the present study consider that the factors which contribute for the acquisition and development of the necessary abilities to the performance of the professional activity are the scientific courses, inquiry and publication of scientific articles; 4. The people inquired had considered in the majority (61,7 %), that the shares of formation in the health organizations have objectives short-term (as for example to perfect the performance of a unit or the individual performance of the health professional), leaving for second plan the objectives of medium and long term; 5. In relation to the proposed objectives, the influencing factors to the no participation of the Clinical Analyses and Public Heath Technicians in the shares of continuous formation, concern the fact of the frequency of the formation shares, damaging the familiar life, having to sacrifice tree times and the shares of continuous formation being out of labor schedule, thus not leaving available time. Finally it is proposed an intervention with the objective of being able to improve the politics of human resources concerning the shares of continuous formation of Clinical Analyses and Public Heath Technicians, as Well as increasing the participation of these professionals.
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Ishlak, Adel. "ALTERING THE FORMATION OF TRANS FATTY ACIDS IN CONTINUOUS CULTURES THROUGH OILS AND NATURAL DIETARY SUPPLEMENTATIONS." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/711.
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ZAGHI, ANNA. "Batch and continuous-flow synthetic processes for the formation of carbon-carbon and carbon-heteroatom bonds." Doctoral thesis, Università degli studi di Ferrara, 2017. http://hdl.handle.net/11392/2488074.
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L’organocatalisi è un ramo della catalisi che utilizza piccole molecole organiche per promuovere trasformazioni chimiche in cui si ha la formazione di nuovi legami carbonio-carbonio e/o carbonio-eteroatomo. L’impiego di questa metodologia può offrire numerosi vantaggi: gli organocatalizzatori, infatti, sono in grado di operare in condizioni blande, anche in mezzi acquosi, senza richiedere l’utilizzo di metalli di transizione. Quest’ultima caratteristica risulta particolarmente favorevole nel caso della sintesi di composti che non tollerano contaminazione da parte di metalli come i prodotti di interesse farmaceutico e, più in generale, i composti ad attività biologica. Inoltre, gli organocatalizzatori hanno generalmente basso costo e sono facilmente reperibili.
La chimica in flusso continuo rappresenta una valida alternativa a quella in condizioni batch grazie ai numerosi vantaggi che derivano sia dalla natura del processo in continuo che dalla piccola dimensione dei canali nei quali avviene la reazione chimica. Tra i possibili benefici si possono ricordare la riduzione dei rischi, la sostenibilità, la facilità di scale-up e la semplicità di automazione/monitoraggio dei normali parametri di reazione (velocità di flusso, temperatura, pressione e stechiometria di reazione).
Alcuni svantaggi tipici dell’organocatalisi, come il riciclo dell’organocatalizzatore e l’alto loading spesso necessario per certe trasformazioni, possono essere superati grazie all’eterogeneizzazione degli stessi organocatalizzatori. Questa permette di applicare una procedura in flusso continuo in maniera efficace arrivando a raggiungere alti livelli di stereoselettività e di produttività.
La maggior parte degli studi riportati in letteratura riguardanti la sintesi asimmetrica in flusso continuo utilizza catalizzatori supportati su materiale polimerico o su particelle inorganiche, che costituiscono il letto fisso all’interno di macro- o microreattori.
In questa tesi sono riportate metodologie batch ed in flusso continuo per la formazione di legami carbonio-carbonio e carbonio-eteroatomo, promosse da organocatalizzatori che agiscono attraverso una catalisi via enammina o ione imminio, oppure sfruttando la reattività di umpolung.<br>Organocatalyzed reactions in which organic molecules catalyze single or multiple chemical transformations were found to be an efficient synthetic tool for creating various carbon-carbon and carbon-heteroatom bonds throughout the synthesis of a wide range of achiral and chiral acyclic as well as cyclic derivatives. The benefits of organocatalytic reactions include the use of inexpensive and readily available organic compounds as catalysts, as well as increased synthetic efficiency as no metal traces have to be removed at the end of the processes. This last feature is particularly suited to the preparation of biologically relevant compounds that do not tolerate contamination.
The continuous-flow approach has recently emerged in the organic chemistry community as an interesting and alternative method to batch processing for performing chemical transformations. This technology has a number of attractive advantages that are related both to the nature of the continuous process and to the small size of the channels in which the reactions occur. These include (i) large surface to volume ratios and enhanced mixing quality; (ii) superior mass and heat transfer and, hence, improved operational safety; (iii) good real-time reaction monitoring by incorporating in-line analytical devices, allowing fast reaction screening and optimization; (iv) improved scalability.
Typical drawbacks of organocatalysis such as organocatalyst recycling and the high catalyst loading often required for several transformations may be overcome by the heterogeneization of organocatalysts that allows the set-up of effective continuous-flow procedures endowed with high levels of stereoselectivity and productivity. The majority of the reported studies on asymmetric flow organocatalysis utilize the active catalyst immobilized on either polymeric or inorganic particles as packing material of macro- and micro-reactors.
In this thesis are reported batch and continuous-flow synthetic approaches for the formation of carbon-carbon and carbon-heteroatom bonds, mediated by organocatalysts acting via enamine and iminium catalysis, and umpolung reactivity.
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Ferrarezi, Luciana Aparecida [UNESP]. "Criando novos tabuleiros para o jogo Tri-Hex e sua validação didático-pedagógica na formação continuada de professores de matemática: uma contribuição para a geometria das séries finais do ensino fundamental." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/91007.
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ferrarezi_la_me_rcla.pdf: 761030 bytes, checksum: 245b1b04c6b259ae40352b7dec7c63ba (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Neste trabalho investigamos as potencialidades didático-pedagógicas do jogo Tri-Hex e suas variações, enquanto produtor/revelador de conceitos geométricos em ambiente de formação continuada. A construção do jogo de Configuração Simples, uma adaptação ao Tri-Hex, pode ser utilizada como alternativa para trabalhar conceitos da Geometria Euclidiana em níveis variados de ensino. Nessa investigação realizamos entrevistas e oficinas com professores de matemática da Rede Pública Estadual, focando preferencialmente pontos notáveis do triângulo e sua determinação. Numa abordagem lúdica, introduzimos o conceito de ceviana e a propriedade da concorrência empregando o Teorema de Ceva. Analisando os dados, obtivemos dois focos: Criação de Material Didático e Colaboração do Professor. Este último com quatro blocos: geometria na formação inicial e continuada do professor; utilização de material na prática pedagógica; oficina e participação do professor; condições do trabalho docente. A pesquisa permitiu associar as deficiências do ensino de geometria aos problemas da formação inicial. Percebemos que, para os professores, o jogo constitui uma atividade lúdica embora reconheçam suas potencialidades didáticas. Evidenciou-se o papel do professor gestor e o valor da prática investigativa compartilhando dificuldades e avanços. Concluímos, também, que problemas relacionados à má remuneração e às condições de trabalho influenciam no investimento do professor em sua formação.<br>In this work we investigated the didactic-pedagogic potentialities of the game Tri-Hex and your variations, while produtor/revelador of geometric concepts in atmosphere of continuous formation. The construction of the game of Simple Configuration, an adaptation to Tri-Hex, it can be used as alternative to work concepts of the Geometria Euclidiana in varied levels of teaching. In that investigation we accomplished interviews and workshops with teachers of mathematics of the State Public Net, focando preferencialmente notable points of the triangle and your determination. In an approach lúdica, we introduced the ceviana concept and the property of the competition using the Theorem of it Fattens. Analyzing the data, we obtained two focuses: Creation of Didactic Material and Collaboration of the Teacher. This last one with four blocks: geometry in the teacher's initial and continuous formation; material use in practice pedagogic; workshop and the teacher's participation; conditions of the educational work. The research allowed to associate the deficiencies of the geometry teaching to the problems of the initial formation. We noticed that, for the teachers, the game constitutes an activity lúdica although they recognize your didactic potentialities. It was evidenced the teacher manager's paper and the value of the practice investigativa sharing difficulties and progresses. We ended, also, that problems related to the bad remuneration and to the work conditions they influence in the teacher's investment in your formation.
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Ferrarezi, Luciana Aparecida. "Criando novos tabuleiros para o jogo Tri-Hex e sua validação didático-pedagógica na formação continuada de professores de matemática : uma contribuição para a geometria das séries finais do ensino fundamental /." Rio Claro : [s.n.], 2005. http://hdl.handle.net/11449/91007.
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Neste trabalho investigamos as potencialidades didático-pedagógicas do jogo Tri-Hex e suas variações, enquanto produtor/revelador de conceitos geométricos em ambiente de formação continuada. A construção do jogo de Configuração Simples, uma adaptação ao Tri-Hex, pode ser utilizada como alternativa para trabalhar conceitos da Geometria Euclidiana em níveis variados de ensino. Nessa investigação realizamos entrevistas e oficinas com professores de matemática da Rede Pública Estadual, focando preferencialmente pontos notáveis do triângulo e sua determinação. Numa abordagem lúdica, introduzimos o conceito de ceviana e a propriedade da concorrência empregando o Teorema de Ceva. Analisando os dados, obtivemos dois focos: Criação de Material Didático e Colaboração do Professor. Este último com quatro blocos: geometria na formação inicial e continuada do professor; utilização de material na prática pedagógica; oficina e participação do professor; condições do trabalho docente. A pesquisa permitiu associar as deficiências do ensino de geometria aos problemas da formação inicial. Percebemos que, para os professores, o jogo constitui uma atividade lúdica embora reconheçam suas potencialidades didáticas. Evidenciou-se o papel do professor gestor e o valor da prática investigativa compartilhando dificuldades e avanços. Concluímos, também, que problemas relacionados à má remuneração e às condições de trabalho influenciam no investimento do professor em sua formação.<br>In this work we investigated the didactic-pedagogic potentialities of the game Tri-Hex and your variations, while produtor/revelador of geometric concepts in atmosphere of continuous formation. The construction of the game of Simple Configuration, an adaptation to Tri-Hex, it can be used as alternative to work concepts of the Geometria Euclidiana in varied levels of teaching. In that investigation we accomplished interviews and workshops with teachers of mathematics of the State Public Net, focando preferencialmente notable points of the triangle and your determination. In an approach lúdica, we introduced the ceviana concept and the property of the competition using the Theorem of it Fattens. Analyzing the data, we obtained two focuses: Creation of Didactic Material and Collaboration of the Teacher. This last one with four blocks: geometry in the teacher's initial and continuous formation; material use in practice pedagogic; workshop and the teacher's participation; conditions of the educational work. The research allowed to associate the deficiencies of the geometry teaching to the problems of the initial formation. We noticed that, for the teachers, the game constitutes an activity lúdica although they recognize your didactic potentialities. It was evidenced the teacher manager's paper and the value of the practice investigativa sharing difficulties and progresses. We ended, also, that problems related to the bad remuneration and to the work conditions they influence in the teacher's investment in your formation.<br>Orientador: Laurizete Ferragut Passos<br>Coorientador: Ruy Madsen Barbosa<br>Banca: Geraldo Perez<br>Banca: Regina Célia Grando<br>Mestre
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Pichler, Michael Markus [Verfasser]. "On the intergenerational formation and evolution of continuous cultural traits / Michael Markus Pichler. Institut für Mathematische Wirtschaftsforschung (IMW)." Bielefeld : Universitätsbibliothek Bielefeld, Hochschulschriften, 2011. http://d-nb.info/1013553004/34.
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Silva, Elifas Levi da. "Ensinando e aprendendo num programa de formação continuada: reflexos de um trabalho coletivo." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-24092009-110915/.
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Este trabalho relata uma pesquisa sobre a formação continuada de professores de Física para o Ensino Médio, desenvolvida junto a um grupo com cerca de dez professores, inseridos no Programa Especial da FAPESP1, na modalidade Ensino Público, que entre 2004 e 2006 se chamou Eletromagnetismo no Ensino Médio: Barreiras e Estratégias de Ensino e depois, de 2007 a 2008, se chamou Acervo Pedagógico on-line para o Ensino de Física Atividades problematizadoras para a sala de aula e contextualização no planejamento pedagógico. Trata-se de uma pesquisa cujo objetivo é entender o papel do trabalho coletivo na formação contínua de professores. O trabalho foi construído a partir de dados recolhidos em três frentes: as observações semanais do pesquisador, as transcrições de áudio gravado nas reuniões e os relatórios produzidos pelos professores. Este material foi selecionado e analisado buscando dois aspectos básicos, a prática do professor e as implicações do trabalho coletivo, quando se construiu categorias específicas para cada tipo de documento. No final, realizamos uma articulação das informações obtidas em cada um deles para apoiar nossas conclusões. Do estudo emergiram diversos aspectos favoráveis e desfavoráveis devido aos trabalhos coletivos. Dentre eles destacaríamos a necessidade de tratar realmente a formação continuada como uma formação permanente, estabelecendo programas de longa duração, baseados no trabalho coletivo no qual se privilegia a discussão e a reflexão, uma vez que os conhecimentos necessários para o estabelecimento de práticas mais progressistas e efetivas pode ser construído e compartilhado ao longo do tempo. Destacaríamos também o valor do caráter presencial e freqüente para a formação continuada, uma vez que a habitualidade dos encontros, das discussões e das reflexões permite, entre outras interações, o exercício da tolerância e da negociação, que podem tornar-se qualidades importantes para a prática de uma educação comprometida e esclarecida.<br>This work reports a research about continuous formation program for high school Physics teachers developed with a group of about ten teachers who make part of the FAPESP Special Program, in the category Public Teaching. Between 2004 and 2006 it was called Electromagnetism in High School: Obstacles and Teaching Strategies and then, from 2007 to 2008, was called Online Pedagogic Set for Physics Teaching. It is a research that aims to understand the role of collective work on the continuous formation of teachers. The work was build up from data collected in three fronts: researchers weekly observations, transcriptions of recorded audio during the meetings and statements made by the teachers. This material was selected and analyzed looking for two basic aspects: teachers practice and implications on collective work, when specific categories for each type of document were built. At the end we made a connection with the information obtained in each of them to support our conclusions. Emerged from the study favourable and unfavourable aspects due to collective works. Among them we can point out the necessity of dealing with continuous formation as permanent formation, settling long term programs based on collective work in which discussion and thoughts are privileged, once the necessary knowledge to settle more progressist practices can be build and shared as time goes by. We should also point out the value of presence and frequency to continuous formation, since the regularitiy of the meetings, of the discussions and of the thoughts allows, among other things, the exercise of tolerance and negotiation that can become important qualities to the practice of a compromised and enlightened education.
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Correia, Rodrigo Nuno Peiró. "Competências do professor de educação física: um estudo com professores da rede pública." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-03072008-095355/.
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Este estudo tem como objetivo identificar as competências necessárias aos professores de Educação Física da Educação Básica, na perspectiva dos docentes da rede pública de ensino do estado de São Paulo, licenciados e egressos da Escola de Educação Física e Esporte da Universidade de São Paulo a partir de 1995. Diante do atual panorama em que se encontram as aulas de Educação Física na rede pública de ensino, no que diz respeito ao baixo aproveitamento, deficiências na aprendizagem, escassa retenção de conteúdos por grande parte dos alunos, somado às precárias condições de trabalho enfrentadas pelos professores como baixos salários, extensa jornada de trabalho, número excessivo de alunos por sala de aula, torna-se relevante uma investigação das competências necessárias aos professores, para que este quadro possa ser melhorado. Trata-se de uma pesquisa qualitativa, de natureza não experimental, conduzida mediante as orientações metodológicas de LÜDKE e ANDRÉ (1986) e TRIVIÑOS (1987), consistindo em dois estudos (diagnóstico e aprofundamento). Como instrumentos, foram utilizados questionário e entrevista semi-estruturada. Em se tratando de um diagnóstico inicial, foram convidados a participar todos os professores licenciados pela Escola de Educação Física e Esporte da Universidade de São Paulo a partir da reestruturação curricular ocorrida no ano de 1995. Isto se justifica na medida em que essa reestruturação, elaborou um projeto pedagógico de formação de professores específico e posterior ao curso de bacharelado. O questionário aplicado constitui-se de quatro aspectos: aspectos da graduação; atuação profissional; atualização profissional e cursos de pós-graduação e realização profissional. Com a entrevista pretendeu-se aprofundar a identificação e as formas de apreensão das competências profissionais necessárias à ação docente. Os cursos de formação de professores (inicial e continuada) não podem prescindir do conhecimento da representação que os professores já têm sobre seu trabalho, suas competências e conhecimentos, daí a relevância desse estudo<br>This study has as objective identifies the necessary competences to the physical education teachers of the basic education, in the teachers\' of the public network of teaching of the São Paulo state perspective, licentiates and exits of the Physical Education School and Sport of the São Paulo University starting from 1995. Before the current panorama in that they are the Physical Education classes in the public network of teaching, in what he concerns the low use, deficiencies in the learning, scarce retention of contents for the students\' great part, added to the precarious work conditions faced by the teachers as low wages, extensive work day, excessive number of students for classroom, becomes relevant an investigation of the necessary competences to the teachers, so that this picture can be gotten better. It is a qualitative research, of nature no experimental, driven by the methodological orientations of LÜDKE and ANDRÉ (1986) and TRIVIÑOS (1987), consisting of two studies (diagnostic and deepening). As instruments, questionnaire and semi-structured interview were used. In if treating of an initial diagnostic, they were invited to announce all of the teachers licensed by the Physical Education School and Sport of the São Paulo University starting from the restructuring curricular happened in the year of 1995. This is justified in the measure in that that restructuring, it elaborated a specific and subsequent pedagogic project of teachers\' formation to the baccalaureate course. The applied questionnaire is constituted of four aspects: aspects of the graduation; professional performance; professional updating and masters degree courses and professional accomplishment. With the interview it intended to deepen the identification and the apprehension forms of the necessary professional competences to the educational action. The courses of teachers\' (initial and continuous) formation cannot abstract of the knowledge of the representation that the teachers already have on his work, their competences and knowledge, then the relevance of that study
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Septavaux, Jean. "Réduction stéréosélective de substrats d’intérêt pharmacologique à réactivité réduite." Thesis, Ecole centrale de Marseille, 2016. http://www.theses.fr/2016ECDM0002.
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Dans ce manuscrit sont décrites de nouvelles procédures pour la synthèse stéréosélective d’un composé d’intérêt pharmacologique ainsi que leurs implémentations pour la production en continu. Plusieurs procédures de modification de catalyseurs hétérogènes commerciaux ont été développées et ont permis d’augmenter significativement la diastéréosélectivité de la réaction d’hydrogénation d’un intermédiaire de synthèse. Une voie de synthèse alternative par dérivatisation a également été développée, permettant d’atteindre une diastéréosélectivité pus élevée. De plus, des réacteurs modulaires dédiés à la réalisation de réactions triphasiques gas/liquide/solide sous haute pression ont été conçus. Un prototype a été fabriqué et a pu être utilisé pour les procédures d’hydrogénation développées. Enfin, un intermédiaire de synthèse a été préparé sans solvant ni additifs et avec une grande productivité en utilisant un microréacteur<br>In this thesis, we present new procedures for the highly stereoselective synthesis of an active pharmaceutical ingredient and initiate their implementation in continuous flow for production. We developed several procedures for the highly diastereoselective hydrogenation reactions using chemically modified commercial heterogeneous catalysts. In addition, a three step reaction pathway through hydrolysis, highly diastereoselective hydrogenation reaction and conversion back to primary amide was developed to prepare. Modular high pressure continuous reactors have been designed and a prototype has been manufactured to perform the gas/liquid/solid triphasic hydrogenation reactions. Finally, we prepared a synthesis intermediate without solvents nor additives in continuous flow using a home-made micro-reactor, dramatically increasing the productivity of the process
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Carli, Maria de Fátima Sartori [UNESP]. "O professor e sua formação: o impacto do PEC - formação universitária - ao professor da pessoa." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/90349.
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carli_mfs_me_arafcl.pdf: 705250 bytes, checksum: 4a52822e55618cb65ba361acb626e8cb (MD5)<br>Como os programas de formação continuada repercutem na trajetória profissional do professor em exercício? Esta pergunta conecta-se a outras questões que buscam compor o quadro de formação em que os professores são inseridos, com a intenção de se perceber de que forma os professores são co-autores do próprio processo formativo, uma vez que eles são os principais responsáveis pela própria formação (Nóvoa). O ponto de partida é de que os professores em exercício trazem em suas trajetórias conhecimentos e vivências que devem ser considerados para a elaboração de programas de formação que a eles se destinam. De outro modo, a impressão que fica é a de que os programas de formação se constituem em um eterno recomeçar e que os professores são vazios de conhecimentos (Candau). Para compor esse quadro tomo como referencial teórico, sobretudo, Torres, Nóvoa e Tardiff. O caminho metodológico escolhido para dar conta da pesquisa foi o de cunho qualitativo, à luz dos estudos de Bardin, para desvelar a intenção do conteúdo das respostas manifestadas pelas professoras à entrevista semi-estruturada a que foram submetidas. Entre O Velho e o Novo, Mudanças e Permanências - sob esse título são apresentadas algumas considerações, ainda que provisórias, sobre os avanços e recuos do programa de formação paulista. Como avanço, o PEC - Formação Universitária apresenta as vivências educadoras, que consistem num movimento espiral entre a teoria e a prática, desenvolvidas nos últimos seis meses do programa, o que em parte inviabilizou que todos os professores alcançassem a intencionalidade desse movimento. Contudo são inegáveis as contribuições das vivências educadoras. Elas representam um avanço na concepção dos processos formativos...<br>How teacher's continuous formation programs can reflect in their professional trajectory? This question connects itself to other questions that intend to compose the teacher's educational context, with the purpose of verify how teachers participate of their own formation process. The premiss is that teachers bring knowledges, experiences which must be considered for the elaboration of the teacher's formation programs. On the other hand, it remains to the sensation that teachers are empty of knowledges. This work, which has as theme the formation programs of basic education teachers, emphasizes the Continuous Education Program of the São Paulo's government, considering the advances and regresses of this kind of teacher's formation. It also evaluates how these programs permit teachers build the profile into the necessary authonomy and take responsibility for their education overcoming the State tutorial formation. It is necessary listen to them, because they are the key of their own formation process. The discourse that teachers are knowledge producers is overage and, more than a reality accepted by universities, essayists or specialists, has became just a slogan which must be overcome.
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Makarova, Anna A., Elena V. Grachova, Vera S. Neudachina, et al. "Insight into Bio-metal Interface Formation in vacuo: Interplay of S-layer Protein with Copper and Iron." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-173492.
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The mechanisms of interaction between inorganic matter and biomolecules, as well as properties of resulting hybrids, are receiving growing interest due to the rapidly developing field of bionanotechnology. The majority of potential applications for metal-biohybrid structures require stability of these systems under vacuum conditions, where their chemistry is elusive, and may differ dramatically from the interaction between biomolecules and metal ions in vivo. Here we report for the first time a photoemission and X-ray absorption study of the formation of a hybrid metal-protein system, tracing step-by-step the chemical interactions between the protein and metals (Cu and Fe) in vacuo. Our experiments reveal stabilization of the enol form of peptide bonds as the result of protein-metal interactions for both metals. The resulting complex with copper appears to be rather stable. In contrast, the system with iron decomposes to form inorganic species like oxide, carbide, nitride, and cyanide.
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Fortun, Véronique. "Les enjeux du e-learning « communautique » en formation continue d’enseignants." Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC0018/document.
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La recherche, qui fait l’objet de cette thèse, pose la question de la contribution des espaces dits de e-learning dans la formation continue d’enseignants. Elle aborde plus spécifiquement les effets des espaces ou environnements numériques « situés », appelés communautés virtuelles, sur les façons de vivre, d’exercer et d’enrichir sa formation ainsi que d’aborder une nouvelle situation professionnelle. Elle s’intéresse particulièrement aux usages du numérique situés dans des espaces interstitiels où interagissent de façon réciproque des modalités d’apprentissage formel et informel. Le cadre conceptuel et théorique, emprunté au courant ethnologique de la sociologie des usages, porte sur le concept de communauté de pratiques et de pratiques communautiques. Il considère les usages du numérique comme constitutifs de manières de faire singulières ou d’inventions du quotidien grâce à ces espaces et en fonction de différents éléments (ou logiques) qui en facilitent ou en contraignent les usages. Dans le cadre d’une monographie, en procédant à une observation de deux espaces en ligne (un mis à disposition par l’organisme de formation et l’autre avec le support de la messagerie électronique), en menant des entretiens compréhensifs et en analysant le contexte institutionnel, sont croisées différentes sources de données. Les résultats indiquent l’émergence d’espaces interstitiels prenant appui sur des formes de sociabilité électronique. Ces espaces sont localisés à mi-chemin entre des pratiques dans une institution de formation et des pratiques quotidiennes, personnelles ou groupales. Les apports de la recherche sont d’établir un cadre conceptuel et méthodologique ainsi que de parvenir à une meilleure compréhension du rôle de l’apprentissage informel et de la sociabilité numérique dans les contextes de l’usage du numérique et de la formation continue des enseignants<br>The research that forms the subject of this thesis interrogates the contribution made by so-called e-learning spaces in the continuous training of teachers. More specifically, the research investigates the effects of ‘situated’ digital spaces and environments, known as virtual communities, on ways of living, practising and enhancing one’s training as well as embarking on a new professional work situation. Particular attention is paid to the use of situated digital technology within “interstitial spaces” where formal and informal modes of learning interact with one another. The conceptual and theoretical framework, taken from the ethnological branch of the sociology of uses, focuses on the concepts of community of practice and community-based practices. That framework sees the uses of digital technology as constituting unique approaches and everyday inventions based on these spaces and depending on the various elements (or logics) that facilitate or hinder the use of them. Distinct sources of data are cross-referenced within the framework of a research monograph, leading onto a study of two online spaces (one made available by the training organisation and the other using electronic messaging), also carrying out comprehensive interviews and analysing the institutional context. The results suggest the emergence of interstitial spaces which build upon forms of electronic sociability. These spaces are located at a midway point between the practices of training institutions and every day personal or group-based practices. The contributions of this research are in its establishment of a conceptual and methodological framework, as well as in the achievement of a greater understanding of the role of informal learning and digital sociability within the contexts of digital technology use and continuous teacher training
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Carli, Maria de Fátima Sartori. "O professor e sua formação : o impacto do PEC - formação universitária - ao professor da pessoa /." Araraquara : [s.n.], 2007. http://hdl.handle.net/11449/90349.
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Resumo: Como os programas de formação continuada repercutem na trajetória profissional do professor em exercício? Esta pergunta conecta-se a outras questões que buscam compor o quadro de formação em que os professores são inseridos, com a intenção de se perceber de que forma os professores são co-autores do próprio processo formativo, uma vez que eles são os principais responsáveis pela própria formação (Nóvoa). O ponto de partida é de que os professores em exercício trazem em suas trajetórias conhecimentos e vivências que devem ser considerados para a elaboração de programas de formação que a eles se destinam. De outro modo, a impressão que fica é a de que os programas de formação se constituem em um eterno recomeçar e que os professores são vazios de conhecimentos (Candau). Para compor esse quadro tomo como referencial teórico, sobretudo, Torres, Nóvoa e Tardiff. O caminho metodológico escolhido para dar conta da pesquisa foi o de cunho qualitativo, à luz dos estudos de Bardin, para desvelar a intenção do conteúdo das respostas manifestadas pelas professoras à entrevista semi-estruturada a que foram submetidas. Entre O Velho e o Novo, Mudanças e Permanências - sob esse título são apresentadas algumas considerações, ainda que provisórias, sobre os avanços e recuos do programa de formação paulista. Como avanço, o PEC - Formação Universitária apresenta as vivências educadoras, que consistem num movimento espiral entre a teoria e a prática, desenvolvidas nos últimos seis meses do programa, o que em parte inviabilizou que todos os professores alcançassem a intencionalidade desse movimento. Contudo são inegáveis as contribuições das vivências educadoras. Elas representam um avanço na concepção dos processos formativos... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: How teacher's continuous formation programs can reflect in their professional trajectory? This question connects itself to other questions that intend to compose the teacher's educational context, with the purpose of verify how teachers participate of their own formation process. The premiss is that teachers bring knowledges, experiences which must be considered for the elaboration of the teacher's formation programs. On the other hand, it remains to the sensation that teachers are empty of knowledges. This work, which has as theme the formation programs of basic education teachers, emphasizes the Continuous Education Program of the São Paulo's government, considering the advances and regresses of this kind of teacher's formation. It also evaluates how these programs permit teachers build the profile into the necessary authonomy and take responsibility for their education overcoming the State tutorial formation. It is necessary listen to them, because they are the key of their own formation process. The discourse that teachers are knowledge producers is overage and, more than a reality accepted by universities, essayists or specialists, has became just a slogan which must be overcome.<br>Orientador: José Vaidergorn<br>Coorientador: Edson do Carmo Inforsato<br>Banca: Marcus Antônio Lucci<br>Mestre
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Xu, Chunbao. "Continuous and batch hydrothermal synthesis of metal oxide nanoparticles and metal oxide-activated carbon nanocomposites." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07302006-231517/.
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Thesis (Ph. D.)--Chemical and Biomolecular Engineering, Georgia Institute of Technology, 2007.<br>Teja, Amyn, Committee Chair ; Kohl, Paul, Committee Member ; Liu, Meilin, Committee Member ; Nair,Sankar, Committee Member ; Rousseau, Ronald, Committee Member.
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Simionato, Margareth Fadanelli. "A formação do professor do ensino técnico e a cultura docente." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/29942.
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Esta tese tem como ponto central a análise da cultura docente de professores do Ensino Técnico e problematiza até que ponto o reconhecimento da cultura docente e o trabalho sobre essa cultura são caminhos para que a qualificação da docência e as mudanças na Educação Profissional técnica de nível médio se concretizem no cotidiano das escolas. Este estudo se inscreve na linha de pesquisa Trabalho, Movimentos Sociais e Educação, propondo uma análise da cultura docente como caminho de modificação e melhoria das práticas docentes, na promoção de mudanças no Ensino Técnico. Analisa a influência de organismos multilaterais na formulação de políticas públicas para a educação e formação de professores, conformando modos de ser e de fazer a docência. Os avanços e as tensões das políticas de formação, o currículo por competências e as organizações metodológicas necessárias são o que se constitui como fundamento para os estudos posteriores. A análise da socialização, da cultura, das ―culturas‖ docente e do desenvolvimento profissional contribui para a compreensão do conceito de ―culturas‖ docente, a partir da análise e da categorização apresentadas por Hargreaves (1998) e Pérez Gómez (2001), paralelamente às contribuições de Marcelo (2000) e Imbernón (1998), no campo do desenvolvimento profissional docente. A coleta de dados se realizou a partir de análise documental, questionários e grupos focais, realizados com 60 sujeitos divididos entre 16 professores em exercício, em escolas técnicas privadas, e 44 candidatos a um Programa Especial de Formação Pedagógica. Utilizou-se a análise de conteúdo para organização e categorização dos dados, que foram interpretados a partir dos pressupostos do método dialético. Evidencia-se a preponderância do isolamento docente e da balcanização, favorecida pela organização física e curricular das escolas. Os dados revelam, ainda, o desenvolvimento da colegialidade artificial, havendo poucos indícios que incentivem o desenvolvimento de uma cultura de colaboração entre os docentes. O domínio da técnica e a experiência laboral sobrepõem-se aos conhecimentos pedagógicos como condição suficiente para o exercício da docência, pautados na racionalidade técnica, reforçando determinados ―modelos‖ de professor, aprovados pela cultura docente analisada. Já a ideia de competências encontrada orienta-se pelos discursos e pelas práticas no mundo do trabalho, pautado na empregabilidade, enfatizando a importância do saber tácito e do saber fazer individuais.<br>This thesis has, as its main focus, the analysis of the cultural teaching of Technical instruction educators, and it puts in doubt whether the recognition of cultural teaching and the work on this culture are ways to help the teaching qualification and its changes in Technical Professional Education, in secondary school, and if this happens in the institutions‘ daily routines. This work belongs to the field Work, Social Actions and Education, proposing a teaching cultural analysis as a way of modifying and improving teaching practices, promoting changes in the Technical Teaching. It also analyses the influence of multilaterals studies in the creation of public policies to the teachers‘ formation and education, shaping ways of being and making instruction. The advances and tensions of formation policies, the competence curriculum and the necessary methodological organizations are the things that constitute the foundations to further studies. The analysis of socialization, culture, teaching ―cultures‖ and professional development contributes to the understanding of ―cultures‖ teaching, from the analysis and categorization presented by Hargreaves (1998) and Pérez Gómes (2001), paralleling to the contributions of Marcelo (2000) and Imbernón (1998), in the field of professional teaching development. The data selection was made from a documental analysis, questionnaires and focal groups, done with 60 people divided between 16 current teachers, from private technical schools, and 44 candidates to a Special Program of Pedagogical Formation. It was used the content analysis to the organization and categorization of data, which were interpreted from the dialectical method. It shows the preponderance of teaching isolation and balkanization, promoted by the physical and curriculum organization of institutions. The records show, as well, the development of an artificial schooling, having a few indications that increase the advance of a collaborative culture among the educators. The technical authority and labor experience overdo the pedagogical knowledge as a sufficient condition to the teaching exercise, based on the technical rationality, reinforcing some educators‘ ―models‖, approved by the teaching culture analyzed. On the other hand, the competence ideas found here were oriented by discourses and practices in the labor world, based on employment, highlighting the importance of tacit knowledge, and also the individual knowing of ―doing by yourself‖.
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Schoeman, Ben. "The piano works of Stefans Grové (1922-2014) : a study of stylistic influences, technical elements and canon formation in South African art music." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16579/.
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Stefans Grové (1922-2014) is widely regarded as one of South Africa’s most distinguished composers of art music. He was one of the most prolific contributors to the country’s piano literature, having written large-scale cycles as well as several miniatures for the instrument. This thesis engages with his more widely-performed oeuvre, as well as earlier works that are forgotten or not currently in the public domain. A number of his piano works composed towards the end of his life are discussed here for the first time in an academic context. The two main premises explored in this thesis are the composer’s stylistic development and his approach to elements of piano technique and performance. His pianistic oeuvre is divided into style periods, and the seminal structural tools that recur throughout his creative career are evaluated. A study of the composer’s engagement with indigenous Southern African musical and cultural elements forms a substantial part of the second and fourth chapters of this thesis. The realisation of technical elements in Grové’s piano music for concert performers as well as less advanced players is discussed in the third chapter, with reference to the formulations on the didactics of piano playing by pedagogues such as Heinrich Neuhaus, Béla Bartók, József Gát and Geőrgy Sándor. Aspects of finger technique, articulation and pedalling are the main points of investigation. In the outer chapters, Grové is placed within the historical context of piano tuition in South Africa and his position within the national canon of art music is considered and contextualised.
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Pereira, Jany Elizabeth. "A importância do lúdico na formação de educadores: uma pesquisa na ação do Museu da Educação e do Brinquedo - MEB da Faculdade de Educação da USP." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14112007-144030/.
Full textAbstract:
O objetivo central desta pesquisa foi investigar a prática docente e sua relação com a formação inicial e contínua do professor a partir de uma pesquisa na ação qualitativa realizada no Museu da Educação e do Brinquedo - MEB da Faculdade de Educação da USP. A partir da grande questão do trabalho: \"Por que os professores não brincam?\" configurou-se o objeto de estudo, que trata da importância do lúdico na formação de educadores buscando investigar o potencial do MEB enquanto espaço formativo. As atividades realizadas no museu, que compõem o processo formativo analisado, foram realizadas com os grupos visitantes de crianças e de educadores juntamente com estagiárias e bolsistas do museu. O recorte para a análise de dados foi o processo de formação realizado com estagiárias dos cursos de Pedagogia da FEUSP e das Licenciaturas. O instrumento de coleta de dados foi uma entrevista com um grupo focal, constituído por alunas participantes do processo de formação. Os pressupostos principais da pesquisa referem-se à relação formador/formador, à relação professor/aluno e à formação como um projeto coletivo de reflexão dentro da perspectiva da formação lúdica. Para tanto, a fundamentação está ancorada, dentre outros, nos seguintes trabalhos sobre a formação de professores, (Pimenta, 2002; Schön, 1992/ 1997; Zeichner, 1993 e 1998b) considerando o lúdico como dimensão importante na formação do professor (Andrade e Marques, 2003; Dias, 2003; Kishimoto, 1996/ 1998; Santos e Cruz, 1997; Souza, 2001); sobre o museu na sua relação com o público (Francoio, 2000; Grinspum, 2000) e com a construção de seu projeto político pedagógico (Carrer, 1999; Fusari, 1997/ 2000). A pesquisa revela a importância da dimensão vivenciada do lúdico na formação inicial do professor, articulando teoria e prática, no sentido de contribuir para a apropriação, pelo professor, de uma prática lúdica. Nesse sentido, discutimos a concepção do brincar como prática social e sua influência nas práticas pedagógicas, o comportamento do adulto, a prática docente e o contexto escolar, analisados sob a perspectiva da sociedade moderna capitalista e de seus valores fundamentados na organização do sistema de produção; a valorização da dimensão vivenciada do lúdico na formação inicial e a atitude lúdica; a formação reflexiva e a homologia dos processos como pressupostos para a construção de um coletivo de formação; a contribuição do MEB para a formação de professores e a relação com uma proposta para seu projeto político-pedagógico.<br>The aim of this research is to investigate docent practice and its relationship to initial and continuous formation of teachers. This research is based on a qualitative analysis which took place on the Museu da Educacao e do Brinquedo da Universidade de Sao Paulo, MEB-USP (Education and Toy Museum, University of Sao Paulo). Having as a starting point an essential question why teachers do not play? the scope of this research was then set up. Specifically, the importance of the ludic element during the process of educating teachers, and MEB\'s potential as a training space. The activities put in practice in this museum - which represent the educational process to be analysed - were done with groups of children visiting the museum, educators and trainees of the museum itself. The education process of trainees coming from the USP Pedagogical faculty (as well as others faculties, e.g. History, Geography, Literature in order to get a license which enables them to teach at school level) was used as the scope of this research. In order to collect the data needed, interviews with focus groups (the students participating in the formation process) were taken. The main point of interest for this research is considered to be the relationship between forming/forming, teacher/student as well as the education of teachers itself as a collective project of reflection within the ludic formation perspective. Thus this research is mainly based on key works on teacher training (Pimenta, 2002; Schon, 1992/1997; Zeichner, 1993 and 1998b); the ludic as an important dimension in teacher education (Andrade & Marques, 2003; Dias, 2003; Kishimoto, 1996/1998; Santos & Cruz, 1997 and Souza, 2001); on MEB\'s role and its relation to the public (Francoio, 2000; Grinspum, 2000); and also on MEB\'s pedagogical political project (Carrer, 1999; Fusari, 1997/2000). This research demonstrates the importance of the ludic dimension experienced by teachers at the beginning of their training. Thus, a range of key elements such as the concept of \'playing\' as a social practice and its influence in pedagogical practices will here be discussed such as adult behavior; docent practice and school context; the valorization of the ludic dimension experienced by teachers during the beginning of their training; the ludic attitude; the reflective formation and also the homology of processes as assumptions for the construction of a collective formation and finally, MEB\'s contribution towards teacher\'s formation and its relationships with a political-pedagogical proposal. When looking at these topics, modern capitalist society as well as its fundamental values and the processes that take place during its production system, will be taken into consideration.