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SyncSmartv: framework para sincronização de aplicações smart TV com programas televisivos
(Universidade Federal de São Carlos, 2015-02-09) Nsimba, Cedrick Bamba; Teixeira, Cesar Augusto Camillo; https://lattes.cnpq.br/1123376648713853; https://lattes.cnpq.br/4253034079658327
Smart TV applications are typically disconnected from the content of the tuned programming on the TV set. Some broadcasters offer specific applications for programs, however, these applications are generally just loosely coupled or synchronized to the program. Furthermore, applications are fully under domain of broadcasters, that have the information about the transmitted content. Based on the fact that synchronized information may arise from third-parties, obtained by local content processing or offered directly by the viewers, new opportunities will be opened up for developing a bunch of new interesting applications aiming to promote the user interaction level in TV. Moreover, it will have new user interaction possibilities while using mobile devices and computers, furthermore a new business model will be emerged. In this master thesis, the SyncSmartv framework is presented and evaluated. The aforementioned framework offers several APIs that facilitate the development of Smart TV applications synchronized with TV program contents. The aim is to provide some facilities for developers to implement applications in this area in a clear approach without being concerned about low-level implementation details.
Formação inicial de professores de química: discursos, saberes e práticas
(Universidade Federal de São Carlos, 2015-02-09) Corrêa, Roberta Guimarães; Marques, Rosebelly Nunes; https://lattes.cnpq.br/7921735904003583; https://lattes.cnpq.br/8887214323875475
Currently, the academic community and teachers formation courses are still living a period of transition between educational performance models that are supported by regulations, such as the resolution CNE/CP n° 01/2002, which features the National Curriculum Guidelines for the Basic Education Teachers Formation. In these documents and also in research carried out, we try to overcome the formation focused on technical rationality. Searching the formation of a professional who is the author of your own practice and master and specialized skills. Considering this formation model, studies of teacher formation have as issues of interest to identity the teacher knowledge, pedagogical practice, professionalism, autonomy, among others. The formation process, which is for all teacher s professional life and even before it, has in degree courses an important moment of contact with the knowledge, practices and the constitution of the teacher identity. Therefore, questions about the initial formation, the knowledge and the desired professional profile on degree courses in Chemistry deserve further investigation. In this qualitative research, higher education institutions of the State of São Paulo were researched in order to investigate and analyze the initial formation of Chemistry teachers in Chemistry Degree courses. This picture of reality was subjected to a critical analysis supported by references that formed the basis for the discussion of possible paths to the initial formation of Chemistry teachers. For the analysis, data were collected on the sites of the institutions to known the profile of professionals in formation and on playing field. Also collections were made in seven institutions with teachers trainers and undergraduates. The analyzes point to a course profile which, despite being to form teachers, has as major goal the training of a skilled professional for the work in a diverse market, with little emphasis on teaching. Specific knowledge of Chemistry is prioritized by both undergraduates and by trainers who in turn give little attention to the pedagogical knowledge. A formation model is presented and discussed in order to contribute to the improvement of undergraduate courses in chemistry.
Representações sociais da ciência e dos cientistas em roteiros de peças de teatro
(Universidade Federal de São Carlos, 2015-02-09) Ginebro, Tiago Nadim; Luiz, Maria Cecília; https://lattes.cnpq.br/7425361719028650; https://lattes.cnpq.br/7282207787503934
This dissertation aims to analyze what are the social representations about the science and be a scientist present in two scripts of plays of São Carlos groups of theatre. Such social representations are not reproductions of surrounding the authors of the scripts. Cultural values are assimilated through a network built collectively from pre-existing knowledge that allow such individuals to experience a social practice. Justified to serve the collectives that develop a university extension work, especially in basic education. Contributes to the praxis of artists and writers with regard to reflect in his plays, his debates with the public after shows or even on how they look. The survey featured a documentary analysis, scripts, using content analysis as methodological procedure. Created two categories of analysis: social representations of science in both scripts. Divide into three subcategories: "science as absolute truth (sure) and/or transience (doubt)"; "the scientific field and the search for recognition"; and "the relationship between science and fantasy". And the second category, the social representations of the scientist in the two scripts of theater. We conclude that the word "truth", its synonyms or antonyms may not have a large occurrence in both scripts, however that doesn't stop to observe a social representation of science that is sometimes taken as absolute. There is also in its Constitution space for doubt, uncertainty, but accompanied by a sense of hierarchy. The success of an experiment, the formulation of a model or a production technology by any one of the characters leads to elevation of this to a prominent post inside the camp. Is a young scientist trying to impress your tutor or a renowned researcher trying to stand out in relation to their peers, the legitimacy on this is a goal, sometimes hidden, in both scripts. For their motivations, the authors build characters that act in order to generate id us bystanders and, for that, use their social representations. They have elements in common with the representations that the public has. One is that the scientist is differentiated from other people. Even without any mannerisms, the characters end up moving away, even though geographically in an isolated house.