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Mineração de regras de associação espaço-temporais temáticas aplicada a imagens de explosões solares
(Universidade Federal de São Carlos, 2018-09-14) Silveira Junior, Carlos Roberto; Santos, Marilde Terezinha Prado; https://lattes.cnpq.br/9826026025118073; Ribeiro, Marcela Xavier; https://lattes.cnpq.br/0300141044144026; https://lattes.cnpq.br/9893034966040171
Introduction. Space weather analysis is a complex task that involves spatiotemporal data from satellite images added to data from daily bulletins. These data are characterized as time series of georeferenced images and time series of semantic data (alphanumeric data describing the images), respectively. The mining of association rules can aid in the analysis of these data as a mechanism for revealing new and useful standards for the domain expert. However, existing spatiotemporal association rules mining methods are still limited and, as a consequence, they do not adequately meet expectations for extracting patterns that relate spatiotemporal information to images and semantic data. Goal. Therefore, this work aims to support the analysis of space climate from the development of a method of mining of spatiotemporal association rules that allows to relate solar data semantics and visual. The focus is a series of solar images from satellites. Scientific contribution. A new method was developed for extracting significant patterns from satellite imagery series. Called Solar Miner, this method is composed of: a new process of Extraction Transformation Data load - directed to the solar domain - able to work and relate spatiotemporal data with image processing. A new mining algorithm for spatiotemporal association rules, capable of working with this set of data in an acceptable time. And a new classifier that uses the space-time rules to determine the future behavior of new solar data. The proposed mining algorithm advances the current state-of-the-art mining area of association rules by dividing the application of spatiotemporal constraints into two different stages of processing: spatial constraints are applied during the extraction of frequent itemsets and application of temporal constraints during the generation of spatiotemporal association rules. In this way, it is possible to obtain rules that represent the evolution of a given set of events and how they relate to each other. Finally, these rules are used by the associative classifier that was proposed in this work to predict solar behavior based on its current visual characteristics. Results. The proposed method generated rules that were used for the classification, presenting a precision of up to 87.3% in the classification of solar images, being that this value of precision varies with the characteristic extractor used to represent the images. The higher precision (87.3%) was obtained using SURF as extraction of characteristics and the less precision (82.7%) was used the Histogram as extractor of characteristics. The results obtained were analyzed by the domain expert who evaluated how effective and valid the proposed method.
Estudantes com Transtorno do Espectro do Autismo (TEA) na escola: desafios para a ação educativa compartilhada
(Universidade Federal de São Carlos, 2018-09-14) Barbosa, Marily Oliveira; Caiado, Kátia Regina Moreno; https://lattes.cnpq.br/0803778280883949; https://lattes.cnpq.br/5532748263640890
The entrance of students with Autism Spectrum Disorder (ASD) in the regular school is relatively recent and causes challenges, uncertainties and doubts in educators. The portion of students with ASD who choose the regular school, need and have the right to a quality schooling that promotes the maximum development of their potentialities. Thus, these students need teachers to change their teaching work. To do this, they need teachers to use differentiated methodologies. In view of this, the general objective of this study is developing and evaluating an intervention based on participant research, in order to broaden the shared educational work and to improve access to the curriculum for students with ASD. The specific objectives are: to know the teaching work proposed and performed for the student with ASD in the common classroom and in the Specialized Educational Assistance (SEA); to problematize the process of schooling of the student with ASD with education professionals and with the school support professional; to develop pedagogical dialogues with education professionals and school support professionals in order to promote changes in the schooling process for students with ASD. This study is based on the dialectical historical materialist perspective with a focus on historical cultural psychology and historical-critical pedagogy. Participant research involved the ESA teacher, the classroom teacher, the pedagogical coordinator, the school support professional, the director, and the school vice principal. The instruments used were: documentary research; observation with field diary and video recording; interview; and sessions of pedagogical dialogues with simple autoconfrontation. The data were analyzed in the thematic axes: schooling process for students with ASD; interaction between school professionals and students with ASD; and movement of the school in the development of the participant research. The results pointed that one of the barriers to the schooling of the student with ASD is the action of professionals, mainly regarding the fulfillment of the prescribed ones in their professional functions, when their actions are neglected or delegated to others, there are barriers that hinder the academic development of the student. In addition, it takes joint planning and teacher articulation. When there is individualized educational planning for the TEA student along with the common curriculum and the goals set out by teachers and families, there is possibility of academic development in regular school. It is necessary to carry out new studies on this topic, expanding the sample of teachers and students with ASD, making possible the construction of new knowledge necessary for the modification of the Brazilian educational realities.