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Aludel: transparent crypto-offloading for enhanced legacy application security
(Universidade Federal de São Carlos, 2024-03-26) Novais, Felipe Aparecido dos Santos; Verdi, Fábio Luciano; https://lattes.cnpq.br/9143186843657940; https://orcid.org/0000-0002-5455-8910; https://lattes.cnpq.br/6754485436220462; https://orcid.org/0009-0001-0390-5118
This dissertation explores the essential role of Transport Layer Security (TLS) in securing web applications. Our focus is on exploring the potential of kernel TLS (kTLS) offloading to alleviate resource usage, including CPU time, power consumption, and communication speed. Our main objective is to assess the viability of kTLS offloading, both in software and hardware configurations, to enhance resource efficiency in securing web applications. A variety of offloading strategies are analyzed, such as software-based kTLS implementation that brings cryptographic tasks closer to the Kernel and cutting-edge hardware-accelerated modes such as TOE (TCP Offload Engine) and coprocessor configurations, where we used the Chelsio T6 SmartNIC. We highlight the immense potential of kTLS and network adapters in reshaping performance and efficiency dynamics for some network environments, considering each approach's benefits and potential drawbacks. One challenge identified is the complexity of implementing kTLS in the current context. The discussion digs into the implications of this challenge and its potential impact on the broader adoption of kTLS in real-world applications. To address the difficulty of implementing kTLS and to ease legacy applications in taking advantage of the benefits of hardware offloading, the dissertation introduces Aludel. This solution provides a mechanism for legacy applications to seamlessly support kTLS, even without such support, giving interesting results on resource usage.
Formação graduada nos cursos brasileiros de terapia ocupacional para o ensino voltado aos contextos territoriais e comunitários
(Universidade Federal de São Carlos, 2024-03-26) Carrasco-Bassi, Bianca Gonçalves de; Oliver, Fátima Corrêa; https://lattes.cnpq.br/1370450030646953; https://orcid.org/0000-0002-7288-8921; https://lattes.cnpq.br/3649123697334945; https://orcid.org/0000-0002-6258-7180
Since the 1990s, theoretical/practical/methodological strategies linked to territorial and community contexts have emerged in the teaching of occupational therapy in Brazil. Focusing on the teaching-learning process, these contexts are living spaces involved in the production of knowledge and practices, composed of a confluence of knowledge and actions that reflect the plurality of trajectories of Brazilian occupational therapy, in health, education, arts, in culture and society. Thus, this research aimed to present a current panorama of teaching focused on territorial and community contexts in graduate training in occupational therapy. As a methodological resource, we used documentary research based on national curricular guidelines, pedagogical projects of participating courses and teaching plans. In addition to virtual questionnaires and conversation circles with teachers. The data was presented, organized and analysed using thematic analysis. The results demonstrate that territory and community are structuring concepts of this teaching, they are incorporated into the documents guiding training in the country, but they dialogue with the concepts of social participation, ways of life, territoriality, urban mobility, interculturality, structural racism, popular education, rights humans, among others. Training in these contexts incorporates teaching and professional practice as elements for transforming social, cultural and health realities. In this conjunction, this teaching incorporates practical rationality in graduate training, encouraging critical and ethical reflection within the territories, being built in the dialogical relationship between students, teachers, teams, services, professionals and communities. It is organized by curricular components that present content in a transversal way, but five of them address the topic in a specific way. Most of the training actions are linked to the practical components of the curricula, which present professional practices, supervised internships and extension actions in the territories. We concluded that the research brought elements about/for this teaching in the Brazilian context that contribute to the training of occupational therapists committed to social transformation and territorial actions. In this way, in contrast to technical rationality, this training requires practical rationality, relying on situated and reflective learning, being fundamental for the subareas that support it, but also for all practices of the profession, even if the professional can later specialize- and for actions in other specific contexts.
Efeitos do programa PEERS e análise da assimetria cerebral de jovens brasileiros com autismo e/ou deficiência intelectual
(Universidade Federal de São Carlos, 2024-03-26) Mori, Fernanda Yumi Ribeiro; Fraga, Francisco José; https://lattes.cnpq.br/6574409043436708; https://orcid.org/0000-0002-4895-807X; Benitez, Priscila; https://lattes.cnpq.br/0000868072508462; https://orcid.org/0000-0003-3501-7606; https://lattes.cnpq.br/1161001750048912; https://orcid.org/0000-0002-0991-3151
During adolescence and early adulthood, social interactions intensify due to exposure to new environments, stimuli and the building of more lasting relationships, leading to greater autonomy and social interaction. In the area of social skills (SS), making friends involves a class of behaviors that can be taught and evaluated in educational interventions. The study aimed to evaluate the effect of PEERS (Program for the Education and Enrichment of Relational Skills) with young people with autism and/or intellectual disability (ID), in the context of the São Paulo metropolitan region, using neurophysiological measures (cerebral asymmetry) analyzed by electroencephalogram (EEG) and behavioral measures (for example, asking and answering questions on and off topic, spontaneous behavior on and off topic, among others). The program was applied to six young people (one with autism, three with autism and ID, two with ID) in 14 sessions. Behavioral measures were analyzed during the intervention, while brain symmetry was analyzed as a function of pre-test, intermediate measure (after the 7th week) and post-test. The results showed that the young people exhibited more social skills during the intermediate sessions and the EEG results showed greater activation in the left hemisphere than in the right in the intermediate measurements, as expected by the study. The program needs to be improved, especially in terms of intervention time and ensuring family involvement.
Análise da interação comunicativa na rotina entre família e jovens com Deficiência Intelectual e/ou Autismo
(Universidade Federal de São Carlos, 2024-03-26) Silva, Francelen Larissa; Benitez, Priscila; https://lattes.cnpq.br/0000868072508462; https://orcid.org/0000-0003-3501-7606; https://lattes.cnpq.br/0473904448199109; https://orcid.org/0000-0002-7025-2268
The family plays a fundamental role in the development of language and communicative and social processes of their children with Intellectual Disability (ID) and/or Autism Spectrum Disorder (ASD). The general aim of this study was to analyze the use of the Evaluation Scale for Oral Language Teaching in the Family Context (EVALOF) in the context of young people. A specific objective was set to relate the family routines of young people with ID and/or ASD to the strategies used by mothers in communicative interaction, via EVALOF. Eight young people with ID and/or ASD aged between 13 and 23 and their families, represented by seven mothers and one sister, took part in the study. Two instruments were used to collect the data: Family Routine Based Interview and EVALOF. The study analyzed: 1) Qualities and difficulties of young people from the mothers' and sister's perspectives; 2) Social interaction and life in the community; 3) Family routines and satisfaction and 4) Communicative interactions and family support, via EVALOF. The analysis of the EVALOF applied to young people guided structural changes to the instrument, such as adaptations to the glossary according to the age group. The results showed that, although all the families offer some natural support to facilitate young people's communication, especially in the organization of the environment, there is a lack of specific strategies to improve communication skills. The strategies used by families were: organizing the environment, adapting the physical context, facilitating attention to young people, encouraging young people to participate in communicative interactions, responding to interactions initiated by young people, supporting them in obtaining information, expanding young people's utterances and teaching communicative skills. The study highlighted the importance of family strategies and the need to strengthen the teaching of specific communication skills to improve the interaction and oral language development of young people with ID and/or ASD.
A afetividade no espaço translíngue emergente em sala de aula de língua com falantes multilíngues
(Universidade Federal de São Carlos, 2024-03-26) Milozo, Giovana Nicolini; Borges, Elaine Ferreira do Vale; https://lattes.cnpq.br/8872819626199594; Paula, Sandra Regina Buttros Gattolin de; https://lattes.cnpq.br/9228036521343293; https://lattes.cnpq.br/2261950800585333
This research stems from the results of Milozo (2019) work , “Translingual practices in the communication of learners of Portuguese as a foreign language”, which investigated the language practices of five multilingual speakers in a Portuguese language course. Aiming to analyze the dimensions that construct the translingual space, highliting affectivity, this work is justified by the fact that emotions, feelings and affections belong to transcultural and situated domains, which was also perceived in the work of Milozo (2019). The research problem leads to a deeper understanding of the impact of affectivity (Bottura, 2019; Dhokotera, 2019; Dovchin, 2021; García, 2021; Takaki, 2023) on language practices. Under the guidance of the interpretivist paradigm, the methodology used was secondary analysis (Heaton, 2008; Chatfield, 2020), in which previously published data from another research were analyzed. The theoretical apparatus based on translanguaging (Canagarajah, 2011; 2013; Wei, 2011; 2017; 2018; García, 2012; 2015; 2017; 2021; Rocha; Maciel, 2015; Rocha; Megale, 2023), on the linguistic repertoire (Busch, 2012; García; Johnson; Seltzer, 2017; García, 2020) and on decoloniality (Maldonado-Torres; 2000; Quijano; 2002; Walsh, 2012; Mignolo, 2020; Queiroz, 2020; Santos, 2022) is the basis for the analysis. In order to achieve that, a transdisciplinary (Nicolescu, 1999; 2005; 2010) and ecological (Van Lier, 2010; Kramsch; Steffersen, 2017) perspective on the data was necessary, based on theoretical reflections that has knowledge as similar to a rhizome ( Deleuze; Guatari 1995). As a result, the dimensions of the translingual space initially proposed by Wei (2011) were expanded, resulting in five dimensions: physical capacity, cognitive capacity, social capacity, identity aspects and affectivity. Such dimensions become levels of reality (Nicolescu, 2010), in which the individual perspective intertwines with the objective and surrounding reality. Finally, the “critical moments” (Wei, 2011) that emerge in the translingual space characterize the dichotomies of self/other, colonial/decolonial, individual/collective, among others, and are related to the dimension of affectivity, influencing the linguistic repertoire and the process of teaching-learning. Keywords: Translanguaging. Transdisciplinarity. Affectivity. Teaching-Learning.
Redesenvolvimento de um medicamento injetável utilizando conceitos Quality by design (QbD) e Design of experiments (DoE)
(Universidade Federal de São Carlos, 2024-03-26) Aguilar, Michele Cristina Alecrim de Lima; Pereira Filho, Edenir Rodrigues; https://lattes.cnpq.br/3394181280355442; https://orcid.org/0000-0003-0608-0278; https://lattes.cnpq.br/1018431233750572
This study redeveloped a similar pharmaceutical product with a combination of two active ingredients in the form of an injectable solution. The experimental part used the Quality by Design (QbD) approach with the aim of obtaining a greater understanding of the product and process, aiming to reduce the risks of deviations during the commercial manufacture of the medicine. Due to the difficulty of stabilizing the content of one of the active ingredients, which is labile in solution in the presence of heat, light and oxygen, this redevelopment presents a considerable challenge, therefore, the use of QbD is recommended. Formulation and process variables with potential impact on product quality attributes were defined using the Cause and Effect Matrix risk analysis tool. Over time, forty-nine experiments were carried out on a laboratory scale (6.5 L) using experimental planning (Design of experiments, DoE), with the aim of defining and optimizing qualitatively and quantitatively the excipients and evaluating the impact of the variables of process. All formulations were analyzed immediately after carrying out the experiments and after exposing the samples to a forced degradation study (60°C/75%RH for 14 days). The responses (Critical Quality Attribute, CQAs) evaluated in the experiments were: reduction in the content of the two active ingredients and less formation of impurities after forced degradation studies. The experiments demonstrated that: (i) active 1 is stable and the variables are irrelevant at the levels tested, (ii) the presence of antioxidant excipients 1 or 2 reduces the degradation of active 2 and the formation of its known impurity, without differentiation between them , with excipient 2 being defined because it is used in another company medicine and historically stable and (iii) the formulation with potassium salt was defined since experiments with this salt had less formation of unknown individual impurities of active ingredient 2. New experiments were carried out to quantitatively verify the two excipients defined in the first screening study and experiments were carried out evaluating the critical process parameters, and in the range studied, robustness was observed in the process, that is, no variable proved to be relevant.
Ensino do tato de propriedaes sensoriais no contexto do brincar simbólico para crianças com austimo
(Universidade Federal de São Carlos, 2024-03-26) Urzêda, Gabriela Alexandre Ribeiro; Postalli, Lidia Maria Marson; https://lattes.cnpq.br/2748282330028870; https://orcid.org/0000-0001-7560-697X; https://lattes.cnpq.br/3348982320536224; https://orcid.org/0000-0002-3489-161X
Children diagnosed with Autism Spectrum Disorder (ASD) often engage in repetitive and solitary activities and exhibit a significant deficit in the repertoire of symbolic play. Symbolic play is crucial for the development of social, cognitive, language, and emotion expression skills. The present study aimed to evaluate an intervention procedure using interactions with real objects to teach or enhance the attribution of pretend properties to mock (non-real) and arbitrary objects. Six children diagnosed with ASD, aged 4 to 7 years, participated, interacting with real objects and were asked to tact the sensory properties during the intervention. Corresponding test objects, the mock objects (e.g., a toy candy) and arbitrary objects (e.g., blue tissue paper), were used to assess whether the responses of tact sensory properties would transfer. A multiple probes design across objects was employed. The results indicated that one child emitted tacts of stimulus properties for all three test objects presented, and one child emitted tacts of stimulus properties for one of the test objects. Another participant showed an increase in tacts of sensory properties in two items compared to the baseline. One participant maintained the initial performance, and two participants had their data collection interrupted. The application of resources and efforts in an experimental study on this theme aims at the development of teaching procedures that can be useful for professionals working with intervention for children with ASD.