Thèses : « VLRE »

1

Hillen, Francis. « Improved method for VLE data reduction ». Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248601.

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Bharadwaj, Hari Krishna. « CO2 Separation Using Regenerable Magnesium Solutions Dissolution, Kinectics and VLSE Studies ». University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1352485483.

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Saraiva, Catarina Ribeiro. « VLE and activity coefficients of ionic liquids + water systems ». Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/14508.

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Mestrado em Engenharia Química
The industrial progress is a phenomenon more and more present worldwide, where it is possible to observe an increasing demand for innovation, which therefore results in competitiveness and growth. A consequence of this innovation is the discovery of a novel type of compounds such as: the ionic liquids. These have attracted a high interest in the recent years due to its characteristics, namely: low vapour pressure, good thermal stability, etc. This new class of compounds has a large range of applications, for instance in cooling absorption. The industrial application of ionic liquids (ILs) requires the knowledge of their termophysical properties, their phase behaviour and of their mixtures. This work addresses the study of those thermodynamic properties of water + ionic liquids systems using the state equation soft-SAFT EoS, the ILs under study are: 1-butyl-3-methyli midazolium trifluoromethanesulfunate, 1-butyl-3-methylimidazolium tosylate, 1-butyl-3-methylimidazolium trifluoroacetate, 1-butyl-3-ethylimidazolium methanesulfunate, 1-butyl-3-methylimidazolium bromide, 1-butyl-3-methylimidazolium chloride and 1-butyl-3-methylimidazolium thiocyanate. This work also addresses the description of water activities in ionic liquids. The study began by starting to define the appropriate association scheme of each ionic liquid, then molecular parameters for each compound were regressed using density data at atmospheric pressure, always trying to find the parameter set with the lowest error in the density description. Then it was initiated the vapour-liquid equilibria study of binary systems composed by water + ionic liquid, this study was made for seven mixtures, composed by the ILs previous mentioned and for three different pressure values, namely : 0.1 MPa, 0.07 MPa and 0.05 MPa. Finally, it was started the water activities coefficients study, of the seven systems in order to select the best pair water + IL that best satisfies the application referred above.
A evolução industrial é um fenómeno cada vez mais presente a nível mundial, onde se observa uma elevada procura pela inovação, que se traduz em competitividade e em crescimento. Uma consequência desta inovação está relacionada com a descoberta de um novo tipo de compostos: os líquidos iónicos. Estes têm despertado um elevado interesse nos últimos anos devido às suas características, nomeadamente, baixa pressão de vapor, boa estabilidade térmica etc. Esta nova classe de compostos tem uma vasta gama de aplicações, como por exemplo na área de absorventes para refrigeração. A aplicação industrial dos líquidos iónicos requer o conhecimento das suas propriedades termofísicas e do comportamento do seu equilíbrio de fases. Este trabalho foca-se, pela primeira vez, no estudo dessas propriedades termodinâmicas de sistemas líquidos iónicos (ILs) + água com a equação de estado soft-SAFT (Statistical Associating Fluid Theory). Os ILs em estudo são: trifluorometanosulfonato de 1-butil-3-metilimidazólio, tiocianato de 1-butil-3-metilimidazólio, trifluoroacetato de 1-butil-3-metilimidazólio, metanosulfanato de 1-butil-3-metilimidazólio, cloreto de 1-butil-3-metilimidazólio, brometo de 1-butil-3-metilimidazólio e tiocianato de 1-butil-3-metilimidazólio. Neste estudo começou-se por definir esquemas associativos apropriados para cada um dos líquidos iónicos, de seguida com base nos esquemas atribuídos e utilizando dados de densidade à pressão atmosférica otimizaram-se os parâmetros moleculares característicos a cada composto, com o menor erro possível na descrição da densidade. De seguida passou-se ao estudo do equilíbrio líquido-vapor de sistemas binários compostos por água + líquido iónico, este estudo foi efetuado para sete misturas, compostas pelos ILs anteriormente apresentados e para 3 valores de pressão distintos, nomeadamente: 0.01 MPa, 0.07 MPa e 0.05 MPa. Por fim, passou-se ao estudo dos coeficientes de atividade da água de cada uma das misturas de forma a selecionar o sistema água + IL que melhor satisfaça as exigências da aplicação inicialmente referida.

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Nosbisch, Leanna Kei De Silva Aravinda Manu. « Antigenic variation at the vlsE locus of the lyme disease spirochete, Borrelia burgdorferi ». Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,522.

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Thesis (M.S.)--University of North Carolina at Chapel Hill, 2006.
Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Science in the Department of Microbiology and Immunology." Discipline: Microbiology and Immunology; Department/School: Medicine.

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Aldaej, Abdulaziz A. « An enhanced semantic VLE based on schema.org and social media ». Thesis, University of Surrey, 2015. http://epubs.surrey.ac.uk/807070/.

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After the arrival of the web in the 1990s, educational institutions started to maintain their learning materials within Virtual Learning Environments (VLEs), as the web is a significant source of material for many students and teachers. However, there has been less development in the current VLEs in the past few years, which remain heavily centred on single institutions even though the web has been developing (e.g., web 2.0, web 3.0). There is a clear need to integrate VLEs with the wider and social Web and maintain its learning contents freely open in order to support the sharing and reuse of learning resources. In this PhD project, we have prototyped a simple VLE that makes use of Version 7 of the Semantic Content Management System (SCMS) Drupal in order to provide a more open, social and semantically structured learning environment. Essentially, we aim to add semantic markup based on Schema.org vocabularies (the semantic markup that is supported by major search providers including Bing, Google, Yahoo! and Yandex), and integrate social networking and media to develop and enhance VLEs by improving sharing, discovering and reusing of learning contents. In June 2011, the major search engines (Bing, Google, Yahoo! and Yandex) announced the new innovation of Schema.org. This PhD project focuses also on our proposal to Schema.org by proposing additional concepts to describe VLEs’ content with rich semantic information due the limited support for describing educational resources in the current schema. This proposal aims to extend to the previous work that has been included in the schema by The Learning Resource Metadata Initiative (LRMI) in order to provide an enhanced approach to describe learning contents with rich semantic data in a VLE context. Through this thesis project, we will introduce, describe, evaluate and discuss the prototyped VLE in order to demonstrate the advantages of social and semantic web technologies for VLEs. We demonstrate how an advanced SCMS such as Drupal can offer advantages over existing VLE platforms in terms of: sharing of learning content with social networks; provision of advanced media features. We also demonstrate how Drupal’s support for schema.org can be used to enhance the findability of on-line learning content, and propose enhancements to schema.org that will make it more relevant to the needs of learning platforms. This proposal has been evaluated by schema.org and LRMI and a working group set up to take the proposal forward.

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Stamoulos, Marios Nikolaos. « Provision of better VLE learner support with a Question Answering System ». Thesis, University of Sunderland, 2016. http://sure.sunderland.ac.uk/6818/.

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The focus of this research is based on the provision of user support to students using electronic means of communication to aid their learning. Digital age brought anytime anywhere access of learning resources to students. Most academic institutions and also companies use Virtual Learning Environments to provide their learners with learning material. All learners using the VLE have access to the same material and help despite their existing knowledge and interests. This work uses the information in the learning materials of Virtual Learning Environments to answer questions and provide student help by a Question Answering System. The aim of this investigation is to research if a satisfactory combination of Question Answering, Information Retrieval and Automatic Summarisation techniques within a VLE will help/support the student better than existing systems (full text search engines).

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Windarp, Josefin. « Usability and learning potential of virtual learning environments which applies spaced repetition : A case study on sharplet.com ». Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-179138.

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The increasing amount of learning tools developed in the virtual room enables more flexible learning; it can be personalized and reduce distance barriers. But researchers search to find design guidelines and user needs that relates to these learning tools. This thesis follows that path and researches the usability and learning potential of virtual learning environments (VLEs) which applies spaced repetition. A case study was performed in order to implement the extensive theoretical research regarding usability, e-learning and learning. The results generated improvement recommendations to the company of the case studied VLE. This thesis contributes to the research field by using usability aspects and learning perspectives as tools to analyze VLEs in general, as well as on a specific VLE.

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Possani, Luiz Felipe Kusler. « Correlação simultânea de IDAC, VLE e LLE com o modelo F-SAC ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/107500.

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Neste trabalho, o modelo F-SAC (Functional-Segment Activity Coefficient) foi revisado e estendido de modo a representar, simultaneamente, coeficiente de atividade à diluição infinita (IDAC), equilíbrio líquido-líquido (LLE) e equilíbrio líquido-vapor (VLE), em amplos intervalos de temperatura. Originalmente, o modelo F-SAC foi calibrado essencialmente com dados experimentais de IDAC para diversas misturas. Investigouse, portanto, a possibilidade de o modelo levar também em consideração sistemas que apresentem LLE. Para a presente investigação, dois conjuntos de misturas industrialmente interessantes foram selecionados: hidrocarbonetos (alcanos, cicloalcanos, alcenos, cicloalcenos e compostos aromáticos) + n-formilmorfolina (NFM) e hidrocarbonetos + água. Foram propostas duas modificações na equação que calcula a energia de interação entre os grupos: (i) inspirado pelo comportamento típico observado na expansão isobárica de líquidos, um novo parâmetro foi proposto de modo a diminuir o (pequeno) erro sistemático do modelo com a temperatura no termo sem associação; (ii) em misturas associativas, utilizou-se uma equação similar para representar a dependência da energia de ligação de hidrogênio entre dois segmentos com a temperatura. Na estimação de parâmetros do modelo foram utilizados 1130 pontos experimentais de LLE, para 105 sistemas binários e 16 ternários, juntamente com um 815 dados experimentais de IDAC, resultando numa nova tabela de parâmetros. Ao total, foram estimados 42 parâmetros dos grupos e subgrupos. Os resultados do F-SAC foram comparados, quando possível, com diferentes versões do UNIFAC encontradas na literatura. O modelo proposto foi capaz de correlacionar a maior parte dos dados de IDAC e LLE utilizados. Para os dados de IDAC, foram observados desvios médios absolutos de 0,139 e 0,608 unidades de ln para o F-SAC e o UNIFAC(PSRK), respectivamente. Para os dados de LLE, foram observados desvios semelhantes. Finalmente, o F-SAC foi utilizado para representar dados de VLE para os sistemas de compostos aromáticos + NFM. Observou-se desvios médios relativos de 0,038 e 0,082 no cálculo da pressão de bolha utilizando-se o F-SAC e o UNIFAC(PSRK), respectivamente. Estes resultados comprovam a boa capacidade preditiva do modelo, uma vez que nenhum dado de VLE foi utilizado nas estimações. Conclui-se, desta forma, que o modelo FSAC pode ser usado para representar, simultaneamente, IDAC, LLE e VLE de misturas com e sem ligação de hidrogênio, utilizando um único conjunto de parâmetros.
In this work, the F-SAC model (Functional -Segment Activity Coefficient) has been revised and extended in order to simultaneously represent activity coefficient at infinite dilution (IDAC), liquid-liquid equilibrium (LLE) and vapor-liquid equilibrium (VLE), in a wide range of temperature. Originally, the F- SAC model was calibrated essentially with IDAC experimental data for several mixtures. In the present work, the possibility of also taking into account LLE was investigated. For this study, two sets of industrially interesting mixtures were selected : hydrocarbons (alkanes, cycloalkanes, alkenes, cycloalkenes and aromatics) + n-formylmorpholine (NFM) and hydrocarbons + water. Modifications were suggested in the equation that computes the interaction energy for each contact between two segments: (i) inspired by the typical behavior observed in the isobaric expansion of liquids, a new parameter has been proposed in order to reduce the (small) systematic error with the temperature for non-associating systems; (ii) for associating mixtures, a similar equation was proposed to represent the temperature dependence of the hydrogen bond energy between two segments. In the parameterization of the model, 1130 LLE experimental points were used, for 105 binary and 16 ternary systems, along with 815 IDAC experimental points, resulting in a new parameter table. A total of 42 parameters for groups and subgroups were calibrated. The F-SAC results were compared, whenever possible, with different versions of the UNIFAC model, freely available in the literature. The proposed model was able to correlate most of the IDAC and LLE data. For IDAC data, absolute average deviations were 0.139 and 0.608 ln units using F-SAC and UNIFAC(PSRK), respectively. Similar deviations were observed for LLE data. Finally, F-SAC was used to represent VLE data for aromatics + NFM systems. The absolute relative deviations were 0.038 and 0.082 in the bubble pressure calculations for F-SAC and UNIFAC(PSRK), respectively. The VLE results indicate a strong predictive ability of the suggested model, since no VLE data was used in the parameter estimation procedure. The results also indicate that the F-SAC model can be used to represent, simultaneously, IDAC, LLE and VLE for associating and non-associating mixtures, with a single set of parameters.

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Bin, Fryan Latefa. « Good practice framework for virtual learning environment in higher education ». Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/13812.

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Many higher education institutions (HEIs) around the world are investing in the implementation of different Virtual Learning Environments (VLEs) to support the teaching and learning process. However, there is a lack of detailed guidelines or a practical framework for the VLE system implementation without which an effective VLE system implementation framework, many of the full potential of VLE system cannot be realised objectives and benefits remain underachieved. A small number of frameworks specific for VLE system implementation are reported in the literature; however, these are not comprehensive in terms of covering the entire end-to-end implementation, do not consider all the key elements of a VLE system implementation and are far from integrated. Moreover, a practice-based framework that considers various organisational, pedagogical, and technological aspects and covers the entire end-to-end implementation, is not available in the current literature, and there is no complete set of guidelines to be used by HEIs to support and manage an effective VLE system implementation. Therefore, further research is needed for investigating various key elements and for identifying aspects of a good-practice framework for the implementation of VLE systems in HEIs. Particularly, an integrated good-practice framework that is comprehensive and integrates elements from existing literature and current practices or case studies would be a significant and useful contribution to this field, which highlights the importance of this study. Hence, research into investigating a good-practice VLE system implementation framework is important, and this thesis builds and presents a good-practice-in-context framework for the implementation and use of VLE systems in HEIs. This is done through identifying and exploring the key elements that build-up such a comprehensive practice-based framework for VLE system implementation through literature and good practices by considering various pedagogical, technical, and organisational aspects. These key elements include stages, processes, critical success factors (CSFs) considered, challenges (CLG) faced, associated risks, stakeholders (SHs) involved, and various tools, technologies, and methods, integrated with the VLE system. The key elements provide a deeper understanding of the fundamental issues and success factors underlying the successful implementation and sustainability of a VLE system. Initially, a conceptual framework was developed encapsulating various key elements of a VLE system implementation framework based on an extensive literature review and an analysis of existing frameworks and models, encapsulating various key elements of a VLE system implementation framework, where the elements were integrated and mapped with each other highlighting and depicting interrelations and interactions among them. The conceptual framework was validated by empirical data from the two case studies (of HEIs, at local and national level) to propose a refined, novel, and practice-based framework for VLE system implementation in HEIs, which also contains mappings to Technology Enhance Learning (TEL) strategy components. Thus, the proposed good-practice-in-context framework can be used as a tool to assist or guide HEIs to implement VLE system successfully. Finally, the proposed framework could lead to a successful VLE system implementation and it could also serve as an effective approach that not only facilitates enhancement in the learning and teaching experience, but also fosters end-user engagement and supports flexibility and customization according to the end-user needs of HEIs.

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Abus, Eren Deniz. « 3D Structural and Geophysical Investigation of the Vlore-Elbasan Tectonic Lineament in the Albanide Orogenic Belt, Albania ». Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1432140759.

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Guerra, André. « Modeling Mild Thermal Cracking of Heavy Crude Oil and Bitumen with VLE Calculations ». Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38003.

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The current shortage of crude oil from conventional sources has increased interest in developing unconventional resources such as oil sands. Heavy crudes and bitumen are found in Northern Alberta and their exploration, processing, and transport to market pose challenges in the use of these resources. Part of the solution to these challenges involves the reactive thermal processing of heavy crudes and bitumen. This thesis focused on mild thermal cracking reactions, and two studies regarding these reactions were presented. The first was an experimental study performed in a pilot-scale semi-batch reactor. The three crude oils were heated to 350, 400, 425, and 450°C at 1240 kPa. A five-lump reaction model combined with a process simulator with VLE calculations was fitted with the experimental data obtained. The goodness of fit between the model predicted values and experimental values for the Hardisty (MBL), Albian Heavy Synthetic (AHS), and Christina Lake Dilute Bitumen (CDB) were determined to be 0.99, 0.99, and 0.98, respectively. Moreover, 80, 85, and 89% of the optimized model’s predicted values had less than 10% error for MBL, AHS, and CDB, respectively. The second study described the implementation of a mild thermal cracking reaction model to the development of a train car fire-model for the assessment of safety aspects in the design of train cars used to transport crude oil. Case studies were conducted using the UniSim® depressuring utility and a previously developed mild thermal cracking reaction model to demonstrate the effect of compositional change. Three crude oils with varying properties and representative of the types of crudes transported by rail in Canada were used here: MBL, AHS, and CDB. The case studies conducted showed the performance of a train car fire-model to be dependent on the crude oil characteristics: up to -57% and -99% difference in model predicted variables for AHS and CDB, respectively, when compared to MBL. Furthermore, the model’s performance was also shown to be affected by the compositional change of a given crude oil due to mild thermal cracking reactions: up to 42% difference in model predicted variables when compared to the base case.

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Nagel, Felicitas. « Charakterisierung der zellulären und humoralen Immunantwort auf VlsE im Vergleich zu anderen Borrelienproteinen bei Kindern mit Lyme-Borreliose ». Diss., lmu, 2006. http://nbn-resolving.de/urn:nbn:de:bvb:19-59495.

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Greenwood, Stephen Richard. « Learning out of the box : perceptions and use of a VLE at an HE institution ». Thesis, University of Bristol, 2005. http://hdl.handle.net/1983/84f59394-9134-4115-952a-5b90c20bbc41.

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Subramanian, Shanthi Sridhar. « An Extended Iterative Location Management Schema for Load-Balancing in a Cellular Network ». Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/cs_theses/6.

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Location Management is defined as the process of tracking the position of a mobile terminal when it moves to its associated area within the network. This allows the network to detect the mobile user’s path for the purpose of call delivery. The location management schema in a public-LAN mobile network (IS-41 and GSM) is based on centralized two-tier database architecture. The root level is called the Home Location Register (HLR) and the second level is called the Visitor Location Register (VLR). The HLR permanently stores all the mobile users’ location information and the types of services subscribed in the user’s profile database. The VLR stores the location information whenever a user registered in the HLR moves to its related location area within the network. By contacting the HLR, the VLR authenticates and updates the mobile user’s current position when a mobile terminal moves from one location area to another. The HLR then updates the mobile terminal’s new location information and removes the mobile terminal from its previous VLR. There can be multiple VLR’s under each HLR in a network. In the current location management schema, all the information requests, queries, acknowledgements have to go through the HLR. This results in excessive overload at the HLR. This overload becomes high when the number of mobile terminals increases within the network. The heavy traffic at the root (HLR) may cause congestion, degradation of the bandwidth at the root and hence becomes a major bottleneck for the entire network. To solve this congestion/bottleneck problem, a modified iterative protocol with VLR cache was introduced, where the VLRs in the network handle all de-registration, registration and acknowledgement of messages. The HLR only handles updating the location information of the mobile terminal in its database. This reduced the excess load/traffic experienced at the HLR thus improving the network’s performance. The modified protocol was tested with different cache replacement policies such as First-In First-Out (FIFO), Random and Least Frequently Visited (LFV) with uniform traffic with random mobile terminal movement. In this thesis report, we extend the previous work in the modified iterative protocol by 1) increasing the topography of the network, to analyze the impact of network’s size on performance and 2) changing the mobile terminal traffic pattern from uniform traffic with random mobile terminal movement to non-uniform traffic with unbalanced probability movement. With these changes, we analyzed the modified protocol’s performance with different cache replacement policies (FIFO, LFV and Random) under uniform traffic with random movement and non-uniform traffic with unbalanced probability movement.

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Choi, Byeonggoo. « Eocene tectonic controls on reservoir distribution in VLE 196, Block V, Lamar Field, Maracaibo Basin, Venezuela ». Texas A&M University, 2005. http://hdl.handle.net/1969.1/4426.

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Integrated interpretation of three-dimensional seismic and well-logging data reveals a prominent Ã¢ÂÂpop-upÃ¢ÂÂ structure associated with the VLE 400 fault on the regional unconformity between the Eocene and Miocene in the VLE 196 field, Maracaibo basin, Venezuela. The VLE 400 fault family, an eastern splay of the left-lateral Icotea fault in the basin, played an important role in hydrocarbon migration and accumulation in the field. Hydrocarbons accumulated to the east of the fault but not to the west. The Ã¢ÂÂpop-upÃ¢ÂÂ structure on the Eocene unconformity has a four -way dip closure, straddling the fault and extending to the west of the fault. Structures of the Misoa Formation, which is the main reservoir developed below the unconformity in the basin, differ from the structure of the unconformity. The structure of the Misoa Formation shows a tilted uplift of the eastern block of the fault dipping toward the east caused by thrust tectonic movements. Thrust movement and following strike-slip movements provided additional accommodation space to the west of the fault and generated expanded thickness of Eocene sediments compared to the area east of the fault. The thickness of the Misoa Formation east and west of the fault shows no significant changes. Expanded sediments overlie the Misoa Formation in the western block in lateral contact with Misoa sediments eastern block act as a lateral seal. Ductile movement of the Guasare Formation shale contributed to the lateral sealing of the fault against the reservoir rocks in the eastern block. Mobilization of the Guasare Formation modified the structure of overlying formations including the anticline of the Eocene unconformity. The growth strata provide useful information of reactivation of e xisting faults, especially subtle movements which are not recognized by conventional seismic interpretation. Growth strata isochrons shows subtle reactivation of the VLE 400 fault family during Miocene time.

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McEnery, Michael. « Emerging practices in a post primary school : challenges and opportunities when working with a Virtual Learning Environment (VLE) ». Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680436.

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The use of a Virtual Learning Environment (VLE) to support teaching and learning in a range of second and third level education contexts is increasing. The variety of elements included in the VLE and the extent to which it is integral to the course varies. While the use of the VLE may appear to have a number of benefits, in particular the promotion of independent learning, there is a need for empirical research in a range of contexts to establish an evidence base that will inform practice. This dissertation reports on a study of a General Certificate of Education (GCE) Advanced Supplementary (AS) Level Information Communication Technology Course (ICT) in a co-educational school with a mixed ability intake. The course models a 'blended' approach to the teaching, incorporating many of the Web 2.0 technology tools that comprise a VLE to support the students in their work and to encourage independent learning. The VLE is used along with the traditional teacher-led style of delivery outlining learning outcomes, directing learning and assessing progress. While numerous studies in this area have provided insights into the potential benefits of a VLE, many use third level institutions as a backdrop and focus on staff rather than pupil experiences. Students' perceptions and engagement is under researched. This study addresses the students' reasons for engagement with the VLE, their perceptions of this mode of delivery and the extent and nature of independent working promoted by this approach. The study showed that students saw the benefits of engaging with the VLE for ~he purpose of the course over and above those employed in other subject areas specifically in relation to student management and organisation of learning, absence from school, assessment feedback and belonging to a community of learners. The study also found that although the school made the development of the VLE a whole school initiative, for the majority of subjects its use was limited to an online resource storage area.

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Ferreira, Jerino Queiroz. « Ambientes virtuais no ensino superior de química : uso, aceitação e possibilidades de aprendizagem em uma disciplina de comunicação científica ». Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/75/75132/tde-10032010-094742/.

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Atualmente estão disponíveis na web vários Ambientes Virtuais de Aprendizagem (AVAs) que apóiam o ensino tradicional e a distância, porém ainda são poucas as investigações dedicadas a analisar a utilização e a aceitação desses ambientes por parte dos alunos. Neste trabalho o AVA denominado Cursos on-Line (CoL), desenvolvido e coordenado pelo LARC (Laboratório de Arquitetura e Redes de Computadores do Departamento de Computação e Sistemas Digitais da Escola Politécnica da Universidade de São Paulo), foi adaptado para aplicação em uma disciplina de comunicação científica, oferecida aos ingressantes de um curso de graduação em química da Universidade de São Paulo. Dentre as facilidades nele disponíveis estão: módulos com descrições textuais dos tópicos discutidos na disciplina, links para bases de dados eletrônicas, fórum de discussão, sistema de mensagem, glossário, chat e um banco de dados de questões para teste. O uso e a aceitação do AVA pelos estudantes foram investigados com base nos fundamentos do Modelo de Aceitação de Tecnologia. Participaram, voluntariamente, como sujeitos da pesquisa o docente da disciplina, dois estagiários do Programa de Aperfeiçoamento de Ensino da Universidade de São Paulo e 61 alunos. A navegação de cada um deles foi monitorada e as mensagens postadas no fórum foram automaticamente arquivadas no servidor do ambiente e analisadas com base no modelo de Henri. No decorrer do semestre o AVA foi acessado 989 vezes e 705 mensagens foram postadas no fórum. O AVA ampliou a comunicação e as oportunidades de ensino no curso. Os resultados indicam que a interface gráfica do ambiente, associada à exibição de vários conteúdos e ferramentas, são fatores críticos na aceitação do AVA.
Currently there are several Virtual Learning Environments (VLEs) available on the web to support traditional and distance learning, but still there are a few investigations devoted to study the use and acceptance of such environments by the students. In this work, the VLE named Cursos on-Line (CoL), developed and coordinated by the LARC (Laboratório de Arquitetura e Redes de Computadores do Departamento de Computação e Sistemas Digitais da Escola Politécnica da Universidade de São Paulo), was adapted to be applied in a scientific communication course offered to freshman students in an undergraduate chemistry course at the University of São Paulo. The VLE included the following elements: content modules with textual descriptions of the concepts discussed in the course, links to the web that provide access to the major electronic databases, online forum, message system, glossary, chat, and a database of homework questions. The use and acceptance of the VLE by the students were investigated based on the concepts of Technology Acceptance Model. The professor responsible for the course, two teaching assistants, and 61 undergraduate chemistry students participated as subjects in the research. All navigation for each subject was recorded and the messages to the online forum were automatically archived by the list host computer. Throughout the study, the messages were analyzed based on a model of qualitative criteria for content analysis on online discussion developed by Henri. Along the semester, the VLE was accessed 989 times and a total of 705 messages were posted to the forum. The VLE expanded communication and teaching opportunities in the course. The findings of the study suggest that the appeal of the user interface, the presence of appropriate search options and the availability of sufficient relevant information are critical factors of the VLE\'s acceptance.

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Stranieri, Giovanni. « La construction des paysages agraires dans la Pouille médiévale : ressources, pouvoirs et territoires de I'Italie sud-orientale (Vle-XVe siècles) ». Paris, EHESS, 2015. http://www.theses.fr/2015EHES0134.

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Ces recherches portent sur les espaces de la Pouille méridionale médiévale. Une enquête diachronique sur les transformations des paysages agraires a été menée dans un secteur de 401 km², à l'est de Tarente, investissant aussi bien les champs, les marges et les limites agraires que les vestiges d'habitat. Notamment, les fouilles ont vérifié le potentiel archéologique des grands murs en pierre sèche (paretoni), en tant que contextes sédimentaires et marqueurs territoriaux. L'émergence d'un bassin vivrier centré sur Manduria se profile dès le Ve siècle av. N. è. Dès cette époque, la nature du substrat oriente la localisation des occupations et les choix culturaux, mais des réseaux d'habitat et des systèmes agraires différents se succèdent jusqu'à nos jours. Ainsi, Tarente et Brindisi dirigent la production de cet espace vers les débouchés de l'économie-monde tardo-antique. Plus tard, au Ville siècle, l'évolution du réseau viaire indique le rôle directeur d'Oria, devenue un pôle stratégique de la Pouille longobarde, dans le drainage de ces ressources ; en même temps, la cité commande la plaine de Brindisi et délimite son territoire vers Tarente. Au IXe siècle, en coïncidence avec la reconquête byzantine, se dessine un dense semis d'habitats ruraux et l'oléiculture, attestée par l'anthracologie, prend une place importante. Au bas Moyen Âge, tandis qu'Oria est déclassée, le bassin mandurien nourrit les flux organisés par Tarente et Lecce, les nouveaux pôles, ave Brindisi, d'une région-frontière de l'Europe latine, à la lisière des mondes byzantin et musulman. Des mutations sociales successives mènent, vers la fin de la période, à la prédominance du latifondo et de l'agroville
This research focuses on the territories of Méridional Apulia in the Middle Ages. A diachronic inquiry was carried out on the transformation of agrarian landscapes in a 401 km² zone, East of Taranto, encompassing the fields, the agrarian margins and settlement vestiges. Digs have accounted for the archaeological value of tall, drystone walls (paretoni) as sedimentary contexts and territory markers. The émergence of an économie basin centred on Manduria appeared from the 5th century B. C. E. From that time on, the nature of the substratum has been orienting the settlement location and the agricultural choices, though différent settlement patterns and agrarian Systems have been replacing each other since then. Thus, Taranto and Brindisi oriented the distribution of space towards the openings linked to the world-economy specifie to the Late Antique period. Later, in the 8th century, the changes affecting the road network illustrated the central role played by Oria, which became a strategie pole in Longobardian Apulia, in terms of resource draining. The city ruled over the Brindisi plain and demarcated its territorial limits towards Taranto. In the 9th century, together with the Byzantine reconquest, there emerged a dense network of rural settlement; as regards olive production, its expansion has been attested by anthracology. In the Late Middle Ages, while Oria lost its fame, the Mandurian basin fed the fluxes deriving from Taranto and Lecce, which, together with Brindisi, became the new poles of a region that marked the frontier with Latin Europe. Towards the end of the period, successive social changes led to the predominance of latifondo and agro-town model

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Ellaway, Rachel Helen. « Evaluating a virtual learning environment in medical education ». Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/885.

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The use of technology-supported teaching and learning in higher education has moved from a position of peripheral interest a few years ago to become a fundamental ingredient in the experience of many if not most students today. A major part of that change has been wrought by the widespread introduction and use of ‘virtual learning environments’ (VLEs). A defining characteristic of VLEs is that they combine a variety of tools and resources into a single integrated system. To use a VLE is not just to employ a single intervention but to change the very fabric of the students’ experience of study and the university. Despite this, much of the literature on VLEs has concentrated on producing typologies by listing and comparing system functions, describing small scale and short duration applications or providing speculative theories and predictions. Little attention has so far been paid to analysing what effects a VLE’s use has on the participants and the context of use, particularly across a large group of users and over a substantial period of time. This work presents the evaluation of a VLE developed and used to support undergraduate medical education at the University of Edinburgh since 1999. This system is called ‘EEMeC’ and was developed specifically within and in support of its context of use. EEMeC provides a large number of features and functions to many different kinds of user, it has evolved continuously since it was introduced and it has had a significant impact on teaching and learning in the undergraduate medical degree programme (MBChB). In such circumstances evaluation methodologies that depend on controls and single variables are nether applicable or practical. In order to approach the task of evaluating such a complex entity a multi-modal evaluation framework has been developed based on taking a series of metaphor-informed perspectives derived from the organisational theories of Gareth Morgan(Morgan 1997). The framework takes seven approaches to evaluation of EEMeC covering a range of quantitative and qualitative methodologies. These are combined in a dialectical analysis of EEMeC from these different evaluation perspectives. This work provides a detailed and multi-faceted account of a VLE-in-use and the ways in which it interacts with its user community in its context of use. Furthermore, the method of taking different metaphor-based evaluation perspectives of a complex problem space is presented as a viable approach for studying and evaluating similar learning support systems. The evaluation framework that has been developed would be particularly useful to those practitioners who have a pressing and practical need for meaningful evaluation techniques to inform and shape how complex systems such as VLEs are deployed and used. As such, this work can provide insights not just into EEMeC, but into the way VLEs are changing the environments and contexts in which they are used across the tertiary sector as a whole.

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Aldubaibi, Safa Ali S. « Understanding lecturers' pedagogic practices and perspectives in regard to blackboard utilisation in Saudi and Australian universities ». Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122986/1/Safa%20Ali%20S_Aldubaibi_Thesis.pdf.

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This study explored perceived enablers and barriers of Blackboard utilisation by Saudi Arabian and Australian lecturers. Results revealed that lecturers in both countries used Blackboard as a repository of materials, largely due to the technical problems and lack of training. Results also showed that Saudi and Australian lecturers have different perceptions regarding Blackboard uptake in their teaching and students' learning. Australian lecturers were more likely to incorporate other online platforms than Blackboard in their teaching. Saudi lecturers, particularly women lecturers, were more enthusiastic to use Blackboard as it allowed them to connect with a diversity of students.

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Maraška, Artūras. « Paskirstytų duomenų surinkimo ir apdorojimo technologijos ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090831_153918-62754.

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Duomenų „surinkimas“ – tai procesai, skirti tam tikros informacijos, apie dominančią objektinę sritį, kaupimui. Tokių duomenų „apdorojimo“ sąvoka apima jų filtravimą, priežiūrą, saugojimą, analizę ir pan. Kriterijai pagal kuriuos duomenys yra renkami, taip pat metodika ir filtravimas juos padaro specifiniais arba „paskirstytais“. Paskirstytų duomenų surinkimo ir apdorojimo sąvoka yra gana plati ir apima ne tik elementariausius Web klausimynus ar testus, bet ir dideles sistemas, skirtas analizuoti ir apdoroti struktūrizuoto (pvz.: XML) duomenų srauto informaciją, prireikus ją konvertuoti, saugoti ir adaptuoti.
Term WIKI defines ideas and basis for data collection and management, necessary and mandatory methods required to ensure quality of collectible data. The purpose of this master work is analysis of existing solutions of data collecting and analysis systems in order to create a new unique WIKI community based system for price and other information (related to products on the market) analysis. System target – build up user manageable knowledge base for recognition of changes in the market, fast, easy and cheapest products information withdraw. It gives an overview of the best data collection approaches structure, techniques and logic, data analysis and collection methods (based on the system target), also proposes created model and defines means and tools, for model creation and realization.

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Alghamdi, Turki Mohammed K. « Policy-based runtime tracking for e-learning environments ». Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/8237.

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The Virtual Learning Environment (VLE) is a form of e-learning environment that is becoming widely adopted in higher educational institutions and universities. The term “Tracking” in relation to an e-learning context is the learner’s observation process of any possible interaction with learning activities. Learning activities are a collection of objects designed within e-learning environments to support learners in better understanding and fulﬁlling the learning objectives during the learning process. A tracking tool is an essential tool ﬁxed within e- learning environments. Most current VLEs (e.g. MOODLE and Blackboard) have utilized similar tracking functions, which aim at recording statistical data for each learner. The current e-learning environments are unable to track individual learning activities where the tracked information can be used to support and guide learners. In this thesis, we propose a policy-based runtime tracking system. Such a tracking system is implemented as an integral part of an e-learning environment (e.g. MOODLE). Our proposed approach does the following: 1) keeps track of and captures the learning activity events and learner interaction events within a learning activity; 2) enforces a set of policies at runtime that specify how to manage the learning activities and the way the learners behave during them; and 3) provides the learners with supportive feedback in a timely manner. We present a computational model which deﬁnes the behaviour of the system’s components and describes the tracking mechanism applied in our proposed approach. We designed architecture for our proposed approach with respect to the computational model. We present learning activity policies based on the ECA model to be enforced at runtime; this is done in response to the captured events about either the learning activities or the interactions of learners within the learning activities. A policy-based enforcement mechanism is proposed where learning activity policies are speciﬁed to support and guide learners to achieve the learning objective and thus to meet such requirements. Finally, we present a case study based on a current e-learning environment to evaluate our approach.

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Arzuman, Sadun. « 3-D structural and seismic stratigraphic interpretation of the Guasare-Misoa Interval, VLE 196 Area, Block V, Lamar Field, Lake Maracaibo, Venezuela ». Texas A&M University, 2002. http://hdl.handle.net/1969/557.

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Kandi, Kamala M. « IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE) : A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS ». Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/224957.

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CITE/Mathematics and Science Education
Ed.D.
This study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed.
Temple University--Theses

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Upadhyayula, Anant K. « Sorption of organic vapors by copolymers of poly (styrene-butadiene) using a piezoelectric microbalance ». [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001139.

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Farina, Renata Mirella. « Contribuições do ambiente virtual de aprendizagem para o desenvolvimento de competências do engenheiro de produção utilizando o PBL ». Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-23092008-150021/.

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A formação dos engenheiros de produção com competências capazes de se tornarem profissionais adequados para trabalhar em equipes, resolver problemas de forma rápida e colaborativa, em redes e acompanhar as inovações tecnológicas no parque industrial e na administração das empresas, necessidades inerentes ao contexto da sociedade da informação, mostrou-se insuficiente, onde a metodologia tradicional de ensino não tem permitido, de forma adequada, a obtenção desses propósitos. O objetivo desta dissertação é propor a implementação de melhoria no desenvolvimento das competências profissionais no ensino de engenharia de produção com o auxílio de um Ambiente Virtual de Aprendizagem (AVA) - MOODLE e a metodologia PBL (Problem Based Learning). A metodologia que será utilizada é a pesquisa bibliográfica na utilização do PBL em vários cursos e também a criação de um protótipo com as duas ferramentas para a disciplina Sistema de Informação no curso de graduação de engenharia de produção, com o propósito de possibilitar a validação da proposta na continuidade do trabalho após a defesa da dissertação.
The traditional teaching method in the production engineer formation is inadequate to promote the development of their necessary competencies. The information society environment requires team working, quickly problems solving in a collaborative network, and keeping up with the technology innovation in the industrial plants and in the organizations management. This dissertation proposes an improvement of the professional competencies development in the production engineering teaching with the aid of a Virtual Learning Environment (VLE) - MOODLE and the PBL methodology (Problem Based Learning). The library searching methodology will be used when applying PBL into various courses. A prototype will also be applied with both tools in the Information System subject matter included in the production engineering graduation course. The purpose is to validate the proposal following the dissertation presentation.

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Makhafola, Lesego. « The use of a Virtual Learning Environment (VLE) to embed library information services in a Blended Learning Environment (BLE) : a University of Pretoria Engineering study ». Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/69124.

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The main objective of libraries in higher education institutions is to enable access to information that will meet the teaching, learning and research needs of the institutions’ communities (Department of Arts and Culture, 2015:18). Technology makes it easier to accomplish this by allowing librarians to embed products and services directly into the teaching, learning and research environments used by the communities. Course Management Systems such as Blackboard, are used by higher learning institutions to provide blended learning experiences. Many face-to-face lectures rely on an online module, and students appear to be more comfortable using the various online tools than ever before. For librarians, the online component of such a hybrid learning model is an opportunity to extend the traditional face-to-face library training and information literacy sessions into the Virtual Learning Environment (VLE). Virtually embedded librarians enable students’ access to library information online (Hoffman & Ramin, 2010:298) and libraries that have shifted towards embedding in online courses reach users at their point of need (Paganelli and Paganelli, 2017:55). If these statements are true, the question remains whether the end user is satisfied with the services rendered online or not. Many surveys have been conducted to assess users’ satisfaction with library resources and the quality of library services (Zhang, 2015:273). Some studies investigated library use patterns of different user groups but few studies focus on the needs of Engineering students (Zhang, 2015:273) and if these needs are being addressed by embedded library services and products. The objective of this research was to establish the role that Engineering students expect an Information Specialist to play in a VLE, to identify the products and services the Engineering students expect the Information Specialist to provide, and to what extent. This was done using a case study research design. As was expected, this research confirmed that the Engineering students recognise the importance of librarians embedding in their online modules. It is anticipated that librarians who embed online will be able to meet the needs of the students and build strong relationships with the students. If that does become the case, it is feasible to expect that the students’ use of library resources will increase. The next phase would be to build and launch a pilot project. Recommendations made for embedding in a VLE were (1) to consult with the faculty, library staff, and the instructional designer before the librarian attempts to launch embedded activities; (2) to identify the top in-demand products and services that can be embedded for each course as a matter of urgency; (3) to pilot the program with a few students and library staff and obtain feedback before the initiative is made publicly available to all students; and (4) to align the expectations or activities of the program with those of the course.
Mini Dissertation (MIT)--University of Pretoria, 2018.
Information Science
MIT
Unrestricted

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Lombard, James Edward. « Thermodynamic modelling of hydrocarbon-chains and light-weight supercritical solvents ». Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96844.

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Thesis (MEng)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Long-chain hydrocarbons are of value to numerous lucrative industries. Due to the low volatility and close melting and boiling points of these solutes, traditional fractionation methods lack the required selectivity for separation and cause thermal degradation of the product. This project investigates the feasibility of Supercritical Fluid Extraction (SFE) for processing these systems, with the primary objective of modelling the high-pressure vapour-liquid equilibrium (VLE) properties of hydrocarbon solutes with a light-weight solvent using a semiempirical equation of state (EOS). Pure component vapour pressures and saturated liquid volumes are also investigated. A thorough investigation into the phase behaviour of the n-alkanes, 1-alcohols, carboxylic acids and esters in light weight supercritical solvents CO2, ethane and propane revealed that the solute structure and temperature largely influence the solute solubility and process feasibility. Good selectivity amongst the various solutes was observed for all three solvents, but very high pressures were required for complete miscibility using CO2 (exceeding 30 MPa). The quadrapole moment of CO2 further leads to complexities in phase behaviour such as temperature and density inversions (CO2/alkanes and CO2/alcohols) and 3-phase regions within the operating range. Simple linear trends in pressure vs. carbon number and temperature were observed for all the considered series using ethane and propane and these solvents were thus selected for conducting the modelling for this study. A thorough review of semi-emperical EOS models from literature revealed that the simple cubic equations of state (CEOSs) provide a promising modelling approach for SFE applications due to their simplicity, flexibility and reliability. The simple Peng-Robinson (PR) and Soave-Redlich-Kwong (SRK) EOSs provide good correlation of vapour pressure (%AAD below 5 %) for all the series over a large carbon number range (up to nC20), provided a two parameter alpha function is used. A 3rd parameter in the volume dependence for Patel-Teja (PT) EOS provides considerable improvement over the PR and SRK EOSs for satureate liquid volume correlations of the non-polar solutes (alkanes and esters), but offers virtually no advantage for the more polar alcohols and acids. The CEOSs therefore suffer clear limitations in simultaneous representation of these saturation properties (vapour pressure and liquid molar volume) for the systems of interest. Good correlations of high pressure binary VLE data were obtained using CEOSs available in the Aspen Plus ® simulator (% AAD in P, T and X2 generally below 1 % and ranging from 4 to 12 % for Y2 for all series) provided that two binary interaction parameters (BIPs) are used in the model mixing rules, irrespective of the model used. Aspen Plus ® was further validated as a reliable thermodynamic tool by comparing model fits using the RK-ASPEN model with parameters obtained from the Aspen Plus ® data regression routine and computational methods used in self-developed MATLAB software. Very similar results were obtained for both computational methods, which encourages the use of Aspen Plus ® for process modelling in SFE applications. A statistical sensitivity analysis into the relative effect and interactions between 6 modelling factors in applying the CEOSs revealed that the mixing rules, temperature and solute structure had the largest effect on the correlation of the high pressure VLE, with the pure component limit having negligible effect once BIPs are fitted to data. A significant interaction was, however, observed between the pure component model and the solute structure and temperature, which suggest that accurate correlation of mixture VLE does not solely rely on appropriate mixing rule selection, but also the pure model. Binary interaction parameters (BIPs) in model mixing rules were found to become intercorrelated when more than one are used, greatly impeding the development of generalized correlations. BIPs were also found to be sensitive to the pure component limit (alpha function and pure constants used), the temperature, the combining rules used and possibly the fluid density. These factors should all be taken into account systematically for developing generalized correlations which therefore fell outside the scope of this study. Recommendations were, however, made on how the MATLAB software developed in this study can be used to both expand the size of the statistical analysis already conducted into relevant modelling factors and to develop new generalized correlations for BIPs and new mixing rules.
AFRIKAANSE OPSOMMING: Lang-ketting koolwaterstowwe is van waarde in talle winsgewende industriële toepassings. Vanweë die lae vlugbaarheiden ooreenstemmende kook- en smeltpunte van hierdie molekules, toon tradisionele fraktioneringsmetodes nie die nodige selektiwiteit vir ekstraksie nie en veroorsaak bonop termiese degradering van die produk. Hierdie projek ondersoek dus die lewensvatbaarheid van superkritiese ekstraksie vir die prosesering van hierdie sisteme, met primêre fokus op die modellering van die hoë-druk damp-vloeistof ewewig eienskappe van koolwaterstowwe opgelos in ‘n lae-massa oplosmiddel met gebruik van ‘n semi-empiriese toestandsvergelyking. Suiwer-komponent dampdrukke en versadigde vloeistof volumes word ook ondersoek. ‘n Deeglike ondersoek na die fasegedrag van die n-alkane, 1-alkohole, korboksiel-sure asook esters in lae-massa superkritiese oplosmidds CO2, etaan en propaan toon dat die struktuur van die opgeloste stof en die temperatuur ‘n groot invloed het op die oplosbaarheid en proses lewensvatbaarheid. Goeie selektiwiteit tussen die verskillende koolwaterstowwe was waargeneem vir al drie oplosmiddels, alhoewel baie hoë drukke nodig was vir totale vermenging van die fases in CO2 (hoër as 30 MPa). Die quadrupool moment van CO2 veroorsaak verder ongewenste kompleksiteite in fase gedrag soos temperatuuren digtheid inversies (CO2/alkane en CO2/alkohole) en 3-fase-gebiede in die bedryfs-kondisies. Eenvoudige lineêre tendense in druk tenoor die koolstofnommer van die opgeloste stof asook die temperatuur was waargeneem vir al die ondersoekte koolwaterstof reekse in etaan en propaan en hierdie oplosmiddels was dus gekies vir die modellering vir hierdie studie. 'n Deeglike oorsig van semi-empiriese toestandsvergelykings uit die literatuur het getoon dat die eenvoudige kubiese toestandsvergelykings ‘n belowende modelleringsbenadering bied vir superkritiese ekstraksie toepassings vanweë hul eenvoudigeid, buigsaamheid enbetroubaarheid. Die eenvoudige Peng-Robinson (PR) en Soave-Redlich-Kwong (SRK) toestandsvergelykings bied goeie korrelasie van suiwer dampdruk (foute laer as 5 %) vir alle koolwaterstowwe oor ‘n groot koolstofnommer gebied (tot by nC20), met die voorwaarde dat ‘n 2 parameter alpha funksie gebruik word. ‘n 3rde parameter in die volume afhanklikheid van die Patel-Teja (PT) toestandsvergelyking bied ‘n beduidende verbetering in die passing van die versadigde vloeistof volume vir die nie-polêre koolwaterstowwe (n-alkane en die esters), maar bied geen voordeel vir die meer polêre alkohole en karkoksiel sure nie. Die kubiese modelle toon dus duidelike beperkings vir die gelyktydige voorstelling van hierdie versadigingde eienskappe (dampdruk en vloeistof volume) vir die sisteme van belang. Goeie korrelasie van hoë druk binêre damp-vloeistof ewewig data was verkry deur gebruik van die kubiese toestandsvergelykings beskikbaar inAspen Plus ® (fout in P, T en X2 tipies laer as 1 % en van 4 tot 12 % vir Y2 vir alle sisteme), met die voorwaarde dat 2 binêre interaksie parameters gebuik word in die model mengreëls, onafhanklik van die model. Aspen Plus ® was verder bekraktig as ‘n betroubare termodinamiese hulpmiddel deur model passings te vergelyk met die RK-ASPEN model tussen gevalle waar parameters verkry is deur die beskikbare regressie metode in Aspen Plus ® en metodes gebruik in self-ontwikkelde MATLAB sagteware. Eenderse resultate was verkry vir beide berekeningsmetodes, wat die gebruik van Aspen Plus ® vir prosesmodellering in superkritiese ekstrasie toepassings aanmoedig. ‘n Satistiese sensitiwiteits analise op die relatiewe effek en interaksies tussen 6 modelleringsfaktore in die toepassing van die kubiese toestandsvergelykings het gevind dat die mengreëls, temperatuur en die stuktuur van die opgeloste stof die grootste effek op die korrelasie van hoë druk binêre damp-vloeistof ewewig het, met ‘n weglaatbare effek vandie suiwerkomponent limiet waargeneem sodra binêre interaksie parameters gepas is aan data. ‘n Beduidende interaksie was wel waargeneem tussen die suiwerkomponent model en die struktuur van die opgeloste stof asook die temperatuur, wat daarop dui dat akurate korrelasie van mengsel damp-vloeistof ewewig nie slegs afhanklink is van ‘n gepaste keuse van mengreëls nie, maar ook die suiwer-komponent model. Binêre interaksie parameters in die model mengreëls ondergaan inter-korrelasie wanneer meer as een interaksie parameter gebruik word, wat die ontwikkeling van algemeen toepaslike korrelasies grotendeels belemmer. Binêre interaksie parameters was ook bevind om sensitief te wees tot die suiwer component limiet (alpha funksie en suiwer konstantes wat gebruik is), die temperatuur, die kombineringsreëls en moontlik die vloeistof digtheid. Hierdie faktore moet dus almal sistematies in ag geneem word wanneer algemeen toepaslike korrelasies ontwikkel word, wat dus buite die omvang van die huidge studie val. Aanbevelings was wel gemaak vir hoe die MATLAB sagteware ontwikkel vir hierdie studie gebruik kan word om beide die betaande statistiese analise uit te brei, asook nuwe korrelasies vir binêre interaksies parameters en nuwe mengreëls te ontwikkel.

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Gerber, Renan Pereira. « Novo modelo de coeficiente de atividade : F-SAC ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/96494.

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Atualmente, pelo menos para fins de engenharia, os modelos preditivos de maior sucesso para coeficientes de atividade são os baseados em grupos funcionais, tais como UNIFAC e suas variantes. Enquanto esses modelos requerem grandes quantidades de dados experimentais, os baseados em COSMO-RS (COnductor-like Screening MOdel - for Real Solvents) requerem a calibração de um pequeno conjunto de parâmetros universais. No entanto, a precisão requerida por tarefas de engenharia, tais como a otimização de sistemas de separação, é maior do que a obtida por esta última categoria de modelos. Assim, um novo modelo é proposto neste trabalho, aqui chamado de F-SAC (Functional-Segment Activity Coefficient). Este novo modelo também é baseado no conceito de grupos funcionais, mas a energia de interação entre os grupos vem da teoria COSMO-RS. No presente trabalho, foram consideradas apenas misturas em que não há formação de ligação de hidrogênio ou quando esta pôde ser assumida negligenciável. Assim, foram necessários apenas três parâmetros para descrever cada grupo funcional. A princípio, uma vez ajustados os parâmetros de cada grupo, estes funcionariam para descrever a interação para qualquer par de grupos. Esta é a principal vantagem do modelo proposto. O número de parâmetros do modelo cresce proporcionalmente ao número de grupos funcionais, enquanto que no UNIFAC o número de parâmetros de interação cresce proporcionalmente ao quadrado do número de grupos. Para o banco de dados experimentais de coeficientes de atividade em diluição infinita considerado, a correlação do F-SAC apresentou um erro médio absoluto de 0,07 unidades de ln, enquanto que os modelos UNIFAC (Do) e COSMO-SAC apresentaram, respectivamente, erros de 0,12 e 0,21. O F-SAC foi também avaliado para mais de 1000 misturas binárias de um soluto dissolvido em líquido iônico com dados disponíveis na literatura. O modelo apresentou uma boa correlação aos dados experimentais, com erro médio absoluto de 0,17 unidades de ln, similar ao apresentado pelas misturas orgânicas. O poder de predição do novo modelo foi avaliado utilizando dados de equilíbrio líquido-vapor não considerados no procedimento de ajuste do modelo. Uma ótima concordância com os dados experimentais foi possível em toda a faixa de composição, bem como na predição de azeótropos. Esses resultados demonstram o potencial do modelo proposto.
At present, at least for engineering purposes, the most successful predictive models for activity coefficients are those based on functional groups, such as UNIFAC and its variants. While these models require large amounts of experimental data, the ones based on COSMO-RS require the calibration of a small set of universal parameters. However, the resolution required by engineering tasks, such as the optimization of separation systems, is higher than that obtained by COSMO-RS models. Thus, in this work a novel Functional-Segment Activity Coefficient (F-SAC) model is proposed. This new model is also based on the concept of functional groups, but the interaction energy between groups comes from the COSMO-RS theory. In this study, we considered only mixtures where there is no formation of hydrogen bonds or when they could be assumed negligible. Then, only three parameters were required to describe each functional group. In principle, once the parameters for each functional group are properly calibrated, they should work to describe the interactions with any other group. This is the main advantage of the proposed model, the number of model parameters grows linearly with the number of functional groups, whereas in UNIFAC the number of interaction parameters exhibit quadratic growth with respect to the number of groups. For the experimental database of infinite dilution activity coefficients considered, the correlation of F-SAC have shown a mean absolute error of 0.07 ln-unit. The UNIFAC (Do) and COSMO-SAC models presented errors of 0.12 and 0.21, respectively. F-SAC was also evaluated for more than 1000 binary mixtures of solute in ionic liquid with data available in the literature. Again, the model have shown good correlation to the experimental data, with mean absolute error of 0.17 ln-unit, similar to the performance with the organic mixtures. The predictive strength of the model was assessed by using vaporliquid equilibrium data not considered in the model fitting process. Very good agreement with experimental data was possible over the entire composition range, as well as in the prediction of azeotropes. These results demonstrate the potential of the proposed method.

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Flôres, Guilherme Braganholo. « Inclusão de um termo de dispersão no modelo F-SAC ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/142745.

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O modelo F–SAC (Functional–Segment Activity Coefficient), recentemente introduzido, combina a ideia de contribuição de grupos com a teoria de superfícies de contato COSMO–RS. Este modelo tem uma dependência reduzida dos parâmetros de interação binária quando comparado com as variantes do modelo UNIFAC e precisão melhorada quando comparada com modelos baseados em COSMO. No presente trabalho uma modificação na formulação do modelo F–SAC é proposta para a inclusão de interações dispersivas. Para testar esta modificação, foram considerados os dados experimentais de alcanos, ciclo–alcanos, alcenos, aromáticos e perfluorocarbonetos. O modelo proposto foi capaz de correlacionar entalpias de vaporização de substâncias puras, não consideradas em versões anteriores do modelo. Uma vez que a capacidade calorífica de líquidos está intimamente relacionada com a entalpia de vaporização, o modelo também pode prever a capacidade calorífica de substâncias puras. Em relação ao coeficiente de atividade em diluição infinita e dados de equilíbrio líquido–vapor, o modelo modificado manteve o bom desempenho do modelo original, também semelhante a outros modelos similares, como variantes do modelo UNIFAC. Além disso, o modelo modificado pode agora calcular valores consistentes para a entalpia e entropia de excesso para sistemas onde as interações são principalmente dispersivas. Para estes sistemas, a maioria dos modelos de coeficiente de atividade prevê entalpia de excesso zero, contrabalançando valores de energia de Gibbs de excesso confiáveis com entropias de excesso distorcidas.
The recently introduced F–SAC (Functional–Segment Activity Coefficient) model combines the group contribution idea with a COSMO–RS surface contacting theory. This model has a reduced dependency on binary interaction parameters when compared to classical UNIFAC type models and improved accuracy when compared with COSMO based models. In the present work a modified F–SAC formulation is proposed for including dispersive interactions. For testing the modification, experimental data of alkanes, cycloalkanes, alkenes aromatics and perfluorocarbons were considered. The proposed model was able to correlate pure compound enthalpies of vaporization, not considered in previous versions of the model. Since the heat capacity of liquids is closely related to the enthalpies of vaporization, the model also can predict pure compound heat capacity of liquids. Regarding mixture infinite dilution activity coefficient and vapor–liquid equilibrium data, the modified model maintained the good performance of the original model, also similar to other competing models such as UNIFAC variants. Additionally, the modified model now can compute consistent values for the excess enthalpy and entropy for systems where the interactions are mainly dispersive. For these systems, most activity coefficient models predict zero excess enthalpies, counterbalancing that with distorted excess entropies.

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Beerline, Nora. « Negotiating Space : Exploring the Rhetorical Potential of Open Source Software ». University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1304015386.

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Schneider, Rafael. « Aprimoramento do modelo F-SAC para aplicação na descrição de líquidos iônicos ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/183234.

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Os líquidos iônicos são uma das principais apostas para revolucionar a química no século XXI. Em geral, apresentam propriedades como baixa pressão de vapor, alta estabilidade térmica, e ampla existência liquida e outras que os tornam interessantes para aplicações como solventes para extração, meio reacional e como meio catalítico. Estas propriedades permitem a redução da geração de efluentes industriais, o que os torna potenciais solventes verdes. O interesse recente aumentou a quantidade de ânions e cátions disponíveis para formar líquidos iônicos. Essa maior diversidade por um lado aumenta o potencial de aplicação industrial dos líquidos iônicos, mas por outro aumenta a carga de trabalho para obter as propriedades necessárias para projeto industrial destas novas substâncias. Métodos preditivos podem ser utilizados para evitar a grande demanda de ensaios experimentais para obter essas propriedades. Entretanto modelos puramente preditivos, como o COSMO-RS, usualmente não obtém uma acurácia adequada para o uso industrial. Modelos que fazem uso de dados experimentais de misturas para estimar seus parâmetros, como o UNIFAC (Do) e o F-SAC, são predominantes na indústria. Esses modelos, que são modelos de coeficiente de atividade, permitem o cálculo de equilíbrio de fases e outras propriedades termodinâmicas. Este trabalho teve como objetivo o desenvolvimento do modelo F-SAC para líquidos iônicos. Baseado em trabalhos anteriores, foram reestimados os parâmetros dos grupos de líquidos iônicos já existentes e adicionados novos grupos de cátions e ânions. Também foram geradas as primeiras curvas de equilíbrio líquido-vapor de misturas contendo líquidos iônicos com o F-SAC. De forma geral, para os 1-alquil-3-etil-imidazólios, foi obtido um R2 de 0.9794 e o valor de AAD de 0.1721 para 1514 misturas com o modelo F-SAC, superior ao encontrado para o UNIFAC (Do). Para o piridínio e o pirrolidínio o F-SAC obteve, respectivamente, um R2 de 0.9281 e 0.9837 e um valor de AAD de 0.2749 e 0.0962. Com este trabalho é possível formar 24 diferentes líquidos iônicos base com o uso de 33 parâmetros eletrostáticos estimados e 22 parâmetros geométricos no F-SAC. Para o mesmo objetivo o modelo UNIFAC (Do) necessitaria de 180 parâmetros binários e 26 parâmetros individuais – todos estimados. Ou seja, o F-SAC, nesse caso, precisou estimar apenas 27% do número de parâmetros que o UNIFAC (Do).
Ionic Liquids are one of the most promising fields to revolutionize chemistry in the 21st century. In general, they show properties like negligible vapor pressure, high thermal stability, wide liquid existence turn them interesting for applications as solvents for extraction, as reactional and catalytic media. These properties allow a reduction in industrial effluent production, making them eligible green solvents. Recent inteerest expanded the number of anions and cations available to compose Ionic. This great diversity enhances the industrial application potential of Ionic Liquids, while increases the workload needed for obtaining properties of these new substances needed for industrial project. Predictive methods can used to avoid the demand of experiments to obtain these properties. Purely predictive methods, as COSMO-RS, are usually not accurate enough for industrial use. Models use experimental data from mixtures for parameter estimation like UNIFAC (Do) and F-SAC, are predominant in the industry. Activity coefficient models like these allow the solving of phase equilibria and other thermodynamic properties. This work aimed at developing the F-SAC model for Ionic Liquids. Based on previous works, the already existing parameters for Ionic Liquid groups were reestimated and new cation and anion groups were added. In addition, the first vapor-liquid equilibrium curves for mixtures containing Ionic Liquids were created for the F-SAC model. For 1-alkyl-3-ethyl-imidazoliums, an overall R2 of 0.9794 and AAD of 0.1721 for 1514 mixtures was obtained, superior to UNIFAC (Do) values. For pyridinium and pyrrolidinium, F-SAC achieved, respectively, R2 of 0.9281 and 0.9837 and AAD of 0.2749 and 0.0962. With this work is possible to form 24 different base Ionic Liquids with 33 estimated electrostatic parameters and 22 geometric parameters with F-SAC. For the same purpose, UNIFAC (Do) would need 180 binary parameters and 23 individual parameters – all estimated. For this particular case the F-SAC model needed to estimate only 27% of the parameter number UNIFAC (Do) needed.

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Bolldén, Karin. « Online teaching practices : Sociomaterial matters in higher education settings ». Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117275.

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The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.
Syftet med föreliggande studie var att beskriva och analysera undervisningspraktiker online i svensk högre utbildningskontext. Studien har en onlineetnografisk ansats och baseras på empiriska data av undervisningen i två kurser på universitetsnivå. Studien stödjer sig främst på observationsdata men även intervjuer och dokumentstudier ligger som grund för analysen. Empiriska data har analyserats med ett praktikteoretiskt perspektiv – ett perspektiv inom sociomateriell teoribildning. Resultatet visar att undervisning online kännetecknas av en förkroppsligad sociomateriell praktik. Lärarkroppen kan förstås som både multipel och tätt sammanvävd med teknologi. Vidare används lärarkroppen i undervisningssituationen för att reducera komplexitet men även för att, tillsammans med annan materialitet, prefigurera vad det är för typ av undervisning som kommer att utspela sig. Vidare kan lärarinterventioner i onlinemiljöer förstås som relationella till både tekniken (det vill säga det virtuellt materiella arrangemanget) och lärares göranden och säganden (det vill säga undervisningspraktiken). Lärarinterventioner syftar till att göra arrangemanget begripligt för studenterna. Studien visar att lärarinterventionerna arrangerar både studenter och informations- och kommunikationsteknologi (IKT) i syfte att få dem att fungera som en undervisningspraktik. Den undervisningspraktik som uppstår är inte given på förhand utan emergent. Den karaktäriseras av ett samspel mellan virtuell materialitet och social praktik där asymmetriska relationer mellan lärare och IKT råder.

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Ghaith, Omar. « The impact of blended learning on female student-teachers in Kuwait ». Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7628.

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This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.

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Razavi, Seyed Mostafa. « CROSS-PLATFORM FORCE FIELD DEVELOPMENT BASED ON FORCE-SMOOTHED POTENTIAL MODELS ». University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron1590770530909963.

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Castillo-Chumpitaz, Karolayn Angélica, et Gargurevich Sandra Gutiérrez. « El aprendizaje colaborativo en la educación de intérpretes a través de un VLE : perspectivas de los docentes y estudiantes de la UPC durante el periodo de enseñanza completamente remota ». Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656984.

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La enseñanza remota de la interpretación es un campo de investigación interdisciplinario que se aborda desde enfoques teóricos y prácticos diversos en las últimas dos décadas. Los estudios exploran desde las experiencias de los docentes y estudiantes de interpretación que participan en comunidades de aprendizaje a distancia, hasta la evaluación de la efectividad de los entornos de aprendizaje virtual (VLE) diseñados para el desarrollo de las competencias del intérprete. Las investigaciones revelan que los modelos pedagógicos socioconstructivistas, como el aula centrada en el estudiante y el aprendizaje colaborativo, no caen en desuso en las aulas virtuales: e incluso pueden potenciarse con las nuevas tecnologías. Algunas regiones del mundo experimentaron este salto a la educación virtual por primera vez en 2020, con la pandemia por COVID-19 y la restricción prolongada de la educación en modalidad presencial. En el caso del programa de pregrado en Traducción e Interpretación Profesional (TIP) de la Universidad Peruana de Ciencias Aplicadas (UPC), el proceso de transición a la virtualidad en la línea de interpretación implicó la rápida adaptación de un VLE que permitiera a los estudiantes alcanzar los objetivos formativos de los cursos, a la par de replicar los modelos pedagógicos de la institución. Este estudio de corte cualitativo explora, por medio de entrevistas personales, las experiencias de siete docentes de interpretación, en torno al proceso de adaptación de un VLE que busca replicar, entre otros aspectos, el modelo de aprendizaje colaborativo en los cuatro talleres de interpretación del programa en TIP de la UPC durante 2020. El estudio también recoge, por medio de dos grupos focales, las percepciones de quince estudiantes de interpretación en relación con el VLE y el aprendizaje colaborativo durante los cuatro talleres dictados en modalidad completamente remota.
Due to its interdisciplinary nature, remote interpreting training has been studied from different theoretical and applied approaches in the past two decades. Research topics range from analyzing instructors’ and learners’ perspectives as members of a long-distance learning community to evaluating the effectiveness of tailored virtual learning environments (VLEs) in the development of interpreter’s skills. Findings reveal that socio-constructivist educational models such as student-centered environments and collaborative learning are not losing ground in virtual classes—in some cases they are even boosted by new technologies. Some regions in the world made the big technological leap into e-learning for the first time in 2020, amidst the COVID-19 pandemic and extended sanitary restrictions for on-site education. In this particular study’s case, the undergraduate program for Professional Translation and Interpreting (TIP) at Universidad Peruana de Ciencias Aplicadas (UPC), the transition to fully-remote interpreting training demanded a fast adaptation of the previously non-core VLE to one capable of enabling students to accomplish their courses’ learning objectives and teachers to replicate UPC teaching approaches. Through several personal interviews, this qualitative study looks into seven teachers’ experiences on the process of adapting one VLE to replicate, among other things, collaborative learning in each of the four interpreting courses in the TIP program during 2020. Through two separate focus groups, this paper also explores the perspective of fifteen students regarding the VLE and collaborative learning during the fully-remote education period.
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Klima, Tobias C., et Andreas S. Braeuer. « Vapor-liquid-equilibria of fuel-nitrogen systems at engine-like conditions measured with Raman spectroscopy in micro capillaries ». Elsevier, 2018. https://publish.fid-move.qucosa.de/id/qucosa%3A73221.

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A fuel, here ethanol or decane, and nitrogen are fed at elevated pressure and temperature through a micro capillary of fused silica. The flow inside the capillary is characterized by alternating liquid- and vapor-phase segments that accommodate to thermodynamic equilibrium at the set temperature and pressure. The composition of the equilibrated liquid or vapor segments is measured in situ and remotely inside the micro capillary by Raman spectroscopy. Temperature-composition (Tx) vapor-liquid equilibria were measured for pressures between 3 MPa and 8 MPa and up to the highest mixture critical temperature of 593 K in this pressure range. Comparison to the scarce literature data for these conditions and to the GERG-2008 model, resembling the conditions in IC-engines at the time of injection, is shown.

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Rådemar, Joakim. « Concerning the transition of learning : A case study of the LMS and e-learning situation at university department level ». Thesis, Uppsala universitet, Institutionen för informatik och media, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295831.

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Uppsala University (UU) is a complex institution, which combines geographically disparate campuses, as well as distance education programs and metropolitan sites for international students. Like many other universities, UU is currently reviewing its elearning and Learning Management Systems (LMS) situation. In effect, signalling the desire for a strategic change in the future management of learning and teaching arrangement. This thesis analyzes UU’s strategic position and current drivers of change from a LMS and elearning perspective. Conclusions drawn on the results suggests both retarding and accelerating measure for effective LMS and elearning engagement. The author contend that adoption of a LMS systems is likely to enhance an elearning situation if engaged with indicated drivers of change. Illuminating potential LMS transition process, including summation for the upcoming transition.

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Ferrarini, Fabrício. « Um banco de dados de perfis sigma aberto e extensível ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163424.

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Modelos de atividade baseados em COSMO se apresentam como uma interessante alternativa para a predição do comportamento de substâncias em mistura. Estes modelos dependem apenas de informações das substâncias puras, como volume e área superficial e outra informação conhecida como perfil sigma, que podem ser determinados através de cálculos de química quântica computacional. O presente trabalho tem por objetivo criar e disponibilizar gratuitamente um banco de dados de perfis sigma para um vasto conjunto de moléculas utilizando o software GAMESS. Para a criação desse banco de dados com informações confiáveis de perfis sigma, foram testados diferentes níveis de teoria para o cálculo da estrutura eletrônica das moléculas, bem como conjuntos de bases distintos, considerando funções de polarização e efeitos difusos. Para realizar a validação dos perfis sigma obtidos, foram estimados valores de coeficientes de atividade em diluição infinita, obtidos através do modelo COSMO-SAC para um conjunto de 689 misturas, as quais não apresentam ligação de hidrogênio. A correlação com os valores de coeficiente de atividade em diluição infinita (IDAC) experimentais, foram construídos gráficos do logaritmo natural de IDAC experimentais e aqueles calculados pelo modelo. O tempo computacional total para obter os perfis sigma também foi avaliado com o intuito de escolher a melhor combinação de teoria e função de base. Dentre os métodos analisados, a teoria de Hartree-Fock (HF) com a função de base 6-311G(d,p) apresentou um bom custo benefício no que se refere ao tempo computacional e a precisão dos resultados frente a dados experimentais, apresentando um coeficiente de determinação superior a 0,94. A partir desses resultados, foi possível criar outros perfis sigma para um número maior de moléculas e disponibilizar essas informações em um banco de dados criado na plataforma do GitHub.
COSMO-based activity coefficient models are widely used to predict non-ideality in mixtures. They require only pure substance properties, such as the -profile, a representation of the screening charge density along the molecular surface. The present work aims to create and freely distribute a -profile database which can be easily extended by the community using the free GAMESS quantum chemistry (QC) package. Different combinations of QC methods and basis sets were tested in the calculation of the -profiles, aiming to define an efficient approach to create the database. The accuracy of COSMO-SAC predictions using these -profiles was evaluated by comparison with experimental infinite dilution activity coefficients and phase equilibrium diagrams. Among the studied alternatives, the Hartree-Fock method with the 6-311G(d,p) basis set led to results with a good balance between accuracy and computational cost. Our database was created using this approach, and it is already available to be used and extended by the community without requiring any commercial software.

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Schneewele, Manuel. « Implantation d'un E.N.T. dans l'enseignement secondaire, analyse et modélisation des usages : le cas lorrain ». Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0116/document.

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L'implantation par les collectivités locales d'un ENT (Espace Numérique de Travail) dans les lycées et collèges n'est pas sans conséquences pour le quotidien de la communauté éducative. Notre étude s'intéresse ainsi à comprendre les usages émergents en procédant à une décomposition du processus d'appropriation. Elle répond également à une commande institutionnelle dont l'objectif politique est tourné vers l'encouragement et la stimulation des usages de ce type d'outil. Par conséquent, nous avons cherché à créer un modèle permettant de comprendre qui sont les utilisateurs de l'ENT et comment s'enclenche le passage des usages prescrits par les concepteurs aux comportements d'usages constatés sur le terrain.Pour sa concrétisation, notre modèle s'est construit sur la base d'un ensemble de travaux préalables.- L'étude du cadre de fonctionnement, à partir d'entretiens auprès des prescripteurs et de l'analyse du cahier des charges de l'ENT lorrain.- L'étude du cadre d'usage, d'une part, grâce aux mesures d'audiences de la CDC (Caisse des Dépôts et Consignation), d'autre part, par des questionnaires chargés de rendre compte des premiers usages ainsi que de la représentation sociale de l'ENT et de son cahier de textes pour les élèves, leurs enseignants et parents.Le modèle ainsi formalisé, soutenu par une littérature déjà robuste, est nommé : DAME (Dynamic Acceptance Model for Education). Il a été élaboré sur une population de 3 100 élèves, 774 parents, 617 enseignants et 44 membres du personnel de la vie scolaire.Les résultats obtenus, témoignent dans un premier temps, de l'importance à accorder aux perceptions d'« utilité » et d'« utilisabilité ». Pour favoriser l'adoption d'un l'ENT et donc son acceptabilité dans le cadre des activités quotidiennes d'enseignement, il est essentiel que sa prise en main ainsi que sa plus-value liée à son usage soit pleinement perçue. Dans un deuxième temps, il apparaît nécessaire de tenir compte des personnes qui entourent l'utilisateur, ce que nous qualifions dans notre modèle de « pression sociale », les élèves et le personnel de vie scolaire y étant particulièrement réceptifs. Dans un troisième temps, nous observons que les propriétés de l'outil peuvent engendrer ce que nous désignons par une « pression instrumentale » qui agit de manière rétroactive sur les précédentes variables. Du fait d'un usage répété, une dépendance à l'ENT peut s'installer lorsque celui-ci devient essentiel au bon déroulement de son activité, qu'elle soit professionnelle ou d'apprentissage, ce qui est notamment le cas pour les fonctionnalités : cahier de textes et espace d'informations. Néanmoins, notre modèle met également en évidence que d'autres facteurs sont susceptibles d'intervenir pour expliquer les usages, de nouvelles perspectives de recherches sont par conséquent à prévoir. Enfin, il apparaît évident, sur la base de nos différentes enquêtes, que les principaux bénéficiaires des ENT restent incontestablement les parents et les élèves. Ils manifestent tous deux de forts intérêts pour son usage mais se heurtent à la résistance de certains enseignants dénonçant une charge de travail supplémentaire et une trop grande transparence des informations qu'ils y déposent
The implementation, by local collectivity, of a VLE (Virtual Learning Environment) in secondary schools and high school is not without consequences for the educational community daily activities. Our study aims to understand emerging uses by carry out a decomposition of the appropriation process. It also responds to an institutional command whose aim is turned toward the promotion and stimulation of the utilisation of this type of tool. Therefore, our objective is to create a model to understand which are VLE users and how is managed the transition between uses prescribed by the creators and observed behaviors.For its concretization, our model is built on a set of preliminary work.- The operating frame study based on interviews with prescribers and the analysis of the Lorraine VLE project specification chart.- The use frame study, on one hand, through uses counter measures from the CDC (Caisse des Dépôts group), on the other hand, by questionnaires upon which functions we report first uses and social representation of a VLE and his book-texts by students, teachers and parents.The model pattern, supported by a robust literature, is called: DAME (Dynamic Acceptance Model for Education). It was applied to a population of 3,100 students, 774 parents, 617 teachers and 44 staff members of school life.The results show in a first step, the importance given to "usefulness" and "usability" perceptions. To promote the adoption of a VLA, and therefore its acceptability in the daily teaching activities, it's crucial that its handling and its added value were associated with its use are fully perceived. In a second step, it seems necessary to take into account, the social network of the user, what we call in our model "social pressure", students and staff of school life being particularly responsive to it. In a third step, we observe that tool properties can generate what we designate by "instrumental pressure" which retroactively impact on previous variables. Due to repeated use, addiction to ENT may be installed when it becomes essential for the quality of his professional or learning activity, which is notably the case for two functionalities: text-book and information space. Nevertheless, our model shows that other factors can be able to explain uses; therefore, new research prospects can be expected. Finally, it seems clear, on the basis of our various surveys, that the main beneficiaries of VLE are mainly parents and students. But if both show strong interest for its use, they are confronted to the resistance of some teachers denouncing an overwork and an excessive transparency of uploaded information

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Vaira, Žilvinas. « Besimokančiojo modelio vaizdavimas virtualioje mokymo(si) aplinkoje ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_144839-75878.

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Adaptyviose sistemose prisitaikymas prie besimokančiojo yra paremtas duomenų apie besimokantįjį rinkimu, analizavimu ir mokymosi aplinkos pritaikymu besimokančiojo poreikiams. Tam būtina parinkti tokius „sekimo“ duomenis, pagal kuriuos būtų galima daryti išvadas sistemos lygmenyje. Šie duomenys turi būti suprantami sistemai, nuolat atnaujinami, lengvai surenkami. Jie gali būti įvairūs, pradedant nuorodų paspaudimo laiku, baigiant akies žvilgsnio nukreipimo vieta. Pagal tai sistema gali transformuoti duomenis ir – priklausomai nuo savo paskirties – duoti patarimus ar tam tikromis priemonėmis pavaizduoti naudingą informaciją, tuo pačiu atsižvelgdama į rezultatus. Tačiau daugelis šių sistemų yra tik prototipo stadijoje arba naudojamos nesudėtingiems procesams vykdyti. Mums žinomos adaptyvios sistemos yra skirtos vieno dalyko probleminei sričiai. Šiame darbe tirsime besimokančiojo modelio perteikimo galimybę virtualioje mokymo(si) aplinkoje (VMA), kai besimokantysis dalyvauja viename arba keliuose nuotoliniuose kursuose.
In adaptive systems adaptation to learner is defined by collection of data about learner, collected data analysis and learning environment adaptation to learners needs. Looking forward to this goal it is necessary to select such logging data, which can be used to make conclusions in a system level. Such data should be acceptable to system, interactive and easy to collect. Data used can be various, starting from click time of the link ending with eye look direction angle. Such system can provide data transformations and depending on purpose, give suggestions. Using necessary tools depict useful information, reacting to results. Most of currently build systems are only in prototype stage or are used for unsophisticated process. Most of them are one subject systems. In this work we address a possibility of student model’s depiction in a VLE, when student participate in one or more than one distance course.

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Jurka, Vidmantas. « Tiksliesiems mokslams skirtų testavimo sistemų tyrimas ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2010. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100830_094429-98522.

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Informacinės technologijos vis labiau įsilieja į mokymo/si procesą, tampa neatsiejama jo dalimi. Vyrauja nuomonė, kad nuo mokymosi apie informacines technologijas turi pereiti prie mokymo su informacinėmis technologijos. Tuo pačiu tradicinio mokymo metodus praplečiant informacinių technologijų mokymo metodais. Tai turi padėti veiksmingiau derinti bei taikyti naujus mokymo metodus. Atlikus anketinę tiksliųjų mokslų (chemijos, fizikos, informatikos, matematikos) mokytojų apklausą išsiaiškinta kokia mokytojų dalis naudoja informacines technologijas moksleivių testavimui, kokios programos naudojamos, kokios funkcijos šioms programoms reikalingos. Išanalizavus gautus duomenis nustatyta kokia programinė įranga dažniausiai naudojama moksleivių testavimui, kokių funkcijų joje pasigendama. Sukurti ir išbandyti priedai praplečiantys virtualios mokymosi aplinkos Moodle funkcijas, reikalingas tiksliųjų mokslų žinių testavimui: modifikuotas Moodle programos kodas įjungiant HTML redaktorių testavimo sistemos klausimų atsakymams, sukurtas filtras cTeX leidžiantis įvedinėti chemines formules ir trimačius molekulių modelius Moodle aplinkoje, sukurtas naujas klausimo tipas leidžiantis tikrinti programavimo žinias paskalio kalba.
Information technologies are becoming ever more an integral part of the learning process. It has become accepted that learning about information technologies should be transformed to learning with information technologies expanding traditional teaching methods with the methods for teaching information technologies. That should help to coordinate and apply new teaching methods more effectively. Having conducted a questionnaire of teachers of exact sciences (chemistry, physics, informatics and mathematics), it has been determined what percentage of teachers use information technologies for student testing, what software is used, and what functionality for the software is needed. After analyzing the survey data the software most often used for testing students and its missing functionality have been determined. The modules extending the virtual learning environment Moodle for testing students in exact sciences have been written and tested: the Moodle program code has been modified by including an HTML editor for the answers to testing system questions; the filter cTeX for entering chemical formulas and three-dimensional molecule models has been written, and a new type of question for testing the Pascal programming language has been created.

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Binkis, Mikas. « Scenarijų panaudojimas mokymosi sistemose ». Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070111_010919-40719.

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Today popular learning management systems (LMS) lack interactivity. Interactivity is very important in the learning process, because it‘s a great mean of interest and motivation. The level of interactivity could be increased by using scripts, but some of the modern scripting languages are not universal, and the majority are too hard to comprehend for non-IT specialists. That’s why a brand new scripting language has been created. It can be integrated to an open-source PHP based LMS and because of it‘s simplicity and usage of native language in syntax is rather easy to learn for non-IT staff. Experiments showed that it‘s rather convenient, compared to other similar languages and it’s speed does not slow down the process of webpage generation to an extent a user would notice. It’s also capable of performing basic mathematical and other scientific task modeling, making the language sufficient for common use. The script language has some of the complex template language properties, so it can be also used as a tool of managing content rendering. Practical integration of the script language with “Google Maps” service and VRML showed that it can be expanded to the required extent. Further works with this language may include expansion of syntax and implementation of AJAX technology.

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Kulpa, Cínthia Costa. « Sistemática para o desenvolvimento de diretrizes no design de interfaces gráficas em tablet PCs voltadas a usuários típicos ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163912.

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A evolução das tecnologias móveis ampliou significativamente a possibilidade de inclusão digital das pessoas com deficiências em geral, permitindo a interação sem as barreiras de espaço e tempo. Dentre estas novas tecnologias está o tablet PC, considerado atualmente a tecnologia móvel mais implementada em instituições de ensino do mundo, devido à sua ampla capacidade de interatividade, flexibilidade, mobilidade, navegação pelos Ambientes Virtuais de Aprendizagem (AVAs), e acessibilidade de diferentes perfis de usuários. Entretanto, a maioria dos usuários com baixa visão (BV) tem encontrado dificuldades em navegar nos AVAs por meio desta tecnologia, tendo que fazer uso de Tecnologias Assistivas voltadas para os cegos. Muito embora as diretrizes utilizadas para a construção destas Interfaces Gráficas do Usuário (GUIs) baseiem-se nos preceitos do W3C e do Design Universal, este fato pode prejudicar sua condição, gerar frustração e, consequentemente, resultar na sua exclusão digital. Com isso, o objetivo desta pesquisa é melhorar as condições de usabilidade dos AVAs no tablet PC, através de uma sistemática estruturada que forneça diretrizes capazes de orientar os desenvolvedores a criarem GUIs pensando no usuário com BV. A metodologia utilizada baseou-se no AVA Moodle como cenário de uso para o estudo de caso, foi realizada em três etapas que incluíram especialistas web, assim como usuários com BV, levando ao desenvolvimento da sistemática. Como resultado final da sua validação, tem-se um Guia de Diretrizes voltado para a construção de GUIs acessíveis aos usuários com BV, no tablet PC. Conclui-se que esta sistemática possibilita ao desenvolvedor agrupar e conceber suas próprias recomendações, em forma de guia de diretrizes, capazes de orientá-lo no incremento de interfaces voltadas especificamente para um usuário típico definido, independente do cenário de uso estabelecido. Refletindo, desta forma, na garantia e qualidade de acesso deste usuário, e permitindo a melhoria do processo de implementação de projetos pelo desenvolvedor.
The evolution of mobile technologies has significantly broadened the digital inclusion possibility for persons with general disabilities, by providing interaction with no space and time barrier constraints. Among these new technologies, the Tablet PCs are currently deemed the most widely implemented mobile technology in teaching institutions worldwide due to their wide capacity of interactivity, flexibility, mobility, browsing through Virtual Learning Environments (VLEs), and accessibility to different user profiles However, most Low Vision (LV) users have faced difficulties to browse through VLEs by means of this technology and must resort to Assistive Technologies aimed at blind persons. Although the guidelines employed for the construction of those Graphic User Interfaces (GUIs) are founded on the precepts of W3C and Universal Design, this fact may harm their condition, generate frustration and, consequently, result in their digital exclusion. This way, the objective of this research is to improve the VLE usability conditions on Tablet PCs through a structured systematic to provide guidelines capable of instructing developers to create GUIs with LV users in mind. The methodology employed is based on the VLE Moodle as the scenery used for the case study, was carried out in three stages and included Web experts as well as LV users, leading to the development of the systematic. As an end result of its validation, there is a Guidelines Guide aimed at the construction of GUIs that are accessible to LV users on Tablet PCs. It has been concluded that this systematic allows developers to group up and conceive their own recommendations in the form of a guidelines guide that are capable of instructing them in incrementing interfaces specifically aimed at a defined typical users regardless of the established scenery of use. This way, it would reflect as an access guarantee and quality for those users, and allow for improvements to the project implementation process by developers.

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Gazawi, Ayman. « EVALUATING COSMO-RS FOR VAPOR LIQUID EQUILIBRIUM AND TURBOMOLE FOR IDEAL GAS PROPERTIES ». University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1196731182.

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Peretti, AndrÃ Prado. « POJAVA : Ambiente Virtual de Aprendizagem para a Web 2.0 ». Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3952.

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nÃo hÃ
Apesar das vÃrias opÃÃes de ambientes virtuais de aprendizagem no cenÃrio educacional, hÃ pouco resultado nas aÃÃes que ensejam uma maior motivaÃÃo e envolvimento dos alunos numa utilizaÃÃo mais eficiente destes. Os ambientes virtuais de aprendizado tÃm se apresentado com configuraÃÃes semelhantes no decorrer dos anos. Como forma de envolver os alunos, e buscar resultados mais efetivos nestes ambientes, Ã introduzida neste trabalho, uma nova arquitetura de ambiente virtual de aprendizagem, baseado nas tecnologias web 2.0 no sentido da personalizaÃÃo em massa. Em um contexto educacional a personalizaÃÃo em massa Ã um conceito onde o prÃprio usuÃrio tem maior autonomia na decisÃo da forma e conteÃdo do seu ambiente. JÃ o termo web 2.0 refere-se as novas aplicaÃÃes web que proporcionam uma rica experiÃncia ao usuÃrio, com recursos de Ãudio, vÃdeo e principalmente diversas possibilidades de interaÃÃo, enxergando o usuÃrio como parte integrante do sistema, muitas vezes atÃ como o principal criador da informaÃÃo. Neste trabalho foi definido um modelo de arquitetura, com o objetivo de mostrar possÃveis aplicaÃÃes pedagÃgicas com essas novas tecnologias, bem como uma definiÃÃo de requisitos baseado na engenharia de software. Analisaram-se ferramentas e recursos que devem compor este novo ambiente para web 2.0 e com mÃltiplas possibilidades de personalizaÃÃo, das fontes de informaÃÃo aos aplicativos, como tambÃm os fatores que fazem essas tecnologias propÃcias Ã prÃtica educacional, como tambÃm questÃes relativas ao comportamento do aluno. TambÃm foram analisados trabalhos que apresentavam propostas relacionadas e exemplos destas tecnologias na web atual. Novas formas de comunicar e aprender desafiam as instituiÃÃes de ensino, um ambiente baseado nestes conceitos nÃo Ã constituÃdo apenas de novas tecnologias, mas sim de uma quebra de paradigma para um ambiente de aprendizagem com menor nÃvel de controle, onde o aluno possui maior liberdade e domÃnio da informaÃÃo.
Though several options of virtual learning environments in the educational scenario there is a few result in actions wich crave greater motivation and involvement of the students in a use more efficient of these. The virtual learning environments have been presented with similar settings over the years. Used as a way to involve the students and reach more effective results in these environments is introduced in this paper a new architecture of virtual learning environments based on Web 2.0 technologies towards mass customization. Considering an educational context the mass customization is a concept where the user has more autonomy in deciding about the form and the content of his own environment. Already the term Web 2.0 refers to the new web applications that provide a great experience to the user with resources of audio, video and mainly many possibilities of interaction. The user is viewed as part of the system and even the main creator of the information. An architecture model was defined in order to show possible pedagogical applications with these new technologies as well as a definition of requirements based on software engineering. Tools and resources were analysed and they must compose this new environment for web 2.0 with multiple possibilities for customization from the sources of information to applications, as well as the factors that make these technologies conducive to educational practice, questions related to the behavior of the student and some analyses of other studies that showed proposals and examples of these technologies on the todayÂs web. New ways to communicate and learn defy the institutions of education, an environment based on these concepts is not composed only of new technology but even about a breach of paradigm to a learning environment with lower level of control where the student has more freedom and field of information.

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Escobar, Patrícia Mussi. « A escala comum de valores em grupos de aprendizagem de espanhol como língua estrangeira (E/LE) como sistemas adaptativos complexos ». Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/2160.

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The research was developed based on the thesis of Vetromille-Castro (2007), in which collaboration and autonomy were considered values that fostered interaction and maintained the cohesion and emergency of the group. However, Vetromille-Castro considered that there were other values besides collaboration and autonomy which were shared among co-valorizing individuals (Piaget, 1973). It is precisely on this hypothesis that we developed this work. In this research we studied the interactive process in a group of trainee teachers of Spanish as a Foreign Language (SFL) in virtual learning environment forums. We analyzed the posts of 30 students, the e-learning tutor and two researchers from one of the support centers in four forums of the discipline of Spanish III in a teacher development course in a federal university in southern Brazil in a distance learning modality. The results were obtained by descriptive analysis of a qualitative nature and of a virtual ethnographic interpretation (HINE, 2004). In the interactions we confirmed the hypothesis that there were other values at stake in qualitative changes. In addition to collaboration and autonomy, we identified other values that were common among individuals in the groups, which behaved as complex adaptive (sub)systems (SAC) in each of the four studied forums, also considered as a SAC. Taking into consideration Schwartz s (1992) propositions, we have identified exchanges of mutual benefit (PIAGET, 1973) in each group that was formed in the forums, on a map of values of common scales around values such as equality, friendship, responsibility, creativity, solidarity, among others, besides those already noticed in previous work, namely collaboration and autonomy.
A pesquisa é construída com base na tese de Vetromille-Castro (2007), na qual foi constatado que a colaboração e autonomia foram os valores que fomentaram a interação e mantiveram a coesão e emergência do grupo estudado. Entretanto, Vetromille-Castro considerou que havia outros valores, além da colaboração e da autonomia, que foram compartilhados entre os sujeitos covalorizantes (PIAGET, 1973). E é justamente a partir dessa hipótese que desenvolvemos este trabalho. Na presente pesquisa, estudamos o processo interativo em um grupo de professores em formação de Língua Espanhola como Língua Estrangeira (E/LE) nos fóruns de um ambiente virtual de aprendizagem. Analisamos as postagens de 30 alunos, da professora tutora a distância e das duas professoras pesquisadoras de um polo em quatro fóruns da disciplina de língua espanhola III de uma licenciatura em uma universidade federal no sul do Brasil, na modalidade a distância. Os resultados foram obtidos mediante a análise descritiva, de natureza qualitativa e de interpretação etnográfica virtual (HINE, 2004). Nas interações confirmamos a hipótese de que havia outros valores em jogo nas trocas qualitativas, pois identificamos, além da colaboração e da autonomia, outros valores que eram comuns entre os indivíduos dos grupos, os quais se comportaram como um (sub)sistema adaptativo complexo (SAC) em cada um dos quatro fóruns estudados, também considerados como um SAC. A partir de Schwartz (1992), identificamos, no mapa de valores das escalas comuns de cada grupo que se formou nos fóruns, trocas de benefício recíproco (PIAGET,1973) em torno de valores, como igualdade, amizade, responsabilidade, criatividade, solidariedade, dentre outros, além daqueles já percebidos em pesquisa anterior, a saber, colaboração e autonomia.

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Santos, Alexandre. « Processo de implementação de Ambiente Virtual de Aprendizagem (AVA) para disciplina Matemática Financeira na modalidade semipresencial EaD na instituição FAMOSP ». Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19582.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Distance education (DE) is a topic that has been successfully growing on a national level, and because of that, it offers the opportunity to most people entering higher education by flexibility and mobility that this model provides. The objective of this study was to analyze some insights about Educational Designer in implementing the 20% of presentials disciplines to distance mode. In addition to addressing the theoretical aspects of the Educational Design, because in this new educational context arises the importance of the Educational Design, whose main characteristic is to be articulator between the direction of the institution, faculty and student body and being involved with the planning, development and use of educational resources, methods, techniques and activities to promote the teaching and learning according to the guidelines of the education program. The Financial Mathematics in FAMOPS It is the focus of the implementation of the online course, presenting the tools used by the Educational Designer applied within the Moodle, being synchronous and asynchronous, helps to monitor learning and encourage participation in individual and group activities
Como a EAD tem crescido muito no âmbito nacional, oferece-se a oportunidade de diversas pessoas ingressarem no ensino superior, pela flexibilidade e mobilidade que esse modelo proporciona. Esta dissertação relata o trabalho do Designer Educacional na implementação dos 20% das disciplinas na modalidade a distância. Além de abordar os aspectos teóricos sobre o Design Educacional, descreve o processo de implementação de conteúdo disciplinar, por meio do uso de recursos de designer. Além disso, neste novo contexto educacional o trabalho ressalta a importância da gestão do designer, cuja principal finalidade é articular com a direção da instituição, corpo docente e o corpo discente, além de estar envolvido com o planejamento, o desenvolvimento e a utilização de recursos educacionais, métodos, técnicas e atividades a fim de promover o processo de ensino e aprendizagem de acordo com as diretrizes do projeto pedagógico. A disciplina de Matemática Financeira na FAMOSP é o foco da implementação do curso online. A pesquisa descreve as ferramentas utilizadas pelo Designer Educacional aplicadas dentro do Moodle, ou seja, do ambiente virtual de aprendizagem para planejar e construir atividades síncronas e assíncronas, permitindo o auxilio e acompanhamento da aprendizagem. Em conclusão, o trabalho pode evidenciar a necessidade de revisão do modelo a distância e dos procedimentos de planejamento adotados, tendo em vista as descobertas que emergiram na análise da narrativa do autor

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Chang, Chinhong Lim. « Faculty Perceptions and Utilization of a Learning Management System in Higher Education ». Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210864179.

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Moraes, Marcelo Jorge de. « Aplicação de recursos de ambiente virtual de aprendizagem em curso de biologia do ensino médio ». Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-20072011-152717/.

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Este trabalho refere-se à utilização de um Ambiente Virtual de Aprendizagem (AVA) em um curso presencial de Biologia com alunos do terceiro ano do Ensino Médio. O estudo foi desenvolvido com três turmas distintas nos anos de 2008, 2009 e 2010, em escola particular de São Paulo. O estudo teve por objetivo testar a hipótese de que os estudantes desse contexto buscaram no AVA principalmente um repositório de materiais. Era objetivo, também, verificar a possibilidade de estabelecer interações efetivas através de participação em fóruns. Pelas características metodológicas, o trabalho se enquadrou na categoria de pesquisa-ação. Para seu desenvolvimento utilizaram-se, como fontes de informações, os dados de acessos do AVA, questionários de avaliação do ambiente postados pelos alunos e entrevistas. Para a análise da interação, utilizou-se uma adaptação do modelo de Henri (HENRI apud MCKENZIE e MURPHY, 2000). As análises feitas corroboraram a hipótese inicial de que os alunos buscam no ambiente principalmente os materiais pedagógicos. No tocante à utilização dos fóruns, poucos apresentaram uma interação efetiva, tendo sido testadas algumas possibilidades de atuação pedagógica para favorecer essa interação. São discutidos os fatores que respondem pela baixa adesão aos fóruns. Finalizando a dissertação, são comentadas algumas perspectivas decorrentes do trabalho.
This work refers to the use of a Virtual Learning Environment (VLE) for a biology course in attendance for senior high school students. This study was developed with three different groups in the years of 2008, 2009 and 2010, at a private school in São Paulo, Brazil. The objective of this study was to test the hypothesis that students within this context specially used the VLE as a source of studying documents. Another objective was to verify the possibilities of establishing effective interactions through forum participation This study can be classified as an action research due to its methodological characteristics. The sources of information were VLE log data, students evaluation questionnaires and interviews. For interaction analysis, a Henri models adaptation was used (HENRI apud MCKENZIE and MURPHY, 2000). The results endorse the initial hypothesis the students look for studying sources at the virtual environment. In relation to forum use, few students demonstrate effective interaction and some possible teacher mediations that could enrich this interaction were tested. The elements that are related to low forum participation are discussed. Some perspectives driven from this study are brought at the end of the work.

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