Gera����o de processos WS-BPEL com base em um algoritmo de reescrita de regras

Web services are computational solutions designed according to the principles of Service Oriented Computing. Web services can be built upon pre-existing services available on the Internet by using composition languages. We propose a method to generate WS-BPEL processes from abstract specifications provided with high-level control-flow information. The proposed method allows the composition designer to concentrate on high-level specifi- cations, in order to increase productivity and generate specifications that are independent of specific web services. We consider service orchestrations, that is compositions where a central process coordinates all the operations of the application. The process of generating compositions is based on a rule rewriting algorithm, which has been extended to support basic control-flow information.We created a prototype of the extended refinement method and performed experiments over simple case studies

Classificador neural h��brido para imagens obtidas por sensoriamento remoto

Remote sensing is one technology of extreme importance, allowing capture of data from the Earth's surface that are used with various purposes, including, environmental monitoring, tracking usage of natural resources, geological prospecting and monitoring of disasters. One of the main applications of remote sensing is the generation of thematic maps and subsequent survey of areas from images generated by orbital or sub-orbital sensors. Pattern classification methods are used in the implementation of computational routines to automate this activity. Artificial neural networks present themselves as viable alternatives to traditional statistical classifiers, mainly for applications whose data show high dimensionality as those from hyperspectral sensors. This work main goal is to develop a classiffier based on neural networks radial basis function and Growing Neural Gas, which presents some advantages over using individual neural networks. The main idea is to use Growing Neural Gas's incremental characteristics to determine the radial basis function network's quantity and choice of centers in order to obtain a highly effective classiffier. To demonstrate the performance of the classiffier three studies case are presented along with the results.

Intera����o social e envelhecimento ativo: um estudo em duas pra��as de Natal/RN

In view of the evident increase in the population group of people over 60 years old, the aging process has raised important discussions on social, political and economical planning that recommend that the increase in longevity must be followed by autonomy and well-being. Faced to these demands, the literature reports that physical activity is a key strategy to promote better living conditions for the elderly. Studies about personenvironment are making efforts to understand the socio physical environment role to encourage old people to make activities in many different environments. Among these, the urban public open space has been reported by many researches as a promising alternative in order to adopt a less sedentary life style. Based on these considerations, this study proposed to investigate the relationship between the social environment support elements and social interaction of seniors in public squares in the city of Natal, RN, using a multimethodological approach that included a experts panel, environmental characteristics analysis of 252 squares, case studies containing collective and individual interviews with elderly users and the spatial representation of their social interactions. The association between physical activities with the socialization practiced by them was identified as the main motivation for their presence in these places. The results indicate that the relationship between the socio-environmental characteristics (concept developed in this study) and the socio-spatial behaviors that include the spatial appropriation, spatial arrangements and interpersonal distances, helps to promote social interactions in carrying out activities, which, according to the assumptions Active Ageing Program, enable the maintenance of an active way of life, with important implications for health, wellness and quality of life in old age

Integra����o da simula����o termoenerg��tica com o processo de projeto: a an��lise de 6 casos

This work consists of the integrated design process analyses with thermal energetic simulation during the early design stages, based on six practical cases. It aims to schematize the integration process, identifying the thermal energetic analyses contributions at each design phase and identifying the highest impact parameters on building performance. The simulations were run in the DesignBuilder energy tool, which has the same EnergyPlus engine, validated. This tool was chosen due to the flexible and user friendly graphic interface for modeling and output assessment, including the parametric simulation to compare design alternatives. The six case studies energy tools are three architectural and three retrofit projects, and the author the simulations as a consultant or as a designer. The case studies were selected based on the commitment of the designers in order to achieve performance goals, and their availability to share the process since the early pre-design analyses, allowing schematizing the whole process, and supporting the design decisions with quantifications, including energy targets. The thermoenergetic performance analyses integration is feasible since the early stages, except when only a short time is available to run the simulations. The simulation contributions are more important during the sketch and detail phases. The predesign phase can be assisted by means of reliable bioclimatic guidelines. It was verified that every case study had two dominant design variables on the general performance. These variables differ according the building characteristics and always coincide with the local bioclimatic strategies. The adaptation of alternatives to the design increases as earlier it occurs. The use of simulation is very useful: to prove and convince the architects; to quantify the cost benefits and payback period to the retrofit designer; and to the simulator confirm the desirable result and report the performance to the client

Crit��rio de correntropia no treinamento de redes fuzzy wavelet neural networks para identifica����o de sistemas din��micos n��o lineares

The great interest in nonlinear system identification is mainly due to the fact that a large amount of real systems are complex and need to have their nonlinearities considered so that their models can be successfully used in applications of control, prediction, inference, among others. This work evaluates the application of Fuzzy Wavelet Neural Networks (FWNN) to identify nonlinear dynamical systems subjected to noise and outliers. Generally, these elements cause negative effects on the identification procedure, resulting in erroneous interpretations regarding the dynamical behavior of the system. The FWNN combines in a single structure the ability to deal with uncertainties of fuzzy logic, the multiresolution characteristics of wavelet theory and learning and generalization abilities of the artificial neural networks. Usually, the learning procedure of these neural networks is realized by a gradient based method, which uses the mean squared error as its cost function. This work proposes the replacement of this traditional function by an Information Theoretic Learning similarity measure, called correntropy. With the use of this similarity measure, higher order statistics can be considered during the FWNN training process. For this reason, this measure is more suitable for non-Gaussian error distributions and makes the training less sensitive to the presence of outliers. In order to evaluate this replacement, FWNN models are obtained in two identification case studies: a real nonlinear system, consisting of a multisection tank, and a simulated system based on a model of the human knee joint. The results demonstrate that the application of correntropy as the error backpropagation algorithm cost function makes the identification procedure using FWNN models more robust to outliers. However, this is only achieved if the gaussian kernel width of correntropy is properly adjusted.

SLA-Based Guidelines for Database Transitioning

Component-based Software Engineering (CBSE) and Service-Oriented Architecture (SOA) became popular ways to develop software over the last years. During the life-cycle of a software system, several components and services can be developed, evolved and replaced. In production environments, the replacement of core components, such as databases, is often a risky and delicate operation, where several factors and stakeholders should be considered. Service Level Agreement (SLA), according to ITILv3���s official glossary, is ���an agreement between an IT service provider and a customer. The agreement consists on a set of measurable constraints that a service provider must guarantee to its customers.���. In practical terms, SLA is a document that a service provider delivers to its consumers with minimum quality of service (QoS) metrics.This work is intended to assesses and improve the use of SLAs to guide the transitioning process of databases on production environments. In particular, in this work we propose SLA-Based Guidelines/Process to support migrations from a relational database management system (RDBMS) to a NoSQL one. Our study is validated by case studies.

Modos projetuais de simula����o: uso de ferramentas de simula����o t��rmica no processo projetual de arquitetura

This thesis aims to describe and demonstrate the developed concept to facilitate the use of thermal simulation tools during the building design process. Despite the impact of architectural elements on the performance of buildings, some influential decisions are frequently based solely on qualitative information. Even though such design support is adequate for most decisions, the designer will eventually have doubts concerning the performance of some design decisions. These situations will require some kind of additional knowledge to be properly approached. The concept of designerly ways of simulating focuses on the formulation and solution of design dilemmas, which are doubts about the design that cannot be fully understood nor solved without using quantitative information. The concept intends to combine the power of analysis from computer simulation tools with the capacity of synthesis from architects. Three types of simulation tools are considered: solar analysis, thermal/energy simulation and CFD. Design dilemmas are formulated and framed according to the architect s reflection process about performance aspects. Throughout the thesis, the problem is investigated in three fields: professional, technical and theoretical fields. This approach on distinct parts of the problem aimed to i) characterize different professional categories with regards to their design practice and use of tools, ii) investigate preceding researchers on the use of simulation tools and iii) draw analogies between the proposed concept, and some concepts developed or described in previous works about design theory. The proposed concept was tested in eight design dilemmas extracted from three case studies in the Netherlands. The three investigated processes are houses designed by Dutch architectural firms. Relevant information and criteria from each case study were obtained through interviews and conversations with the involved architects. The practical application, despite its success in the research context, allowed the identification of some applicability limitations of the concept, concerning the architects need to have technical knowledge and the actual evolution stage of simulation tools

A organiza����o do processo de projeto de arquitetura no meio profissional: uma an��lise da produ����o em escrit��rios

This paper examines, through case studies, the organization of the production process of architectural projects in architecture offices in the city of Natal, specifically in relation to building projects. The specifics of the design process in architecture, the production of the project in a professional field in Natal, are studied in light of theories of design and its production process. The survey, in its different phases, was conducted between March 2010 and September 2012 and aimed to identify, understand, and analyze comparatively, by mapping the design process, the organization of production of building projects in two offices in Natal, checking as well the relationships of their agents during the process. The project was based on desk research and exploration, adopting, for both, data collection tools such as forms, questionnaires, and interviews. With the specific aim of mapping the design process, we adopted a technique that allows obtaining the information directly from employee agents involved in the production process. The technique consisted of registering information by completing daily, during or at the end of the workday, an individual virtual agenda, in which all agent collaborators described the tasks performed. The data collected allowed for the identification of the organizational structure of the office, its hierarchy, the responsibilities of agents, as well as the tasks performed by them during the two months of monitoring at each office. The research findings were based on analyses of data collected in the two offices and on comparative studies between the results of these analyses. The end result was a diagnostic evaluation that considered the level of organization and elaborated this perspective, as well as proposed solutions aimed at improving both the organization of the process and the relationships between the agents under the lens analyzed

Estudo do acoplamento do po��o injetor nas simula����es de inje����o c��clica de vapor

Steam injection is a method usually applied to very viscous oils and consists of injecting heat to reduce the viscosity and, therefore, increase the oil mobility, improving the oil production. For designing a steam injection project it is necessary to have a reservoir simulation in order to define the various parameters necessary for an efficient heat reservoir management, and with this, improve the recovery factor of the reservoir. The purpose of this work is to show the influence of the coupled wellbore/reservoir on the thermal simulation of reservoirs under cyclic steam stimulation. In this study, the methodology used in the solution of the problem involved the development of a wellbore model for the integration of steam flow model in injection wellbores, VapMec, and a blackoil reservoir model for the injection of cyclic steam in oil reservoirs. Thus, case studies were developed for shallow and deep reservoirs, whereas the usual configurations of injector well existing in the oil industry, i.e., conventional tubing without packer, conventional tubing with packer and insulated tubing with packer. A comparative study of the injection and production parameters was performed, always considering the same operational conditions, for the two simulation models, non-coupled and a coupled model. It was observed that the results are very similar for the specified well injection rate, whereas significant differences for the specified well pressure. Finally, on the basis of computational experiments, it was concluded that the influence of the coupled wellbore/reservoir in thermal simulations using cyclic steam injection as an enhanced oil recovery method is greater for the specified well pressure, while for the specified well injection rate, the steam flow model for the injector well and the reservoir may be simulated in a non- coupled way

Literatura e educação: um caso/uma casa de inclusão

O estudo investiga as contribui����es da literatura para a inclusão social na escola, explorando o potencial inclusivo do texto liter��rio. Sua relev��ncia consiste em fornecer ao professor subs��dios para ampliar suas compet��ncias no ensino de literatura a partir do (re)conhecimento da fun����o inclusiva do texto liter��rio e da constru����o de uma comunidade de leitores que atenda �� diversidade de interesses, necessidades e sentimentos dos aprendizes. Entende-se que a literatura �� inclusiva em sua natureza pois, inclui o leitor no texto e permite pr��ticas socializadoras de leitura. O estudo alinha-se �� vertente qualitativa caracterizando-se como pesquisa-a����o participante. Adotaram-se como procedimentos metodol��gicos a observa����o participante e a interven����o pedag��gica. O estudo realizou-se em uma turma de 4�� ano do ensino fundamental com 43 alunos, de faixa et��ria entre 8 e 13 anos, matriculados na Casa do Menor Trabalhador CMT, escola p��blica do munic��pio de Natal-RN (Brasil). Os instrumentos utilizados foram: grava����o em ��udio; di��rio de campo; entrevistas. Na interven����o pedag��gica, realizaram-se 20 aulas de leitura de literatura de contos, f��bulas, poemas e adivinhas com diferentes estrat��gias did��ticas. As sess��es de leitura foram desenvolvidas conforme os moldes da andaimagem (scaffolding) descritos por Graves e Graves (1995). Tomou-se como referencial te��rico os estudos de Aiscow, Porter e Wang (1997), Amarilha (1997; 2006), Aquino (1998), Eco (2003), Caldin (2004; 2003), Cazden (1991), Chartier (1994), Culler (1999), Iser (1996), Manguel (1997), Paulino (2001), Perrenoud (2001), Petit (2008), Sartre (2006), Stainback e Stainback (1999), Stierle (1979) e Zilberman (2005). A an��lise aponta a relev��ncia do di��logo entre literatura e inclusão social para democratizar a leitura liter��ria e tornar o ambiente escolar mais inclusivo. Confirma a natureza inclusiva do texto liter��rio, no modo como promove a entrada cooperativa do leitor no texto liter��rio em pr��tica socializadora de aprendizado, de compartilhamento de sentimentos, sensa����es, subjetividades e de acolhimento das diferen��as. O estudo revela e consolida a leitura de literatura como uma atividade intelectual significativa, prazerosa e democr��tica, na qual o leitor, ao colaborar com a constru����o de sentidos e ao estabelecer rela����es interativas, passa por transforma����es que favorecem a inclusão. Ressalta-se a import��ncia do mediador de leitura na sele����o de estrat��gias que viabilizem a democratiza����o da literatura e pela literatura, no pequeno universo da sala de aula, que atendam ��s necessidades dos educandos, desenvolvendo habilidades leitoras, incentivando o gosto pelo texto liter��rio que educa e convida �� inclusão

A inclusão do aluno com defici��ncia mental no ensino m��dio: um estudo de caso

La d��fense d une ��cole inclusive dans les forums internationaux du monde entier a stimul�� l adoption de politiques ��ducationnelles d inclusion et la pratique d inclusion dans les ��coles, de sorte �� ce que la scolarisation des ��l��ves aux besoins ��ducatifs sp��ciaux dans les classes comunes est devenue une r��alit�� dans la majorit�� des syst��mes d ��ducation. Et pourtant, l inclusion scolaire, au Br��sil, avance �� pas lents et pose d innombrables questions, notamment quand il s agit de l inclusion des personnes qui pr��sentent une d��ficience mentale dans les niveaux d enseignement plus avanc��s. Bas�� sur ce fait, et tout en consid��rant que les ��tudes et recherches sur ce th��me, au Br��sil, sont centr��es majoritairement sur l ��ducation enfantine et les s��ries initiales de l enseignement fondamental, cette ��tude se propose d analyser l inclusion d une ��l��ve ayant une d��ficience mentale, inscrite dans l Enseignement Moyen, dans une ��cole appartenant au r��seau d enseignement de l Etat, dans la ville de Natal RN. Pour r��pondre aux questions propos��es dans cette ��tude nous avons fait appel aux m��thodologies qualitatives, du genre Etude de Cas, et au cours de sa r��alisation avons utilis�� l interview demi-structur��e et l observation libre dans l ambiance naturelle de l ��cole. Ont particip�� de l ��tude, en plus de l ��l��ve qui pr��sentait une d��ficience mentale, sa m��re et deux segments de l ��cole, desquels ont fait partie trois professionnels de l ��quipe administrative p��dagogique et quatre enseignants. L analyse des donn��es a mis en relief la r��sistence de l ��cole �� r��pondre au projet p��dagogique d ��ducation inclusive, aspect qui a un rapport tr��s ��troit avec les sp��cificit��s de l Enseignement Moyen, la structure traditionnelle d un enseignement bas�� sur l id��e d une classe homog��ne, et le bas niveau d attentes des ��ducateurs concernant les possibilit��s d apprentissage et de d��veloppement de l ��l��ve handicap��e mentale. De surcro��t, le manque de directives pour conduire les adaptations p��dagogiques et du curriculum �� l ��cole ont rendu fragile l action des enseignants, dont le r��sultat est une pratique d int��gration rudement malmen��e. Au travers des points de refl��xions suscit��s par cette ��tude, nous consid��rons que l inclusion des ��l��ves qui pr��sentent une d��ficience mentale doit ��tre centr��e sur une pratique p��dagogique qui repousse l id��e de soumettre tous les ��l��ves �� des proc��dures universelles cristalis��es sur des pratiques impos��es par les contraintes d homog��n��isation, et qui, contrairement, puisse trouver �� l ��cole des conditions favorables au d��veloppement de chacun, au travers des processus d apprentissages form��s par des instances de m��diation et d interaction sociales

A coordena����o pedag��gica e o processo de inclusão do aluno com necessidade educacionais especiais:Um estudo de caso

The school inclusion presents a number of challenges that has been mobilizing initiatives and studies about its effectiveness. If on one hand in such studies and initiatives it becomes important to emphasize on the role and training of teachers, on the other, there is few studies about the role (and performance) of the pedagogical coordination in face of this process. In this sense, this research focuses on the role of educational coordination in face of the school inclusion of students with Special Educational Needs (SEN) and it undertakes the following study s questions: has the action by the coordinator contributed to the process of including students with Special Educational Needs? How is it presented in the process of inclusion of students with SEN in regular education? And it aims to: investigate the role of the pedagogical coordinator in the process of inclusion of students with Special Educational Needs of Primary Education at regular schools; and to analyze the limits and possibilities of the coordinator actions in the process of inclusion of students with SEN. For the effectiveness of the research, a state school of Elementary School located at the city of Natal/RN was taken as an empiric field. It was selected as research subjects 4 coordinators, 2 teachers of the Multifunctional Resources Room and 2 teachers of 6th to 9th grades. The methodological approach that was used in this research is consistent with the qualitative approach, and it is configured as a case study, as it is understood that this type of research responds to the objective of the study, assuming the observation of everyday school life, the educational document analysis and interviews with the subjects as procedures and tools to build data. The construction and analysis of the data were followed by a dialogue with the literature dedicated to coordinating education and school enrollment. Considering the responsibilities of the contemporary pedagogical coordination due to the challenges and possibilities of schooling for all students, specially regarding to what is referred as collaborative work and ongoing training of teachers, this study points out to the lack of an articulated action related to the school inclusion process, considering the monitoring of the teaching activity and its dialogue with the Multifunctional Resources Room. Moreover, the emphasis on meeting the daily school routines and the compliance with bureaucratic procedures, put it into second, restructuring of the Political-Pedagogical and the possibility of mobilization of school around the problematization and systematization of an inclusive school project. The effectiveness of school s inclusion, therefore, implies the scaling of the functions of the pedagogical coordination, as well as the reorganization of the school it self, to ensure the mediation of collaborative actions, contemplating the teachers continuing education, having as a landmark difficulties, problems and experiences constructed in the school context

A recep����o da crian��a com defici��ncia intelectual ao texto liter��rio na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

O brincar e a crian��a com defici��ncia f��sica na educação infantil : o que pensam as crian��as e suas professoras

The present study had the purpose of examining the disabled children s way of playing on everyday situations in the CMEIs (acronym in Portuguese for City s Early Childhood Education Center ) of Natal/RN, by watching and listening to three children and their teachers, trying to understand how the games existent in these contexts involve the different subjects of the learning process, and which contributions emerge for a valuable pedagogic work, capable of providing the children s inclusion in the Early Childhood Education. This qualitative investigation was built as a case study, collecting data through watching and interviews. Throughout the observations, it was indispensable to look into the different contexts of the school routine, to capture and analyze events that could answer to what was being studied. The accessibility conditions of the school spaces were also observed. The interviews made possible to extract from the subjects what they think and how they perceive themselves when playing. The acquired data were analyzed having as counterparts contemporary studies and theories about playing, childhood and school inclusion, and published documents from the Education and Culture Department that treat of this theme as the guiding axis of the pedagogic proposes aimed to the Early Childhood Education. The revelations of the research show that is necessary to put effort on the disabled children s playing inside the context of the Early Childhood Education, regarding the accomplishment of accessibility laws that treat of school spaces and providing of equipment and resources that respect those children s characteristics, as well as providing opportunities for initial and continued training for the teachers, under the perspective of inclusive education and playing

O atendimento educacional especializado no processo de inclusão escolar, na rede municipal de ensino de Mossor��/RN

This dissertation aims to analyze the specialized educational services(AEE, Portuguese) implemented in four municipal schools of Mossor��/RN, with attention to the process of collaboration between regular classroom teachers and multifunctional resource classroom teachers. We use as theoretical reference the works of Vygotsky and others authors that write about education and collaboration. To accomplish the research we chose a qualitative approach, using as a methodological resources: study of cases, bibliographical, documental and field research. For the field research we make observations in regular and multifunctional classrooms. We produce group intervieus with regular and multifunctional teachers. From the analysis performed we identify that the concepts and the practices of teachers in regular classrooms changes, with integrationist predominance. The AEE s teachers had more inclusive conceptions and greater investment in continuing education than the regular classroom teachers. The practices of regular classroom teachers are more traditional, what makes the learning process more difficult for the students, even more for the students with disabilities and pervasive developmental disorders. Teachers of AEE was more interactive and creative, however, the attention to the students was more individual. In three of the four schools surveyed stand out the efforts of the teachers of specialist classroom to collaborate with regular school teachers, by notes, e-mails, phone calls and resource sharing. In one of the four was noted a good collaborative interactive between the AEE teachers and the regular school teachers. The school with the worst improvement was that in which the actions of the teachers of the AEE were limited to actions in multifunctional resource classroom. The resistance to these professionals was identified in the statements of the regular classroom teachers. Another issue raised was the lack of time for teachers to conduct AEE actions that contribute to the process of school students, because their working hours is restricted to the opposite turn in school. Transport difficulties for the students to attend the resource classroom multifunctional and the lack of dialogue with the health sector was challenges for the four schools. The families were with a practically constant interest to interact with the AEE teachers in the four schools. Thus, we believe that the presence of AEE school can make contributions to the educational process, however, it is necessary more attention to the collaborative process between teachers and the school community