Construção de um classificador automático de severidade de bugs para sistemas open source

Software bug analysis is one of the most important activities in Software Quality. The rapid and correct implementation of the necessary repair influence both developers, who must leave the fully functioning software, and users, who need to perform their daily tasks. In this context, if there is an incorrect classification of bugs, there may be unwanted situations. One of the main factors to be assigned bugs in the act of its initial report is severity, which lives up to the urgency of correcting that problem. In this scenario, we identified in datasets with data extracted from five open source systems (Apache, Eclipse, Kernel, Mozilla and Open Office), that there is an irregular distribution of bugs with respect to existing severities, which is an early sign of misclassification. In the dataset analyzed, exists a rate of about 85% bugs being ranked with normal severity. Therefore, this classification rate can have a negative influence on software development context, where the misclassified bug can be allocated to a developer with little experience to solve it and thus the correction of the same may take longer, or even generate a incorrect implementation. Several studies in the literature have disregarded the normal bugs, working only with the portion of bugs considered severe or not severe initially. This work aimed to investigate this portion of the data, with the purpose of identifying whether the normal severity reflects the real impact and urgency, to investigate if there are bugs (initially classified as normal) that could be classified with other severity, and to assess if there are impacts for developers in this context. For this, an automatic classifier was developed, which was based on three algorithms (Näive Bayes, Max Ent and Winnow) to assess if normal severity is correct for the bugs categorized initially with this severity. The algorithms presented accuracy of about 80%, and showed that between 21% and 36% of the bugs should have been classified differently (depending on the algorithm), which represents somewhere between 70,000 and 130,000 bugs of the dataset.

Caminhos da professoralidade no Curso de Dança da UFU: impasses e desafios na construção da identidade profissional

Teacher identity is a subject of study and discussion in the academic world whichhas become an object of attention of researchaddressing teaching and teacher formation. Life history, initial and continuing formation, the meaning of teaching to the teacher, and also pedagogical practice are all contributing factors to teachers’ professional identity. The present study is a proposal developed in the research field of Educational Knowledge and Practice, and its main focus lies in university teaching. Higher education teaching in the context of a dance course, and the issues and challenges of constructing teachers’ professional identity are presented. Thus, my main questions were: what is the teaching path followed by newly hired dance teachers in the Federal University of Uberlândia? How is teaching identity developed in these new teachers’ professional socialization process? What kind of educational knowledge is (re)produced and mobilized by teachers when they join university teaching? In order to answer these questions, my objectives are: to analyze the teaching path of the newly hired dance teachers of the Federal University of Uberlândia; to investigate how their teaching identity is built within their professional socialization process; and identify the kinds of educational knowledge they (re)produce and mobilize as soon as they become university teachers. The present research comprises a qualitative data analysis from previous studies on the subject, having as starting point relevant bibliographic research, followed by an identification questionnaire and an interview conducted with the newly hired dance teachers. The construction of teaching identity is related to objective and subjective conditions involving a teaching job and how the teacher perceives this identity as constantly evolving. Hence I understand the importance of personal and institutional incentives to prepare studies which raise or problematize issues specific to this area, contributing to extend the debate over higher education professionals’ formation, in particular that of dance course teachers on national scope.