ENABLING HARDWARE TECHNOLOGIES FOR AUTONOMY IN TINY ROBOTS: CONTROL, INTEGRATION, ACTUATION

The last two decades have seen many exciting examples of tiny robots from a few cm3 to less than one cm3. Although individually limited, a large group of these robots has the potential to work cooperatively and accomplish complex tasks. Two examples from nature that exhibit this type of cooperation are ant and bee colonies. They have the potential to assist in applications like search and rescue, military scouting, infrastructure and equipment monitoring, nano-manufacture, and possibly medicine. Most of these applications require the high level of autonomy that has been demonstrated by large robotic platforms, such as the iRobot and Honda ASIMO. However, when robot size shrinks down, current approaches to achieve the necessary functions are no longer valid. This work focused on challenges associated with the electronics and fabrication. We addressed three major technical hurdles inherent to current approaches: 1) difficulty of compact integration; 2) need for real-time and power-efficient computations; 3) unavailability of commercial tiny actuators and motion mechanisms. The aim of this work was to provide enabling hardware technologies to achieve autonomy in tiny robots. We proposed a decentralized application-specific integrated circuit (ASIC) where each component is responsible for its own operation and autonomy to the greatest extent possible. The ASIC consists of electronics modules for the fundamental functions required to fulfill the desired autonomy: actuation, control, power supply, and sensing. The actuators and mechanisms could potentially be post-fabricated on the ASIC directly. This design makes for a modular architecture. The following components were shown to work in physical implementations or simulations: 1) a tunable motion controller for ultralow frequency actuation; 2) a nonvolatile memory and programming circuit to achieve automatic and one-time programming; 3) a high-voltage circuit with the highest reported breakdown voltage in standard 0.5 μm CMOS; 4) thermal actuators fabricated using CMOS compatible process; 5) a low-power mixed-signal computational architecture for robotic dynamics simulator; 6) a frequency-boost technique to achieve low jitter in ring oscillators. These contributions will be generally enabling for other systems with strict size and power constraints such as wireless sensor nodes.

Espaço para a iniciativa da criança: perspetivas e realidade em estudo

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

A participação infantil no cotidiano da escola: crianças com voz e vez

A presente dissertação centra-se no estudo da participação infantil no cotidiano escolar, mais precisamente, das instituições de Educação Infantil. Para tanto, assumo como fundamental perceber a criança enquanto ator social, produtor de cultura e a infância como uma categoria social, geracional. O objetivo principal deste estudo é compreender quais as formas de participação de um grupo de crianças que compõe a turma de nível II, com 5 e 6 anos de idade, da Escola Municipal de Educação Infantil Tia Luizinha, a partir de suas manifestações no cotidiano escolar, buscando perceber quais são os momentos da rotina que as crianças percebem que participam, o que elas pensam sobre esses momentos e como os significam. Para tanto, o referencial teórico-metodológico utilizado para dialogar com esta investigação é oriundo da perspectiva da Sociologia da Infância (SARMENTO, 1997; 2000; 2007, CORSARO 2011, DELGADO, 2004; 2007), que percebem as crianças como sujeitos de direitos, capazes de participar/opinar sobre o meio no qual estão inseridas. Trata-se de uma pesquisa sobre o contexto escolar, cuja metodologia busca inspirações etnográficas, ou seja, é o cotidiano com as crianças, narrado por quem tornou-se ator desta pesquisa, juntamente com elas. Neste sentido, cabe ressaltar que é um processo investigativo COM crianças e não sobre elas. Os principais instrumentos metodológicos utilizados foram a observação, a escuta, os registros, os desenhos das crianças e suas falas. No tratamento dos dados que foram sendo gerados no percorrer da pesquisa, percebi a emergência de duas categorias de análise: a participação das crianças na RODA DE CONVERSA e no PÁTIO da escola. Neste sentido, estabeleço relação entre a infância e os espaços por elas escolhidos como sendo de maior participação, vindo a encontrar eco nos estudos da Geografia da Infância (LOPES, 2008). Foi possível perceber o quanto as crianças atribuem sentidos muito particulares aos espaços nos quais se inserem. A roda de conversa, configurava-se como um espaço/tempo dialógico do cotidiano, porém, ainda muito vinculada com a presença marcante do adulto-orientador. No pátio da escola, em especial, na pracinha, a participação infantil esteve intimamente relacionada a autonomia das crianças e as possibilidades de escolha que ali se apresentavam. Considero que os resultados deste estudo possam contribuir com as propostas pedagógicas das escolas da infância, no sentido acolher as manifestações das crianças, para assim, torná-las cada vez mais coautoras das ações pedagógicas.

A Parentalidade tardia : Os pais, os filhos e o amanhã

Dissertação de Mestrado apresentada no Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Clínica

Rehabilitation of Childs Park, Delaware Water Gap National Recreation Area (NRA) : environmental assessment, public scoping meetings, July 11 & 12, 2006 /

Shows recommended changes at the Childs Park recreation area within the N.R.A. on the Pa. side of the Delaware River.

Human resource management change: a respond to institutional autonomy

Mestrado em Ensino Superior (Erasmus Mundus)

Socializing toddlers : autonomy-supportive parenting practices and potential risk factors

Selon la théorie de l’auto-détermination, l’autonomie est un besoin universel de base qui, lorsque soutenu, permet aux individus de mieux fonctionner et de vivre plus de bien-être psychologique (p. ex., Deci & Ryan, 2008). Le style parental des parents qui soutiennent l’autonomie de leur enfant est caractérisé par le soutien du fonctionnement autodéterminé de ce dernier. Sa définition traditionnelle inclut des pratiques telles qu’offrir des explications et des choix lors des requêtes, communiquer de l’empathie, et encourager les prises d’initiatives tout en minimisant l’utilisation d’un langage contrôlant (p. ex., Soenens et al., 2007). Les bénéfices d’un style parental qui soutient l’autonomie d’un enfant ont été bien documentés (p. ex., Grolnick, Deci, & Ryan, 1997), toutefois, peu d’études ont été effectuées auprès des bambins. Or, cette thèse visait à enrichir la littérature sur le « parentage » en explorant les pratiques soutenantes qui sont utilisées par des parents de bambins dans un contexte de socialisation (étude 1), ainsi qu’en examinant les facteurs qui peuvent brimer leur mise en pratique (étude 2). La première étude a examiné un grand nombre de pratiques de socialisation que les parents qui favorisent davantage le soutien à l’autonomie (SA) pourraient utiliser plus fréquemment lorsqu’ils font des demandes à leurs bambins. Cette étude nous a permis d’explorer comment les parents manifestent leur SA et si le SA dans ce type de contexte est associé à un plus grand niveau d’internalisation des règles. Des parents (N = 182) de bambins (M âge = 27.08 mois) ont donc été invités à rapporter la fréquence avec laquelle ils utilisent 26 pratiques potentiellement soutenantes lorsqu’ils demandent à leurs bambins de compléter des tâches importantes mais non intéressantes et de rapporter à quel point ils valorisent le SA. Huit pratiques ont été identifiées comme étant soutenantes: quatre façons de communiquer de l’empathie, donner des explications courtes, expliquer pourquoi la tâche est importante, décrire le problème de façon informative et neutre, et mettre en pratique le comportement désiré soi-même. De plus, l’ensemble des huit pratiques corrélait positivement avec le niveau d’internalisation des bambins, suggérant aussi que celles-ci représentent bien le concept du SA. Des études futures pourraient tenter de répliquer ces résultats dans des contextes potentiellement plus chargés ou ébranlants (p. ex., réagir face à des méfaits, avec des enfants souffrant de retard de développement). La deuxième étude a poursuivi l’exploration du concept du SA parental en examinant les facteurs qui influencent la fréquence d’utilisation des stratégies soutenantes dans des contextes de socialisation. Puisque la littérature suggère que le stress parental et le tempérament difficile des bambins (c.-à-d., plus haut niveau d’affectivité négative, plus faible niveau de contrôle volontaire/autorégulation, plus faible niveau de surgency) comme étant des facteurs de risque potentiels, nous avons exploré de quelle façon ces variables étaient associées à la fréquence d’utilisation des stratégies soutenantes. Les buts de l’étude étaient: (1) d’examiner comment le tempérament des bambins et le stress parental influençaient le SA parental, et (2) de vérifier si le stress parental médiait la relation possible entre le tempérament des bambins et le SA parental. Le même échantillon de parents a été utilisé. Les parents ont été invités à répondre à des questions portant sur le tempérament de leur enfant ainsi que sur leur niveau de stress. Les résultats ont démontré qu’un plus grand niveau d’affectivité négative était associé à un plus grand niveau de stress parental, qui à son tour prédisait moins de SA parental. De plus, le stress parental médiait la relation positive entre l’autorégulation du bambin et le SA parental. Des recherches futures pourraient évaluer des interventions ayant pour but d’aider les parents à préserver leur attitude soutenante durant des contextes de socialisation plus difficiles malgré certaines caractéristiques tempéramentales exigeantes des bambins, en plus du stress qu’ils pourraient vivre au quotidien.

`A Reporter's Paper': The National Thrift News, Journalistic Autonomy and the Savings and Loan Crisis

Business journalism comes under persistent criticism for serving its historic readership of brokers and business people while lacking sufficient autonomy and failing to sufficiently question or challenge powerful corporate and economic interests. This is a dominant theme in media criticism of the savings and loan crisis⁠ and 2008 financial crisis.⁠ Against this backdrop, this dissertation asks: Is this critique valid, and if so, how can business journalism improve? To engage these questions, this dissertation examines the question of autonomy in business journalism in an unlikely place: the trade press. The central case study is coverage of the savings and loan crisis by the National Thrift News, a small financial services newspaper that won a George Polk award for its reporting in 1988. How could a small trade newspaper succeed in some instances when larger news organizations failed to connect the dots? The National Thrift News created a newsroom environment that celebrated reporter autonomy and independence. In some cases, it used its insider knowledge and consistent beat reporting to serve both its core readers and the broader society by uncovering savings and loan corruption. This study will highlight a long-running debate among theorists of journalistic professionalism by arguing that the commercial and advertising model in journalism does not inevitably compromise journalistic independence⁠ but rather can help pave a way forward for a more independent press. It therefore challenges the political economy critique of journalism, which holds that external forces such as capitalism harm press independence. This case suggests journalistic independence and individual agency remain powerful forces in newsrooms. Lastly, the dissertation argues that in an era of media downsizing, the trade press can perform an even more useful watchdog role over industry if the mainstream news media acknowledges and pursues some of the innovative trade reporting.

Reforming the Swedish employment-related social security system:activation, administrative modernization and strengthening local autonomy

The Swedish system of social security has often been regarded as comprehensive and comprehensive and inclusive. During major reforms in the 1990s and 2000s, it has maintained its essential character as a popular and well-endowed provider of social security and stability. Employment-related benefits are generous in financial terms, but come with the need for recipients to remain actively engaged in the economic or educational field. However, Sweden’s geographical and demographic diversity made it necessary to increase the role of local authorities in implementing active labour market policies. This article tracks these developments since the mid-1990s, both with regard to changing the benefits system and with regard to changing local government involvement. It argues that backed by broad political support, the Swedish system has achieved the necessary modernisation and adaptation to remain a viable alternative to more neo-liberal welfare retrenchment projects conducted in other European countries.

Para una crítica de la educación democrática

El propósito central de este trabajo consiste en hacer un análisis crítico de la idea de educación democrática. Como hilo conductor se discute la tesis desarrollada por Amy Gutmann, según la cual, la educación democrática tiene como fin garantizar la reproducción consciente de la sociedad. En este contexto, la tesis que se defiende afirma que la educación democrática exige, además de los principios de no represión y la no discriminación desarrollados por Gutmann, un principio de reconocimiento, que articule la orientación de las acciones educativas a fuentes de normatividad asociadas con una interpretación intersubjetivista de la autonomía, de manera que se puedan generar más elementos de juicio, sobre todo, aquellos incorporados en las dimensiones moral, ética, política, legal y social de la persona, al momento de proponer prácticas educativas encaminadas a la formación de una ciudadanía participativa y crítica. Para esto se propone una interpretación que integra las perspectivas deliberativa y agonal de la democracia, se defiende que la expresión clave del ejercicio de la ciudadanía democrática es la participación, que el ejercicio de la participación tiene por condición la realización de la autonomía personal, por lo cual, en la parte final se elabora una lectura intersubjetivista de la autonomía, a partir de los trabajos de Axel Honneth y Rainer Forst.

Professional Autonomy. Key Competence for Teachers in Commercial Education

The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.  For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.  The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

Pedagogical Mediation for the Autonomy of Future Professionals in Teacher Training

This article studies the importance of pedagogical mediation in helping first-year students in the Teacher Training area to advance from intellectual heteronomy to intellectual autonomy. It explains some strategies and experiences implemented by the authors. It focuses on the need of paying attention to students in order to understand their expectations, opinions and previous experiences as a basis for developing different topics and concepts, to favor an actual free participation in the pedagogical mediation dynamics and, consequently, opportunities for students to express themselves with autonomy. The aforementioned strategies allow for the transition from a pedagogy centered on teaching to a pedagogy centered on learning, in such a way that the future educator becomes a protagonist in his/her formation and constructs his/her own intellectual identity, based on the concept of action-reflection-action. The authors of this article consider that the first year in higher education is a privileged opportunity to develop the autonomy of future teachers, and, as stated by Freire (2004), the respect for autonomy is an ethical imperative.

Influencable autonomy and predictable freedom in the IoE

This thesis investigates how individuals can develop, exercise, and maintain autonomy and freedom in the presence of information technology. It is particularly interested in how information technology can impose autonomy constraints. The first part identifies a problem with current autonomy discourse: There is no agreed upon object of reference when bemoaning loss of or risk to an individual’s autonomy. Here, thesis introduces a pragmatic conceptual framework to classify autonomy constraints. In essence, the proposed framework divides autonomy in three categories: intrinsic autonomy, relational autonomy and informational autonomy. The second part of the thesis investigates the role of information technology in enabling and facilitating autonomy constraints. The analysis identifies eleven characteristics of information technology, as it is embedded in society, so-called vectors of influence, that constitute risk to an individual’s autonomy in a substantial way. These vectors are assigned to three sets that correspond to the general sphere of the information transfer process to which they can be attributed to, namely domain-specific vectors, agent-specific vectors and information recipient-specific vectors. The third part of the thesis investigates selected ethical and legal implications of autonomy constraints imposed by information technology. It shows the utility of the theoretical frameworks introduced earlier in the thesis when conducting an ethical analysis of autonomy-constraining technology. It also traces the concept of autonomy in the European Data Lawsand investigates the impact of cultural embeddings of individuals on efforts to safeguard autonomy, showing intercultural flashpoints of autonomy differences. In view of this, the thesis approaches the exercise and constraint of autonomy in presence of information technology systems holistically. It contributes to establish a common understanding of (intuitive) terminology and concepts, connects this to current phenomena arising out of ever-increasing interconnectivity and computational power and helps operationalize the protection of autonomy through application of the proposed frameworks.

The Environment Of Professional Practice And Burnout In Nurses In Primary Healthcare.

to assess how nurses perceive autonomy, control over the environment, the professional relationship between nurses and physicians and the organizational support and correlate them with burnout, satisfaction at work, quality of work and the intention to quit work in primary healthcare. cross-sectional and correlation study, using a sample of 198 nurses. The tools used were the Nursing Work Index Revised, Maslach Burnout Inventory and a form to characterize the nurses. To analyze the data, descriptive statistics were applied and Spearman's correlation coefficient was used. the nurses assessed that the environment is partially favorable for: autonomy, professional relationship and organizational support and that the control over this environment is limited. Significant correlations were evidenced between the Nursing Work Index Revised, Maslach Burnout Inventory and the variables: satisfaction at work, quality of care and the intent to quit the job. the nurses' perceptions regarding the environment of practice are correlated with burnout, satisfaction at work, quality of care and the intent to quit the job. This study provides support for the restructuring of work processes in the primary health care environment and for communication among the health service management, human resources and occupational health areas.

Burnout Syndrome In Nursing Assistants Of A Public Hospital In The State Of São Paulo.

The burnout syndrome is a psychosocial phenomenon that arises as a response to chronic interpersonal stressors present at work. There are many aspects that make nursing assistants vulnerable to chronic stress situations that may lead to burnout, highlighting the low degree of autonomy in the healthcare staff and spending more in direct contact with patients. To assess the prevalence of the burnout syndrome in nursing assistants in a public hospital, as well as its association with socio-demographic and professional variables. A socio-demographic and professional questionnaire and the Maslach Burnout Inventory (MBI-SS) were applied to 534 nursing assistants. The prevalence of burnout syndrome among nursing assistants was 5.9%. High emotional exhaustion was observed in 23.6%, 21.9% showed high depersonalization, and 29.9% low professional achievement. It was found statistically significant associations between emotional exhaustion, job sector and marital status; depersonalization, having children and health problems; low professional achievement and job sector and number of jobs. There was association between job satisfaction and the three dimensions. Professionals working in the health area must pay intense and extended attention to people who are dependent upon others. The intimate contact of the nursing assistants with hard-to-handle patients, as well as being afraid to make mistakes in healthcare are additional chronic stress factors and burnout syndrome cases related in this study.