Extração e Representação de Conhecimento de Séries Temporais de Demanda de Energia Elétrica Usando TSKR

The opening of the Brazilian market of electricity and competitiveness between companies in the energy sector make the search for useful information and tools that will assist in decision making activities, increase by the concessionaires. An important source of knowledge for these utilities is the time series of energy demand. The identification of behavior patterns and description of events become important for the planning execution, seeking improvements in service quality and financial benefits. This dissertation presents a methodology based on mining and representation tools of time series, in order to extract knowledge that relate series of electricity demand in various substations connected of a electric utility. The method exploits the relationship of duration, coincidence and partial order of events in multi-dimensionals time series. To represent the knowledge is used the language proposed by Mörchen (2005) called Time Series Knowledge Representation (TSKR). We conducted a case study using time series of energy demand of 8 substations interconnected by a ring system, which feeds the metropolitan area of Goiânia-GO, provided by CELG (Companhia Energética de Goiás), responsible for the service of power distribution in the state of Goiás (Brazil). Using the proposed methodology were extracted three levels of knowledge that describe the behavior of the system studied, representing clearly the system dynamics, becoming a tool to assist planning activities

Envelhecimento ambiental em compósitos poliméricos à base de tecidos de reforços híbridos

The utilization of synthetic fibers for plastic reinforcement is more and more frequent and this growing interest requires that their mechanic behavior under the most variable conditions of structural applications be known. The use of such materials in the open and exposed to the elements is one of them. In this case, it becomes extremely necessary to study their mechanical properties (strength, stiffness) and the mechanism of fracture by which the environment aging them out. In order to do that, the material must be submitted to hot steam and ultraviolet radiation exposure cycles, according to periods of time determined by the norms. This study proposal deals with the investigation of accelerated environmental aging in two laminated polymeric composites reinforced by hybrid woven made up of synthetic fibers. The configurations of the laminated composites are defined as: one laminate reinforced with hybrid woven of glass fibers/E and Kevlar fibers/49 (LHVK) and the other laminate is reinforced with hybrid tissue of glass fibers/E and of carbon fibers AS4 (LHVC). The woven are plane and bidirectional. Both laminates are impregnated with a thermofix resin called Derakane 470-300 Epoxy Vinyl-Ester and they form a total of four layers. The laminates were industrially manufactured and were made through the process of hand-lay-up. Comparative analyses were carried out between their mechanical properties by submitting specimen to uniaxial loading tractions and three-point flexion. The specimen were tested both from their original state, that is, without being environmentally aging out, and after environmental aging. This last state was reached by using the environmental aging chamber

Análise química da madeira e casca de diferentes tipos de eucalipto antes e durante o cultivo de shiitake em toras

Avaliaram-se a composição química da madeira e da casca de sete espécies (E. saligna E. grandis, E. urophylla, E. camaldulensis, E. citriodora, E. paniculata e E. pellita) e três clones de eucalipto (híbridos de E. grandis x E. urophylla), antes e durante o cultivo das linhagens LE-95/01 e LE-96/18 de shiitake (Lentinula edodes), em toras. Cada linhagem de shiitake foi inoculada em nove toras de cada tipo de eucalipto com 1 m de comprimento e 9 a 14 cm de diâmetro. Assim, o delineamento experimental foi inteiramente casualizado, com 20 tratamentos e nove repetições, sendo cada repetição correspondente a uma tora. As toras foram mantidas em estufa climatizada, com temperatura de 25 ºC ± 5 e umidade relativa do ar entre 60-80%, durante 12 meses. Para a determinação da composição química da madeira, analisaram-se cunhas de discos e cascas de eucalipto recém-cortadas (sem inoculação das linhagens de L. edodes) e cunhas de discos e cascas retirados de toras já inoculadas com as linhagens de L. edodes após oito meses de incubação. Os resultados mostraram diferenças nos teores de holocelulose, lignina e extrativos totais na madeira e casca após o corte e depois de oito meses de incubação nas espécies e clones de eucalipto; o maior índice de decomposição da holocelulose na madeira, ao longo do tempo, ocorreu no E. saligna (5,5%), indicando, assim, ser o mais favorável para o desenvolvimento micelial do L. edodes. Já na casca aconteceu no clone 24 (22,2%). O E. camaldulensis apresentou o maior índice de decomposição da lignina na madeira (6,8%), ao longo do tempo. Já na casca, entre os eucaliptos testados, o E. grandis sofreu a maior decomposição de lignina (21,9%); o L. edodes degradou muito mais a holocelulose e lignina da casca que da madeira, tornando evidente a importância da casca; a casca da maioria dos tipos de eucaliptos apresentou menor teor de holocelulose, maior teor de extrativos totais e teores de lignina semelhantes ou superiores quando comparados com a madeira. O fator tipo de eucalipto (espécies e clones) teve maior efeito que o fator linhagem de L. edodes na degradação da holocelulose e lignina.

Efeito de doses e tipos de compostos orgânicos na produção de alface em dois solos sob ambiente protegido

Avaliou-se o efeito de três doses de composto orgânico de três composições distintas, aplicados em dois solos [Latossolo Vermelho Escuro, textura arenosa (LE) e Areia Quartzoza (AQ)], na produção e absorção de nutrientes pela planta de alface. Conduziu-se de 02/07 a 27/08/1997 um experimento dentro de túnel plástico, pertencente à UNESP, em Botucatu, em vaso plástico, contendo quatro quilos de solo. Os solos foram corrigidos para atingirem saturação por base de 80% e todos os vasos receberam adubação fosfatada (150 mg de P kg-1 de solo), potássica (100 mg de K kg-1 de solo) e micronutrientes. Os compostos foram misturados aos solos nas quantidades de 60; 120 e 240 g de composto por vaso. Os três compostos foram originados a partir de casca de eucalipto, serragem de madeira e palhada de feijão, misturados com esterco de aves. O experimento foi realizado em delineamento inteiramente casualizado, em três repetições, com vinte tratamentos em esquema fatorial (3 doses x 3 compostos x 2 solos) mais um tratamento testemunha para cada solo (ausência de composto orgânico). O composto de palhada de feijão aumentou a biomassa fresca da parte aérea e a quantidade de N, K, Ca, Mg, B, Cu, Fe e Zn nas plantas de alface. Para o P e Mn o composto de palhada de feijão diferiu significativamente apenas em relação ao composto de casca de eucalipto. em todas as características avaliadas no LE houve melhores respostas da cultura em relação ao AQ. Quanto às dosagens utilizadas, as diferenças foram observadas somente nos tratamentos com palhada de feijão, onde as maiores dosagens propiciaram o aumento de biomassa fresca e seca da parte aérea, e nas quantidades de macro e micronutrientes.

Efeito da aplicação foliar de silício em rúcula cultivada em dois tipos de solos

The rocket is a leafy herbaceous annual, features small size, rapid vegetative growth and short life cycle. Silicon is considered a beneficial element, and despite not having his definition of essential mineral nutrition of plants has been widely used in research. The objective was to assess the effect of foliar fertilization with silicon levels in soils in the cultivation of the rocket. The experiment was conducted in a greenhouse in the DRN / Soil Science, UNESP / FCA, Botucatu-SP, from April 15 to May 20, 2008. The experimental design was randomized blocks in factorial 2x5 (two solos and five doses of silicon). At the end of the experiment, evaluated at the point of harvest to plant height (cm), leaf area (LA), total fresh mass (TFM), total dry matter (TDM), leaf area ratio (LAR), specific weight Leaf (PEF), amount of water in the shoot (AWS) and content and accumulation of silicon in the leaves. It was concluded that silicon had no influence on the agronomic characteristics of the rocket and changes were only to soil type.

Algumas considerações sobre as críticas ao conhecimento científico moderno no contexto do processo educativo e a temática ambiental

Este trabalho aponta algumas críticas feitas ao conhecimento científico moderno no âmbito do movimento ambientalista, com especial destaque às idéias filosóficas cartesianas. Entendendo ser o processo educativo uma etapa fundamental para amenizar ou reverter o quadro de degradações ambientais, analisamos alguns limites dessas críticas como a não contextualização histórico-social de tais idéias. Por fim observamos a inadequação que causa a repetição dessas críticas à ciência moderna para o processo educativo.

A correção como procedimento de reformulação em chat educacional escrito em espanhol por brasileiros: tipos de operacionalização e marcas

O objetivo deste artigo foi analisar, nas interações realizadas por escrito dentro de um chat educacional, os tipos de operacionalização para o processo da correção - enquanto procedimento de reformulação, de acordo com a Perspectiva Textual-Interativa. O corpus, constituído por 31 sessões e por 17 participantes (1 professor e 16 alunos), mostrou a presença de quatro tipos de operacionalização da correção: autocorreção autoiniciada, autocorreção heteroiniciada, heterocorreção autoiniciada e heterocorreção heteroiniciada. O maior número de ocorrências foi o da autocorreção autoiniciada. Esse resultado sugere que: i) os participantes, nesse contexto, parecem se preocupar em preservar a auto-imagem, já que a correção não era essencial à compreensão do texto; ii) os escreventes conhecem as regras e, por isso, se monitoram; iii) a própria ferramenta chat contribui para a autocorreção autoiniciada; e iv) a preferência pela autocorreção autoiniciada parece evitar que o professor assuma o papel de corretor do curso de língua. Foram identificados, ainda, padrões de reformulação com e sem marcadores inscritos na materialidade do texto.

Aplicações das atividades estruturadas de Skemp para a construção do conhecimento matemático

The present study constitutes a discussion about the application of Structured Activities to the construction of the mathematical knowledge, proposed by Richard Skemp. The discussion is based on the research that the author carried out in a public school of the state education chain buy using procedures of the research-action. It investigates the possibility of adoption of the proposal of Skemp in a new reality. It utilizes explanations from several theorists to understand the necessity and, at the same time, to enhance the efficiency of the referred activities in first grades of elementary school when students have their first mathematics teachings. It emphasizes the important rule of the teacher, as mediator to the mental constructions of the child. It presents considerations about the results achieved by the research, noticing the possibility of adoption of the studied proposal even though it is necessary an adjustment of the procedures to appropriate didactic-pedagogic requirements to the educational reality in which this project was done

Opiniões de professores do ensino médio: refletindo sobre os projetos escolares e a interdisciplinaridade

Official documents indicate to a curriculum organization that promotes the dialogue in different areas of knowledge. Among the proposals strategies are the "School Projects". This research appears from the staff need evidenced in the development of practice of the researcher in recent years as Pedagogical Advisor in high school. The comments made in the daily work on the kinds of projects and how they were developed in the school, generated concerns. They aroused the interest in further the discussion, aiming to reflect with teachers about the implementation of a pedagogic action on the use of educational projects in the classroom, as a didactic strategy which promotes the learning of students. In this sense, it seeks to develop studies and discussions by the application of questionnaires and the holding of a workshop with teachers in the area of Science of Nature and Mathematics in private high school institutions from Natal, searching opinions of them as the preparation and development of school projects. As general purpose, it aims to contribute with elements to the reflection of the teachers on the use of this strategy of education. For both, we propose: the knowledge of ideas/opinions of teachers on planning, development and evaluation of projects, both disciplinary and interdisciplinary, identifying the main difficulties of these teachers about the work with projects at school; reviewing projects developed at school after the press conference in a meeting with teachers, incorporating the identified aspects as weak points. In the course of the methodology research, questionnaires were used with open and closed questions for the lifting of preliminary ideas for teachers in order to subsidize the planning of a developed meeting later in the school itself on the subject in question. 10 teachers took part of the first step and 17 in the second one (pressconference). In the third stage, an individual interview was carried out and analysis of projects already developed. It is observed that, as the main difficulty for the development of projects in school, pointed to the time factor in the planning team, followed by excessive working hours for teachers that, generally, also work in other schools. Some teachers say they do not develop projects for not having knowledge of how to develop school projects, neither disciplinary, nor interdisciplinary

Educação científica no contexto pós-ontológico: por uma concepção plural de conhecimento e educação

The development of this work arises from the research of sociological and philosophical characters contemplating also other approaches which aims to answer the followingquestions: what is the responsibility of science teaching for the image one has about science? ; which scientific education should be designed for nowadays? . After considering the assumptions brought along by rationalism and the criticisms to the illuminist model proposed by sociology and philosophy of science, as well by the biology of the knowing process, going through discussions concerning post-modernity issues, one is given to understand that the image of science has become the central point of discussion in the last hundred years, including what concerns the area of science teaching, and that practically none of those discussions really reached natural science classes indeed. We adopt the term postontological to characterize the recent proposals on philosophy and sociology, because we evaluate that this term allows a better identification of the scientific realism crisis, which supports the existence of an ontological domain which science, and only science, is able to understand. One notices that the general public is not aware of those discussions, mainly if they are science teachers and students. So we believe that discussing the logic in which science is structured, the new understandings concerning the scientific undertaking, especially those of an externalist character, and the relationship between science and society, all of this contributes to build up a science teaching which contemplates a reflective contribution, besides allowing the inclusion of the study of other epistemologies in the educational practice. We argue that a revisionist posture seems to be the most appropriate for the contemporary scientific education, contemplating, besides the teaching of the usual science contents, discussions on the issues involving that knowledge, as well as respecting epistemologies alternative to the modern Western scientific one, in order one can work on the perception of local knowledge generated from other epistemological bases. We describe here practical activities we did involving teachers (short-term courses) and high-school students in an inland school in the Rio Grande do Norte state, in Brazil, as a way to demonstrate the possibility of interventions which can take those conceptions, discussions and changes to the classroom

Atividades experimentais no ensino de biologia em escolas públicas do estado do Rio Grande do Norte, Brasil: caracterização geral e concepção de professores

Recent research has revealed that the majority of Biology teachers believe the practice of experimental activities as a didactical means would be the solution for the improvement of the Biology teaching-learning process. There are, however, studies which signal the lack of efficiency in such practice lessons as far as building scientific knowledge is concerned. It is also said that despite the enthusiasm on the teachers‟ part, such classes are rarely taught in high school. Several studies point pedagogical difficulties as well as nonexistence of a minimal infrastructure needed in laboratories as cause of low frequency in experimental activities. The poor teacher performance in terms of planning and development of classes; the large number of students per class; lack of financial stimulus for teachers are other reasons to be taken into account among others, in which can also be included difficulties of epistemological nature. That means an unfavorable eye of the teacher towards experimental activities. Our study aimed to clarify if such scenario is generalized in high schools throughout the state of Rio Grande do Norte Brazil. During our investigation a sample of twenty teaching institutions were used. They were divided in two groups: in the first group, five IFRN- Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte schools. Two of those in Natal, and the other three from the country side. The second group is represented by fifteen state schools belonging to the Natal metropolitan area. The objectives of the research were to label schools concerning laboratory facilities; to identify difficulties pointed by teachers when performing experiment classes, and to become familiar with the conceptions of the teachers in regarding biology experiment classes. To perform such task, a questionnaire was used as instrument of data collecting. It contained multiple choice, essay questions and a semi-structured interview with the assistance of a voice recorder. The data analysis and the in loco observation allowed the conclusion that the federal schools do present better facilities for the practice of experimental activities when compared to state schools. Another aspect pointed is the fact that teachers of federal schools have more time available for planning the experiments; they are also better paid and are given access a career development, which leads to better salaries. All those advantages however, do not show a significantly higher frequency regarding the development of experiments when compared to state school teachers. Both teachers of federal and state schools pointed infra-structure problems such as the availability of reactants, equipments and consumption supplies as main obstacle to the practice of experiments in biology classes. Such fact leads us to conclude that maybe there are other problems not covered by the questionnaire such as poor ability to plan and execute experimental activities. As far as conceptions about experimental activities, it was verified in the majority of the interviewees a inductive-empiric point of view of science possibly inherited during their academic formation and such point of view reflected on the way they plan and execute experiments with students

Tipos e consequências da violência sexual sofrida por estudantes do interior paulista na infância e/ou adolescência

Discutem-se os tipos de Violência Sexual (VS) sofridos na infância e/ou adolescência e suas vicissitudes, nas trajetórias sexuais de 236 adolescentes, de ambos os sexos, cursando o Ensino Médio no interior do Oeste Paulista que declararam ter sofrido um ou mais tipos de violência sexual. Dentre esses tipos, destacamos a Violência Doméstica Sexual (VDS), aqui definida como intrafamiliar. Nesse caso, observamos que, dentre os 236 adolescentes com histórico de VDS, 94 (39.8%) declararam ter pensado em suicídio e 39 (16.5%) disseram ter tentado, sendo que 35 (89.7%) deles se declararam heterossexuais (27 [77.1%] do sexo feminino) e 4 não-heterossexuais (3 bissexuais e 1 outro, sendo todos do sexo feminino). A maioria das vítimas finda por relatar o ocorrido aos amigos e responsáveis, mas pouco ou nada é feito, em termos de medidas protetivas a elas.

Expressão e conhecimento: a linguagem na Fenomenologia da Percepção

Este artigo destina-se ao estudo das análises que o filósofo Maurice Merleau-Ponty dedica ao tema da linguagem no livro Fenomenologia da percepção. O filósofo parte da discussão de pesquisas relativas à psicopatologia da linguagem. Nelas, afirma-se que os doentes estariam limitados a uma atitude concreta e, portanto, impedidos de efetuar as formas do comportamento simbólico. Merleau-Ponty adota uma postura crítica em relação à inspiração intelectualista que perpassa essa caracterização e estende suas críticas à psicologia genética de Piaget. É ao registro do gesto que o filósofo vincula a linguagem, enfatizando o seu caráter intencional.

O ensino de óptica no nível fundamental: uma proposta de ensino aprendizagem contextualizada para a oitava série

This dissertation presents the investigation and possible interference in the current teaching of physics, specially of optics, in the eighth grade/ ninth year / fourth cycle of junior high school. The context of the current science teaching is also presented. Besides, the following aspects are discussed: the preparation of the eighth grade teachers, their professional needs, the pedagogical practices and the theoreticmethodological difficulties faced by them. Another important issue in Science Teaching, which is also discussed in this dissertation, is the need for an efficient scientific literacy so that the citizen may express value judgment about Science and Technology issues. The data about the context were gathered from questionaires answered by the teachers. In value of this information, lesson plans were elaborated and implemented. The goal was to point out alternatives for the development of a teaching-learning evaluation which would be both pleasant for the teachers in relation to the implemented methodology, end meaningful for the students by adding elements such as: interdisciplinary approach, contextualization and preparation by competences. Furthermore it was carried out a deeper analysis of the Brazilian curriculum references (LDB, DCN, PCN, RCB) and content aspects (concepts, procedures e attitudes) to be executed by that branch of human knowledge, aiming at a really Contextualized Science Teaching, qualified and pleasant for the eighth grade level. It is also presented in this paper the profile or the Professional which teach this level at state public schools in Russas, state of Ceará, Vale do Jaguaribe Region. The efficacy of the lesson plans were also analysed by using evaluation procedures with the eighth grade students of the following schools: CAIC Senador Carlos Jereissati and EEF Manuel Matoso Filho, from which the concepts acquired during the implementation of the classes became evident in the students

Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge