Processo de transferência de tecnologia da universidade para a indústria: estudo de caso envolvendo a conversão de glicerol

Currently, public policy has encouraged innovation in universities and also transference of technology to the industry. Another important stage to be considered would be the registration or filing of a patent and the economical viability study. Government programs, such as the innovation incentive program, among others, should facilitate popularization and promote interest by industry. In this work we described the steps, from the conception of the idea to the scale up going through its interest by the industry. The case study is about the glycerol conversion utilizing modified niobia as catalysts.

Concepções de licenciandos em química sobre visualizações no ensino de ciências em dois países: Brasil e Portugal

In this work, the beliefs of undergraduate students from Brazil and Portugal on the use of visual tools in teaching chemistry, which have increasingly been introduced in the areas of teaching/learning in these two countries in recent years, have been investigated. An interpretative analysis of the results shows little familiarity of students with specific points of the theme, beyond a poor conception about the way the visualization tools influence the construction of scientific concepts.

Química verde: a evolução de um conceito

The topic "Green Chemistry" has gained great importance over recent years, being quoted in an increasing number of publications. This fact shows how concern over developing "greener" processes has played a prominent role in the scientific community. In this context, the scope of this work encompasses an analysis of the evolution of the theme since its conception to the present. This analysis elucidates how bibliographic output on "Green Chemistry" is distributed worldwide. Moreover, the main journals on the subject were listed and ranked, according to impact factor.

Mikroyrittäjä ja yrityksen kasvu

Tämän tutkimuksen tarkoituksena on selvittää mitkä tekijät ovat mikroyrityksen kasvun edellytyksenä ja mitkä tekijät ovat kasvun esteinä. Tutkimuksen taustalla on mikroyritysten yleisesti vähäinen kasvuhalukkuus. Tässä tutkimuksessa yrittäjien kasvuaikomuksia tarkastellaan kasvun prosessimalliin tukeutuen ja mikroyritysten kasvuun vaikuttavia tekijöitä tarkastellaan Perrenin mikroyrityksen kasvuun vaikuttavien tekijöiden mallin avulla. Tutkimuksessa on käytetty kvalitatiivista tutkimusmenetelmää. Tutkimus on toteutettu haastattelututkimuksena, jossa on haastateltu mikroyrittäjiä Päijät-Hämeessä Lahden ja Hollolan alueilla. Tämän tutkimuksen mukaan mikroyritysten kasvuun vaikuttavat yrittäjän tahtotila ja kyky yrityksen kehittämiseen sekä yrittäjän riskinottokyky että suotuisat ympäristölliset olosuhteet. Näiden tekijöiden puuttuminen estää kasvun. Yrityksen kasvua estäviä muita tekijöitä ovat tutkimuksen mukaan mikroyritysten liiallinen paikallisuus, yhteistyön vähäisyys sekä yrittäjän liiallinen kietoutuminen liiketoimintaan että toiminnan liian vähäinen strateginen suunnittelu.

Leibniz's theory of bodies: monadic aggregates, phenomena, or both?

Leibniz's conception of bodies seems to be a puzzling theory. Bodies are seen as aggregates of monads and as wellfounded phenomena. This has initiated controversy and unending discussions. The paper attempts to resolve the apparent inconsistencies by a new and formally spirited reconstruction of Leibniz's theory of monads and perception, on the one hand, and a (re-)formulation and precisation of his concept of preestablished harmony, on the other hand. Preestablished harmony is modelled basically as a covariation between the monadic and the ideal realm.

Love and rationality: on some possible rational effects of love

In this paper I defend the idea that rather than disrupting rationality, as the common-sense conception has done it, love may actually help us to develop rational ways of thinking and acting. I make the case for romantic or erotic love, since this is the kind of love that is more frequently associated with irrationality in acting and thinking. I argue that this kind of love may make us develop epistemic and practical forms of rationality. Based on an analysis of its characteristic action tendencies, I argue that love may help us to develop an instrumental form of rationality in determining the best means to achieve the object of love. It may also narrow down the number of practical considerations that may help us to achieve our goals. Finally, love may generate rational ways of belief-formation by framing the parameters taken into account in perception and attention, and by bringing into light only a small portion of the epistemic information available. Love may make us perceive reality more acutely.

Bayle et l'éthique épicurienne

L'éthique épicurienne a exercé sur Bayle une attraction dont on ne tient pas toujours suffisamment compte. Nous nous proposons de recueillir les diverses observations faites par Bayle concernant cette théorie afin de montrer qu'il y trouvait a) une explication convaincante des motifs de la conduite humaine, b) la plus exacte conception philosophique du bonheur, c) la meilleure méthode pour éduquer moralement les êtres humains et d) un argument décisif contre les philosophies qui, en ignorant la force du plaisir, proposaient un idéal de vertu condamné à l'échec.

Regularity and counterfactuality in Hume's treatment of causation

Of the several theories of causation current in our days, Hume is said to be the inspiration of two of the most influential and accepted: the regularity theory, first clearly formulated by Thomas Brown in 1822, and the counterfactual theory, proposed by David Lewis in 1973. After a brief outline of the comparative merits and difficulties of these two views, I proceed to examine whether Hume's own treatment of causation actually corresponds to any of them. I will show that his first definition of cause, coupled with his rules by which to judge about causes and effects, contains elements that, properly developed, allow us to address successfully some traditional difficulties of the regularity view of causation, without resorting to the conceptual resources employed in the counterfactual approach. Therefore, we can properly classify Hume as an advocate of the conception of causation as regularity, noting however that his primary goal in his research and definitions of the concept was to provide not so much an analysis of causation as such, but of causation as we apprehend it, in the form of our ability to make causal inferences and refine them to reach the more sophisticated causal reasonings that are required in the theoretical and practical issues of life.

THE CONCEPT OF 'NATURE' IN ARISTOTLE, AVICENNA AND AVERROES

This study is concerned with 'nature' specifically as the subject-matter of physics, or natural science, as described by Aristotle in his "Physics". It also discusses the definitions of nature, and more specifically physical nature, provided by Avicenna (d. 1037) and Averroes (d. 1198) in their commentaries on Aristotle's "Physics". Avicenna and Averroes share Aristotle's conception of nature as a principle of motion and rest. While according to Aristotle the subject matter of physics appears to be nature, or what exists by nature, Avicenna believes that it is the natural body, and Averroes holds that the subject matter of physics or natural science consists in the natural things, in what constitutes a slight shift in focus.

Målarpoeten Ellen Thesleff : teknik och konstnärligt uttryck

The aim of this thesis has been to illustrate the multifaceted talent in Ellen Thesleff's (1869 - 1954) work with particular emphasis on her technique and artistic expression. Why did Ellen Thesleff work withso many techniques? How did the technique affect the expression and what characterizes it? It would also be of interest to gather some idea of Ellen Thesleff's position among other artists. The investigation covers a representative selection of about 60 pictures, using nine different techniques, primarily as oils, woodcuts and monumental painting. The pictures illustrate three periods of time, the natural (1890 - 1905), the colourful (1906 - 1927) and the free period (1928 -1950). I describe the pictures in regard to their conception and subject matter and scrutinize their formal creation. Thereafter, I investigate the painting technique and artistic expression of each picture and position it, where applicable, in relation to other art. Ellen Thesleff's artistic quality is discussed in relation to her techniques and expression. Thesleff consciously chooses different techniques for related subjects in order to vary the expression. The progressing evolution within individual techniques and a cross-fertilization between them has evidently contributed to raising her artistic quality. I have studied how the techniques influence expression and found it possible to identify certain characteristic styles during the three periods: first a natural painting technique which reminds one of both French realism, paintings reflecting the Nordic mood and atmosphere, and symbolism, ascetism and synthetism; later an expressive Thesleff colourism with brilliant over- and underpainting in contrasting colours and last a free decorative painting in lines, with symbolistic undertones. Most characteristic is the lyrical expression which seems to be a common theme throughout Thesleff's entire artistry. I have found that Ellen Thesleff in her works had herown personal style compared to her contemporaries. Despite deep knowledge of styles and techniques she continually creates art from her inner self and with her own personal brush signature.

Parallella, dynamiska representationer i gymnasiefysiken : implementering av ett interaktivt datorverktyg i didaktiska situationer och uppfattning av effektivt lärande

The computer is a useful tool in the teaching of upper secondary school physics, and should not have a subordinate role in students' learning process. However, computers and computer-based tools are often not available when they could serve their purpose best in the ongoing teaching. Another problem is the fact that commercially available tools are not usable in the way the teacher wants. The aim of this thesis was to try out a novel teaching scenario in a complicated subject in physics, electrodynamics. The didactic engineering of the thesis consisted of developing a computer-based simulation and training material, implementing the tool in physics teaching and investigating its effectiveness in the learning process. The design-based research method, didactic engineering (Artigue, 1994), which is based on the theoryof didactical situations (Brousseau, 1997), was used as a frame of reference for the design of this type of teaching product. In designing the simulation tool a general spreadsheet program was used. The design was based on parallel, dynamic representations of the physics behind the function of an AC series circuit in both graphical and numerical form. The tool, which was furnished with possibilities to control the representations in an interactive way, was hypothesized to activate the students and promote the effectiveness of their learning. An effect variable was constructed in order to measure the students' and teachers' conceptions of learning effectiveness. The empirical study was twofold. Twelve physics students, who attended a course in electrodynamics in an upper secondary school, participated in a class experiment with the computer-based tool implemented in three modes of didactical situations: practice, concept introduction and assessment. The main goal of the didactical situations was to have students solve problems and study the function of AC series circuits, taking responsibility for theirown learning process. In the teacher study eighteen Swedish speaking physics teachers evaluated the didactic potential of the computer-based tool and the accompanying paper-based material without using them in their physics teaching. Quantitative and qualitative data were collected using questionnaires, observations and interviews. The result of the studies showed that both the group of students and the teachers had generally positive conceptions of learning effectiveness. The students' conceptions were more positive in the practice situation than in the concept introduction situation, a setting that was more explorative. However, it turned out that the students' conceptions were also positive in the more complex assessment situation. This had not been hypothesized. A deeper analysis of data from observations and interviews showed that one of the students in each pair was more active than the other, taking more initiative and more responsibilityfor the student-student and student-computer interaction. These active studentshad strong, positive conceptions of learning effectiveness in each of the threedidactical situations. The group of less active students had a weak but positive conception in the first iv two situations, but a negative conception in the assessment situation, thus corroborating the hypothesis ad hoc. The teacher study revealed that computers were seldom used in physics teaching and that computer programs were in short supply. The use of a computer was considered time-consuming. As long as physics teaching with computer-based tools has to take place in special computer rooms, the use of such tools will remain limited. The affordance is enhanced when the physical dimensions as well as the performance of the computer are optimised. As a consequence, the computer then becomes a real learning tool for each pair of students, smoothly integrated into the ongoing teaching in the same space where teaching normally takes place. With more interactive support from the teacher, the computer-based parallel, dynamic representations will be efficient in promoting the learning process of the students with focus on qualitative reasoning - an often neglected part of the learning process of the students in upper secondary school physics.

Ja vet int va de heter på svenska : interaktion mellan tvåspråkiga elever och deras lärare i en enspråkig klassrumsdiskurs

This is a study about language and learning aspects in the interaction between pupils and teachers in classrooms, where the majority of the pupils are bilingual. The aim of the dissertation is to develop the understanding of interactional learning possibilities and constraints in relation to a bilingual context. Language related learning is used as an overall conception which covers learning related to classroom discourse, language and subject. The empirical study has been made in a Swedish speaking school in a strongly Finnish dominated environment in the south of Finland. In the material, mainly consisting of video recorded lessons in forms one to three, the interaction between the pupils and the teachers is analysed. Building on a social constructionist perspective, where learning is regarded as a social phenomenon, situated and visible in changing participation, sequences where pupils or teachers make the language relevant are emphasised. The sequences are analysed in line with the conversation analytic (CA) approach. A fundamental result is an understanding of a monolingual classroom discourse, jointly constructed by teachers and pupils and visible in the pupils' interactionally problematized code-switching. This means that the pupils are not victims of a top-driven language policy; they are active co-constructors of the monolingual discourse. Through different repair initiations the pupils are doing interactional work in positioning themselves correctly in the monolingual discourse, which they simultaneously maintain. This work has a price in relation to time, knowledge and exactness. The pupils' problematized code-switching is often directly and shortly repaired by the teachers. This kind of repair promotes the pupils' participation and is not, as opposed to the results of research in everyday talk, dispreferred in pupil-teacher talk. When the pupils use the possibility to, in a comparatively easy way, participate and thus express their knowledge through codeswitching, and simultaneously talk a monolingual discourse into being, the teacher can, through direct repair, show an understanding in regard to the content, facilitate language learning and simultaneously confirm the pupils as competent speakers and bilingual individuals. Furthermore, significant results show that the monolingual norm has a function of a contrasting background which gives the pupils and the teachers a possibility to use language alternation as a functional and meaningful activity. The pupils use codeswitching as a way of protesting or expressing non-participation in the classroom talk. By making the pupils' bilingualism relevant, the teachers express understanding and empathy and encourage the pupils' participation in the classroom talk. Bilingualism is a nonpreferred, but functioning, resource in the interaction between pupils and teachers.

Musikaliska möten man minns : om musikundervisningen i årskurserna sju till nio som en arena för starka musikpplevelser

Earlier research has shown that strong experiences related to music (SEM) can occur in very different contexts and take on many different forms. Experiences like these seem significant and have among other things reportedly had an affect on the individual's continuing relationship towards music, which makes them interesting from a pedagogical point of view. Formal teaching situations, though, are under-represented in studies where people have been asked to describe strong experiences that they have had in connection with music. The purpose of my thesis is to investigate what SEM may mean to pupils and teachers in lower secondary school (grades 7-9), and to inquire more deeply into the potential "space" for such experiences within school music education. On a comprehensive level my ambition is to deepen the understanding for SEM as a possible element in pedagogical situations. Three empirical perspectives are employed: pupil-, teacher- and curriculum perspectives. The pupil perspective involved an analysis of written accounts of 166 fifteen-year-olds, describing own strong experiences. The teacher perspective involved studying 28 music teachers' conceptions of the purpose of teaching music in school as well as their understanding about strong music experiences in school context. Further, the teachers' descriptions of SEM that they have had themselves were analysed. The curriculum perspective is reflected through a study of how music experience was represented in 24 local and 2 national curriculum texts for music. Grounded in a phenomenological-hermeneutical perspective the material have been analyzed both qualitatively and quantitatively. The result points towards the fact that the music education in school has the potential to become an arena for SEM and that this can happen in relation to a multitude of activities and genres and take on many different expressions. Only one pupil referred to a musical encounter in the classroom environment; all other experiences that occurred inside the frame of school activity had taken place in other arenas (the school hall, public concert halls, and so on). However, more than 98 % of the descriptions concerned musical encounters in leisure time contexts. The significance of SEM is further clarified by narrative constructions. SEM as a conception does not occur on the curriculum level; however the analyze revealed a number of interesting "openings" which are illustrated. Even though all teachers displayed a fundamentally positive attitude towards the idea of regarding SEM as a feature of formal musical learning, it became clear that many teachers never had approached this theme from a pedagogical point of view before. Still, they proved to have an evident "familiarity" towards the phenomenon based on their own experiences of receptive and performative musical encounter. The possible space for strong musical experiences within school music education is specified through a detailed illustration of six specific themes derived from the reasoning of the teachers. Furthermore, this is described through a mapping of the potential experiencing zone, constructed from the teachers descriptions of educational aims.

Da Costa on ontology: a naturalistic interpretation

Da Costa's conception of being modifies that of Quine to incorporate relativization to non-classical logics. A naturalistic view of this conception is discussed. This view tries to extend to logic some ideas of Maddy's naturalism concerning mathematics.

General terms and rigidity: another solution to the trivialization problem

In this paper I am concerned with the problem of applying the notion of rigidity to general terms. In Naming and Necessity, Kripke has clearly suggested that we should include some general terms among the rigid ones, namely, those common nouns semantically correlated with natural substances, species and phenomena, in general, natural kinds -'water', 'tiger', 'heat'- and some adjectives -'red', 'hot', 'loud'. However, the notion of rigidity has been defined for singular terms; after all, the notion that Kripke has provided us with is the notion of a rigid designator. But general terms do not designate single individuals: rather, they apply to many of them. In sum, the original concept of rigidity cannot be straightforwardly applied to general terms: it has to be somehow redefined in order to make it cover them. As is known, two main positions have been put forward to accomplish that task: the identity of designation conception, according to which a rigid general term is one that designates the same property or kind in all possible worlds, and the essentialist conception, which conceives of a rigid general term as an essentialist one, namely, a term that expresses an essential property of an object. My purpose in the present paper is to defend a particular version of the identity of designation conception: on the proposed approach, a rigid general term will be one that expresses the same property in all possible worlds and names the property it expresses. In my opinion, the position can be established on the basis of an inference to the best explanation of our intuitive interpretation and evaluation, relative to counterfactual circumstances, of statements containing different kinds of general terms, which is strictly analogous to our intuitive interpretation and evaluation, relative to such circumstances, of statements containing different kinds of singular ones. I will argue that it is possible to offer a new solution to the trivialization problem that is thought to threaten all versions of the identity of designation conception of rigidity. Finally, I will also sketch a solution to the so-called 'over-generalization and under-generalization problems', both closely related to the above-mentioned one.