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21.
Germano Lambert-Torres Carlos Henrique Valerio de Moraes Maurilio Pereira Coutinho Helga Gonzaga Martins Luiz Eduardo Borges da Silva 《European Journal of Engineering Education》2017,42(6):1296-1308
This paper describes a non-classical logic course primarily indicated for graduate students in electrical engineering and energy engineering. The content of this course is based on the vision that it is not enough for a student to indefinitely accumulate knowledge; it is necessary to explore all the occasions to update, deepen, and enrich that knowledge, adapting it to a complex world. Therefore, this course is not tied to theoretical formalities and tries at each moment to provide a practical view of the non-classical logic. In the real world, the inconsistencies are important and cannot be ignored because contradictory information brings relevant facts, sometimes modifying the entire result of the analysis. As consequence, the non-classical logics, such as annotated paraconsistent logic – APL, are efficiently framed in the approach of complex situations of the real world. In APL, the concepts of unknown, partial, ambiguous, and inconsistent knowledge are referred not to trivialise any system in analysis. This course presents theoretical and applicable aspects of APL, which are successfully used in decision-making structures. The course is divided into modules: Basic, 2vAPL, 3vAPL, 4vAPL, and Final Project. 相似文献
22.
The progressive deployment of market-oriented regulatory frameworks in mass Higher Education Institutions (MHEI hereafter)
triggered, in a wide variety of forms and degrees, the application of Knowledge Management principles in MHEI. This means
the application of the knowledge ‘codification strategy’, where the focus is on the economies of the re-use of centrally developed
knowledge through codifying, storing and distributing knowledge. This process however, presents significant challenges. Both
knowledge and non-knowledge related aspects might constrain the application of knowledge codification strategies in MHEI.
The aim of this paper is to better understand the application of knowledge codification strategies in MHEI, from a knowledge
management perspective. This is done by examining the use of course outlines as the critical means to ‘transfer’ codified
knowledge. The research site was a MHEI that explicitly followed a ‘codification strategy’, where the profits come from the
economies of scale and low cost operation. Research findings point out mixed outcomes. The set of cost-saving managerial-oriented
initiatives together with the deployment of knowledge codification strategies simultaneously supported the knowledge transfer
of codified-oriented courses associated to low levels of tacit knowledge and constrained knowledge transfer of codified-oriented
courses associated with slightly higher levels of tacit knowledge. This finding can be credited to a set of both knowledge
and non-knowledge related issues. The implications for the management of knowledge in MHEI were explored. 相似文献
23.
This investigation reports the effects of chewing caffeinated gum on race performance with trained cyclists. Twenty competitive cyclists completed two 30-km time trials that included a maximal effort 0.2-km sprint each 10-km. Caffeine (~3–4 mg · kg?1) or placebo was administered double-blind via chewing gum at the 10-km point following completion of the first sprint. Measures of power output, oxygen uptake, heart rate, lactate and perceived exertion were taken at set intervals during the time trial. Results indicated no substantial differences in any measured variables between caffeine and placebo conditions during the first 20-km of the time trial. Caffeine gum did however lead to substantial enhancements (mean ± 90% confidence limits (CLs)) in mean power during the final 10-km (3.8% ± 2.3%), and sprint power at 30-km (4.0% ± 3.6%). The increases in performance over the final 10-km were associated with small increases in heart rate and blood lactate (effect size of 0.24 and 0.28, respectively). There were large inter-individual variations in the response to caffeine, and apparent gender related differences in sprint performance. Chewing caffeine gum improves mean and sprint performance power in the final 10-km of a 30-km time trial in male and female cyclists most likely through an increase in nervous system activation. 相似文献
24.
This article addresses challenges in accomplishing technology transfer process involving the adaptation and implementation of e-government applications from a donor country to a recipient country. Here it is claimed that prior e-government research has overlooked existing technology transfer literature from the field of knowledge management. This work is aimed at addressing the underlying issues associated with the transfer of e-government technology, given different characteristics of donor and recipient organizations in terms of the socio-economic context and the dynamics of the technological infrastructure. Based on a review, interpretation, and synthesis of a broad range of both technology transfer, e-government and knowledge management literature, we extend the Information Technology Transfer Life-Cycle Model, as this well-known model was derived entirely based on empirical evidence. To this end, we propose a heuristic frame for e-government technology transfer. Finally, five propositions accrued from both the literature review and the proposed heuristic frame are set forth to be further tested, in order to better understand the process dynamics of e-government technology transfer between countries. 相似文献
25.
Johannes W. Fedderke Raphael de Kadt John M. Luiz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,6(3):257-281
This paper analyses various data on the South African schooling system since 1910. The data collected for the study cover a wide range of education indicators, from pupil enrolments, pupil teacher ratios, real expenditure (aggregate and per capita), matriculation pass rates, to some indicators of the quality of matriculation passes. The authors provide an indication of both inputs into and outputs of the educational system. In broad terms, the data indicate that from an educational perspective South Africa followed a modernisation trajectory that, although it drew ever larger numbers of pupils into the schooling system, was partial, distorted and fundamentally dysfunctional. The educational process was strongly affected by racial factors. To the extent that education is an important determinant of long run growth performance of economies, this implies that South Africa's educational policies were inimical to its long run growth. 相似文献
26.
Mário Luiz Neves de Azevedo 《International Journal of Lifelong Education》2014,33(3):411-427
Over the past two decades regional agreements have become more significant in educational and training. This paper situates and analyses the European Higher Education Area (EHEA), the Bologna Process and the Lisbon Strategy and explores their influence on the integration of higher education systems in Mercosur (the Southern Common Market of Argentina, Brazil, Paraguay, Uruguay and Venezuela). Mercosur is still a customs union, and the project of integrating higher education is at an early stage. Lacking organically established regional bodies, coordination of integration in Mercosur has focused on summits and meetings of officials. However, in a context of unequal maturity in regional integration, there is emerging evidence that the EHEA project is influencing the reforms of national systems of higher education and even Mercosur’s model for a regional area of higher education. A nascent Europeanization of higher education systems in the Mercosur region is emerging, by-passing Mercosur’s regional structures. The formulation of policies has been permeated by policy transfer from Europe to national territories within Mercosur. 相似文献
27.
Tania C. Ara��jo-Jorge Tania S. Cardona Cl��udia L. S. Mendes Andrea Henriques-Pons Rosane M. S. Meirelles Cl��udia M. L. M. Coutinho Luiz Edmundo V. Aguiar Maria de Nazareth L. Meirelles Solange L. de Castro Helene S. Barbosa Mauricio R. M. P. Luz 《CBE life sciences education》2004,3(2):99-110
The advent of genomics, proteomics, and microarray technology has brought much
excitement to science, both in teaching and in learning. The public is eager to
know about the processes of life. In the present context of the explosive growth
of scientific information, a major challenge of modern cell biology is to
popularize basic concepts of structures and functions of living cells, to
introduce people to the scientific method, to stimulate inquiry, and to analyze
and synthesize concepts and paradigms. In this essay we present our experience
in mixing science and education in Brazil. For two decades we have developed
activities for the science education of teachers and undergraduate students,
using microscopy images generated by our work as cell biologists. We describe
open-air outreach education activities, games, cell modeling, and other
practical and innovative activities presented in public squares and
favelas. Especially in developing countries, science education is
important, since it may lead to an improvement in quality of life while
advancing understanding of traditional scientific ideas. We show that teaching
and research can be mutually beneficial rather than competing pursuits in
advancing these goals. 相似文献
28.
Giovani Cunha Thiago Lorenzi Katiuce Sapata Andre Luiz Lopes Adroaldo Cezar Gaya 《Journal of sports sciences》2013,31(10):1029-1039
Abstract In this study, we investigated the effect of biological maturation on maximal oxygen uptake ([Vdot]O2max) and ventilatory thresholds (VT1 and VT2) in 110 young soccer players separated into pubescent and post-pubescent groups.. Maximal oxygen uptake and [Vdot]O2 corresponding to VT1 and VT2 were expressed as absolute values, ratio standards, theoretical exponents, and experimentally observed exponents. Absolute [Vdot]O2 (ml · min?1) was different between groups for VT1, VT2, and [Vdot]O2max. Ratio standards (ml · kg?1 · min?1) were not significantly different between groups for VT1, VT2, and [Vdot]O2max. Theoretical exponents (ml · kg?0.67 · min?1 and ml · kg?0.75 · min?1) were not properly adjusted for the body mass effects on VT1, VT2, and [Vdot]O2max. When the data were correctly adjusted using experimentally observed exponents, VT1 (ml · kg?0.94 · min?1) and VT2 (ml · kg?0.95 · min?1) were not different between groups. The experimentally observed exponent for [Vdot]O2max (ml · kg?0.90 · min?1) was different between groups (P = 0.048); however, this difference could not be attributed to biological maturation. In conclusion, biological maturation had no effect on VT1, VT2 or [Vdot]O2max when the effect of body mass was adjusted by experimentally observed exponents. Thus, when evaluating the physiological performance of young soccer players, allometric scaling needs to be taken into account instead of using theoretical approaches. 相似文献
29.
Felipe Arruda Moura Luiz Eduardo Barreto Martins Ricardo O. Anido Paulo Régis C. Ruffino Ricardo M. L. Barros Sergio Augusto Cunha 《Journal of sports sciences》2013,31(14):1568-1577
Abstract The purposes of this study were to characterise the total space covered and the distances between players within teams over ten Brazilian First Division Championship matches. Filmed recordings, combined with a tracking system, were used to obtain the trajectories of the players (n = 277), before and after half-time. The team surface area (the area of the convex hull formed by the positions of the players) and spread (the Frobenius norm of the distance-between-player matrix) were calculated as functions of time. A Fast Fourier Transform (FFT) was applied to each time series. The median frequency was then calculated. The results of the surface area time series median frequencies for the first half (0.63 ± 0.10 cycles · min?1) were significantly greater (P < 0.01) than the second-half values (0.47 ± 0.14 cycles · min?1). Similarly, the spread variable median frequencies for the first half (0.60 ± 0.14 cycles · min?1) were significantly greater (P < 0.01) than the second-half values (0.46 ± 0.16 cycles · min?1). The median frequencies allowed the characterisation of the time series oscillations that represent the speed at which players distribute and then compact their team formation during a match. This analysis can provide insights that allow coaches to better control the team organisation on the pitch. 相似文献
30.
One of the challenges for analysing science classroom discourse is a better understanding of intercontextual relationships in the learning process. In this paper, we used orientations from ethnography in education to organise and propose an analytical metaphor called the hourglass approach. It involves three phases of analysis that correspond to the parts of the hourglass. The first phase involves obtaining a continuous cross section of classroom history and the intersections between sociocultural contexts and the science learning contexts, throughout this track record. The second phase involves discourse analysis of few selected events is the vertex of the hourglass. Finally, in the third phase, the analysis of interactions is focused on intercontextual relationships for the interpretation of science learning opportunities. We illustrate this approach based on interactions during science lessons in a first-grade class. In particular, we discuss, in greater detail, how a meaningful intercontextual element in the participants’ group (i.e. the gender norm), intermingled with the engagement of students in practices from the conceptual, epistemic and social domains of scientific knowledge.
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