O DIÁLOGO COMO MEDIAÇÃO PEDAGÓGICA

Em um contexto social demarcado pelos contatos, principalmente tecnológicos, em detrimento de relações mais dialogais, e em um processo educativo caracterizado por procedimentos hierárquicos, de forma mais evidenciado na interação entre professor e estudante, foi levantado o seguinte questionamento: é possível estabelecer relações dialógicas em espaços e processos monológicos? Com o objetivo de buscar uma resposta aproximada a essa problemática, realizou-se a pesquisa em uma escola pública do Distrito Federal, que investigou as percepções de adolescentes do ensino médio acerca da escola como espaço de diálogo, considerando as demandas estudantis pessoais ou coletivas. Para isso, elegeu-se a dinâmica das rodas de conversa entre os participantes. A análise dos dados que emergiram das falas dos estudantes durante a atividade foi proposta nos moldes de Bardin (2009), que sugere a análise de conteúco. A base teórica está pautada na compreensão do diálogo como mediação pedagógica, subdividido em três aspectos: existencial, relacional e proposicional. Os resultados demonstraram que o diálogo está ausente ou é ineficiente nesse ambiente escolar, destacando-se a dificuldade de se estabelecer uma relação dialogal entre professor e aluno, ou pela restrição de acolhida e, notadamente, pela pouca importância dada à mediação pedagógica para favorecer um ambiente educativo mais dialógico no processo educativo.Palavras-chave: Diálogo; Mediação pedagógica; Estudantes. Escola.Dialogue as a pedagogical mediationAbstractIn a social context marked by contacts, particularly technological, in detriment of more dialogical relationships, and in an educational process characterized by hierarchical procedures, more evidently seen in the interaction between teacher and student, we raised the following question: is it possible to establish dialogical relationships in monological spaces and procedures? With the goal of finding an approximate answer to this issue, we carried out a research in a public school located in the Federal District, where we investigated the perceptions of high school adolescents on schools as spaces for dialogue, whereby personal and collective student demands are taken into consideration. For this, we chose to apply dynamic roundtable conversations between participants. The data that emerged from the students’ speeches during the activity was based along the lines of Bardin (2009), who proposes a content analysis framework. The theoretical basis is scaffolded by dialogue as a pedagogical form of mediation, which is subdivided into three aspects: existential, relational and propositional. The results demonstrated that dialogues are absent or inefficient in this school environment, highlighting the difficulty of establishing a conversational relationship between teachers and students, due to caring restrictions and, most notably, due to the lack of importance given to pedagogical mediation as a way to favor an educational environment that is more dialogical in its educational process.Keywords: Dialogue; Pedagogical mediation; Students. School.Diálogo como mediación pedagógicaResumenEn un contexto social delimitado por contactos, principalmente tecnológicos, a expensas de relaciones más dialógicas, y en un proceso educativo caracterizado por procedimientos jerárquicos, más evidenciados en la interacción entre profesor y alumno, se planteó la siguiente pregunta: ¿Es posible establecer relaciones dialógicas en espacios y procesos monológicos? Para buscar una respuesta aproximada a este problema, se realizó una investigación en una escuela pública en el Distrito Federal, que investigó las percepciones de los adolescentes de la escuela secundaria sobre la escuela como un espacio de diálogo, considerando las demandas personales o colectivas de los estudiantes. Para esto, se eligió la dinámica de las ruedas de conversación entre los participantes. El análisis de los datos que surgieron de los discursos de los estudiantes durante la actividad se propuso siguiendo los moldes de Bardin (2009), que sugiere el análisis de contenido. La fundamentación teórica se basa en la comprensión del diálogo como mediación pedagógica, subdividida en tres aspectos: existencial, relacional y proposicional. Los resultados mostraron que el diálogo está ausente o es ineficiente en este entorno escolar, destacando la dificultad de establecer una relación dialógica entre el profesor y el alumno, debido a la restricción de la acogida y notablemente la poca importancia dada a la mediación pedagógica para favorecer un entorno más dialógico en el proceso educativo.Palabras clave: Diálogo; Mediación pedagógica; Estudiantes. Escuela.

O СРБИMA У ДАЛИМИЛОВОЈ ХРОНИЦИ ABOUT SERBS IN THE CHRONICLE OF DALIMIL

The paper examines the reasons for mentioning Serbs in two first chapters of the work called in historiography The Old Czech Chronicle of So-Called Dalimil or The Chronicle of Dalimil. Speaking about the mythic origin of the Czech people, the anonymous author mentions Serbs twice. The mentions of Serbs must be observed together with the mention of Croatia which is brought into connection with the Serbian people, and the legendary founder of the Czech state. As these data have not been separately analysed in Serbian medieval studies, the main aim of the paper is to carry out a critical analysis of the author’s construction, which is highly specific in terms of its form and content. The paper will highlight these specificities in order to arrive to at least an approximate answer as to the role of Serbs in The Chronicle of Dalimil.

Improving on the Adrogué-Madias Formula

The Adrogué-Madias (A-M) formula is correct as written, but technically it only works when adding one liter of an intravenous (IV) fluid. For all other volumes, the A-M algorithm gives an approximate answer, one that diverges further from the truth as the IV volume is increased. If one liter of an IV fluid is calculated to change the serum sodium by some amount, then it was long assumed that giving a fraction of the liter would change the serum sodium by a proportional amount. We challenged that assumption and now prove that the A-M change in [sodium] is not scalable in a linear way. Rather, the delta [Na] needs to be scaled in a way that accounts for the actual volume of IV fluid being given. This is accomplished by our improved version of the A-M formula in a mathematically rigorous way. Our equation accepts any IV fluid volume, eliminates the illogical infinities, and, most importantly, incorporates the scaling step so that it cannot be forgotten. However, the non-linear scaling makes it harder to obtain a desired delta [Na]. Therefore, we reversed the equation so that clinicians can enter the desired delta [Na], keeping the rate of sodium correction safe, and then get an answer in terms of the volume of IV fluid to infuse. The improved equation can also unify the A-M formula with the corollary A-M loss equation wherein one liter of urine is lost. The method is to treat loss as a negative volume. Since the new equation is just as straightforward as the original formula, we believe that the improved form of A-M is ready for immediate use, alongside frequent [sodium] monitoring.

An Efficient Correlation-Based Cache Retrieval Scheme at the Edge for Internet of Things

Existing caching mechanisms considers content objects individually without considering the semantic correlation among content objects. We argue that this approach can be inefficient in Internet of Things due to the highly redundant nature of IoT device deployments and the data accuracy tolerance of IoT applications. In many IoT applications, an approximate answer is acceptable. Therefore, a cache of an information object having a high semantic correlation with the requested information object can be used instead of a cache of the exact requested information object. In this case, caching both of the information objects can be inefficient and redundant. This paper proposes a caching retrieval scheme which considers the semantic information correlation of information objects of nodes for cache retrieval. We illustrate the benefits of considering the semantic information correlation in caching by studying IoT data caching at the edge. Our experiments and analysis show that semantic correlated caching can significantly improve the efficiency, cache hit, and reduce the resource consumption of IoT devices.

Approximate answering of queries involving polyline–polyline topological relationships

In geographic information systems, pictorial query languages are visual languages which make easier the user to express queries by free-hand drawing. In this perspective, this article proposes an approach to provide approximate answers to pictorial queries that do not match with the content of the database, that is, the results are null. It addresses the polyline–polyline topological relationships and is based on an algorithm, called Approximate Answer Computation algorithm, which exploits the notions of Operator Conceptual Neighborhood graph and 16-intersection matrix. The operator conceptual neighborhood graph represents the conceptual topological neighborhood between Symbolic Graphical Objects and is used for relaxing constraints of queries. The nodes of the operator conceptual neighborhood graph are labeled with geo-operators whose semantics has been formalized. The 16-intersection matrix provides enriched query details with respect to the well-known Dimensionally Extended 9-Intersection Model proposed in the literature. A set of minimal 16-intersection matrices associated with each node of the operator conceptual neighborhood graph, upon the external space connectivity condition, is defined and the proof of its minimality is provided. The main idea behind each introduced notion is illustrated using a running example throughout this article.

Learning from Data Streams

In the last two decades, machine learning research and practice has focused on batch learning usually with small datasets. In batch learning, the whole training data is available to the algorithm that outputs a decision model after processing the data eventually (or most of the times) multiple times. The rationale behind this practice is that examples are generated at random accordingly to some stationary probability distribution. Also, most learners use a greedy, hill-climbing search in the space of models. What distinguishes current data sets from earlier ones are the continuous flow of data and the automatic data feeds. We do not just have people who are entering information into a computer. Instead, we have computers entering data into each other. Nowadays there are applications in which the data is modelled best not as persistent tables but rather as transient data streams. In some applications it is not feasible to load the arriving data into a traditional DataBase Management Systems (DBMS), and traditional DBMS are not designed to directly support the continuous queries required in these application (Babcock et al., 2002). These sources of data are called Data Streams. There is a fundamental difference between learning from small datasets and large datasets. As pointed-out by some researchers (Brain & Webb, 2002), current learning algorithms emphasize variance reduction. However, learning from large datasets may be more effective when using algorithms that place greater emphasis on bias management. Algorithms that process data streams deliver approximate solutions, providing a fast answer using few memory resources. They relax the requirement of an exact answer to an approximate answer within a small error range with high probability. In general, as the range of the error decreases the space of computational resources goes up. In some applications, mostly database oriented, an approximate answer should be within an admissible error margin. Some results on tail inequalities provided by statistics are useful to accomplish this goal.

Concerning Cross Track Distance at Mid-Longitude (1)

I was amused by the Cross Track Distance at Mid-Longitude problem posed by Paul Hickley in The Journal of Navigation57, 320. Thinking about it, I came up with a solution. My method gives an astonishingly accurate, though approximate, answer which is found without any appeal to any formula of spherical trigonometry.

Short Cut Method for Estimating Aircraft Direct Operating Costs

While congratulating F. H. Robertson on his technical note in the January 1957 JOURNAL (page 52) on “short cut” methods of estimating aircraft direct operating costs, which certainly give a very rapid approximate answer, I am somewhat uncertain as to its practical value. In the analysis of possible projects, having established the general range of operating costs, which can usually be done by a combination of experience and inspection, interest lies primarily in the effect on cost of operation of such factors as change of type of power plant, fuel used, what complexity of structural designs is permissible from a cost aspect, how much is desirable from a weight saving aspect and so on. Unfortunately, Mr. Robertson's formulae do not allow such comparisons to be made primarily because of the assumptions made.

The Decimal Point and Slide Rule Answers

The placing of the decimal point in the slide rule answer is frequently done through a process of estimating the approximate answer and making placement accordingly.1 For some people, the method Is sometimes time-consuming as well as productive of incorrect conclusions. Shuster2 found that slide rule learners experience considerable difficulty in using this method—indeed, 33.4% of the errors made by the students in his study came from this source. Shuster recommended the “standard number” system3 as being a more desirable method of meeting the problem of the straying decimal point. A method, arising out of the logarithmic nature of the slide rule, is presented here. This method is explained only in connection with its application to the C- and D-scales. It may, however, be extended to include all scales on the Log Log Duplex Trig slide rule.4