Abstract-Experiments have been at the heart of scientific development and education for centuries. From the outburst of Information and Communication Technologies, virtual and remote labs have added to hands-on labs a new conception of practical experience, especially in Science, Technology, Engineering and Mathematics education. This paper aims at describing the features of a remote lab named Virtual Instruments System in Reality, embedded in a community of practice and forming the spearhead of a federation of remote labs. More particularly, it discusses the advantages and disadvantages of remote labs over virtual labs as regards to scalability constraints and development and maintenance costs. Finally, it describes an actual implementation in an international community of practice of engineering schools forming the embryo of a first world wide federation of Virtual Instruments System in Reality nodes, under the framework of a project funded by the Erasmus+ Program.
Experimenting is fundamental to the training process of all scientists and engineers. While experiments have been traditionally done inside laboratories, the emergence of Information and Communication Technologies added two alternatives accessible anytime, anywhere. These two alternatives are known as virtual and remote labs, and are sometimes indistinguishably referred as online labs. Similarly to other instructional technologies, virtual and remote labs require some effort from teachers in integrating them into curricula, taking into consideration several factors that affect their adoption (i.e. cost) and their educational effectiveness (i.e. benefit). This chapter analyses these two dimensions and sustains the case where only through international cooperation it is possible to serve the large number of teachers and students involved in engineering education. It presents an example in the area of Electrical and Electronics Engineering, based on a remote lab named Virtual Instruments System in Reality, and it then describes how a number
This paper tests and compares two types of modelling to predict the same time series. A time series of electric load was observed and, as a case study, we opted for the metropolitan region of Bahia State. The combination of three exogenous variables were attempted in each model. The exogenous variables are: the number of customers connected to the electricity distribution network, the temperature and the precipitation of rain. The linear model time series forecasting used was a SARIMAX. The modelling of computational intelligence used to predict the time series was a Fuzzy Inference System. According to the evaluation of the attempts, the Fuzzy forecasting system presented the lowest error. But among the smallest errors, the results of the attempts also indicated different exogenous variables for each forecast model.
ResumoEste artigo apresenta um relato da pós-graduação em engenharia no Brasil a partir de marcos importantes na história do ensino superior brasileiro. O trabalho considera a legislação estabelecida em diferentes momentos analisados e o contexto de instituições acadêmicas e científicas na construção da pós-graduação brasileira. São apresentadas, ainda, as principais agências nacionais de fomento para o desenvolvimento da Ciência e Tecnologia, os primeiros anos de pós-graduação em engenharia e o sistema de avaliação.Palavras-chave: Ensino. Engenharia. Pós-graduação. Avaliação.
AbstractEngineering postgraduation in Brazil: a historical perspective
ResumoO presente estudo tem como foco analisar a trajetória do Conselho Estadual de Educação do Rio de Janeiro (CEE/RJ), particularmente, as "heranças" e influências dos colegiados que o originaram, e os marcos legais que tiveram maior impacto sobre sua história, em uma demarcação temporal que vai desde o primeiro ordenamento jurídico de sua criação, o Decreto-Lei n° 51/1975, até a Lei n° 6.864/2014, que o torna órgão de Estado. Em um plano mais específico, evidenciam-se as implicações que as mudanças governamentais produziram no colegiado, protagonizadas pelos atores do contexto político em que o CEE/RJ estava inserido. Trata-se de uma pesquisa bibliográfica e essencialmente documental que demonstra, com subsídio das fontes, como o CEE/RJ foi marcado pela descontinuidade na política, tendo como consequência que a condição de órgão de Estado seja quase imperceptível no cotidiano e nas proposições do colegiado que, hoje, normatizam a educação fluminense. Palavras-chave: Conselho Estadual de Educação. Órgão de Estado. Políticas educacionais. Rio de Janeiro.
Public authorities have sought to promote the rational use of energy in various sectors and have formulated national policies to increase energy generation through renewable sources and avoid the risk of an energy shortage. The training of professionals who can contribute to this process becomes essential. Therefore, this work presents an analysis of the current situation of the undergraduate courses in energy engineering. This topic has been the focus of debates in academia and the professional system, since the course represents a recent qualification for both educational assessment and professional assignment. In addition, this area of technical-scientific education is imminently transdisciplinary and the energy sector has been demanding a growing number of professionals qualified to research, develop and act in engineering ventures and services. Therefore, several types of courses with specific characteristics have been found that make the evaluation process, by the educational system, peculiar, as well as the professional system has difficulties in the matter of professional assignment.
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