This paper presents IoH (Intelligence of Home), a platform developed to test some basic intelligent behaviors in Home context. Internet of Things, ambient intelligence and context awareness approaches motivated the development of IoH. The platform involves six layers, responsible by connectivity, persistency, unification, Internet of Things integration, subsystems integration and user interface. The integrated subsystems involve intelligent systems for light control, television brightness control, desk light control, persons counting and air conditioner control. The IoH platform is then tested for a real building, and results and conclusions are obtained. Different intelligent methods and technologies are used, form the use of a diversity of sensors, actuators, and controllers and processing units to a set of artificial intelligence approaches varying from machine learning and optimization algorithms to the use of sensor fusion and computer vision. The use of IoH day-by-day demonstrated an intelligent performance for the real building occupants.

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We evaluated the effectiveness of active learning for ecology teaching in a Brazilian university by comparing the perspective of students to their grades in exams. We estimated the perspective of the students through anonymous survey; we used students' exam grades to estimate their ecology learning, and their effort and performance in the active learning tasks through their grades and proportion of intermediate steps for each active learning task. Active learning involved teachers' stimuli for students' active involvement, extra-class group task, individual online writing assessments, redoing exam in pairs, and classroom writing group assessments. We also evaluated the impact, unto the effectiveness of active learning, of several student characteristics, such as sex, age, individual study effort, and previous basic knowledge. We found that self-evaluated March 26, 2020 1/31 learning increased linearly with teachers' attempts to stimulate students' active involvement (P = 0.0003), extra-class group task (P = 0.0003), and previous basic knowledge (P = 0.02), while students' grades increased asymptotically with extra-class group task (P < 2 −16 ), and increased linearly with online writing assessments (P = 9.3 −8 ) and classroom-based writing group assessments (P = 0.03). Our results showed that students perceive most part of the effectiveness of active-learning tasks and of teachers' efforts. We showed that active learning tasks are complementary, so we recommend that teachers in both college and high school should implement simultaneous active-learning tasks, that include extra-class work in group, individual and group writing assessments, and should stimulate students' engagement through respectful and non-authoritarian behavior of the teacher. Our results also showed that previous basic knowledge also plays a central role in driving effective learning, evidencing the importance of students instruction outside college. The applied teaching methodology is cheap and feasible for large classes. In these times of rising intolerance, prejudice, dismiss of environmental issues and disregard of science itself, we need an effective, pluralistic, respectful, and student-centred education, that fosters critical thinking, tolerance and respect for differing points of view. We feel that our results suggest that active learning can be an especially useful model for teaching science in a post-colonial rising education system. Introduction 1Ecology is integral to curricula in several undergraduate programs, ranging from 2 biologically centered programs like biological sciences and applied biology subjects (e.g. 3 agronomy), to programs such as civil and electrical engineering. Within Brazilian higher 4 education, ecology sits at a critical place for a country with a rising economy and an 5 unique ecosystem of world resources. Motivated by an urge to foster effective learning 6 and critical thinking, in the year 2000 the ecology teachers 1 at the Federal University 7 of Viçosa's General Biology Department introduced weekly class...

Por meio da Lei No 13.409 de 2016, que altera a "Lei das Cotas" (Lei No 12.711 de 2012), tem-se a reserva de vagas para pessoas surdas no ensino superior, garantindo maior acesso desses estudantes à universidade. Ao mesmo tempo, há uma forte presenca do forró na cultura universitária. O forró é marcado por instrumentos de percussão, como o triângulo e a zabumba, e por compassos musicais que ditam a velocidade de movimento da dança. Visando a inclusãodo público surdo em atividades culturais envolvendo o forró, este trabalho propõe estimar o tempo de compasso musical em músicas de forró utilizando uma rede perceptron multicamadas (PMC). Um banco de dados com músicas de Forró Pé-de-serra e Universitário foi utilizado para treinamento da PMC. As saídas desejadas foram obtidas com o auxílio de uma instrutora de forró, que mediu o tempo de execução dos passos da dança para cada múusica. A estimaçãodo tempo de compasso realizada pela PMC atingiu precisão de 96% (erro méedio percentual aproximado de 4%), permitindo que pessoas surdas consigam sentir a música com erros médios de 65 ms. A aplicabilidade da abordagem será tratada em trabalhos futuros.

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