Thesis (Ph.D.)--Pennsylvania State University, 2009. / Mode of access: World Wide Web. Thesis advisor: Farhan Gandhi.

Thesis (M.S.)--Pennsylvania State University, 2009. / Mode of access: World Wide Web. Thesis advisor: Farhan S. Gandhi.

Proefschrift Universiteit van Amsterdam. / Met lit. opg. - Met samenvatting in het Nederlands.

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ping Yu. Vita. Includes bibliographical references.

SANTOS, Michael Gandhi Monteiro dos. Aplicações do geogebra no ensino de geometria analítica. 2013. 86 f. Dissertação (mestrado) - Universidade Federal do Ceará, Centro de Ciências, Programa de Pós-Graduação em Matemática em Rede Nacional, Fortaleza-Ce, 2013 / Submitted by Erivan Almeida (eneiro@bol.com.br) on 2015-06-29T18:15:51Z No. of bitstreams: 1 2013_dis_mgmsantos.pdf: 2152281 bytes, checksum: e66c0dc2be60d65079b2123eb988cfe0 (MD5) / Approved for entry into archive by Rocilda Sales(rocilda@ufc.br) on 2015-06-30T13:01:05Z (GMT) No. of bitstreams: 1 2013_dis_mgmsantos.pdf: 2152281 bytes, checksum: e66c0dc2be60d65079b2123eb988cfe0 (MD5) / Made available in DSpace on 2015-06-30T13:01:05Z (GMT). No. of bitstreams: 1 2013_dis_mgmsantos.pdf: 2152281 bytes, checksum: e66c0dc2be60d65079b2123eb988cfe0 (MD5) Previous issue date: 2013 / This work focuses primarily show the advantages of using a Dynamic Geometry software, called Geogebra, teaching Analytic Geometry. Start by making a presentation Geogebra, where throughout the chapters show their potential and applicability in mathematics as a whole. The purpose of talking about it, is based on low-income students' tests applied in large-scale evaluation in our country. Are evaluations show that something must be done for the improvement of learning, so in the face of constant changes in our society and the massive presence of technology in our everyday this study provide activities common to any textbook, but its resolution is given by the program. In the theoretical framework, speak a little of the rise of analytic geometry, as well as its importance to mathematics and its technologies described in the National Curriculum Parameters (PCN). In the chapter dedicated to the program, do a detailed description of each icon belonging to the toolbar of the software. I conclude the study with various activities for teachers interested in using the pedagogical resource view that with little effort and dedication, our students will be able to experiment, visualize, interpret, abstract, generalize and demonstrate. / Este trabalho tem como foco principal mostrar as vantagens do uso de um software de Geometria Dinâmica, chamado Geogebra, no ensino da Geometria Analítica. Início fazendo uma apresentação do Geogebra, onde ao longo dos capítulos mostro suas potencialidades e aplicabilidades na matemática como um todo. O objetivo de falar sobre assunto, está baseado nos baixos rendimentos dos alunos em provas aplicadas, de avaliação em larga escala, em nosso país. Estás avaliações revelam que algo deve ser feito em prol da melhoria da aprendizagem, por isso, diante das constantes mudanças em nossa sociedade e a presença maciça da tecnologia em nosso cotidiano este estudo fornecer atividades comuns a qualquer livro didático, mas, sua resolução será dada através do programa. No referencial teórico, falo um pouco do surgimento da Geometria Analítica, bem como, da sua importância para a matemática e suas tecnologias descritas nos Parâmetros Curriculares Nacionais (PCNs). No capítulo dedicado exclusivamente ao programa, faço uma descrição detalhada de cada ícone pertencente à barra de ferramentas do software. Encerro o estudo, com diversas atividades para que professores interessados na utilização do recurso pedagógico visualizem que com pouco esforço e dedicação, nossos alunos serão capazes de experimentar, visualizar, interpretar, abstrair, generalizar e demonstrar.

Este trabalho tem como foco principal mostrar as vantagens do uso de um software de Geometria DinÃmica, chamado Geogebra, no ensino da Geometria AnalÃtica. InÃcio fazendo uma apresentaÃÃo do Geogebra, onde ao longo dos capÃtulos mostro suas potencialidades e aplicabilidades na matemÃtica como um todo. O objetivo de falar sobre assunto, està baseado nos baixos rendimentos dos alunos em provas aplicadas, de avaliaÃÃo em larga escala, em nosso paÃs. EstÃs avaliaÃÃes revelam que algo deve ser feito em prol da melhoria da aprendizagem, por isso, diante das constantes mudanÃas em nossa sociedade e a presenÃa maciÃa da tecnologia em nosso cotidiano este estudo fornecer atividades comuns a qualquer livro didÃtico, mas, sua resoluÃÃo serà dada atravÃs do programa. No referencial teÃrico, falo um pouco do surgimento da Geometria AnalÃtica, bem como, da sua importÃncia para a matemÃtica e suas tecnologias descritas nos ParÃmetros Curriculares Nacionais (PCNs). No capÃtulo dedicado exclusivamente ao programa, faÃo uma descriÃÃo detalhada de cada Ãcone pertencente à barra de ferramentas do software. Encerro o estudo, com diversas atividades para que professores interessados na utilizaÃÃo do recurso pedagÃgico visualizem que com pouco esforÃo e dedicaÃÃo, nossos alunos serÃo capazes de experimentar, visualizar, interpretar, abstrair, generalizar e demonstrar.

GNU Radio is a software defined radio in which components implemented in hardware are implemented using the software. GNU Radio works along with the USRP board. The USRP board is used to transmit and receive the signal in the wireless channel. CDMA system using the ZCZ (zero Correlation Zone) code is needed to be implemented in the GNU Radio and USRP board. Primary implementation and testing of CDMA using the ZCZ code is done with Matlab. The ZCZ come with the property of ideal impulsive auto correlation and zero cross correlation property within its ZCZ. However the Matlab implementation is not enough to make the system work using the USRP board. It is needed to be modified and implemented in GNU Radio to make the USRP board work. Unlike the simulation done in the Matlab there are lot of problems involved in real-time implementation of the idea in GNU Radio. In Matlab there are lot of in built functions which are needed to be implemented manually in C++. In GNU Radio a chunk of data received at a particular instant may not be of same length all the time and it keeps varying, should be handled properly. For the feedback implementation such as code tracking needed to be handled carefully and all the feedback variables needed to be present in a single module. ZCZ code for single user system, that is one transmitter and one receiver has worked well, but the ZCZ code for multi user uplink had to be tested too. This thesis aims at converting the Matlab implementation of ZCZ codes into real time GNU Radio implementation that works using the USRP board. This thesis will check the real time implementation of ZCZ code using USRP board and GNU Radio. This is done by implementing spreading of data at the sender side using ZCZ code, code synchronization at the receiver, code despreading at the receiver without code tracking and code despreading with code tracking are all done using ZCZ codes. This thesis also checks the feasibility of an asynchronous multi user communication without strict timing synchronization among the users with good results.

Submitted in fulfillment of the requirements of the Degree of Master of Technology: Language Practice, Durban University of Technology, 2011. / The abolition of apartheid in South Africa in the late 1980s and the advent of democracy in 1994 resulted in dramatic changes in the education system. Of great significance to this study is the freedom African parents were allowed in choosing the medium of instruction to be used at schools. Surprisingly African parents encouraged their children to study through the medium of English mainly due to the education and employment opportunities English will provide them in the future (Mda, 1997). Now, seventeen years into democracy, English as a national language and the preferred medium of instruction has been blamed for poor results among ESL learners (Moreosole, 1998). Taylor, Muller and Vinjevold (2003: 54) point out that the difficulties associated with studying in a language other than one’s home language are more pronounced in mathematics, a subject which is strongly dependent on technical language proficiency. A section in the Grade 8 mathematics syllabus that is generally problematic for ESL learners is that of word problems (Wetzel, 2008). This is because ESL learners lack the language and reading skills needed to comprehend word problems, and the listening skills required to understand the educator’s explanation of the solution (Crandall, Dale, Rhodes and Spanos, 1985). To address the aims and objectives of this study, relevant literature was reviewed and various teaching strategies were examined to determine which strategies may be most effective in helping ESL learners solve word problems. Grounded within the Constructivist Learning Theory, this study was based on Vygotsky’s zone of proximal development and Bruner’s concept of scaffolding. Using a mixed methods approach, this study investigated problems that mathematics educators and ESL learners experience in the teaching and learning of word problems through the medium of English, and also identified strategies that mathematics educators use to teach word problems to ESL learners. iv Analysis of the educator questionnaire and the focus group interviews with learners revealed that ESL learners are experiencing difficulty solving word problems in English and educators are, to a large extent, adapting their teaching strategies when teaching them. The data also indicated that groupwork was considered by the majority of educators to be the most suitable method in the teaching of word problems to ESL learners, but sadly this method was used less frequently compared to whole class discussion and individual work due to discipline problems, the educators’ inability to handle group dynamics and the tendency for learners not to contribute to the group discussion. The findings also suggest that it is necessary for the educator to use a variety of teaching strategies to ensure that ESL learners enjoy success in mathematics. Based on the findings, this study makes recommendations regarding the teaching and learning of word problems and the use of adapted teaching strategies to foster active participation in lessons and group discussions, thereby increasing learner confidence and aiding in the understanding of English terminology used in mathematics word problems.

No description available.

Anthropological research conducted in the Indira Gandhi Nahar Project area of the western Indian state of Rajasthan during 1984-1985 assessed the impact of agricultural land settlement planning on village community formation. The large-scale project, begun in 1957, has brought irrigation water to the extremely arid Thar desert and has brought irrigation water to the extremely arid Thar desert and has dramatically altered the social and physical landscape. Significant efforts have been made by the Government of Rajasthan to select settlers from the poor and landless population, as part of a social welfare policy, allocate agricultural land to them and create new settler communities. A single village, one of the earliest established by the project, was selected for the study of community formation. Historical and contemporary data were collected on five themes: (1) the settler household, (2) kinship, (3) patronage, (4) institution building, and (5) socieconomic stratification. For each theme area, a series of questions were asked regarding the impact of settlement planning. Although settlement planning has been a major influence on the study village, research revealed that settlers arrived under highly diverse circumstances and played diverse roles in the process of community growth. Research also revealed that the village community has maintained some traditional features of Indian social organization in the face of great upheaval associated with settlement. Both the indigenous families and some of the earliest unplanned settlers have developed large local kinship networks, assumed positions of wealth in a hierarchical caste system, and have been involved in building political institutions based on a stratified system. They have also been responsible for attracting later settlers, including both landless agriculturalists and, to a limited extent, service workers. The settlers selected according to settlement policies have not developed extensive kin networks and have been less active in institution building and developing patronage relationships.