The purpose of this nonexperimental quantitative study was to determine if there was a relationship between the 2018 Tennessee Value-Added Assessment System (TVAAS) Growth Score given by the Tennessee Department of Education and the overall 2018 Tennessee Educator Acceleration Model (TEAM) Observation Rating for teachers in grades 3-12 in the participating public school district. Demographic variables associated with both the teacher and evaluator were considered to determine if there existed a significant difference between gender, teaching license, grade level, TEAM Certified Observer years of experience, and the growth score and overall TEAM Observation Rating. The participating public school district is located in Northeast Tennessee and has 12 elementary schools, 2 middle schools, 2 high schools, and 1 optional high school. Participants included employees of the school district in tested subject areas in grades 3-12. Eight research questions served as the framework of the study. Data were analyzed using a Pearson correlation, Independent Samples t-tests, and Analysis of Variance (ANOVA). Results of the analysis revealed no significant correlation between TVAAS Growth Scores and the TEAM Observation Ratings for TN Ready tested teachers, in grades 3-12. There was no significant difference by gender in the TEAM Observation Ratings, no significant difference by type of teaching license in the TVAAS Growth Scores, and no significant difference by type of teaching license in the overall TEAM Observation Ratings. There was a significant difference in the TVAAS Growth Scores by grade level taught. Students in secondary classrooms showed more growth from testing than students in elementary classrooms. There was no significant difference by grade level taught in the overall TEAM Observation Ratings. There was a significant difference by TEAM Certified Observer’s years of experience in the TVAAS Growth Scores. Teachers assigned TEAM Certified Observers in the 0-1 year group and the 5-8 years group showed more student growth than teachers in the 2-4 years group. There was no significant difference by TEAM Certified Observer’s years of experience and the overall TEAM Observation Ratings for teachers in grades 3-12 in the participating public school district.

Vários tipos de sensores têm sido explorados na construção de mecanismos para capturar, por exemplo, movimentos dos olhos, da cabeça, ou do tórax do usuário. A construção de dispositivos de interação baseados em tais sensores demandam conhecimentos especializados. O trabalho aqui reportado teve como objetivo desenvolver uma arquitetura de componentes de hardware e software que fornece, como dados de entrada para aplicações computacionais, eventos capturados de sensores tais como os que detectam inclinação, rotação e aceleração. A pesquisa envolveu a concepção e a implementação de uma arquitetura em camadas que possui, em sua base, uma camada de hardware composta por um conjunto de sensores e circuitos apropriados que mensuram eventos físicos e, nas demais camadas, componentes de software que permitem associar uma semântica de dados de entrada para aplicações aos dados primitivos provenientes dos sensores e das camadas intermediárias. Como resultado, a arquitetura disponibiliza os dados dos sensores como eventos em alto nível, que podem ser associados a operações de interação usuário-computador típicas de um mouse, de um teclado ou de um joystick, por exemplo. A implementação de um dispositivo de interação baseado em sensores é facilitada, por um lado, pelo fato de o tratamento de erros associado ao uso de sensores poder ter sido realizado nas camadas inferiores e, por outro, pelo fato de os dados serem apresentados em um alto nível de abstração que não exige conhecimento específico sobre o uso do hardware associado. Como estudo de caso, criouse um dispositivo de interação que permite interações típicas de um mouse, e que pode ser usado por usuários tetraplégicos, que possuam controle fino dos movimentos da cabeça e ausência de deficiências visuais / Some types of sensors have been explored in the construction of mechanisms to capture, for example, movements of the eyes, the head, or the thorax of the user. The construction of devices of interaction based in such sensors demand specialized knowledge. The work reported here had as objective to develop an architecture of components of the hardware and software that it supplies, as given of entrance for computational applications, captured events of sensors such as the ones that detect inclination, rotation and acceleration. The research involved the conception and the implementation of a in layers architecture that it possesss, in its base, a composed layer of the hardware for a set of sensors and appropriate circuits that measure physical events and, in the too much layers, software components that allow to associate a semantics of data of entrance for applications to the primitive data proceeding from the sensors and the intermediate layers. As result, the architecture makes available the data of the sensors as events in high level, that can be associates the operations of typical interaction one user-computer mouse, of a keyboard or one joystick, for example. The implementation of a device of interaction based on sensors is facilitated, on the other hand, for the fact of the treatment of errors associated to the use of sensors to be able to have been carried through in inferior layers e, for another one, the fact of the data to be presented in one high level of abstraction that does not demand specific knowledge on the use of the associated hardware. As case study, an interaction device was created that allows typical interactions of one mouse, and that it can be used for tetraplegic users, who possess fine control of the movements of the head and absence of visual deficiencies

Title: Teaching of orienteering at primary school Author: Bc. Zuzana Procházková Department: Department of Physical Education Supervisor: PhDr. PaedDr. Ladislav Kašpar, Ph.D. Objectives: The aim of this diploma work is to chart the teaching of orienteering at primary schools in Prague and to use a questionnaire-based approach to determine whether orienteering is included within the school curriculum and if so, then how. The secondary objective is to draw up a draft of methods for teaching orienteering. Methods: Data collection was performed using a questionnaire-based approach. The questionnaire was evaluated in the graphs and tables. The method for the secondary objective is a detailed study of the literature and results of the questionnaire. Results: Thirty four physical education teachers participated in the research study. Sixteen teachers include orienteering within their teaching curriculum. The frequency of orienteering teaching is mostly 1-3 times a year. A half of the teachers teach orienteering in PE lessons. More than half of the teachers included orienteering as a part of school trips and courses. Most of them use specialised orienteering maps. All the teachers require that their pupils know how to orientate a map based on the terrain. Keywords: Running, map, compass, terrain,...

Title: Teaching of orienteering at primary school Author: Bc. Zuzana Procházková Department: Department of Physical Education Supervisor: PaedDr. Ivan Přibyl Objectives: The aim of this study is to present orienteering to pupils of primary school. Examine the effect of orienteering on pupils. Introduce history and the rules of orienteering, the system of competitions and the organization of trainings. Familiarize the reader with the other orienteering sports. Present developmental psychology of children aged 11 to 15. To put orienteering in curriculum for primary school. Methods: The method of questioning was used. We also organized the orienteering race for children. The results were evaluated into spreadsheets, graph and commentary was also used. Results: There are pupils from primary school in this research. Pupils are 11-16 years old. Most of the pupils knew about orienteering before this research. Most pupils ran between 15-20 minutes for one kilometre in the race. Fifteen pupils from 95 didn't find the control point. Pupils felt good after the race. Half from them want to participate orienteering race again. Keywords: Running, map, compass, terrain, orienteering, spare time, puberty

No description available.

In our increasingly complex and interactive world, it becomes ever more difficult to isolate and map the cultural identity of any given region, as bounded and contained cultural places have become a rare occurrence. To further complicate the matter, perspectives, loyalties, and identities shift with time, and appear to shift with circumstance. While cultural conflict per se was not the subject of this study, the ability to quantify differing cultural profiles in one location relative to another may be the beginning of the development of a tool for assessing degrees of difference in neighboring regions, and thus diagnosing the potential for conflict escalation. The Compass System, a holistic model that uses eight archetypal categories to observe and evaluate complex systems, was used for this study. In this exploratory study, 33 restaurants in 5 cities in Chile were rated in these eight categories as perceived by a team of outsider observers. The predominant qualities of each city sampled, determined solely from the sampling of its restaurants, did match, in a general sense, qualities of the city that were otherwise observable. This matching indicates that a tool such as the Compass System can be used to gather a collective regional profile from small sampling, such as an area’s restaurants. Potential uses for further research and development could include conflict management and assessing risk for social instability or escalation of violence.

Freiburg i. Br., Univ., Diss., 2007.

Humans and animals make use of many senses to interact with the environment around them. Computers, in turn, interact through input and output devices such as speakers, keyboards, and monitors, and their interactions have many more limitations. But currently, devices like cameras and microphones have been added to computers, increasing their interactivity. With this advancement, there are autonomous robots equipped with sensors, such as sound, touch and vision, the latter through one or more cameras. A robot, to be considered autonomous, must make decisions without human intervention and, in order to have excellence in what it does, must be provided with a good form of guidance. This work presents an alternative visual compass to stipulate the orientation of robots and autonomous vehicles, so that they can get around in a scenario (environment) and do the work in which they were built to perform. The proposed approach works with 360o perspective of environments, in which information is extracted from the color changes that occur. With color change counts, the process is repeated with images received from the robots or vehicles in motion, and the color changes of this image with those stored from the 360o perspective. The result of the color change comparison is used to estimate the degree of similarity between the images and thus to present the angle at which the image of the moving robot is present in the 360o perspective. Robots or autonomous vehicles can use this value presented in their decision making. / Os seres humanos e animais fazem uso de muitos sentidos para interagir com o ambiente a sua volta. Os computadores, por sua vez, interagem por meio de dispositivos de entrada e saída, tais como caixas de som, teclados e monitores, tendo suas interações muito mais limitações. Mas, atualmente, dispositivos como câmeras e microfones foram adicionado à computadores, aumentando sua interatividade. Com este avanço, surgem robôs autônomos equipados com sensores, tais como de som, de tato e visão, este último por intermédio de uma ou de mais câmeras. Um robô, para ser considerado autônomo, deve tomar decisões sem a intervenção humana e, para possuir excelência no que faz, deve ser munido de uma boa forma de orientação. Este trabalho apresenta uma alternativa de bússola visual para estipular a orientação de robôs e veículos autônomos, para que estes consigam se locomover em um cenário (ambiente) e efetuar o trabalho no qual foram construídos para desempenhar. A abordagem proposta trabalha com perspectivas 360o do ambientes, no qual se extrai informações das trocas de cores que ocorrem. Com as contagens de trocas de cores, o processo é repetido com imagens recebidas dos robôs ou veículos em movimento, e as trocas de cores desta imagem com as armazenadas da perspectiva 360o. O resultado da comparação de troca de cores é utilizado para estimar o grau de similaridade entre as imagens e assim, apresentar o ângulo no qual a imagem do robô em movimentação está presente na perspectiva 360o. Os robôs ou veículos autônomos podem usar deste valor apresentado nas suas tomadas de decisão.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-22T15:29:17Z No. of bitstreams: 1 marcelocunhafigueiredo.pdf: 1448320 bytes, checksum: d5d065ce34898025ffe848fe7561fe67 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T14:09:07Z (GMT) No. of bitstreams: 1 marcelocunhafigueiredo.pdf: 1448320 bytes, checksum: d5d065ce34898025ffe848fe7561fe67 (MD5) / Made available in DSpace on 2016-02-26T14:09:07Z (GMT). No. of bitstreams: 1 marcelocunhafigueiredo.pdf: 1448320 bytes, checksum: d5d065ce34898025ffe848fe7561fe67 (MD5) Previous issue date: 2014-02-27 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho tem por finalidade mostrar uma metodologia de ensino dos números reais com base em fundamentos da Geometria Euclidiana. A régua e o compasso serão instrumentos de grande importância na construção dos conjuntos numéricos. Partindo das imagens geométricas dos números naturais e das operações entre seus elementos, iremos, gradativamente, construindo o conjunto dos números inteiros e dos racionais. Provaremos a existência de números que não são racionais e uma característica desses números que os livros didáticos, em sua maioria, não abordam: a questão da densidade dos conjuntos dos números racionais e irracionais no conjunto dos reais. A geometria euclidiana como suporte nos números reais facilita o entendimento do aluno e traz dinâmica nas operações entre esses números. Apresentamos também uma possibilidade de continuação da proposta de trabalho. / This paper aims to show a teaching methodology of real numbers on the grounds of Euclidean geometry. The ruler and compass are instruments of great importance in the construction of numerical sets. Based on the geometric images of the natural numbers and operations between its elements, we will gradually building the set of integers and rational numbers. We prove the existence of numbers that are not rational and a propertie of those numbers that textbooks mostly do not address: the question of density of the sets of rational and irrational in the set of real numbers. Euclidean geometry as real numbers in support facilitates student understanding and produces dynamic operations between these numbers. We also present a possible continuation of the proposed work.

Vários tipos de sensores têm sido explorados na construção de mecanismos para capturar, por exemplo, movimentos dos olhos, da cabeça, ou do tórax do usuário. A construção de dispositivos de interação baseados em tais sensores demandam conhecimentos especializados. O trabalho aqui reportado teve como objetivo desenvolver uma arquitetura de componentes de hardware e software que fornece, como dados de entrada para aplicações computacionais, eventos capturados de sensores tais como os que detectam inclinação, rotação e aceleração. A pesquisa envolveu a concepção e a implementação de uma arquitetura em camadas que possui, em sua base, uma camada de hardware composta por um conjunto de sensores e circuitos apropriados que mensuram eventos físicos e, nas demais camadas, componentes de software que permitem associar uma semântica de dados de entrada para aplicações aos dados primitivos provenientes dos sensores e das camadas intermediárias. Como resultado, a arquitetura disponibiliza os dados dos sensores como eventos em alto nível, que podem ser associados a operações de interação usuário-computador típicas de um mouse, de um teclado ou de um joystick, por exemplo. A implementação de um dispositivo de interação baseado em sensores é facilitada, por um lado, pelo fato de o tratamento de erros associado ao uso de sensores poder ter sido realizado nas camadas inferiores e, por outro, pelo fato de os dados serem apresentados em um alto nível de abstração que não exige conhecimento específico sobre o uso do hardware associado. Como estudo de caso, criouse um dispositivo de interação que permite interações típicas de um mouse, e que pode ser usado por usuários tetraplégicos, que possuam controle fino dos movimentos da cabeça e ausência de deficiências visuais / Some types of sensors have been explored in the construction of mechanisms to capture, for example, movements of the eyes, the head, or the thorax of the user. The construction of devices of interaction based in such sensors demand specialized knowledge. The work reported here had as objective to develop an architecture of components of the hardware and software that it supplies, as given of entrance for computational applications, captured events of sensors such as the ones that detect inclination, rotation and acceleration. The research involved the conception and the implementation of a in layers architecture that it possesss, in its base, a composed layer of the hardware for a set of sensors and appropriate circuits that measure physical events and, in the too much layers, software components that allow to associate a semantics of data of entrance for applications to the primitive data proceeding from the sensors and the intermediate layers. As result, the architecture makes available the data of the sensors as events in high level, that can be associates the operations of typical interaction one user-computer mouse, of a keyboard or one joystick, for example. The implementation of a device of interaction based on sensors is facilitated, on the other hand, for the fact of the treatment of errors associated to the use of sensors to be able to have been carried through in inferior layers e, for another one, the fact of the data to be presented in one high level of abstraction that does not demand specific knowledge on the use of the associated hardware. As case study, an interaction device was created that allows typical interactions of one mouse, and that it can be used for tetraplegic users, who possess fine control of the movements of the head and absence of visual deficiencies