Thesis (M.S. in Operations Research)--Naval Postgraduate School, 1980. / "March 1980." Thesis advisor: W. P. Hughes. Includes bibliographical references P. 85. Also available online.

Master of Agribusiness / Department of Agricultural Economics / Keith D. Harris / Grain companies in the United States face many different challenges operating in a mature industry with a rich history in agriculture. The purpose of this thesis project is to examine a solution for a grain companies operating in a geographical region with considerable competition. By focusing on differentiation in level of services offered to customers, grain companies can become more profitable. The results of this study offer a solution, which centers on supply chain logistics. The objective of this project is to examine the make vs buy decision for operating a truck and trailer for grain transportation. Determining the decision factors that influence which method is the most optimal and to provide a method of relating the costs associated with each choice. In order to make an economic decision, a Truck Cost Calculator will be created to best reflect the most realistic cost structure for owning and operating a truck and trailer in house during an average crop year for a facility in Pratt County, KS. Other decision factors that are non-economic that provide a strategic benefit to a business will also be part of the project. Using industry data and relevant variables for the cost calculator, the end result is that operating choosing to operate truck logistics in house is the most cost effective option in the make vs buy decision. The optimal choice will differ individually between businesses when a strategic approach is taken to assess whether or not logistics is a core competency in the supply chain.

The diploma thesis in the first part deals with an overview of basic pension schemes, their typology and distribution. Further, this section deals with the reasons for the reform of the pension system and demographic developments and general trends in pension protection system. The second part deals with analyse the so-called "small" and "large" pension reform, then analysis of the current pension system in Czech Republic for each column of the pension system in particular. At the end thesis represents a model calculation of the expected cash income at retirement age from three columns of the pension system based on specified parameters adaptable to a wide range of subjects which can be calculated for each pillar in particular. Thesis concludes that participation in second column of pension system is advantageous for those, who have salary above average or for people, who have restricted access to save on retirement.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-04-18T13:36:43Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO FABIOLA OLIVEIRA.pdf: 4941544 bytes, checksum: 9caa9d810acc37f3b8aea6b9631dcd3d (MD5) / Made available in DSpace on 2016-04-18T13:36:43Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) DISSERTAÇÃO FABIOLA OLIVEIRA.pdf: 4941544 bytes, checksum: 9caa9d810acc37f3b8aea6b9631dcd3d (MD5) Previous issue date: 2015-06-01 / Considerando a importância de trabalhar a tecnologia em sala de aula, especialmente com referência ao uso da calculadora, este estudo tem como objetivo investigar o desempenho de estudantes do 5°ano do Ensino Fundamental na resolução de problemas de divisão, estabelecendo uma comparação entre uma proposta de ensino que se utiliza da calculadora e outra com uso de manipulativos. Participaram desta pesquisa 50 estudantes com faixa etária entre novee 13 anos de idade, de uma escola da rede municipal do Ipojuca. Para avaliar o nível de conhecimento dos alunos, antes de submetê-los à intervenção de ensino, solicitamos aos mesmos que respondessem, individualmente, um pré-teste que envolviaoito problemas de divisão, sendo um de partição sem resto, um de quotição com resto, um de partição com resto, um de quotição sem resto, dois de partição resolvida e dois de quotição resolvida. A partir do emparelhamento dos resultados obtidos no pré-teste, os estudantes foram organizados em dois grupos com desempenhos equivalentes, que passaram por intervenções distintas: no Grupo Calculadora/Papel e Lápis, a intervenção envolveu o uso da calculadora e também a resolução com papel e lápis, e no Grupo Manipulativo/Papel e Lápis, a intervenção foi realizada com apoio de manipulativo, papel e lápis para resolução dos problemas. Ao final da intervenção, foi realizado um pós-teste e, depois de oito semanas, foi feito um pós-teste posterior. Os resultados foram avaliados levando-se em consideração dois tipos análise e mostraram avanços significativos de desempenho em cada grupo, no entanto, a comparação do desempenho dos grupos não mostrou diferenças significativas, ou seja, ambas as intervenções contribuíram para a aprendizagem dos estudantes. Em relação ao fato de a natureza dos problemas ser de partição ou de quotição, observamos não existir diferenças entre resolver um ou outro problema, tanto no pré-teste como no pós-teste (SELVA, 1993, 1998; SPNILLO; LAUTERT, 2002; SELVA; BORBA, 2005). A respeito dos problemas envolvendo o resto, percebemos que muitos estudantes ainda apresentam dificuldades na resolução de problemas com resto, de acordo com estudos anteriores (SELVA, 1993,1998; SELVA; BORBA, 2005; SELVA; BORBA; TORRES, 2007; SPINILLO; LAUTERT, 2012). Esta dificuldade pode estar relacionada ao fato de o livro didático de Matemática, em sua maioria, trazer apenas problemas sem resto, dificultando desta forma o entendimento dos problemas com resto, como também pode estar relacionada ao fato de ser este tipo de problema menos explorado pelos professores em sala. Observando o desempenho dos estudantes em relação a problemas resolvidos (já tinham a resposta) que envolviam respostas com decimais, problemas estes que foram apresentados no pré-teste, no pós-teste e no pós-teste posterior, verificamos que o Grupo Calculadora/Papel e Lápis apresentou nos pós-testes melhores desempenhos do que o Grupo Manipulativo/Papel e Lápis, possivelmente por estar mais familiarizado com a representação decimal, mostrada na calculadora. Nas análises qualitativas, percebemos o uso de algumas estratégias, tais como adição, estratégia pessoal, ensaio ao erro, multiplicação, divisão, entre outras observadas em estudos anteriores. Consideramos necessário ressaltar a importância de que seja abordada, na formação inicial e continuada dos professores, não apenas a discussão das Estruturas Multiplicativas, mas também que seja dada uma especial atenção ao significado do resto obtido nos problemas de divisão, tendo em vista que, mesmo estando em pleno curso do 5o ano, os estudantes apresentaram dificuldades, tanto na questão do conteúdo, como na compreensão do resto. Também reforçamos a contribuição da calculadora, tanto para a aprendizagem relativa à resolução dos problemas de divisão, como na compreensão do significado do resto, beneficiando estudantes. Esta descobertafortalecea importância da inclusão desta ferramenta no ensino de Matemática. / Taking into account the importance of working with technology in the classroom, especially the calculator, this study aims to investigate the development of primary school 5th grade students on division problemsolving, considering learning approaches withthe help of the calculator using manipulative. This study included 50 students at the age within 9 and 13 from public schools in the city of Ipojuca, Pernambuco. To assess students’ knowledge level before the learning approach was applied, they were asked to respond, individually, an 8-division-problem pre-test, composed of one partition division with no remainder, one quotition division with remainder, one partition with remainder, one quotition with no remainder, two solved partitions, and two solved quotitions. After pairing the results of the pre-tests, students that had distinctive interventions were joined in two groups with similar development: at the calculator/paper and pencil group, intervention included calculator, paper and pencil for problem solving; and at the manipulative/paper and pencil group, intervention was carried out with support of manipulative, paper and pencil for problem solving. At the end of the intervention, a post-test was carried out, and a later post-test after 8 weeks. Resultsthey were analyzed assuming two types analysis the comparisons of the group development, however, showed no significant differences; in other words, both interventions contributed to the students’ learning. Regarding the fact that the problems are partition or quotition, we noted that there were no differences in solving one or another problem during pre- and post-tests(SELVA, 1993, 1998; SPNILLO; LAUTERT, 2002; SELVA; BORBA, 2005). In relation to the problems with remainder, we also noted that many students still show difficulties in solving problems with remainder in agreement with previous studies (SELVA, 1993,1998; SELVA; BORBA, 2005; SELVA; BORBA; TORRES, 2007; SPINILLO; LAUTERT, 2012).This difficulty might be related to the fact that most math textbooks only explore problems with no remainder, making it difficult for students to understand problems with remainder; another thing is the fact that teachers do not assign this kind of problem very often in the classroom. Studying the students’ development regarding problems solved which decimal responses were included in the pre-test, post-test and later post-test, we learned that the calculator/paper and pencil group showed better results in the post-tests rather than the manipulative/paper and pencil one, possibly because they are used to the decimal representation displayed in calculators. We noted during qualitative analysis the use of some strategies, such as: addition, personal strategy, trial and error, multiplication, division and others, all verified in previous studies. We quoted as necessary the importance that in the early and continuous schooling of educators not only discussion on multiplicative structures be addressed, but also special underscore to the meaning of remainder acquired in the division problems, given that 5th grade students have shown a great deal of difficulties both in content and understanding the remainder. It was also brought into light the help of calculator both to the learning regarded to division problem solving and to the understanding of the meaning of remainder, empowering students. This fact strengthens the importance to include this tool in the teaching of mathematics.

Falls are the second leading cause of accidental or unintentional injury deaths worldwide. Many factors contribute to an increased risk of falling, such as age, disease state, and medication use. The purpose of the current investigation was to compare an electronic medical record (EMR) fall risk calculator, the theoretical Timed Up and Go (T-TUG), which utilizes gender, age, BMI, and prescription and OTC drug counts as variables, to other established performance- and paper-based assessments of fall risk. The National Social Life, Health, and Aging Project (NSHAP) Database was used to develop the T-TUG. Data was analyzed from participants in Wave 1 of the Irish Longitudinal Study on Ageing (TILDA) to validate the T-TUG. Performance-based assessments included mean grip force for both dominant and nondominant hands, Timed Up and Go (TUG), and a paper-based assessment titled the Steadiness Index. The latter is a series of 3 questions assessing steadiness when walking, standing, or getting up from a chair. Those participants of the TILDA cohort passing the inclusion criteria were divided into those who reported a fall in the previous year (N=1159) and those reporting no falls (N=4746). Two group comparisons were analyzed by Mann-Whitney U Test (p<0.05) and a Receiver Operator Characteristics (ROC) curve analysis was used to detect separation of fall and non-fall groups. For the Mann-Whitney U test the fall and no fall groups were statistically different for the T-TUG (p<0.001), TUG (p<0.001), dominant and nondominant grip forces (p<0.001), and the steadiness index (p< 0.001). In the fall group, the grip forces were weaker, T-TUG and TUG time longer, and the steadiness index scores lower. For the grip force assessments and steadiness index, lower scores are more likely to be associated with a higher fall risk. In the T-TUG and TUG, longer times are more likely to be associated with a higher fall risk. In the ROC curve analyses, the T-TUG (0.567, p<0.001) demonstrated similar outcomes compared to dominant (AUC=547, p<0.09) and non-dominant (AUC=0.550, p<0.01) grip forces, and the TUG (AUC=0.558, p<0.001). The steadiness index ROC analysis was slightly better than the T-TUG (AUC=0.579, p<0.001). Sensitivity (52-58%) and specificity (50-57%) ranges were equivalent for all performance-based assessments, whereas for the Steadiness Index, the sensitivity (40%) was lower than the specificity (75%). The EMR fall-risk calculator (T-TUG) is a valid triage tool to estimate fall risk in older community dwellers. The EMR calculator has the potential for real-time assessment of patients using current data compared to other performance- and paper-based assessments, which would allow the healthcare team to spend more time with higher fall risk patients.

Abstract: Cardiovascular disease (CVD) is the leading cause of death in the United States (US). One of the most important things primary care providers (PCP) can do to prevent CVD is using primary prevention treatments. In the practice where the project was implemented, a standardized process was not in place for identifying at-risk patients. Without this, there is no way to identify if providers were adequately assessing patients for atherosclerotic cardiovascular disease (ASCVD) risk by considering their risk-enhancing factors. One way to identify appropriate patients is by completing ASCVD risk calculation using the ASCVD Risk Estimator Plus from the American College of Cardiology and the American Heart Association. In addition, 2018 Guidelines for Cholesterol Management recommend ASCVD risk calculation on all patients 40-79. The use of this tool is free to both patients and providers through a website or mobile app. The calculator can be integrated into the Electronic Health Record (EHR) to improve ease of use however, that does not come standard. Therefore, ASCVD risk calculation was performed on all patients aged 40-79 presenting for a fasting lab visit (FLV) at a primary care practice comprised of 3 clinics in East Tennessee between January 17, 2022 and February 28, 2022. Excluded patients included: patients outside of the age range, who did not have a lipid level done at their FLV, or who had a total cholesterol (TC) level greater than 320mg/dL. Once calculation was performed, results were given to the patient’s PCP for medical decision making on primary prevention treatment. After providers were given the results, chart reviews were completed to assess for primary prevention treatment initiations or increases within three months of receiving the results. Preliminary results show that a total of 443 patients presented for a FLV during the timeframe. A total of 132 patients were ineligible due to age (n=70), not having a lipid level completed (n=61) or having a TC level greater than 320 mg/dL (n=1). A total of 133 patients did not show or rescheduled their FLV. Chart reviews are just beginning, and insufficient data is currently available regarding intervention results. Limitations to this project include: all participants were Caucasian therefore, result may not be applicable to a more diverse population, the project was completed during a pandemic where patients were hesitant to come into the office, even for FLV, and a considerable number of patients who risk calculation could not be completed on. Having ASCVD calculation integrated within the EHR could promote use by providers. Future long-term research is needed to identify the accuracy of this calculator. This calculator has been modified based on research. However, research to identify the accuracy could lead to modification of the calculation to provide the most accurate result possible. One way this can be done is through use of the calculator by providers across the US.

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital--the benefits that come from an individual's social contacts, social skills, and social resources. / Ph. D.

No description available.

Graphing calculator programs have been used on high-stakes tests and teacher-created assessments at the secondary and college level for many years. These programs- are even used on college-placement tests such as the ACT. Beginning with the 2011-2012 school year, the Mississippi Department of Education (MDE) made the decision to no longer allow the use of graphing calculator applications and/or programs on the Subject Area Testing Program (SATP2) for Algebra I. Currently, limited research exists to address the influence of graphing calculator program use on high-stakes assessments. The programming capabilities of graphing calculators should not be ignored. Because of the 2011-2012 graphing calculator policy change, a unique opportunity exists in Mississippi to provide valuable information about this issue. Gaining insight about how the use of graphing calculator programs has affected assessment results in the past will give policy makers needed information for creating equitable assessment policies in the future. This research used a causal-comparative research design to determine the influence of the MDE’s decision to no longer allow the use of graphing calculator programs on Mississippi’s Algebra I SATP2. The research questions consider the influence of the policy change with regards to three groups: students, schools in general, and Title I schools in particular. A chi-square test for association was used to examine the student-level data associated with research questions one and two. This analysis examined students’ ability to pass and their performance level on the Algebra I SATP2. The results for both of the chi-square analyses indicated significant results. For research question three, a two-way mixed ANOVA was used to examine the influence of the policy change on Title I schools. For this analysis, Title I schools represent disadvantaged populations. The results indicated no interaction between graphing calculator program use and type of school, but did reveal a main effect for the school type.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente trabalho trata de um assunto extremamente importante na vida de qualquer cidadÃo: MatemÃtica Financeira. No capÃtulo 1 à feita uma introduÃÃo juntamente com os objetivos e motivaÃÃes que provocaram a realizaÃÃo desse trabalho. Sendo o principal motivo e foco do nosso estudo a carÃncia de utilizaÃÃo, nos livros didÃticos, de tecnologias como facilitadoras de aprendizagem. No capÃtulo 2, falamos um pouco sobre a histÃria da moeda e consequentemente da MatemÃtica Financeira e tambÃm tratamos dos dois regimes de capitalizaÃÃo existentes: contÃnua e descontÃnua. Ao longo do capÃtulo 3, trabalhamos os dois tipos de regime de juros: simples e composto, e posteriormente descrevemos os tipos de taxas de juros. No capÃtulo 4, falamos sobre os tipos de descontos e no capÃtulo 5, estudamos as equivalÃncias de capitais, essencial para se entender, por exemplo, qual a melhor opÃÃo de compra (à vista ou a prazo). Em seguida, no capÃtulo 6, abordamos os sistemas de amortizaÃÃo, dando Ãnfase ao Sistema de AmortizaÃÃo Constante (SAC) e ao Sistema FrancÃs de amortizaÃÃo, conhecido tambÃm como Tabela Price. Posteriormente, no capÃtulo 7, analisamos alguns livros didÃticos e chegamos à conclusÃo que pouca atenÃÃo à dada à MatemÃtica Financeira e menor ainda ao uso de tecnologias. Isso embasa a nossa motivaÃÃo de propor, ao longo do capÃtulo 8, uma sugestÃo de metodologia utilizando tecnologias, a saber: calculadora simples, calculadora cientÃfica e planilha no LibreOffice Calc. / The present work is an extremely important issue in the life of every citizen: Financial Mathematics. Chapter 1 is an introduction along with the goals and motivations that led to the realization of this work. Being the main subject and focus of our study, the lack of use in textbooks, technologies as facilitators of learning. In Chapter 2, we talked a little about the history of money and hence Financial Mathematics and also treat the two-funded schemes exist: continuous and discontinuous. Throughout chapter 3, the two types of work arrangements interest: simple and compound, and then describe the types of interest rates. In Chapter 4, we talked about the types of discounts and Chapter 5, we study the equivalence of capital essential to understand, for example, what is the best option (spot or forward). Then, in Chapter 6, we cover the depreciation systems, emphasizing the Constant Amortization System (SAC) and the French system of amortization, also known as the Price Table. Later, in Chapter 7, we analyze some textbooks and concluded that little attention is paid to Financial Mathematics and less still to the use of technologies. This underlies our motivation to propose, along with Chapter 8, a suggested methodology using technologies, namely: simple calculator, scientific calculator and spreadsheet in LibreOffice Calc.