I denna studie har effekterna av en dynamisk leveldesign undersökts som baserat sig på konceptet Multiplayer Difficulty Adjustment. Konceptet baseras på flera olika källor men handlar igrunden om att behålla spelare i Flow.Baldwin (2014)gjorde en undersökning där effekterna av en ändring till HP för den förlorande spelaren utvärderades. Till skillnad har denna studie ändrat på nivåns design för att undersöka dess effekter och eventuella likheter till Baldwin. Det gjordes med spelet CS: GO (2013) där en egengjord nivå skapades medett system som simulerade en dynamisk förändring i nivån.Med denna nivå utfördes studien med 24 deltagare där matchstatistik, kvantitativadata och kvalitativa intervjuer samlades in. Även om deltagarantalet var lågt, så kan man se tydliga indikationer på att systemet balanserar ut spelet för deltagarna. Man kan även dra slutsatsen från intervjuerna att deltagarna föredrarsystemet men att det enbart får inkluderas i ”casual” spellägen.

Lorsque l'idée de reprendre une entreprise en difficulté est évoquée, la technique qui vient systématiquement à l'esprit est celle de reprendre cette entreprise à travers un plan de cession tel que celui-ci a été instauré, en droit français, par la loi 11°85-98 du 25 janvier 1985. Seulement et à côté de cette technique de la cession de l'entreprise décidée par l'arrêté d'un plan de cession, la reprise de l'entreprise en difficulté peut se réaliser par voie interne impliquant le transfert de son capital. L'objectif de ce travail est d'étudier l'opération de la cession d'entreprise en difficulté et son régime juridique tout d'abord à travers le cadre classique du plan de cession et ensuite à travers la technique originale de la cession interne. L'analyse qui sera faite de ces différents modes de cession des entreprises en difficulté sera réalisée à la lumière des principes du droit commun des obligations les plus classiques : vices du consentement, prix, garanties d'éviction, garanties des vices cachés ... C'est en révélant les particularités et les dérogations qui existent lors de l'application de ces règles à la cession de l'entreprise en difficulté que des solutions aboutissant à une plus grande cohérence seront proposées. / When the idea of taking back a company in difficulty arises, the technique that comes systematically in mind is that of taking back that company through a transfer plan similar to the one that has been instituted, in the French Law, by the law 11°85-98 of January 25th 1985. But and beside that technique of a transfer plan, the taking back of the company in difficulty decided by the settlement of a transfer plan, the taking back can be realized by an internal channel that involves the transfer of its capital. The objective of this work is to study the operation of the transfer plan of the company in difficulty and its judicial regime first by the traditional frame of the transfer plan and then through the original technique of the internal transfer. The analysis that will be made of these different modes of transfer plan of companies in difficulty and will be carried out thanks to the principles of the common law of the most traditional obligations: defects of consent, peaceful possessions guarantees, guarantees of hidden defects ... It is by revealing the particularities and the derogations that exist when applying these rules to the transfer plan of the company in difficulty that solutions that will reveal more coherence will be revealed.

The thesis is concerned with the relativity of marking at primary school, aimed to subjectivity in evaluation when rating the pupils' work in the Czech language. The theory is focused on evaluation generally - its functions, types, forms. In the theoretical part there is mentioned, what types of assessment are believed to be the first- quality ones. Two chapters are devoted to objectiveness and fairness in the evaluating, too. This thesis contains several paragraphs about the embedment of evaluation in the law. The target of the research was to find out, if the teachers interpret the pupil's performance differently and what criteria are taken into consideration. I want to alert to the huge amount of subjectivity when rating with marks. The teachers were given the same simulated piece of a pupil's work. Their task was to correct it and to mention what was an influence on their evaluation, the given mark. The half-structured dialogue was the chosen method for the research. The thesis confirmed the hypothesis that the evaluation through the marks is burdened with a high measure of subjectivity. That is to say, that the teachers marked the work very differently and their evaluation was grounded on various criteria. KEYWORDS evaluation, marking, subjectivity, teachers, criteria, difficulty

Empirical research shows that co-opetition is a double-edged sword such that it can both help and hurt the achievement of desired performance outcomes. Despite the proliferation of co-opetitive alliances (i.e., simultaneous pursuit of competition and cooperation between firms), the field still lacks a theoretical framework that could help explain the dynamic mechanisms and conditions leading to these contradictory results. This thesis attempts to distill and integrate arguments from different literature streams of paradox, ambidexterity, and emotion to develop a framework in which experienced paradoxical tension (i.e., individual level cognitive difficulty and emotional ambivalence that pulls managers in opposite directions) serves as the main underlying mechanism through which co-opetition (i.e., an inter-firm level paradox) differentially affects performance in co-opetitive alliances. I further propose that firms' failure or success to achieve performance objectives in co- opetitive alliances is also contingent upon having a strong co-opetition capability (i.e., a multidimensional capability comprising analytical, emotional, and balancing dimensions). This thesis includes four appended papers that have used various methodologies such as anecdotes, exemplar cases, and particularly survey questionnaires to test some parts of the developed theory. The results from different papers show support for most of the tested relationships. Overall, the thesis contributes by proposing a much- need theory of experienced paradoxical tension that address the core issues related to the nature, source, consequence, and management of such tension in co-opetitive alliances. My theory has implications for research on organizational paradox and emotion, as well as for senior managers who are responsible for the success of co-opetitive alliances.

Orientador: Rosely Palermo Brenelli / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T12:59:35Z (GMT). No. of bitstreams: 1 Cassiani_Simone_M.pdf: 2063323 bytes, checksum: ab3913f853b2a7a1b1188b089621f91e (MD5) Previous issue date: 2009 / Resumo: Os objetivos centrais da presente investigação foram descrever a atuação psicopedagógica em grupos de apoio para alunos com dificuldade de aprendizagem numa rede municipal de ensino do interior do Estado de São Paulo e verificar se esses alunos encaminhados apresentaram evolução no rendimento escolar. Por ser uma pesquisa documental foram utilizados documentos e registros de 07 (sete) escolas de Ensino Fundamental, referentes a 128 (cento e vinte e oito) alunos de 1ª e 2ª séries que freqüentaram o Grupo de Apoio, em 2006 (dois mil e seis), por no mínimo três bimestres, cujas dificuldades se centravam nas áreas de Língua Portuguesa e de Matemática. Os documentos e descrições permitiram realizar uma análise sobre a forma de os professores encaminharem seus alunos com dificuldades de aprendizagem aos Grupos de Apoio, caracterizando as dificuldades como genéricas e específicas. Os registros dos documentos possibilitaram considerar a atuação psicopedagógica de forma geral na rede de ensino, o acompanhamento específico aos professores do Grupo de Apoio e as capacitações oferecidas a eles. Com os documentos relativos às atas finais, o desempenho dos alunos e o resultado de promoção e retenção foram analisados. Os dados demonstraram que houve uma redução significativa nas dificuldades apresentadas pelos alunos nos aspectos referentes à leitura e escrita e ao lógico-matemático, além de outras habilidades subjacentes ao ato de aprender. A atuação psicopedagógica analisada revela as atribuições da psicopedagoga frente às escolas, o enfoquedado à formação continuada dos professores que atuam com os alunos nos Grupos de Apoio e o acompanhamento direcionado junto ao professor destes grupos. O índice de promoção não alcançou a totalidade dos alunos encaminhados ao Grupo de Apoio, sendo 48,1% e 59,2% na 1ª e 2ª série respectivamente. Nesse sentido, não houve resultado estatisticamente significativo na recuperação de todos os alunos, entretanto as dificuldades de aprendizagem foram reduzidas na maioria das categorias quando comparadas entre o diagnóstico inicial e avaliação final do desempenho dos alunos, na perspectiva do professor da sala regular. Esses resultados revelam a importância do psicopedagogo institucional na orientação conjunta das atividades escolares. / Abstract: The main objectives of the present work were to describe the psycho educational performance of students with learning difficulties, attending support groups in a chain of municipal schools located in the country side of the state of São Paulo, as well as verifying whether such students showed any improvement in their academic performance. As a documental research, it was used reports and records from seven primary schools concerning one hundred twenty-eight students in first and second grades who had attended the support groups in 2006 for at least one semester and a half, whose difficulties were mainly in Portuguese Language and Mathematics. After analyzing the documents and descriptions, the teachers sent their students with learning difficulties to the support groups, pointing out as generic and specific difficulties. The reports also allowed to consider the psycho educational performance in a general way in the teaching chain, the specific follow up of the teachers working in the support groups as well as the professional qualifications offered to them. With the documents concerning the final minutes, the students' performance and the results of promotion and retention were analyzed. The data showed a significant decrease regarding the students' difficulties in reading and writing as well as in the logic of mathematics, apart from other learning skills. The psycho educational performance analyzed, shows the psycho educationalist' work on the face of schools, the importance given to the constant education of the support group teachers as well as the follow up of the teacher in such groups. The promotion rate did not reach all the students who attended the support groups being 48,1% and 59,2% in first and second grades respectively. This way, one cannot statistically state that all the students overcame their difficulties however, the learning difficulties were significantly reduced in most of the categories when comparing from the initial diagnosis to the final evaluation of the students' performance, from the view of a regular class teacher. The results show the importance of the institutional psycho educationalist working along in the school activities. / Mestrado / Psicologia Educacional / Mestre em Educação

Made available in DSpace on 2016-07-18T17:54:14Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 575360 bytes, checksum: 502a069a2210bef84f4d139703beb34c (MD5) Previous issue date: 2008-11-06 / This paper has aimed to investigate the reason that the students show gap knowledge in the mathematics area and see if this fact is due to the fear or the myth about the subject or if these difficulties are not related to learning of basic concepts. In this paper the qualitative approach was a method adopted to carry out the research to investigate a contemporary phenomenon within a real context, where each object is treated as unique. The data were processed according to the content analysis and documentary analysis. The search for field was developed during the second semester of 2007 in a public school, belonging to the Birigui´s Board Education. The choice of school was based on the low-income school submitted by the managers. The study was designed with students in basic education, seventh series. First the students had been observed in their natural environment, in their classrooms. After that, was proposed to make an autobiography about his relationship with Mathematics. Then the students were interviewed. The action of teach was observe according to the methodology, planning class, evaluation and the relationship between the teachers and students. There were also reviewed the planning education, students notebooks and activities and the teacher´s daily. The gotten data had been treated through the "content analysis" and "documentary analysis". Both subject had been placed in evidences about the importance of the effective relations at the school indicating that this may contribute such for the success as the failure of the pupil causing fear and blockades into a relation with the Mathematics subject. / O trabalho teve como objetivo investigar por que os alunos apresentam defasagem de conhecimento na área de Matemática e verificar se esse fato é decorrente do medo, ou do mito a respeito da disciplina, ou ainda se essas dificuldades estão relacionadas à não aprendizagem de conceitos básicos. A abordagem adotada para realizar a pesquisa foi a qualitativa, do tipo estudo de caso, por investigar um fenômeno contemporâneo dentro de um contexto real, onde cada objeto é considerado como único. A pesquisa de campo foi desenvolvida durante o segundo semestre de 2007 numa escola pública, pertencente à Diretoria de Ensino de Birigui. A escolha da escola foi feita em função do baixo índice de rendimento escolar apresentado pelos alunos apontados pelos professores aos gestores escolares. O estudo foi desenvolvido com alunos das sétimas séries do ensino fundamental. Primeiramente os alunos foram observados em seu ambiente natural de trabalho. A partir daí, foi proposto que fizessem uma autobiografia sobre sua relação com a Matemática. A seguir, os alunos foram entrevistados. A ação docente foi observada em relação ao planejamento, à metodologia, ao relacionamento com os alunos e a avaliação. Foram também analisados o plano de ensino, os cadernos dos alunos e os diários da professora. Os dados obtidos foram tratados mediante análise de conteúdo e análise documental e colocaram em evidência a importância das relações afetivas dentro da escola, porque elas podem contribuir tanto para o sucesso como o fracasso do aluno, ocasionando, muitas vezes, medo e bloqueios em relação à Matemática.

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The thesis entitled "Evaluation of didactic aspects of selected school textbooks" focuses on analysis, evaluation, comparison of didactic completeness, and text difficulty of selected biology textbooks. Beside of analyses of these evaluation criteria, the compliance of textbooks with Framework Educational Programme was proved. Furthermore, a survey among biology teachers was conducted to monitor the range of used textbooks on elementary schools and using of innovative technologies, such as electronic textbooks, in the educational process.

For decades, teachers and language learners have been concerned about matching the difficulty level of texts to the proficiency level of learners in order to achieve comprehensible input, which leads to effective learning. Some leveling systems and research use word lists as part of their leveling processes, particularly the Academic Word List. The Academic Vocabulary List (AVL) has not been explored yet as a leveling tool, so this study aims to address this lack of research by examining how the AVL words vary in cumulative frequency bands and also in separate frequency bands with regard to level and topic. The AVL was divided into 5 frequency bands and compared against corpora of biology and U.S. history texts at the elementary, junior high, high school, and university levels. Results showed that the biology texts had a higher percentage of total AVL tokens than the history texts did, suggesting that the AVL may be more suitable for some disciplines than others. For the cumulative bands, Bands 1 through 3 proved to have the highest percent deltas, suggesting that words 1 to 800 are the most useful to learn. Looking at each separate band, Bands 1 and 2 had the highest percent of AVL tokens at the high school level, implying that the words of these bands are especially valuable for learners at this level. The university level had the highest percentage for Bands 3 through 5. There was no statistical significance for any band concerning the factor of the relationship between topic and level, but there was statistical significance for the factor of proficiency level at every level. For the factor of topic, there was significance for every band except Band 3. For each band, the elementary and junior high texts were generally similar to each other concerning the AVL tokens found in them. High school and university texts were similar to each other for Bands 1 and 2 but were not similar to each other for Bands 3 through 5.

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