Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-31T09:41:38Z No. of bitstreams: 2 Dissertação - Josiana Gomes Barbosa Arenhardt - 2016.pdf: 10764471 bytes, checksum: 8fee3bbd62885870474ad3578760ac1a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-05-31T09:46:51Z (GMT) No. of bitstreams: 2 Dissertação - Josiana Gomes Barbosa Arenhardt - 2016.pdf: 10764471 bytes, checksum: 8fee3bbd62885870474ad3578760ac1a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-05-31T09:46:52Z (GMT). No. of bitstreams: 2 Dissertação - Josiana Gomes Barbosa Arenhardt - 2016.pdf: 10764471 bytes, checksum: 8fee3bbd62885870474ad3578760ac1a (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2016-03-28 / In this dissertation we will cover the study of conic sections: ellipse, hyperbola and parabola. This subject is quite rarely addressed in high school books. We therefore propose an approach that favors the development of students’ ability to algebraically classify, geometrically compare, and understand the constructions in a simple and pleasant way. We atempt address the subject in a detailed and rigorous manner, telling the historical development, talking about its applications, and classifing the conic sections through the reduced equations. Starting from the general equation of conic sections, we discuss the role of rotation and translation processes that lead the general classification of conic sections. Since the aim of this work is to be a comprehensive source for teachers and students interested in the subject, we also present a way to classify the conic sections using definitions and theorems from linear algebra, enabling the reader to choose between methods and taking him to realize that Analytical Geometry and Linear Álgebra complement theirselves. For the sake of strenghtening the intuition on this process we will use some features of the mathematical software Geogebra. / Neste trabalho de conclusão de curso abordaremos o estudo das seções cônicas: elipse, hipérbole e a parábola. Tal assunto é muito pouco abordado nos livros de ensino médio. Por isso propomos uma abordagem ao tema que favoreça o desenvolvimento da habilidade dos alunos em classificar algebricamente, comparar geometricamente, e entender as construções de forma simples e prazerosa. Abordaremos o assunto de forma detalhada e rigorosa, contaremos a parte histórica, suas aplicações, classificaremos as cônicas através das equações reduzidas. Partindo da equação geral das cônicas discutimos a natureza dos processos de rotação e translação que levam a classificação geral das cônicas. Como o objetivo deste trabalho é ser fonte de referência aos professores e estudantes que se interessam pelo tema, apresentaremos também uma forma de classificar as cônicas usando definições e teoremas da Álgebra Linear, possibilitando ao leitor escolher qual método utilizar e levá-lo a perceber que a Geometria Analítica e a Álgebra Linear se complementam. E, para enriquecer a intuição à este processo utilizaremos alguns recursos do software matemático Geogebra.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-04-18T19:26:13Z No. of bitstreams: 2 Dissertação - Danielle Michaelsen Lago - 2017.pdf: 6057418 bytes, checksum: 82697fc49062f88da2b3e99b2791a358 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-20T12:34:22Z (GMT) No. of bitstreams: 2 Dissertação - Danielle Michaelsen Lago - 2017.pdf: 6057418 bytes, checksum: 82697fc49062f88da2b3e99b2791a358 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-20T12:34:22Z (GMT). No. of bitstreams: 2 Dissertação - Danielle Michaelsen Lago - 2017.pdf: 6057418 bytes, checksum: 82697fc49062f88da2b3e99b2791a358 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-31 / This work was carried out to help teachers and students of high school in the study of geometric gures known as ellipse, parabola and hyperbola obtained through the cone section. We will present how the main characters in the story in uenced the ndings. We will demonstrate the respective canonical (reduced) equations of each of the gures as well as the general equation. We will present some of the applications o ered by these structures emphasizing the importance of studying this theme. / Este trabalho foi realizado para auxiliar professores e alunos do ensino médio no estudo das guras geométricas conhecidas como elipse, parábola e hipérbole obtidas através da secção do cone. Apresentaremos como os principais personagens da história in uenciaram nas descobertas relativas ao conteúdo. Demonstraremos as respectivas equações canônicas (reduzidas) de cada uma das guras bem como a equação geral para a obtenção dessas estruturas. Apresentaremos algumas das as aplicações oferecidas por estas estruturas ressaltando a importância do estudo deste tema.

Le but de cette thèse est d’apporter un éclairage nouveau sur la prédication averbale en français et en anglais, essentiellement dans le cadre théorique de la TOE. Le choix a donc été fait de parler d’énoncés averbaux plutôt que de phrases averbales. Après un important travail de définition des énoncés averbaux (que nous distinguons de l’ellipse, de l’apposition et de la prédication seconde) nous présentons les divers types d’énoncés averbaux et examinons la diversité des conditions d’occurrences dans lesquelles ils sont employés (discours littéraire et journalistique, discours muséal, contexte de signalisation, discours publicitaire), tout en ayant comme objectif la mise au jour d’un dénominateur commun, quel que soit le type de discours. Nous dressons la liste des principales différences de fonctionnement entre les deux langues, nous mettons en avant la nécessité de dépasser la typologie courante pour aboutir à un continuum interprétatif. Nous mettons en avant la dimension dialogique des énoncés averbaux ainsi que leur lien avec le présent et donc avec les paramètres qui constituent la situation d’énonciation et l’extralinguistique. Nous employons la métaphore de la proximité pour définir les relations entre l’énonciateur et divers éléments que sont l’extralinguistique, le co-énonciateur, la modalité et le contenu propositionnel des énoncés averbaux. / Our aim in this dissertation is to shed new light on verbless predication in English and French, within the theoretical framework developed by Antoine Culioli (TOE). The focus is accordingly on verbless utterances rather than verbless sentences. A general definition of verbless utterances is first given. These should not be confused with elliptical constructions, apposition and secondary predication. A typology of verbless utterances is first set up. We then provide a characterization of the different discourse types in which they occur (literature, news media, museum texts and captions, signposting, advertising). Verbless utterances, it is shown, share common, stable features, irrespective of their use and interpretation. Syntactic differences between English and French are outlined. The need for an interpretative continuum is highlighted. So is the need to underscore the dialogical dimension of verbless utterances, as well as their crucial connection to the present, i.e. to the speech situation and implied contextual parameters. The metaphorical concept of proximity is applied to describe the relationship between the speaker and the extralinguistic situation, the addressee, the modality and the propositional content of the verbless utterance.

This diploma thesis deals with a positioning accuracy of global positioning system GPS and satellite augmentation system EGNOS. My thesis describes the procedure for investigation of the errors in previously mentioned global navigation satellite systems according to L10 regulation and further on an elaboration is worked out in more detail far beyond the requirements of this regulation. In the practical part, an assessment of errors on a real data sample is done, the errors are measured with using a static observation, and later a discussion is carried out on the achieved results.

The project is solving problem with Library in Prerov and its location on the site and connection to existing infrastructure. The project can be divided into three parts - urban solutions, architectural design and technical solutions. Urban solutions The area is currently degraded by uncontrolled parking of cars and too much communication. This causes confusion functioning of transport and pedestrians weaving between cars. Vegetation is devastated. Influencing factor is the close proximity to the City Circle, whose importance will increase, if realized "shortcut" towards the main railway and bus station. The proposal aims to improve respectively. build high-quality public space. The library building is defined as a solitaire, a reaction to the complicated and urban neighborhood. Its placed on the Conner for puting there some object of interrest. Communications are in the area reduced. Towards the north west corner of the square is placed park. The composition of park is as organic as a library. Architectural design The shape of the building based on the urban situation and the requirements to define solitary building. First shape was circle that was formed into the shape of an ellipse.Outer shell is made from glass up to ensure connected with outdoor space. Horizontal structure is dividet into two sections. The first floor is public place with cofe etc. The rest of floor space is used for administration and supply. The second floor is only for memebers of library. There is situated all books, study places and storages for books. Library has three departments. Department for adults, department for children and music department. The technical solution The basis of construction of the building are reinforced concrete columns with „extendet head“. These are placed on the base plate with the pilots.

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My thesis is a human intervention into the tranquil and natural environment of Pandapas Pond and the Jefferson National Forest. Although the form of the intervention embraces the landscape and natural land formations, its purpose is to take the visitor along a path that translates the experience from one of participation to that of observation of the parkâ s surroundings. This is both an investigation of an architectural integration with the site and a partial separation of the inhabiter from his/her natural surroundings. / Master of Architecture

Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)

Der vorliegende Beitrag behandelt die kinematische und statische Analyse eines Biglide-Getriebes mit fünf Gliedern und zwei Schubantrieben zur Führung eines Punktes in der x-y-Ebene. Als mathematische Hilfsmittel werden die beiden Programme PTC Mathcad Prime 3.1 und GeoGebra 5.0 eingesetzt, die sich einander in hervorragender Weise ergänzen. Dabei ist Mathcad hier vorwiegend für Matrizenrechnungen und GeoGebra besonders anschaulich für geometrische Grundaufgaben mit Animationen zuständig. Die Effizienz der vorgestellten Algorithmen und Hilfsmittel wird anhand zweier Anwendungsbeispiele aufgezeigt.