<p>The central object of study of this thesis is inverse mean curvature vector flow of two-dimensional surfaces in four-dimensional spacetimes. Being a system of forward-backward parabolic PDEs, inverse mean curvature vector flow equation lacks a general existence theory. Our main contribution is proving that there exist infinitely many spacetimes, not necessarily spherically symmetric or static, that admit smooth global solutions to inverse mean curvature vector flow. Prior to our work, such solutions were only known in spherically symmetric and static spacetimes. The technique used in this thesis might be important to prove the Spacetime Penrose Conjecture, which remains open today. </p><p>Given a spacetime $(N^{4}, \gbar)$ and a spacelike hypersurface $M$. For any closed surface $\Sigma$ embedded in $M$ satisfying some natural conditions, one can ``steer'' the spacetime metric $\gbar$ such that the mean curvature vector field of $\Sigma$ becomes tangential to $M$ while keeping the induced metric on $M$. This can be used to construct more examples of smooth solutions to inverse mean curvature vector flow from smooth solutions to inverse mean curvature flow in a spacelike hypersurface.</p> / Dissertation

Submitted by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-24T19:49:13Z No. of bitstreams: 1 Dissertacao_Final.pdf: 1707155 bytes, checksum: 357bd5c1e42d1613b4f7dee804c010ca (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-24T19:52:20Z (GMT) No. of bitstreams: 1 Dissertacao_Final.pdf: 1707155 bytes, checksum: 357bd5c1e42d1613b4f7dee804c010ca (MD5) / Made available in DSpace on 2014-01-24T19:52:20Z (GMT). No. of bitstreams: 1 Dissertacao_Final.pdf: 1707155 bytes, checksum: 357bd5c1e42d1613b4f7dee804c010ca (MD5) / A intenção da pesquisa que culminou nesta dissertação foi discutir a relação entre formação e experiência e ampliação da esfera de presença na formação de professores, assumindo a ideia de formação como processo e produto. Uma pesquisa qualitativa pautada no princípio de abertura à experimentação, que buscou inspirações na hermenêutica e na etnografia. Teve como campo de estudos o do Projeto Irecê, que é um Curso de Licenciatura em Pedagogia – Séries Iniciais/Ensino Fundamental oferecido pela Faculdade de Educação da Universidade Federal da Bahia aos profissionais do quadro do magistério da rede municipal de Irecê, em parceria com a Prefeitura desse município. O que se quis foi compreender o a-con-tecer desse curso para construir interpretações sobre o que, em um currículo de formação, possibilita experiências que ampliam a esfera de presença. Na tentativa de construir um trabalho que não descuidasse nem da teorização, nem dos dados concretos de interpretação, tentou-se realizar um mergulho teórico, principalmente nos trabalho de Montesquieu, sobre o gosto e ampliação da esfera de presença; de Dewey, sobre experiência; de Nietzsche, sobre formação como tornar-se o que se é; e um mergulho no campo, através da imersão no cotidiano do curso e do diálogo com os professores-cursistas, os estudantes do curso. Tais mergulhos proporcionaram o entendimento da ampliação da esfera de presença como busca movida pelo prazer e impulsionada pela curiosidade, no movimento da experiência na formação e da formação na experiência. Proporcionaram, também, a percepção de que no a-con-tecer do Projeto Irecê ocorrem experiências formativas que ampliam a esfera de presença dos professores-cursistas, sobretudo no contato com as diversas linguagens, mas levaram também ao questionamento sobre a dimensão disso na rede municipal de educação. / ABSTRACT The intent of the research was to discuss the relationship between training and experience and the concept of the expanding the sphere of presence in teacher education, taking the idea of education as process and product. A qualitative research based on the principle of openness to experimentation, which sought inspiration in hermeneutics and ethnography. The field of studies is the Irecê Project, which is an undergraduated course in Education offered by the Faculty of Education of the Federal University of Bahia in partnership with the Board Education of the City. We seek to understand the quotidian of the course. A work that do not neglect neither the theory nor the interpretation of data. We tried to make a diving in the theory, especially in the work of Montesquieu, Dewey, Nietzsche, and an ongoing dialogue with the students of the course. This provided an understanding of the expanding the sphere of presence as a search motivated by pleasure and driven by curiosity, in the movement of experience in the training and training in the experience. It provided also the perception that, in the Irecê Project, does occur formative experiences in contact with various languages, and also touch other questions about the elementary education, the working place of these

CAMURÇA, Kamile Lima de Freitas. Mais educação é mais aprendizagem? Avaliação do Programa Mais Educação em Maracanaú, no Ceará. 2013. 106f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-02T12:02:07Z No. of bitstreams: 1 2013-DIS-KLFCAMURCA.pdf: 1872187 bytes, checksum: 8d69c4189e8891eb1debce5c44ca2238 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-02T12:57:26Z (GMT) No. of bitstreams: 1 2013-DIS-KLFCAMURCA.pdf: 1872187 bytes, checksum: 8d69c4189e8891eb1debce5c44ca2238 (MD5) / Made available in DSpace on 2013-10-02T12:57:26Z (GMT). No. of bitstreams: 1 2013-DIS-KLFCAMURCA.pdf: 1872187 bytes, checksum: 8d69c4189e8891eb1debce5c44ca2238 (MD5) Previous issue date: 2013 / A pesquisa enfoca o Programa Mais Educação, política pública de educação integral instituída pelo Ministério da Educação, como uma estratégia para a ampliação da jornada escolar. Tem como objetivo principal avaliar o processo do referido programa, no município de Maracanaú, a partir das diferentes concepções e práticas de educação integral, no contexto atual das políticas educacionais. Reflete sobre as concepções de educação integral presentes nas políticas educacionais do país, bem como as que norteiam o programa, analisa o cotidiano escolar e as repercussões decorrentes do Programa Mais Educação na organização e gestão da escola, e relaciona, ainda, tempo e desempenho escolar, avaliando sua efetividade em relação à melhoria da aprendizagem dos alunos envolvidos. Parte dos pressupostos de que maior quantidade de tempo não determina por si só práticas escolares qualitativamente diferentes e que há múltiplas e diferentes variáveis que interagem e permeiam o contexto escolar. Trata-se de uma pesquisa avaliativa, com uma abordagem qualitativa, que buscou contemplar os diversos fatores determinantes do sucesso escolar que se fazem presentes no cotidiano escolar, além de entender e interpretar os fenômenos do contraturno, a partir de uma análise ricamente descritiva, proporcionada pelo estudo de caso. Ao confrontar dados concretos e representações foi possível compreender a natureza e a gênese do processo educativo do Programa Mais Educação, além de seus efeitos sobre a comunidade escolar. Possibilitou também perceber as ações da escola que consolidam ideias diferentes sobre educação integral e sobre o próprio programa em questão.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-04-26T17:40:24Z No. of bitstreams: 1 DissTMM.pdf: 849927 bytes, checksum: aee543339b3ee494ab37ad7c35645651 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-02T13:19:42Z (GMT) No. of bitstreams: 1 DissTMM.pdf: 849927 bytes, checksum: aee543339b3ee494ab37ad7c35645651 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-02T13:19:48Z (GMT) No. of bitstreams: 1 DissTMM.pdf: 849927 bytes, checksum: aee543339b3ee494ab37ad7c35645651 (MD5) / Made available in DSpace on 2017-05-02T13:24:20Z (GMT). No. of bitstreams: 1 DissTMM.pdf: 849927 bytes, checksum: aee543339b3ee494ab37ad7c35645651 (MD5) Previous issue date: 2015-03-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Between 2003 and 2013, the São Paulo State University "Júlio de Mesquita Filho" - UNESP, has undergone two expansion cycles, which caused the university to present a growth, both at the undergraduate level as at the level of post- graduation. The decade in question is quite significant for the Brazilian higher education, because during this period, consolidated if the expansion policies of public universities, trend not only in the federal universities, but also in state universities of the State of São Paulo. During this period, UNESP underwent a process of expansion of undergraduate education, which took place on three fronts: creating new jobs in traditional courses of units already consolidated the institution; creation of new courses in these units; and creation of new campus, which resulted in an increase of 39.8% in the number of undergraduate courses offered by the institution. As graduation, UNESP graduate has also grown significantly in the past ten years, with an increase of 36.1% in the number of master's courses; and an increase of 44.3% of doctoral courses. The growth of undergraduate and graduate meant an increase of 40.5% of students enrolled at the university. However, there was an expansion of the teaching staff to accompany this growth, because in this period there was an increase of only 16.5% in the number of university teachers, that considering both effective teachers and temporary teachers. If we consider only the effective teachers of the institution, the picture is even more worrying, since, in this case, the increase is only 10.8%, leading us to the hypothesis that the work of these teachers have gone through a process of intensification from the university expansion. Therefore, we try to, from the analyzes of the Institutional Development Plan (IDP), the Graduate Expansion Study Notebook and the data contained in the UNESP Statistical Yearbooks, understand how was the expansion of the university and which relations between the process of expansion of UNESP and the Reform of the State Apparatus, held in the 1990s. / Entre os anos de 2003 e 2013, a Universidade Estadual Paulista “Júlio de Mesquita Filho” - UNESP, passou por dois ciclos de expansão, os quais fizeram com que a universidade apresentasse um crescimento, tanto em nível de graduação quanto em nível de pós-graduação. A década em questão é bastante significativa para o Ensino Superior brasileiro, pois, durante este período, consolidaram-se as políticas de expansão das universidades públicas, tendência verificada não só nas universidades federais, mas também nas universidades estaduais do Estado de São Paulo. Durante o referido período, a UNESP passou por um processo de expansão do ensino de graduação, o qual se deu em três frentes: criação de novas vagas em cursos tradicionais de unidades já consolidadas da instituição; criação de novos cursos nestas unidades; e criação de novos campi, o que resultou num aumento de 39,8% no número de cursos de graduação oferecidos pela instituição. Assim como a graduação, a pós-graduação da UNESP também cresceu de maneira significativa nestes dez anos, apresentando um aumento de 36,1% no número de cursos de mestrado; e um aumento de 44,3% de cursos de doutorado. O crescimento dos cursos de graduação e pós-graduação significou um aumento de 40,5% de alunos matriculados na universidade. Entretanto, não houve uma ampliação do quadro docente que acompanhasse tal crescimento, pois, neste período, houve um crescimento de apenas 16,5% no número de professores da universidade, isto considerando tanto professores efetivos quanto professores temporários. Se considerarmos apenas os professores efetivos da instituição, o quadro é ainda mais preocupante, já que, neste caso, o aumento é de apenas 10,8 %, levando-nos à hipótese de que o trabalho de tais professores tenha passado por um processo de intensificação a partir da expansão da universidade. Diante disso, busca-se, a partir das análises do Plano de Desenvolvimento Institucional (PDI), do Caderno de Estudo de Expansão de Graduação e dos dados contidos nos Anuários Estatísticos da UNESP, compreender como se deu a expansão da universidade e quais as relações entre o processo de expansão da UNESP e a Reforma do Aparelho de Estado, realizada nos anos 1990.

abstract: This study investigates the uses of English in advertising in Brazil and the attitudes of Brazilians towards the use of different difficulty levels of English in advertising. Using a two part, mixed-methods approach, drawing from quantitative and qualitative methods, I utilized a corpus study to examine English uses in Brazilian magazines and a survey to investigate the difficulty of English slogans as a determinant for people's attitudes towards English in advertising. For the first part, three major Brazilian news magazines, Veja, Época, and ISTOÉ were used. From three issues of each magazine, results showed that 57% of the advertisements in all nine magazines contained English in different parts of the advertisements, with most occurrences in the product name, followed by the body copy, headline, subheadline, and slogan. English was used to advertise a number of different product types, but was especially used for advertising cars, electronics, events, and banks. It was also found that the majority of English was used for its symbolic representations of modernity, prestige, globalization, and reliability. Using a survey for the second part of the study, I investigated how Brazilian participants judged four advertisements that featured English slogans that were comparable to slogans judged to be easy or difficult to understand in a similar study conducted by Hornikx, van Meurs, and de Boer (2010). Participants were offered attitudinal choices to mark off on a 4-point Likert scale, where they indicated their attitudes towards the English slogans provided. They were also asked to determine if they understood the slogans and to translate them to indicate their actual understanding of the slogans. Participants showed more positive attitudes towards the uses of English than negative attitudes. The survey provided evidence that with the very low numbers of correctly translated slogans, many participants believed they understood the slogans, which could prove to be more of an indicator of positive attitudes than their actual understanding of the slogans. This project provides an example from one Expanding Circle context touched by the far-reaching influences of World Englishes. / Dissertation/Thesis / Ph.D. Applied Linguistics 2014

L'objet de cette thèse est le développement d'un cadre unifié pour étudier la régularité de certains éléments caractéristiques des dynamiques chaotiques (pression/entropie topologique, mesure de Gibbs, exposants de Lyapunov) par rapport à la dynamique elle même. Le principal problème technique est la perte de régularité venant de l'utilisation d'un opérateur de composition, l'opérateur de transfert, dont les propriétés spectrales sont intimement liées aux "éléments caractéristiques" ci-dessus. Pour surmonter ce problème, nous établissons un théorème de régularité par rapport aux paramètres pour des points fixes, dans un esprit proche du théorème des fonctions implicites de Nash Moser. Nous appliquons ensuite cette approche "point fixe" au problème de la réponse linéaire (régularité de la mesure invariante du système par rapport aux paramètres) pour une famille de dynamiques uniformément dilatantes. Dans un second temps, nous étudions la régularité du plus grand exposant de Lyapunov d'un produit aléatoire d'applications dilatantes, s'appuyant sur notre théorème de régularité et la théorie des contractions de cônes. Nous en déduisons la régularité par rapport aux paramètres de la mesure stationnaire, de la variance dans le théorème limite central, et d'autres quantités dynamiques d'intérêt. / The aim of this thesis is the development of a unified framework to study the regularity of certain characteristics elements of chaotic dynamics (Topological presure/entropy, Gibbs measure, Lyapunov exponents) with respect to the dynamic itself. The main technical issue is the regularity loss occuring from the use of a composition operator, the transfer operator, whose spectral properties are intimately connected to the aformentionned "characteristics elements". To overcome this issue, we developped a regularity theorem for fixed points (with respect to parameter), in the spirit of the implicit function theorem of Nash and Moser. We then apply this "fixed point" approach to the linear response problem (studying the regularity of the system invariant measure w.r.t parameters) for a family of uniformly expanding maps. In a second time, we study the regularity of the top characteristic exponent of a random prduct of expanding maps, building from our regularity theorem and cone contraction theory. We deduce from this regularity w.r.t parameters for the stationanry measure, the variance in the central limit theorem, and other quantities of dynamical interest.

STŘÍLKA VLASTIMIL, Proposal of a tool for radial expanding of axial symetrical components Diploma work, 5th year, School year 2008/2009, educational group 5O/61, FS VUT in Brno, Institute of Manufacturing Technology, department of forming, May 2009 An object of this diploma work is location suitable manufacturing proposal for production engaged part of form ring from materials 17 246 segments tool. As a half- finished product of this part will be use a weldment metal plate from materials 17 246.1, the used welding technology is butt weld by laser beam. Choice of suitable manufacturing variety will be made from more construction proposal tool. Appearance to financial costs, mode of radial expanding and so from aspekt functionality and next processing part. We choice variety NO. 3. I implemented calculation usefull forming power and process factor. I affixed to the dokument plan configuration choose variety.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19200号 / 人博第741号 / 新制||人||178(附属図書館) / 27||人博||741(吉田南総合図書館) / 32192 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 宇敷 重廣, 教授 森本 芳則, 准教授 木坂 正史 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

Thesis advisor: Jane Flanagan / Background: Over the past decade, increasing numbers of emerging adults, defined as ages 18 to 22, have journeyed to the United States (US) from Guatemala, Honduras and El Salvador. Upon arrival to the US, many experience inequities in health and healthcare access. The inequities are shaped by US political practices and choices attributed to broad structural and systemic-level barriers within planetary, social, economic and necropolitical forces. Applying a critical framework of antiracism, anti-oppression and anticolonialism, nurses and other healthcare providers must seek to understand the health patterning and life experiences of emerging adult im/migrants from Guatemala, Honduras, and El Salvador so that their health and healthcare needs may be supported. Approach: This qualitative research project aimed to explore health patterning of emerging adult immigrants from Guatemala, Honduras, and El Salvador using the nursing specific research praxis of Health as Expanding Consciousness (HEC). The second aim explored themes across the group. Critical posthuman, feminist, and new materialist assumptions also informed the approach to the study. Between June 2021 to November 2022 thirteen emerging adult participants from Guatemala and Honduras were interviewed twice. Enrollment occurred through community-based recruitment and snowball sampling methods. Each person’s individual story was explored using the HEC praxis method. Results: Participants’ stories uncovered unique profiles with situated, context-specific individual health patterning. Four themes were identified across stories using the qualitative analytic method of Sort and Sift, Think and Shift: Family is Fundamental, The Journey Holds Meaning, Opportunities Exist Amidst Constraints, and Movement and Art are Healing. Conclusions: The discussion section reviews main implications for building critical nursing praxis; understanding intersections of health, nursing care and human mobility; advancing nursing policy for people excluded from care; advancing research using HEC praxis as a caring act of accompaniment; and transforming nursing education for social justice and radical possibility. Im/migration and asylum-seeking were viewed as fundamental human rights including critically advancing the right to health and safety for people in mobility contexts. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Connell School of Nursing. / Discipline: Nursing.

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