Esta pesquisa ressalta as contribuicões da teoria piagetiana para o campo da aprendizagem em Física. Ela objetiva entender, mediante situacao experimental, como os sujeitos relacionam os conhecimentos da mecânica clássica de Newton com os conhecimentos da mecânica relativística de Einstein. Embora a análise tenha sido realizada com conceitos da Física, o relacionamento entre diferentes teorias científicas pode ser estendido para as mais variadas áreas de conhecimento. Utilizando-se o Método Clínico piagetiano, foram propostas aos sujeitos situacões passíveis de serem entendidas como conflitantes, com o intuito de que novos dados pudessem ser assimilados. Quando da incorporacao, pelos sujeitos da pesquisa, de dados novos ao modelo explicativo, sucederam-se três consequências: aumento em extensao do modelo explicativo; aumento em compreensao do modelo explicativo; extincao do modelo explicativo surgindo, com isso, a possibilidade de elaboracao de um novo modelo. Desde os sujeitos que buscam explicar os novos dados exclusivamente com o modelo newtoniano (Modelo M), passando pelos que diferenciam dois modelos explicativos ao mesmo tempo em que distinguem duas realidades (Modelos M – Modelo M'), até os que relacionam os dois modelos explicativos por meio de uma totalidade que permite compreender o grau de generalizacao de cada modelo (Modelos M ↔ Modelo M'), o papel da novidade produzida por eles tornou-se evidente. A análise dos dados coletados para esta tese indica que a consciência da evolucao das teorias científicas, bem como suas possíveis relacões, é ponto de chegada de um longo processo que comeca por diferenciar, antes de relacionar, dois modelos explicativos. A emergência de um novo modelo surge no momento em que o modelo vigente nao mais consegue explicar situacões novas, integrar novos dados. A dificuldade de o sujeito compreender as causas da nao aplicabilidade do modelo vigente às novas situacões é o ponto de partida para sua reconstrucao ou até para a construcao de um novo modelo. Essa ideia se opõe a muitas metodologias de ensino utilizadas em sala de aula que consideram o aluno um receptáculo passivo destinado à aceitacao acrítica de teorias. As conclusões desta tese permitem, no âmbito educacional, uma reflexao sobre como deveria ser a abordagem da evolucao de teorias científicas em sala de aula e a sua importância para o avanco das ciências. / This survey enhances the contributions of piagetian theory to the learning field of Physics. In an experimental situation, it aims an understanding on how individuals associate knowledge of classical newtonian mechanics with the knowledge of Einstein’s relativistic mechanics. Even though the analysis has been carried out with concepts of Physics, the relationship between distinct scientific theories can be understood for the most diverse fields of knowledge. Using the Piagetian Clinical Method, situations that could be understood as conflicting were proposed to the individuals with the purpose that new data could be assimilated. When the subjects of the survey internalized the new data of the explanatory model, there was a succession of three consequences: an increase in the extent of the explanatory model; an increase in understanding the explanatory model; extinction of the explanatory model arising, from that, the possibility of elaborating a new model. From the subjects in a search of explaining the new data with the newtonian model exclusively (M Model), through the ones that distinguish two explanatory models at the same time they recognize two realities (M Models –M' Model), and to the ones that connect the two explanatory models by means of a wholeness which allows the understanding of the extent of generalization of each model (M Models ↔ M' Model), the role of the novelty produced by them became evident. The analysis of the collected data to this thesis indicates that the awareness of the evolution of scientific theories and their possible relations are arrival point of a long process that starts in distinguish, before association, two explanatory models. The emergency of a new model arises when the current model cannot explain anymore new situations or integrate new data. The difficulty of the subject in understanding the causes of the non-applicability of the current model to the new situations is a starting point for the reconstruction or the construction of a new model. This idea opposes to a variety of methodologies of teaching used in classroom that consider the student a passive receptacle with no criticism to theories. The conclusions of this thesis allow, in the learning environment, discussion on how should be done the approach of the evolution of scientific theories in classroom and its importance to the progress of sciences. / Esta pesquisa resalta las contribuciones de la teoría piagetiana para el campo de aprendizaje en Física. Ella objetiva entender, mediante la situacion experimental, como los sujetos relacionan los conocimientos de la mecánica clásica de Newton con los conocimientos de la mecánica relativista de Einstein. Aunque el análisis se haya realizado con los conceptos de la Física, la relacion entre distintas teorías científicas puede extenderse para las más variadas áreas de conocimiento. Utilizándose el Método Clínico piagetiano, fueran propuestas a los sujetos situaciones pasibles de ser entendidas como conflictivas, con el objetivo de que nuevos datos se puedan asimilar. Cuando da incorporacion, por los sujetos de la investigacion, de nuevos datos de modelo explicativo, se sucederán tres consecuencias: aumento en extension del modelo explicativo, aumento en comprension del modelo explicativo; extincion del modelo explicativo surgiendo con eso, la posibilidad de elaboracion de un nuevo modelo. Desde los sujetos que buscan explicar los nuevos datos exclusivamente con el modelo newtoniano (Modelo M), pasando por los que se diferencian de los modelos explicativos al mismo tiempo en que se distinguen dos realidades (Modelos M – Modelo M'), hasta que los relacionen los dos modelos explicativos por medio de una totalidad que permite comprender el grado de generalizacion de cada modelo (Modelos M ↔ Modelo M'), el papel de la novedad producida por elles se convirtio evidente. El análisis de los datos colectados para esta tesis indica que la evolucion de las teorías científicas, bien como sus posibles relaciones, es el punto de llegada de un nuevo proceso que empieza por diferenciar, antes de relacionar, dos modelos explicativos. La emergencia de un nuevo modelo surge en el momento en que el modelo vigente no consigue más explicar situaciones nuevas, integrar datos nuevos. La dificultad del sujeto comprender las causas de la no aplicabilidad del modelo vigente a las nuevas situaciones es el punto de partida para su reconstruccion o hasta para la construccion de un nuevo modelo. Esa idea si opone a muchas metodologías de enseñanza utilizada en clase que considera el alumno un receptáculo pasivo a una aceptacion acrítica de las teorías. Las conclusiones de esta tesis permiten, en el ámbito educacional, una reflexion sobre como debería ser la abordaje de la evolucion de las teorías científicas en clase y su importancia para el avanzo de las ciencias.

Esta pesquisa ressalta as contribuicões da teoria piagetiana para o campo da aprendizagem em Física. Ela objetiva entender, mediante situacao experimental, como os sujeitos relacionam os conhecimentos da mecânica clássica de Newton com os conhecimentos da mecânica relativística de Einstein. Embora a análise tenha sido realizada com conceitos da Física, o relacionamento entre diferentes teorias científicas pode ser estendido para as mais variadas áreas de conhecimento. Utilizando-se o Método Clínico piagetiano, foram propostas aos sujeitos situacões passíveis de serem entendidas como conflitantes, com o intuito de que novos dados pudessem ser assimilados. Quando da incorporacao, pelos sujeitos da pesquisa, de dados novos ao modelo explicativo, sucederam-se três consequências: aumento em extensao do modelo explicativo; aumento em compreensao do modelo explicativo; extincao do modelo explicativo surgindo, com isso, a possibilidade de elaboracao de um novo modelo. Desde os sujeitos que buscam explicar os novos dados exclusivamente com o modelo newtoniano (Modelo M), passando pelos que diferenciam dois modelos explicativos ao mesmo tempo em que distinguem duas realidades (Modelos M – Modelo M'), até os que relacionam os dois modelos explicativos por meio de uma totalidade que permite compreender o grau de generalizacao de cada modelo (Modelos M ↔ Modelo M'), o papel da novidade produzida por eles tornou-se evidente. A análise dos dados coletados para esta tese indica que a consciência da evolucao das teorias científicas, bem como suas possíveis relacões, é ponto de chegada de um longo processo que comeca por diferenciar, antes de relacionar, dois modelos explicativos. A emergência de um novo modelo surge no momento em que o modelo vigente nao mais consegue explicar situacões novas, integrar novos dados. A dificuldade de o sujeito compreender as causas da nao aplicabilidade do modelo vigente às novas situacões é o ponto de partida para sua reconstrucao ou até para a construcao de um novo modelo. Essa ideia se opõe a muitas metodologias de ensino utilizadas em sala de aula que consideram o aluno um receptáculo passivo destinado à aceitacao acrítica de teorias. As conclusões desta tese permitem, no âmbito educacional, uma reflexao sobre como deveria ser a abordagem da evolucao de teorias científicas em sala de aula e a sua importância para o avanco das ciências. / This survey enhances the contributions of piagetian theory to the learning field of Physics. In an experimental situation, it aims an understanding on how individuals associate knowledge of classical newtonian mechanics with the knowledge of Einstein’s relativistic mechanics. Even though the analysis has been carried out with concepts of Physics, the relationship between distinct scientific theories can be understood for the most diverse fields of knowledge. Using the Piagetian Clinical Method, situations that could be understood as conflicting were proposed to the individuals with the purpose that new data could be assimilated. When the subjects of the survey internalized the new data of the explanatory model, there was a succession of three consequences: an increase in the extent of the explanatory model; an increase in understanding the explanatory model; extinction of the explanatory model arising, from that, the possibility of elaborating a new model. From the subjects in a search of explaining the new data with the newtonian model exclusively (M Model), through the ones that distinguish two explanatory models at the same time they recognize two realities (M Models –M' Model), and to the ones that connect the two explanatory models by means of a wholeness which allows the understanding of the extent of generalization of each model (M Models ↔ M' Model), the role of the novelty produced by them became evident. The analysis of the collected data to this thesis indicates that the awareness of the evolution of scientific theories and their possible relations are arrival point of a long process that starts in distinguish, before association, two explanatory models. The emergency of a new model arises when the current model cannot explain anymore new situations or integrate new data. The difficulty of the subject in understanding the causes of the non-applicability of the current model to the new situations is a starting point for the reconstruction or the construction of a new model. This idea opposes to a variety of methodologies of teaching used in classroom that consider the student a passive receptacle with no criticism to theories. The conclusions of this thesis allow, in the learning environment, discussion on how should be done the approach of the evolution of scientific theories in classroom and its importance to the progress of sciences. / Esta pesquisa resalta las contribuciones de la teoría piagetiana para el campo de aprendizaje en Física. Ella objetiva entender, mediante la situacion experimental, como los sujetos relacionan los conocimientos de la mecánica clásica de Newton con los conocimientos de la mecánica relativista de Einstein. Aunque el análisis se haya realizado con los conceptos de la Física, la relacion entre distintas teorías científicas puede extenderse para las más variadas áreas de conocimiento. Utilizándose el Método Clínico piagetiano, fueran propuestas a los sujetos situaciones pasibles de ser entendidas como conflictivas, con el objetivo de que nuevos datos se puedan asimilar. Cuando da incorporacion, por los sujetos de la investigacion, de nuevos datos de modelo explicativo, se sucederán tres consecuencias: aumento en extension del modelo explicativo, aumento en comprension del modelo explicativo; extincion del modelo explicativo surgiendo con eso, la posibilidad de elaboracion de un nuevo modelo. Desde los sujetos que buscan explicar los nuevos datos exclusivamente con el modelo newtoniano (Modelo M), pasando por los que se diferencian de los modelos explicativos al mismo tiempo en que se distinguen dos realidades (Modelos M – Modelo M'), hasta que los relacionen los dos modelos explicativos por medio de una totalidad que permite comprender el grado de generalizacion de cada modelo (Modelos M ↔ Modelo M'), el papel de la novedad producida por elles se convirtio evidente. El análisis de los datos colectados para esta tesis indica que la evolucion de las teorías científicas, bien como sus posibles relaciones, es el punto de llegada de un nuevo proceso que empieza por diferenciar, antes de relacionar, dos modelos explicativos. La emergencia de un nuevo modelo surge en el momento en que el modelo vigente no consigue más explicar situaciones nuevas, integrar datos nuevos. La dificultad del sujeto comprender las causas de la no aplicabilidad del modelo vigente a las nuevas situaciones es el punto de partida para su reconstruccion o hasta para la construccion de un nuevo modelo. Esa idea si opone a muchas metodologías de enseñanza utilizada en clase que considera el alumno un receptáculo pasivo a una aceptacion acrítica de las teorías. Las conclusiones de esta tesis permiten, en el ámbito educacional, una reflexion sobre como debería ser la abordaje de la evolucion de las teorías científicas en clase y su importancia para el avanzo de las ciencias.

This thesis addresses a problem in the literature on technology transfer of understanding the local appropriation of knowledge. Based on interpretive and analytic traditions developed in Science and Technology Studies (STS) and ethnomethodology, I conceptualise technology transfer as involving communication between discursive communities. I develop the idea of 'performance of community' to argue that explanations of research and technology, and readings of those explanations, are sites for the elaboration of the identity of a discursive community. I explore this approach through a case study in the field of artificial intelligence (AI). I focus on what I call 'explanatory practices', that is practices of describing, identifying and explaining Al, and trace the differences in these practices, according to location, context and audience. The novelty of my thesis is to show the pervasiveness of performance of community within these explanatory practices, through showing the differences in the claimed identity and significance of Al, associated with different locations, contexts and audiences. I draw out some of the implications of my approach by counterposing it to a theory of technology transfer as the passing of neutral units of information, which I argue is implicit in a complaint made by Al vendors that the Al marketplace had been damaged by overselling or hype. In particular, I show that disclaimers of hype (more than the perpetration of it) had always been associated with the marketing of Al. More generally, my claim is that it is politically important to understand that neutral information is not available even as an ultimate standard, and that the local appropriation of knowledge is not an aberration to be controlled, but a component of both successful and unsuccessful communication between discursive communities.

The thesis examines why and how a Malaysian telecommunication company TM, adopted balance scorecard (BSC). The focus lies in the new institutional theory (NIS), particularly the institutional change model of Hopper and Major (European Accounting Review, 16(1), pp. 59-97, 2007), supplemented by theoretical triangulation involving economic, labour process and actor network theories to enrich observations and extend theory. An explanatory case study is used which employed semi structured interviews, document reviews, informal conversation and observations as method of data collection. Why TM adopted BSC lay in a complex, interrelated chain of institutions, including the government as the main shareholder, management consultants and competitor. BSC was seen as a symbol of improved competitiveness and efficiency but its diffusion and adoption involved mimetic, coercive and normative pressures. The initial reason of adopting BSC was mimetic as a way for TM to move forward after privatisation process. In addition, BSC was also seen as a tool for TM to better transformed itself in order to compete with new players in the telecommunication industry. It is also an act of gaining legitimacy as TM moved from government agency to a privatised entity. Hence, adopting new management accounting practice provides TM an acknowledgment as a private entity. Government transformation programme in 2004 acts as coercive pressure for TM to fully redesign the BSC and tie it to the reward system. Various actors were mobilized to translate and modify BSC to become a working practice in the company. This translation process continues even after the implementation of BSC as new actors join the organisation and existing actors left the organisation. TM executives adopted and used BSC whereas the operational employees showed resistance to the new system. Thus, two separate performance reward systems continue to be practiced in TM which one is based on BSC methodology while the other following the old performance measurement system.

Many workforce-related shortages in the marine transportation industry can be attributed to low birth rates, high levels of upcoming retirements, and evolving occupational complexities of the industry. These challenges may soon place the marine transportation industry in a workforce crisis within some high-demand occupations. This explanatory case study examines how the Marine Institute of Memorial University of Newfoundland’s learns and adapts its practices to more effectively attract, recruit, and retain students for a career at sea. The study applies organizational learning theory as a practical lens to better understand the phenomenon of learning at the organizational level, how it occurs, and the processes involved which enable transformation. The study looks at communicative and collaborative processes of members, including collective thinking, reflection on past experiences, and dialogue, which combined, enable changing conventional ways of thinking. The findings describe how the organization constructs solutions, how it learns and reacts to workforce complexities.

Interviews conducted with patients receiving treatment for insomnia at one of two sleep medicine clinics, located in Texas and Oregon, suggest that work is a pivotal influence in shaping the respondents' interpretations, explanations and behaviors relating to insomnia. "Work" includes such facets as the nature of one's occupation, the associated volume or amount of work required, mental demands related to work, work schedules and work-related stress. Specifically, results reveal: 1) nearly 60% of the sample identify work as a primary or perpetuating cause of their insomnia, 2) respondents often report work as influencing the nature and importance of their sleep, 3) sleep is considered a problem, and medical intervention is solicited, after work is affected, and 4) work performance is a major consideration in determining treatment efficacy and compliance.

The continuously advent of new technologies have made a rich and growing type of information sources available to analyses and investigation. In this context, multidimensional data analysis is considerably important when dealing with such large and complex datasets. Among the possibilities when analyzing such kind of data, applying visualization techniques can help the user find and understand patters, trends and establish new goals. Some applications examples of visualization of multidimensional data analysis goes from image classification, semantic word clouds, cluster analysis of document collection to exploration of multimedia content. This thesis presents several visualization methods to interactively explore multidimensional datasets aimed from specialized to casual users, by making use of both static and dynamic representations created by multidimensional projections. Firstly, we present a multidimen- sional projection technique which faithfully preserves distance and can handle any type of high-dimensional data, demonstrating applications scenarios in both multimedia and text docu- ments collections. Next, we address the task of interpreting projections in 2D, by calculating neighborhood errors. Hereafter, we present a set of interactive visualizations that aim to help users with these tasks by revealing the quality of a projection in 3D, applied in different high dimensional scenarios. In the final part, we address two different approaches to get insight into multimedia data, in special soccer sport videos. While the first make use of multidimensional projections, the second uses efficient visual metaphor to help non-specialist users in browsing and getting insights in soccer matches. / O advento contínuo de novas tecnologias tem criado um tipo rico e crescente de fontes de informação disponíveis para análise e investigação. Neste contexto, a análise de dados multidi- mensional é consideravelmente importante quando se lida com grandes e complexos conjuntos de dados. Dentre as possibilidades ao analisar esses tipos de dados, a aplicação de técnicas de visualização pode auxiliar o usuário a encontrar e entender os padrões, tendências e estabelecer novas metas. Alguns exemplos de aplicações de visualização de análise de dados multidimen- sionais vão de classificação de imagens, nuvens semântica de palavras, e análise de grupos de coleção de documentos, à exploração de conteúdo multimídia. Esta tese apresenta vários métodos de visualização para explorar de forma interativa conjuntos de dados multidimensionais que visam de usuários especializados aos casuais, fazendo uso de ambas representações estáticas e dinâmicas criadas por projeções multidimensionais. Primeiramente, apresentamos uma técnica de projeção multidimensional que preserva fielmente distância e que pode lidar com qualquer tipo de dados com alta-dimensionalidade, demonstrando cenários de aplicações em ambos os casos de multimídia e coleções de documentos de texto. Em seguida, abordamos a tarefa de interpretar as projeções em 2D, calculando erros de vizinhança. Posteriormente, apresentamos um conjunto de visualizações interativas que visam ajudar os usuários com essas tarefas, revelando a qualidade de uma projeção em 3D, aplicadas em diferentes cenários de alta dimensionalidade. Na parte final, discutimos duas abordagens diferentes para obter percepções sobre dados multimídia, em particular vídeos de futebol. Enquanto a primeira abordagem utiliza projeções multidimensionais, a segunda faz uso de uma eficiente metáfora visual para auxiliar usuários não especialistas em navegar e obter conhecimento em partidas de futebol.

Magister Commercii - MCom / Over the past four decades, size, value and momentum effects have been uncovered on stock markets, and several multifactor asset pricing models have been proposed to explain them. The associated premiums have been found to be time-varying and the explanations behind the effects are still debated. In South Africa, contradictory findings have been reported on the existence of those effects and the explanatory power of multifactor models. More important, the cyclicality of the effects and the risk/mispricing debate have been given little attention. In this regard, this study purports to establish the existence of size, value and momentum effects, investigate the explanatory power of the Fama-French three- and five-factor models (FF3F and FF5F respectively), and Carhart four-factor model (C4F), and examine the cyclicality and risk-based rationale of the style premiums on the Johannesburg Stock Exchange (JSE). Using a research sample comprised of common stocks included in the FTSE/JSE All Share Index (ALSI) for the period 1 January 2002 - 31 December 2018, the study subdivides the examination period into two business cycles, with each cycle including one upward phase and one downward phase

Analyses accompanying creation of law on the example of regulation of new phenomena, the so-called shared economy Abstrakt v anglickém jazyce This thesis deals with analyzes preceeding the parliamentary phase of the legislative process on the example of the modern phenomenon, the shared economy. In the case of regulation of a shared economy, the legislator faces a difficult task of regulating yet unregulated, and in such cases, there is a risk that in the event of an incorrect analysis, the regulation may be unfunctional and thus unnecessary. The author chose two analyzes for his thesis, namely analysis of regulatory impact assessment and related explanatory report. The topic becomes more important when we consider that today's era is called the age of legislation. In some ways, it also offers an alternative view of improving the quality of regulation (usually laws), because although the legislator is trying in every way to improve the quality of the Czech legal system, it focuses entirely on the legislative process in the chambers of the Parliament, or adopts new adjustments for the greater transparency of the legislative process. The thesis consists of an introduction, 6 chapters and a conclusion. The chapters are subdivided into subchapters. In the first and second chapter, the author defines the...

This dissertation presents a novel procedure to select explanatory variables, without the influence of human bias, for deterioration model development using National Bridge Inventory (NBI) data. Using NBI information, including geometric data and climate information, candidate explanatory variables can be converted into normalized numeric values and analyzed prior to the development of deterministic or stochastic deterioration models. The prevailing approach for explanatory variable selection is to use expert opinion solicited from experienced engineers. This may introduce human influenced biases into the deterioration modeling process. A framework using Least Absolute Shrinkage and Selection Operator (LASSO) penalized regression and covariance analysis are combined to compensate for this potential bias. Additionally, the cross validation analysis and solution path is used as a standard for the selection of minimum number of explanatory variables. The proposed method is demonstrated through the creation of deterministic deterioration models for deck, superstructure, and substructure for Wyoming bridges and compared to explanatory variables using the expert selection method. The comparison shows a significant decrease in error using the presented framework based on the L2 relative error norm. The final chapter presents a new method to develop stochastic deterioration models using logistic regression. The relative importance amongst explanatory variables is used to develop a classification tree for Wyoming bridges. The bridges in a subset are commonly associated with several explanatory variables, so that the deterioration models can be more representative and accurate than using a single explanatory variable. The logistic regression is used to introduce the stochastic contribution into the deterioration models. In order to avoid missing data problems, the binary categories condition rating, either remaining the same or decreased, are considered for logistic regression. The probability of changes in bridges’ condition rating is obtained and the averages for same condition ratings are used to create transition probability matrix for each age group. The deterioration model based on Markov chain are developed for Wyoming bridges and compared with the previous model based on percentage prediction and optimization approach. The prediction error is analyzed, which demonstrates the considerable performance of the proposed method and is suitable for relatively small data samples.