Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2016-08-15T18:25:38Z No. of bitstreams: 1 PDF - Luciano Moreira da Silva Júnior.pdf: 4853595 bytes, checksum: f3b8e08ea6b6b6168c45cbb0e8b6d2d8 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2016-08-17T15:31:03Z (GMT) No. of bitstreams: 1 PDF - Luciano Moreira da Silva Júnior.pdf: 4853595 bytes, checksum: f3b8e08ea6b6b6168c45cbb0e8b6d2d8 (MD5) / Made available in DSpace on 2016-08-17T15:31:03Z (GMT). No. of bitstreams: 1 PDF - Luciano Moreira da Silva Júnior.pdf: 4853595 bytes, checksum: f3b8e08ea6b6b6168c45cbb0e8b6d2d8 (MD5) Previous issue date: 2016-05-26 / This research, entitled "The Development of Algebraic Thinking and Functional Relations Using Mathematical Patterns: An Understanding the Light of the Theory of Didactic Situations" has the objective to investigate possibilities for the development of algebraic thinking through the use of patterns from the theory of Didactic Situations in school Mathematics. This research follows a qualitative approach. The experimental study was developed with a group of the 9th year of elementary school, with a focus on working with patterns focused on the development of algebraic thinking and the study of functional relationships. For data collection, it was created a didactic sequence based on our theoretical framework on the algebra teaching, working with patterns and in particular the Theory of Didactic Situations. The same was divided into three levels, to know: introductory; intermediate and advanced. As each level formed by a set of three activities. The analysis of the data, at first concentrated on the main results and perceptions, on the development of the activities of the didactic sequence, for the development of algebraic thinking and functional relationships, and later, in a second moment, focused on identification experiences of teaching situations by students during the development of the experimental phase of the research. In class, it was identified that the students had the opportunity to experience the types of teaching situations have been identified such as action situations, formulation situations; validation situations and institutionalizing situations. The connection established between patterns, algebra and didactic situations, could bring effective contributions to building knowledge, providing the observation of regularities, development of algebraic thinking, observation and study of functional relationships, all this, through activities that led to the experience of different typologies of didactic situations. / Esta pesquisa, intitulada O Desenvolvimento do Pensamento Algébrico e das Relações Funcionais com Uso de Padrões Matemáticos: uma Compreensão à Luz da Teoria das Situações Didáticas tem por objetivo investigar possibilidades para o desenvolvimento do pensamento algébrico por meio do uso de padrões a partir da Teoria das Situações Didáticas na Matemática Escolar. Tal pesquisa segue uma abordagem qualitativa. O estudo experimental foi desenvolvido com uma turma do 9º Ano do Ensino Fundamental, com foco no trabalho com Padrões voltado ao desenvolvimento do pensamento algébrico e o estudo de relações funcionais. Para o levantamento de dados, foi criada uma sequência didática baseada em nosso referencial teórico sobre o ensino de Álgebra, no trabalho com padrões e em especial na Teoria das Situações Didáticas. A mesma foi divida em três níveis, a saber: introdutório; intermediário e avançado, sendo cada um destes níveis formado por um conjunto de três atividades. A análise dos dados, em um primeiro momento concentrou-se nos principais resultados e percepções, relativas ao desenvolvimento das atividades da sequência didática, observando o desenvolvimento do pensamento algébrico e das relações funcionais, e posteriormente, em um segundo momento, concentrou-se na identificação de vivências de situações didáticas por parte dos estudantes, durante o desenvolvimento da fase experimental da pesquisa. Foram identificados diversos momentos em que os estudantes tiveram a oportunidade de vivenciar as tipologias das situações didáticas, tais como: situações de ação, situações de formulação; situações de validação e as situações de institucionalização. A Matemática Escolar. Tal pesquisa segue uma abordagem qualitativa. O estudo conexão estabelecida entre padrões, álgebra e situações didáticas, pôde trazer contribuições efetivas para construção de conhecimentos, proporcionando a observação de regularidades, desenvolvimento do pensamento algébrico, observação e estudo das relações funcionais, por meio de atividades que propiciaram a vivência das diferentes tipologias das situações didáticas.

Dubens dugno raumenų aktyvinimas yra labai specifinis: dėl minėtų raumenų lokalizacijos pacientams yra sudėtinga įsivaizduoti, suprasti bei pajausti jų susitraukimą ir atliekamą funkciją. Kitas apsunkinantis veiksnys yra tas, kad daugumai pacientų dubens dugno raumenys asocijuojasi su intymumu ir lytiniu gyvenimu, ir jie vengia bei gėdisi spręsti šią problemą. Kita vertus, specialistams, dirbantiems su asmenimis, nelaikančiais šlapimo, sudėtinga įvertinti teisingą dubens dugno raumenų susitraukimą bei atliekamų pratimų efektyvumą. Šie apribojimai ir skatino ieškoti alternatyvių šlapimo nelaikymo bei dubens dugno raumenų disfunkcijų sprendimo būdų, įrodant egzistuojančius tiriamųjų raumenų funkcinius ryšius, jų poveikį funkciniams vyrų rodikliams po radikalios prostatektomijos. Šiame darbe taikant atskirų raumenų grupių aktyvinimą ir vertinant tiriamų raumenų fizinius rodiklius buvo ieškoma funkcinių sąsajų tarp dubens dugno, diafragmos ir liemens raumenų. Tikimasi, kad šio tyrimo rezultatai, išvados ir parengtos praktinės klinikinės rekomendacijos bus naudingos visiems reabilitacijos srities specialistams įvairiuose paciento gydymo etapuose, gydytojams urologams bei ginekologams, tiesiogiai susiduriančiais su asmenimis, turinčiais dubens dugno raumenų disfunkcijas. Sudarytos namų programos padės pacientams spręsti ne tik su šlapimo nelaikymu susijusias problemas, bet ir bus profilaktinė priemonė asmenims, esantiems padidintos rizikos grupėje. / Activation of pelvic floor muscles is extremely specific: due to the localization of the mentioned muscles, it is difficult for the patients to visualize, understand and feel the contraction and performed function. Another puzzling factor is the fact that many patients associate pelvic floor muscles with intimacy and sexual life and, therefore, try to avoid and are embarrassed to solve the problem. On the other hand, specialists working with patients with urinary incontinence find it difficult to evaluate a proper contraction of pelvic floor muscles and efficiency of performed exercises. These limitations have stimulated search for alternative solutions for urinary incontinence and pelvic floor muscles dysfunctions with the aim to prove existing functional relations between the studied muscles as well as their influence on the functional characteristics in men after radical prostatectomy. This particular thesis was aimed at finding functional associations between pelvic floor, diaphragm, and trunk muscles by applying activation of separate muscle groups and evaluating physical parameters of the studied muscles. It is expected that the results, conclusions, and prepared practical clinical recommendations of this research will be of use for all rehabilitation specialists in various stages of treatment, as well as for doctors urologists and gynaecologists, who deal directly with individuals possessing pelvic floor muscle dysfunctions.

Scene understanding is a central field in computer vision that attempts to detect objects in a scene and reason about their spatial, functional and semantic relations. While many works focus on things (objects with a well-defined shape), less attention has been given to stuff classes (amorphous background regions). However, stuff classes are important as they allow to explain many aspects of an image, including the scene type, thing classes likely to be present and physical attributes of all objects in the scene. The goal of this thesis is to restore the balance between stuff and things in scene understanding. In particular, we investigate how the recognition of stuff differs from things and develop methods that are suitable to deal with both. We use stuff to find things and annotate a large-scale dataset to study stuff and things in context. First, we present two methods for semantic segmentation of stuff and things. Most methods require manual class weighting to counter imbalanced class frequency distributions, particularly on datasets with stuff and thing classes. We develop a novel joint calibration technique that takes into account class imbalance, class competition and overlapping regions by calibrating for the pixel-level evaluation criterion. The second method shows how to unify the advantages of region-based approaches (accurately delineated object boundaries) and fully convolutional approaches (end-to-end training). Both are combined in a universal framework that is equally suitable to deal with stuff and things. Second, we propose to help weakly supervised object localization for classes where location annotations are not available, by transferring things and stuff knowledge from a source set with available annotations. This is particularly important if we want to scale scene understanding to real-world applications with thousands of classes, without having to exhaustively annotate millions of images. Finally, we present COCO-Stuff - the largest existing dataset with dense stuff and thing annotations. Existing datasets are much smaller and were made with expensive polygon-based annotation. We use a very efficient stuff annotation protocol to densely annotate 164K images. Using this new dataset, we provide a detailed analysis of the dataset and visualize how stuff and things co-occur spatially in an image. We revisit the question whether stuff or things are easier to detect and which is more important based on visual and linguistic analysis.

Tyrimo tikslas: nustatyti diafragmos, skersinio pilvo ir dubens dugno raumenų funkcinius ryšius ir jų kaitą moterims po gimdos šalinimo operacijos. Tyrimo uždaviniai: 1. Įvertinti skersinio pilvo raumens aktyvumą ir ištvermę prieš ir po gimdos šalinimo operacijos kontrolinėje ir skersinio pilvo raumens lavinimo grupėje ir tarp jų. 2. Įvertinti diafragmos aktyvumą prieš ir po gimdos šalinimo operacijos kontrolinėje ir skersinio pilvo raumens lavinimo grupėje ir tarp jų; 3. Įvertinti dubens dugno raumenų jėgą ir ištvermę prieš ir po gimdos šalinimo operacijos kontrolinėje ir skersinio pilvo raumens lavinimo grupėje ir tarp jų. Tyrimo kontingentas ir metodai. Tyrime dalyvavo savanorės moterys, kurioms planuota gimdos šalinimo operacija. Jos atsitiktine tvarka buvo suskirstytos į dvi grupes: kontrolinę grupę (n=17), kurioje poveikis netaikytas, ir skersinio pilvo raumens lavinimo grupę (n=15), kurioje skirti skersinio pilvo raumens lavinimo pratimai. Diafragmos aktyvumas tirtas kvėpavimo slėgio matuokliu “MicroRPM“, dubens dugno raumenų jėga ir ištvermė – „Peritron 9300“ aparatu, o skersinio pilvo raumens aktyvumas ir ištvermė – Stabilizer“ prietaisu dieną prieš gimdos šalinimo operaciją ir praėjus šešioms savaitėms bei trims mėnesiams po jos. Išvados: 1. Po gimdos šalinimo operacijos, nelavinant skersinio pilvo raumens, jo aktyvumas ir ištvermė mažėja ir didžiausias mažėjimas stebimas šeštą savaitę po operacijos. Lavinant skersinį pilvo raumenį, jo jėga didėja tolygiai visu... [toliau žr. visą tekstą] / Research aim: To evaluate functional relations and their changes between diaphragm, transversus abdominis and pelvic floor muscles after hysterectomy. Objectives of study: 1.To evaluate an activity, endurance of transversus abdominis muscle in control group, transversus abdominis muscle training group and between these groups before and after hysterectomy. 2.To evaluate an activity of diaphragm muscle in control group, transversus abdominis muscle training group and between these groups before and after hysterectomy. 3.To evaluate strength and endurance of pelvic floor muscles in control group, transversus abdominis muscle training group and between these groups before and after hysterectomy. Contingent and methods of the study: All investigative women were divided randomly into two training groups: control (n=17), and transversus abdominis muscle (n=15). The strength of diaphragm was estimated with “MicroRPM“, pelvic floor muscles strength and endurance – „Peritron 9300“ device, and the activity and strength of transversus abdominis muscles was assessed with „Stabilizer“ one day before the operation of hysterectomy, six weeks and three months after it. Conclusions: 1.If there is no training of transversus abdominis muscle after uterus removal surgery, its activity and endurance decreases and the largest decrease is observed in the sixth week after surgery. While the transversus abdominis muscle is trained, its strength increases progressively all postoperative period and... [to full text]

Made available in DSpace on 2016-04-15T23:47:44Z (GMT). No. of bitstreams: 4 Douglas Santos Salvador1.pdf: 2015923 bytes, checksum: c2cb4b876a75ff9b43ff92eed1fcad37 (MD5) Douglas Santos Salvador2.pdf: 1028690 bytes, checksum: 20ea2efee7f6a36cc488400b80662d41 (MD5) Douglas Santos Salvador3.pdf: 1135558 bytes, checksum: 45fa199adcd09d895cf3e86f27f46b94 (MD5) Douglas Santos Salvador4.pdf: 1586873 bytes, checksum: 8a24137999b7d5d7050e5aa3bef038d2 (MD5) Previous issue date: 2007-06-29 / This work has as objective to analyze the importance and relevance of the land systems in the conception architectural, being observed a projetual process where it occurs the land relation between project architectural and systems since the definition of the party architectural, determinative and the resultant ones of this process in the functional and morphologic relations of a building, and how this if reflects in its performance. / Este trabalho tem como objetivo analisar a importância e relevância dos sistemas prediais na concepção arquitetônica, observando um processo projetual em que ocorra a relação entre projeto arquitetônico e os sistemas prediais desde a definição do partido arquitetônico, os determinantes e resultantes deste processo nas relações funcionais e morfológicas de um edifício, e de que maneira isto se reflete no seu desempenho.

Made available in DSpace on 2016-04-27T16:58:58Z (GMT). No. of bitstreams: 1 OTAVIO YOSHIO YAMANAKA.pdf: 13120911 bytes, checksum: ee8005677f56e81cb7fa2fb8137d7e07 (MD5) Previous issue date: 2009-10-15 / Secretaria da Educação do Estado de São Paulo / The purpose of this study was to investigate the way the teacher conceives a transition between the developed arithmetical concepts to an introduction of algebraic representation in the first grades of Elementary School and also which are the actions that he or she will unleash in order for this transition or passage to happen. So, the teacher s conceptions were researched as for the problem elaboration of additive and multiplicative structures, as well as competences related to the solving of certain problem and its algebraic representation as basis in a simple linear equation. For such, the theoretical foundation used was the Conceptual Fields Theory from Gerard Vernaud, focusing specifically on the Additive and Multiplicative Conceptual Fields, and also the ideas from Ponte (1992) and Tall & Vinner (1981). The research methodological approach is qualitative, making use of statistical instruments to show the data analyzed. As for the purpose it is descriptive with diagnostic outlining, having as a diagnosing tool an inquiry. For the data survey, two kinds of inquiries, being one for the teachers working in the first grades of Elementary School and other for students of the teaching credential course in Pedagogy. These inquiries correspond to three different parts, being, (1) Profile, (2) Conceptions and (3) Competences. The analysis of the obtained result was done quantitative and qualitatively and following the same order in which the tools were composed. The results showed that the teachers conceive problems related to additive structures to groups of Composition and Transformation of two measures. For the multiplicative structures the problems were elaborated basically of quaternary structures. In relation to the competences, the subjects are more familiar and have more familiarity when dealing with arithmetical representations, having a complex competence in relation to the algebraic focus that might be classified as an elementary competence / Este estudo teve por objetivo investigar a maneira pela qual o professor concebe uma transição entre os conceitos aritméticos desenvolvidos para uma introdução da representação algébrica nas séries iniciais do Ensino Fundamental e também quais são as ações que este desencadeará para que tal transição ou passagem seja efetuada. Neste sentido, foram pesquisadas as concepções dos professores quanto à elaboração de problemas de estruturas aditivas e multiplicativas, bem como as competências relacionadas à resolução de certos problemas e sua representação algébrica com base em uma equação linear simples. Para tal, a fundamentação teórica utilizada foi a Teoria dos Campos Conceituais de Gerard Vergnaud, focando especificamente os Campos Conceituais Aditivos e Multiplicativos, e também as idéias de Ponte (1992) e de Tall e Vinner (1981). O enfoque metodológico da pesquisa apresenta uma abordagem quanti-qualitativa, valendo-se de instrumentos estatísticos para retratar os dados analisados. Quanto ao objetivo é descritiva com um delineamento diagnóstico, tendo como instrumento desse diagnóstico foram utilizados dois questionários. Esses questionários compreenderam três partes distintas, a saber, (1) Perfil, (2) Concepções e (3) Competências. A análise dos resultados obtidos foi realizada quantitativa e qualitativamente e seguindo a mesma ordem em que foram compostos estes instrumentos. Os resultados mostraram que os sujeitos concebem problemas relacionados às situações prototípicas e às primeiras extensões de problemas de estruturas aditivas relacionadas às classes de Composição e Transformação de duas medidas. Para as estruturas multiplicativas foram elaborados problemas basicamente de estruturas quaternárias. Em relação às competências, os sujeitos estão mais familiarizados e têm maior desenvoltura quanto ao trato das representações aritméticas, possuindo uma competência em relação ao enfoque algébrico que se pode classificar como competência elementar

The thesis seeks to demonstrate that during the period between 1986 and 2006, some of the principal cities of the Spanish metropolitan system1, have undergone significant change in terms of their European competitiveness. It is suggested that in the case of Madrid and Barcelona in particular this change has been of such a magnitude to proportion them a much more important place within the European spatial configuration than that which they occupied in the mid-1980s. Empirical evidence is offered to support this conjecture. The thesis lies wholly within the framework of spatial planning at the European territorial scale.It charts the comparative ascent of the Spanish cities from the moment of Spain's entry into the European Union (EU) in 1986 against the background of the development of European spatial policy, increased economic integration across Europe, the increased importance of the 'territorial' dimension of EU cohesion policy and an eventual waning of the applicability of the terminology of 'core' and 'periphery' to describe European geographical location.Part One (Chapter 1) addresses the processes of urbanisation in general from a global perspective and then focuses on metropolitan growth in a number of different historical contexts from the start of the 19th Century. Parts Two (Chapters 2-5) and Three (Chapters 6-9) of the thesis carry out analyses at two contrasting but complementary spatial scales. Part Two examines the metropolitan growth processes in Spain, in the period since 1857, detecting the historical moments in which there were surges in the metropolitan populations of the seven cities of the metropolitan system. The dimensions of the spatial units of analysis corresponding to the seven Spanish metropolitan urban regions are described, based upon a methodology first developed by the Universitat Politècnica de Catalunya (UPC) in the context of a transnational spatial planning project of the INTERREG community initiative2. These seven spatial units form the basis for a socio-economic analysis of the structure of the metropolitan system, drawing upon data principally from the 2001 Census. If by 1930 one of the key characteristics of Spain's urban system was having not just one but two cities (Madrid and Barcelona) belonging to the group of 27 cities across the world with populations in excess of 1 million inhabitants3, this same differentiation between the country's two largest cities and the remainder of the urban system is equally valid today. Spain's urban system remains clearly bicephalous in being dominated by these same two cities in terms of demographic and economic strength.Part Three begins by examining the evolution of European spatial policy against the background of an ever-enlarging European Union and changes with regard to the notion of cohesion - from a concept understood in terms of economic and social factors, to one in which the territorial dimension has become increasingly important. The European urban system is then critically examined through a number of key and influential studies, with particular regard to the rankings and hierarchies of metropolitan urban regions deriving there from and the changes in the placing of the Spanish metropolitan urban regions therein.Taking inspiration from the seminal contribution of Manuel Castells4 in the context of the structural changes resulting from the informational and technological revolution, the thesis seeks to replicate the concept of a 'space of flows'. This is carried out through a 'network analysis' approach drawing upon air passenger flows between some 28 European metropolitan urban regions of the EU15+2 group of countries, enabling the analysis of the interaction between these 28 cities. This methodology enables arriving at a number of descriptive indicators which in turn, through the application of a multi-dimensional scaling mathematical technique, permits comparing the functional and physical distances of each of the metropolitan urban regions from the centre of the 'conceptual space of air passenger flows' and the centre of gravity. The resulting map of the functional positioning of the cities offers a spatial vision of metropolitan Europe quite different to that based upon Cartesian coordinates. Such an approach enables demonstrating that cities such as Barcelona, Madrid, Helsinki, Lisbon and Athens, traditionally considered as physically peripheral to the European core area, appear to be more favourably positioned in functional terms. Furthermore in the case of Spain the results indicate that Barcelona lies closer to the centre of the conceptual 'space of air passenger flows' than Madrid.In light of this empirical evidence, together with the signs of increased economic integration across some parts of Spain, the prospects of Spain forming part of a wider European territorial concentration of flows and activities, and the recognition of the territorial capital of Madrid and Barcelona within recent EU spatial policy declarations, the thesis concludes in Part Four that these two metropolitan regions have undergone a clear consolidation and (re)positioning within the European metropolitan hierarchy.

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