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.

Depuis les XVIIe et XVIIIe siècles, le mineur est considéré comme un « adulte en devenir ayant des besoins propres ». Ainsi apparaît la notion de minorité. Cette notion influence la construction de la justice pénale des mineurs délinquants en appelant, à l'instar de droit commun, un ensemble de principes directeurs qui correspondent à la minorité et ont pour but la protection des mineurs. Cette justice se forme et fonctionne sur la base des principes directeurs. Ceux-ci constituent ainsi un bloc rationnel et font émerger une autonomie indépendante de la justice pénale des majeurs délinquants. Ces principes directeurs peuvent être classés en deux catégories, l’une relative à l’émergence de principes directeurs spécifiques et l’autre, aux aménagements des principes directeurs de droit commun. Nous pouvons classer les sources de ces principes directeurs en deux catégories. L’une concerne le droit international, l’autre, le droit interne. Pour la source internationale, nous pouvons évoquer la Déclaration universelle des droits de l'homme et le Pacte international relatif aux droits civils et politiques du 16 décembre 1966 (PIDCP) sans pour autant oublier la Convention internationale des droits de l'enfant du 26 janvier 1990 (CIDE). S’agissant de la source nationale, l’ordonnance du 2 février 1945 relative à l’enfance délinquante en constitue une, puisque la justice pénale des mineurs délinquants repose actuellement sur cette ordonnance. La jurisprudence du Conseil constitutionnel en constitue une autre source nationale / Since the seventeenth and eighteenth centuries, the minor is considered as an "adult-to-be with special needs". Thus appears the concept of minority. This concept influences the construction of criminal justice for juvenile delinquents by calling, like common law, a set of guiding principles that correspond to the minority and aim at the protection of minors. This justice is formed and functions on the basis of guiding principles. These thus constitute a rational block and bring out an autonomy independent of the criminal justice of the major delinquents. These guiding principles can be divided into two categories, one relating to the emergence of specific guiding principles and the other to the development of the common law guiding principles. We can classify the sources of these guiding principles into two categories. One concerns international law, the other domestic law. For the International source, we can evoke the Universal declaration of human rights and the International covenant on civil and political rights of December 16, 1966 without forgetting the International convention on the rights of the child of January 26 1990. With regard to the domestic source, the order of 2 February 1945 relating to juvenile delinquency is one, since the criminal justice of juvenile delinquents is currently based on this order. The case law of the Constitutional council is another domestic source

Made available in DSpace on 2016-04-27T14:32:39Z (GMT). No. of bitstreams: 1 Valeria de Almeida Furtado.pdf: 2069500 bytes, checksum: 74f545290544847f1d34b2b06f245146 (MD5) Previous issue date: 2009-10-14 / In 2002, the Secretary of Education for the State of Minas Gerais began implementation of the Teaching College Course, in the distance learning modality, which was denominated Veredas. The goal was to offer a university level course for professionals who work as teachers at the earliest grades of primary school. The analysis of the results, at the end of the course, showed that the objectives proposed were successfully achieved, considering that, of the 14,136 (fourteen thousand, one hundred and thirty-six) effectively enrolled teachers, 13,749 (thirteen thousand, seven hundred and forty-nine) acting teachers were trained at the higher education level. Eighteen (18) Educational Agencies or AFORs were created and the work in the Varginha (MG) Agency gave rise to the research that culminated in this thesis; it was connected to the University Center of Minas Gerais (UNIS). This research had two general objectives: to understand in-service training of optimized Distance Learning tutors through the reflection promoted, through the act of writing and by attainment of auto-heteroevaluative practice and to show the viability of the guiding principles proposed by the Complex Thought in education for in-service training of Distance Learning tutors and the signs of permanence of the transformations which have taken place in the period of this in-service training. The specific objectives were: survey bibliography in relation to the education of Distance Learning tutors; identify the existing relationships between Complex Thought, writing, assessment and education in in-service training of Distance Learning tutors in the Veredas Project of the AFOR/Varginha; show that the in-service training for Distance Learning tutors was focused on encouraging the auto-heteroevaluative process promoted through writing and the practice of the guiding principles of Complex Thought; and verify whether or not the changes that took place in the educational praxis, throughout the training of Distance Learning educational tutors, during the development of the Veredas Project in the AFOR/Varginha, remained after this program ended, using the reports that the tutors drafted during and following the end of this in-service training for this purpose. Considering that, according to the proposals of Complex Thought, the theory and method are two sides of the same movement and have a symbiotic relationship, transmuting without losing their specificity, the methodology used followed these steps: bibliographic survey aimed at a more profound study on the process of professional Distance Learning service education; detecting the existing relationships between the guiding principles-writing-assessment articulated in the formation of the tutoreducator s identity; and requesting that the 56 (fifty-six) tutor-educators who experienced the process of implementation and development of the Veredas Project (2002 to 2005) in the AFOR/Varginha, register their experiences as tutors for the Higher Learning Teacher Education Course Veredas, in the distance learning modality, in writing, focusing on vital aspects of the personal and professional dynamic. From these reports, 10 categories were chosen: learning; assessment; coordination; team experiences; growth; emotion; study; renewal; transformation; and life. Based upon these results it is possible to state that the triad of guiding principles of Complex Thought, the act of writing and the practice of auto-heteroevaluation constitute the cornerstones of the formation of the Distance Learning tutoreducator s identity in service. It is suggested that other studies be done with the goal of increasing the knowledge that has been crystallized here, as well as holding other teacher training courses, using the Veredas model / No ano de 2002, a Secretaria de Estado da Educação de Minas Gerais deu início à implantação do Curso Normal Superior, na modalidade de educação a distância, denominado Veredas. Teve, como objetivo, graduar em nível universitário profissionais que exerciam a docência nas séries iniciais do ensino fundamental. A análise dos resultados, ao final do curso, constatou que os objetivos propostos foram alcançados com êxito, considerando que, dos 14.136 (quatorze mil, cento e trinta e seis) professores efetivamente matriculados, 13.749 (treze mil, setecentos e quarenta e nove) professores em exercício foram habilitados em nível superior. Foram criadas 18 (dezoito) Agências de Formação AFOR e o trabalho da que se situava em Varginha (MG) deu origem à pesquisa que culminou nesta tese; ela estava vinculada ao Centro Universitário de Minas Gerais (UNIS). Foram dois os objetivos gerais desta pesquisa: compreender a formação em serviço do tutor de EaD otimizada pela reflexão promovida, através do ato de escrever e pela consecução da prática auto-heteroavaliativa e mostrar a viabilidade da aplicação dos princípios-guias propostos pelo Pensamento Complexo na formação em serviço do tutoreducador de EaD e os indícios de permanência das transformações ocorridas no período dessa formação em serviço. Os objetivos específicos foram: levantar bibliografia referente à formação do tutor de EaD; Identificar as relações existentes entre o Pensamento Complexo, escrita, avaliação e formação em serviço de tutoreseducadores de EaD no Projeto Veredas da AFOR/Varginha; mostrar que a formação em serviço do tutor de EaD teve como foco o estímulo ao processo auto-heteroavaliativo promovido através da escrita e da prática dos princípios-guias do Pensamento Complexo e verificar se as mudanças ocorridas na práxis pedagógica, ao longo da formação em serviço do tutoreducador de EaD, durante o desenvolvimento do Projeto Veredas na AFOR/Varginha, permaneceram após o término dessa formação, utilizando, para esse fim, os relatos que os tutores elaboraram durante e após o término dessa formação em serviço . Considerando, segundo as propostas do Pensamento Complexo que teoria e método são duas faces de um mesmo movimento, mantendo-se em simbiose, transmutando-se sem, no entanto, perderem sua especificidade, a metodologia utilizada seguiu os seguintes passos: pesquisa bibliográfica com o objetivo de aprofundar os estudos sobre o processo de formação do profissional de EaD em serviço; detectar as relações existentes entre princípios-guiasÛescritaÛavaliação articuladas na formação da identidade do tutoreducador e para tanto, solicitou-se aos 56 (cinquenta e seis) tutoreseducadores que viveram o processo de implantação e desenvolvimento do Projeto Veredas (2002 a 2005) na AFOR/Varginha, que registrassem através da elaboração de um relato escrito, sua experiência como tutor(a) do Curso Superior de Formação de Professores Veredas, na modalidade a distância, enfocando aspectos vitais da dinâmica pessoal e profissional. Dos relatos foram selecionadas 10 categorias: aprendizagem; avaliação; coordenação; convivência em equipe; crescimento; emoção; estudo; renovação; transformação e vida. É possível afirmar que a tríade princípios-guias do Pensamento Complexo, ato de escrever e a prática da auto-heteroavaliação constitui os pilares sustentadores da formação da identidade do tutoreducador de EaD em serviço. Fica a sugestão de que outros estudos sejam feitos com o objetivo de ampliar os conhecimentos que foram aqui cristalizados, bem como a realização de outros cursos de formação de professores, nos moldes do Veredas

Data warehouse system är något som har växt fram under 1990-talet och det har implementeras hos flera verksamheter. De källsystem som en verksamhet har kan integreras ihop med ett data warehouse system för att skapa en version av verkligheten och ta fram rapporter för beslutsunderlag. Med en version av verkligheten menas att det skapas en gemensam bild som visar hur verksamhetens dagliga arbete sker och utgör grundinformation för de framtagna analyserna från data warehouse systemet. Det blir därför väsenligt för verksamheten att de framtagna rapporterna håller en, enligt verksamheten, tillfredställande god datakvalitet. Detta leder till att datakvaliteten hos data warehouse systemet behöver hålla en tillräckligt hög kvalitetsnivå. Om datakvaliteten hos beslutsunderlaget brister kommer verksamheten inte att ta de optimala besluten för verksamheten utan det kan förekomma att beslut tas som annars inte hade tagits. Att förbättra datakvaliteten hos data warehouse systemet blir därför centralt för verksamheten. Med hjälp av kvalitetsfilosofin Total Quality Management, TQM, har verksamheten ett stöd för att kunna förbättra datakvaliteten eftersom det möjliggör att ett helhetsgrepp om kvaliteten kan tas. Anledningen till att ta ett helhetsperspektiv angående datakvaliteten är att orsakerna till bristande datakvalitet inte enbart beror på orsaker inom själva data warehouse systemet utan beror även på andra orsaker. De kvalitetsförbättrande åtgärder som behöver utföras inom verksamheter varierar eftersom de är situationsanpassade beroende på hur verksamheten fungerar även om det finns mer övergripande gemensamma åtgärder. Det som kommuniceras i form av exempelvis rapporter från data warehouse systemet behöver anses av verksamhetens aktörer som förståeligt och trovärdigt. Anledningen till det är att de framtagna beslutunderlagen behöver vara förståliga och trovärdiga för mottagaren av informationen. Om exempelvis det som kommuniceras i form av rapporter innehåller skräptecken bli det svårt för mottagaren att anse informationen som trovärdig och förståelig. Förbättras kvaliteten hos det kommunikativa budskapet, det vill säga om kommunikationskvaliteten förbättras, kommer datakvaliteten hos data warehouse systemet i slutändan också förbättras. Inom uppsatsen har det tagits fram riktlinjer för att kunna förbättra datakvaliteten hos data warehouse system med hjälp av kommunikationskvaliteten samt TQM. Riktlinjernas syfte är att förbättra datakvaliteten genom att förbättra kvaliteten hos det som kommuniceras inom företagets data warehouse system. Det finns olika åtgärder som är situationsanpassade för att förbättra datakvaliteten med hjälp av kommunikationskvalitet. Ett exempel är att införa en möjlighet för mottagaren att få reda på vem som är sändaren av informationsinnehållet hos de framtagna rapporterna. Detta för att mottagaren bör ha möjlighet att kritisera och kontrollera den kommunikativa handlingen med sändaren, som i sin tur har möjlighet att försvara budskapet. Detta leder till att öka trovärdigheten hos den kommunikativa handlingen. Ett annat exempel är att införa inmatningskontroller hos källsystemen för att undvika att aktörer matar in skräptecken som sedan hamnar i data warehouse systemet. Detta leder till att mottagarens förståelse av det som kommuniceras förbättras. / The data warehouse system is something that has grown during the 1990s and has been implemented in many companies. The operative information system that a company has, can be integrated with a data warehouse system to build one version of the reality and take forward the decision basis. This means that a version of the reality creates a common picture that show how the company’s daily work occurs and constitutes the base of information for the created analysis reports from the data warehouse system. It is therefore important for a company that the reports have an acceptable data quality. This leads to that the data quality in the data warehouse system needs to hold an acceptable level of high quality. If data quality at the decision basis falls short, the company will not take the optimal decision for the company. Instead the company will take decision that normally would not have been taken. To improve the data quality in the data warehouse system would therefore be central for the company. With help from a quality philosophy, like TQM, the company have support to improve the data quality since it makes it possible for wholeness about the quality to be taken. The reason to take a holistic perspective about the data quality is because lacking of the data quality not only depends on reasons in the data warehouse system, but also on other reasons. The measurement of the quality improvement which needs to perform in the company depends on the situation on how the company works even in the more overall actions. The communication in form of for example reports from the data warehouse system needs to be understandable and trustworthy for the company’s actors. The reason is that the decision basis needs to be understandable and trustworthy for the receiver of the information. If for example the communication in form of reports contains junk characters it gets difficulty for the receiver of the information to consider if it is trustworthy and understandable. If the quality in the communication message is improving, videlicet that the communication quality improves, the data quality in the data warehouse will also improve in the end. In the thesis has guiding principles been created with the purpose to improve data quality in a data warehouse system with help of communication quality and TQM. Improving the quality in the communication, which is performed at the company’s data warehouse to improve the data quality, does this. There are different measures that are depending on the situations to improve the data quality with help of communication quality. One example is to introduce a possibility for the receiver to get information about who the sender of the information content in the reports is. This is because the receiver needs to have the option to criticize and control the communication acts with the sender, which will have the possibility to defend the message. This leads to a more improved trustworthy in the communication act. Another example is to introduce input controls in the operative system to avoid the actors to feed junk characters that land in the data warehouse system. This leads to that the receivers understanding of the communication improves.

<p>Data warehouse system är något som har växt fram under 1990-talet och det har implementeras hos flera verksamheter. De källsystem som en verksamhet har kan integreras ihop med ett data warehouse system för att skapa en version av verkligheten och ta fram rapporter för beslutsunderlag. Med en version av verkligheten menas att det skapas en gemensam bild som visar hur verksamhetens dagliga arbete sker och utgör grundinformation för de framtagna analyserna från data warehouse systemet. Det blir därför väsenligt för verksamheten att de framtagna rapporterna håller en, enligt verksamheten, tillfredställande god datakvalitet. Detta leder till att datakvaliteten hos data warehouse systemet behöver hålla en tillräckligt hög kvalitetsnivå. Om datakvaliteten hos beslutsunderlaget brister kommer verksamheten inte att ta de optimala besluten för verksamheten utan det kan förekomma att beslut tas som annars inte hade tagits.</p><p>Att förbättra datakvaliteten hos data warehouse systemet blir därför centralt för verksamheten. Med hjälp av kvalitetsfilosofin Total Quality Management, TQM, har verksamheten ett stöd för att kunna förbättra datakvaliteten eftersom det möjliggör att ett helhetsgrepp om kvaliteten kan tas. Anledningen till att ta ett helhetsperspektiv angående datakvaliteten är att orsakerna till bristande datakvalitet inte enbart beror på orsaker inom själva data warehouse systemet utan beror även på andra orsaker. De kvalitetsförbättrande åtgärder som behöver utföras inom verksamheter varierar eftersom de är situationsanpassade beroende på hur verksamheten fungerar även om det finns mer övergripande gemensamma åtgärder.</p><p>Det som kommuniceras i form av exempelvis rapporter från data warehouse systemet behöver anses av verksamhetens aktörer som förståeligt och trovärdigt. Anledningen till det är att de framtagna beslutunderlagen behöver vara förståliga och trovärdiga för mottagaren av informationen. Om exempelvis det som kommuniceras i form av rapporter innehåller skräptecken bli det svårt för mottagaren att anse informationen som trovärdig och förståelig. Förbättras kvaliteten hos det kommunikativa budskapet, det vill säga om kommunikationskvaliteten förbättras, kommer datakvaliteten hos data warehouse systemet i slutändan också förbättras. Inom uppsatsen har det tagits fram riktlinjer för att kunna förbättra datakvaliteten hos data warehouse system med hjälp av kommunikationskvaliteten samt TQM. Riktlinjernas syfte är att förbättra datakvaliteten genom att förbättra kvaliteten hos det som kommuniceras inom företagets data warehouse system.</p><p>Det finns olika åtgärder som är situationsanpassade för att förbättra datakvaliteten med hjälp av kommunikationskvalitet. Ett exempel är att införa en möjlighet för mottagaren att få reda på vem som är sändaren av informationsinnehållet hos de framtagna rapporterna. Detta för att mottagaren bör ha möjlighet att kritisera och kontrollera den kommunikativa handlingen med sändaren, som i sin tur har möjlighet att försvara budskapet. Detta leder till att öka trovärdigheten hos den kommunikativa handlingen. Ett annat exempel är att införa inmatningskontroller hos källsystemen för att undvika att aktörer matar in skräptecken som sedan hamnar i data warehouse systemet. Detta leder till att mottagarens förståelse av det som kommuniceras förbättras.</p> / <p>The data warehouse system is something that has grown during the 1990s and has been implemented in many companies. The operative information system that a company has, can be integrated with a data warehouse system to build one version of the reality and take forward the decision basis. This means that a version of the reality creates a common picture that show how the company’s daily work occurs and constitutes the base of information for the created analysis reports from the data warehouse system. It is therefore important for a company that the reports have an acceptable data quality. This leads to that the data quality in the data warehouse system needs to hold an acceptable level of high quality. If data quality at the decision basis falls short, the company will not take the optimal decision for the company. Instead the company will take decision that normally would not have been taken.</p><p>To improve the data quality in the data warehouse system would therefore be central for the company. With help from a quality philosophy, like TQM, the company have support to improve the data quality since it makes it possible for wholeness about the quality to be taken. The reason to take a holistic perspective about the data quality is because lacking of the data quality not only depends on reasons in the data warehouse system, but also on other reasons. The measurement of the quality improvement which needs to perform in the company depends on the situation on how the company works even in the more overall actions.</p><p>The communication in form of for example reports from the data warehouse system needs to be understandable and trustworthy for the company’s actors. The reason is that the decision basis needs to be understandable and trustworthy for the receiver of the information. If for example the communication in form of reports contains junk characters it gets difficulty for the receiver of the information to consider if it is trustworthy and understandable. If the quality in the communication message is improving, videlicet that the communication quality improves, the data quality in the data warehouse will also improve in the end. In the thesis has guiding principles been created with the purpose to improve data quality in a data warehouse system with help of communication quality and TQM. Improving the quality in the communication, which is performed at the company’s data warehouse to improve the data quality, does this.</p><p>There are different measures that are depending on the situations to improve the data quality with help of communication quality. One example is to introduce a possibility for the receiver to get information about who the sender of the information content in the reports is. This is because the receiver needs to have the option to criticize and control the communication acts with the sender, which will have the possibility to defend the message. This leads to a more improved trustworthy in the communication act. Another example is to introduce input controls in the operative system to avoid the actors to feed junk characters that land in the data warehouse system. This leads to that the receivers understanding of the communication improves.</p>

The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes towards the value of teaching critical thinking skills to learners are negative. It also became evident that the school principal should manage the implementation of the teaching of critical thinking skills to learners. The focus of the proposed model is on how teachers' attitudes towards the value of teaching critical thinking skills can be changed to ensure quality educative teaching and learning in and outside of the classroom. The study therefore serves to present a useable model for the management of the implementation of teaching critical thinking skills to learners. The study is further based on a well balanced opinion as experiences of teachers in the senior phase (grades 7, 8, & 9) were investigated by means of structured questionnaires. Recommendations regarding research findings were made for stakeholders and education departmental officials to note. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes towards the value of teaching critical thinking skills to learners are negative. It also became evident that the school principal should manage the implementation of the teaching of critical thinking skills to learners. The focus of the proposed model is on how teachers' attitudes towards the value of teaching critical thinking skills can be changed to ensure quality educative teaching and learning in and outside of the classroom. The study therefore serves to present a useable model for the management of the implementation of teaching critical thinking skills to learners. The study is further based on a well balanced opinion as experiences of teachers in the senior phase (grades 7, 8, & 9) were investigated by means of structured questionnaires. Recommendations regarding research findings were made for stakeholders and education departmental officials to note. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

This work is part of a project developed within the line of research ―Formation, Knowledge, and Professional Development‖ of the graduate program in Education at Federal University of Santa Maria (UFSM). It is based on studies related to the formation of teachers who teach Math in an inclusion context, aiming at contextualizing Special Education in the Brazilian scenario. To do so, it involved mainly the theoretical assumptions of historical-cultural theory and teaching guiding activity (TGA). As research question this study aims to answer: what elements show to be relevant to the organization of teaching towards the appropriation of the concept of number in an inclusion context? To answer this question, this work investigated the teaching organization towards the appropriation of the concept of number within the inclusion context. To fulfill this objective, the movement of teaching organization directed to two included second graders, who had difficulties in acquiring such concept, was focused. Investigation actions were dynamised in a resource room of a public school situated in Pinhal Grande/RS, where the special educator organized and proposed the specialized teaching activities. In this sense, a didactic unity composed by two teaching activities based on TGA was proposed according to different leaning triggering situations. Data were collected by means of an investigative form, a field diary, audio and video recording, and photographic registers. As far as the analysis of episodes is concerned, it was structured in three moments: 1) the teacher-researcher s organization; 2) ―Camila, the girl who colors drawings‖ a proposal involving one-to-one correspondence; and 3) ―A fun summer afternoon‖ the grouping of activities being focused. In studies of event proceedings, we found indicators of a gradual increase in the number of publications related to the process of teaching and learning Math in the inclusion context, yet the lack of studies on teachers formation in this context is evident. According to data, it is fundamental, in the organization of Math teaching in the inclusion context, that teachers: know the students difficulties and potentialities; seize the logical-historical movement of the concept they are going to work with; engage in actions that allow them the sharing of actions with their peers; be oriented by a solid theoretical-methodological framework. For learning Math in this context, one needs collaboration among peers, mediation from teachers acting in the zone of proximal development by understanding that all students present developing capabilities, the ludic aspect of developed actions, and adaptations due to specific traits presented by students. Evidence shows that TGA, through their theoretical-methodological assumptions, can be transformed into a general way of teaching-organizing action to special education teachers acting in resource rooms. / Este trabalho decorre de um projeto desenvolvido no âmbito da linha de pesquisa ―Formação, Saberes e Desenvolvimento Profissional‖ do programa de pós-graduação em educação da Universidade Federal de Santa Maria (UFSM). Pautou-se em estudos relacionados à formação do professor que ensina matemática no contexto de inclusão, procurando contextualizar a educação especial no cenário brasileiro. Para tanto, envolveu, principalmente, os pressupostos teóricos norteadores da teoria histórico-cultural, da teoria da atividade e da atividade orientadora de ensino (AOE). Possuiu como questão investigativa: quais elementos se mostram como relevantes para a organização do ensino voltado para a apropriação do conceito de número no contexto de inclusão? E visando respondê-la, o objetivo principal investigou a organização do ensino para a apropriação do conceito de número no contexto de inclusão. A fim de contemplá-lo, enfocou-se o movimento de organização do ensino direcionado a duas alunas incluídas no 2º ano do Ensino Fundamental, que possuíam dificuldades quanto à apropriação do referido conceito. As ações de investigação foram dinamizadas numa sala de recursos pertencente a uma escola da rede pública estadual localizada no município de Pinhal Grande/RS, espaço onde a professora de educação especial organiza e propõe o atendimento educacional especializado. Nesse sentido, propôs-se uma unidade didática composta por duas atividades de ensino que seguiam a perspectiva da AOE, sendo delineadas por diferentes situações desencadeadoras de aprendizagem. Os dados foram coletados a partir de uma ficha investigativa, do diário de campo, da gravação em áudio e vídeo e de registros fotográficos. Já a análise, realizada a partir de episódios, estruturou-se em três momentos: 1) a organização da professora-pesquisadora; 2) ―Camila, a menina que colore desenhos‖ uma proposta envolvendo a correspondência um a um e, 3) ―Uma tarde de verão divertida‖ o agrupamento de quantidades em destaque. Nos estudos realizados em anais de eventos, encontramos indicativos de um aumento gradativo no número de publicações relativas ao processo de ensino e aprendizagem da matemática no contexto de inclusão, mas ainda assim, é evidente a carência de estudos acerca da formação de professores nesse contexto. Ainda de acordo com os dados, na organização do ensino de matemática no contexto de inclusão é imprescindível que o professor: conheça as dificuldades e potencialidades dos alunos; aproprie-se do movimento lógico-histórico do conceito que vai trabalhar; insira-se em ações que lhe permitam o compartilhamento de ações com seus pares; oriente-se a partir de uma sólida proposta teórico-metodológica. Para a aprendizagem da matemática nesse contexto, evidencia-se a colaboração entre pares; a mediação do professor atuando na zona de desenvolvimento proximal a partir da compreensão de que todos têm capacidades de desenvolvimento; o aspecto lúdico das ações desenvolvidas; a realização de adequações devido às características que são apresentadas pelos alunos. Também foram encontrados indícios de que a AOE, a partir de seus pressupostos teórico-metodológicos, pode se converter em um modo geral de ação de organização do ensino para o professor de educação especial que atua em sala de recursos.

Fiskars passager genom vattenkraftverk är förenat med hög dödlighet. För att minska vattenkraftens påverkan på fiskbestånd har olika fiskledare utvecklats. I denna laboratoriestudie utvärderades tre typer av icke-fysiska fiskledare och deras effektivitet i att leda odlade smolt av Atlantlax (Salmo salar L.) till en önskad passage. Målet med denna studie var att undersöka om det var möjligt att leda odlade laxsmolt till en önskad passage med hjälp av bubblor, strobeljus eller en kombination av bubblor och strobeljus. Med relativt enkla medel och låg kostnad konstruerades fiskledare som bestod av en perforerad slang driven av en luftkompressor samt en ljusramp med fyra LED-lampor vilka blinkade simultant med 480 bpm. Fem replikat genomfördes för vardera behandling, bubblor, strobeljus och bubblor/strobeljus, samt sex replikat i kontrollen. Under en timmes behandling fick tio laxsmolt, märkta med PIT-tag, passera en av två antenner, varav den ena var utrustad med en fiskledare, under vandring i nedströms riktning i ett strömakvarium. Denna studie visade att fiskledare av samtliga tre metoder ledde smolt till en önskad passage under behandlingens första femton minuter. Vidare visade fiskledaren bestående av bubblor en fortsatt ledande förmåga över hela behandlingsperioden (60 minuter), medan fiskledarna av strobeljus- och bubbel/strobeljus inte visade en sådan effekt. / Passages by fish through hydropower plants are associated with high mortality. In order to reduce the impact of hydropower plants on fish stocks, a variety of fish guiding systems have evolved. In this laboratory study, three types of non-physical fish guiding systems were evaluated by their efficiency in leading cultivated smolt of Atlantic salmon (Salmo salar L.) to a desired passage. This study aimed to answer if it is possible to guide salmon smolt to a desired safe passage by using bubbles, strobe light or a combination of bubbles and strobe light. With relatively simple means and low cost, fish-guides were constructed consisting of a perforated tube driven by an air compressor and a light ramp with four LED lights, which simultaneously flashed at 480 bpm. Five replicates were performed for each treatment; bubbles, strobe light and bubbles / strobe light, as well as six replicates for the controls. During one hour of treatment, ten salmon smolt, marked with PIT tag, could pass one of two antennas, where one had a fish-guide in front of the antenna, while migrating downstream in a stream aquarium. This study showed that fish-guides of all three methods led smolt to a desired passage during the first fifteen minutes of treatment. Furthermore, the bubble method showed a continuous guiding capacity throughout the treatment period (60 minutes), while the strobe light and bubble/strobe light did not show such an effect.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is the product of a project developed within the research line LP1 - Training, Knowledge and Professional Development of the Postgraduation Program on Education, of the Federal University of Santa Maria. The main objective was to investigate the training of teachers who teach mathematics in the early years of Elementary School in the context of the organization of fractions teaching for the fifth grade. To achieve it, we followed a teacher who teaches mathematics in the early years, participant of the PPOE / OBEDUC / CAPES project, in the movement of organization of fractions teaching, according to the Teaching Guiding Activity perspective - AOE (MOURA, 1996a, 1996b, 2001 2010).The specific objectives were deployed in formative and investigative. The first were aimed at the appropriation of theoretical and methodological assumptions that guided the actions of the research such as the Historical-Cultural Theory (VYGOTSKY, 1989, 1994, 2010, 2012), Activity Theory (LEONTIEV, 1978, 1983, 2012) and Teaching Guiding Activity, and also regarding the training of teachers of basic education (Cunha, 1999; PEPPER, 2007, 2009; LOPES, 2009; MOURA, 2000). The investigative objectives were: to investigate to what extent the AOE can become a general mode of action of the organization for the education of the teacher for the early years of elementary school; and identify factors that determine the change in the work quality of the teacher involved in this movement. The data were collected in 2013 in meetings recorded in audio and video, daily records and a semi-structured questionnaire. These data constituted episodes (MOURA, 1992) whose analysis showed that AOE can become the teacher training general organizational mode in the early years since: it is understood by the teacher as a possible way of overcoming the way mathematics has been traditionally taught; the teacher uses the theoretical assumptions which guide this methodological-theoretical proposition; and he/she is in teaching activity. Likewise, the factors that might determine the change in the teacher work quality, identified in the context of this research, were: mathematical learning; teaching learning and the new senses attributed to the teaching practice. / Este trabalho é o produto de um projeto desenvolvido no âmbito da linha de pesquisa LP1 - Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria. O objetivo principal consistiu em investigar a formação de professores que ensinam matemática nos anos iniciais do Ensino Fundamental no contexto da organização do ensino de frações para o quinto ano. Para atingi-lo, acompanhamos uma professora que ensina matemática nos anos iniciais, participante do projeto Educação matemática nos anos iniciais do Ensino Fundamental: Princípios e práticas da organização ensino (PPOE/OBEDUC/CAPES), no movimento de organização do ensino de frações, segundo a perspectiva da Atividade Orientadora de Ensino - AOE (MOURA, 1996a, 1996b, 2001, 2010b). Os objetivos específicos foram desdobrados em formativos e investigativos. Os primeiros estiveram voltados à apropriação dos pressupostos teóricos e metodológicos que pautaram as ações da pesquisa tais como a Teoria Histórico-Cultural (VIGOTSKI, 1989, 1994, 2010, 2012), a Teoria da Atividade (LEONTIEV, 1978, 1983, 2012) e a Atividade Orientadora de Ensino, e também com relação à formação de professores da Educação Básica (CUNHA, 1999; PIMENTA, 1997, 2009; LOPES, 2009; MOURA, 2000). Os objetivos investigativos foram: investigar em que medida a AOE pode se converter em um modo geral de ação de organização do ensino para o professor dos anos iniciais do Ensino Fundamental; e identificar fatores que determinam a mudança de qualidade do trabalho do professor envolvido neste movimento. Os dados utilizados foram coletados no ano de 2013 em encontros gravados em áudio e vídeo, diários de registros e um questionário semiestruturado. Estes dados constituíram episódios (MOURA, 1992) cuja análise revelou que a AOE pode se converter em um modo geral de organização do ensino do professor nos anos iniciais na medida em que: a proposta for entendida pelo professor como uma possível superação da forma como a matemática vem sendo ensinada tradicionalmente; o professor se apropriar dos pressupostos teóricos que norteiam essa proposta teórico-metodológica; e o professor estiver em atividade de ensino. Da mesma maneira, os fatores, identificados no contexto desta pesquisa, que podem determinar a mudança de qualidade do trabalho do professor foram: a aprendizagem matemática; a aprendizagem da docência e os novos sentidos atribuídos à prática docente.