The Irrational Beliefs Inventory (IBI) was built to measure self-defeating beliefs as conceptualized in Rational-Emotive Behavior Therapy. The IBI has five factors: worrying, rigidity, problem avoidance, need for approval, and emotional irresponsibility. A three-phase cross-cultural study was conducted to translate and adapt the IBI from English to Icelandic, and a Confirmatory Factor Analysis (CFA) approach was used for a test of factorial validity and cross-cultural invariance. In Phase 1, the IBI was translated from English to Icelandic, using a forward-translation and back-translation. Two forward-translators and two back-translators were recruited. In Phase 2, qualitative interview methods were used in both the U.S. and Iceland to gain insights into the meaning of the items on the IBI. In the U.S., 21 university students provided insights in a group discussion, and four students were individually interviewed in depth about individual items on the IBI. In Iceland, four university students were interviewed in depth about the meaning of individual items. Three Icelandic psychology professionals were recruited to evaluate the appropriateness of the IBI for the Icelandic culture. In Phase 3, a Confirmatory Factor Analysis (CFA) was conducted to check factorial validity and cross-cultural invariance of the IBI. The total sample size in Phase 3 was N=1547, all college students, with n=827 in the U.S. and n=720 in Iceland. Overall, the CFA did not support the fit of the IBI's original five-factor model, although the fit was slightly better in the Icelandic version. Fit indices conflicted; the chi-square and comparative fit index (CFI) showed poor fit, while the RMSEA and SRMR showed acceptable fit. Correlated error was found between 85 item pairs in the U.S. model, and between 68 item pairs in the Icelandic model. Modifications were attempted to the original model by including the correlated errors, and a multigroup CFA was conducted. Adding the correlated errors slightly improved the fit of both models, but only 11 out of the IBI's 50 items were found to have equivalent item factor loadings and intercepts between the countries. Results from the psychometric analysis and qualitative interviews indicated that the IBI needs to be rewritten if the measure is to be used for research in Iceland. The results were discussed in light of a recent analysis of REBT-based measurement instruments, and implications for cross-cultural research on highly abstract constructs such as irrationality were discussed.

Neracionalus vaistų vartojimas yra viena svarbiausių problemų pasaulyje. PSO duomenimis, maždaug pusė visų pacientų medikamentus vartoja netinkamai ir nesilaiko gydytojo nurodymų. Ypač didelė problema yra netinkamas vaistų vartojimas namuose tiek pagal gydytojo paskyrimą, tiek savarankiškai. Iki šiol Lietuvoje dar nebuvo atliktas tyrimas, kokius vaistus žmonės turi savo namų vaistinėlėse ir ar tinkamai juos vartoja. Nežinoma, kokios yra racionaliai ar neracionaliai vaistus vartojančių Lietuvos žmonių savybės. Šiuo tyrimu buvo siekiama nustatyti galimus rizikos veiksnius, lemiančius neracionalų ambulatorinių vaistų vartojimą. Buvo atrinkti ir namuose apklausti 36 pacientai, kuriems KMUK buvo paskirtas antibiotikų kursas namuose. Su gautais duomenimis buvo atlikta aprašomoji ir lyginamoji statistinė analizė pagal Pirsono chi kvadrato kriterijų (statistiškai patikimu rezultatu laikoma reikšmė, kai chi kvadratas > 4, p < 0,05). Namų vaistinėlėse pacientai turėjo daugiau receptinių vaistų nei nereceptinių. Daugiausiai turima receptinių širdies ir kraujagyslių sistemą veikiančių vaistų. Savigydai dažniausiai naudojami nereceptiniai virškinimo sistemą ir metabolizmą veikiantys vaistai ir analgetikai. Nustatyta, kad 31 proc. pacientų paskirtuosius antimikrobinius vaistus vartojo nedrausmingai. Vartojimo drausmingumas gydymo atveju buvo geresnis nei profilaktikos atveju. Jei vaistus reikia vartoti ilgai, 48 proc. pacientų teigė esantys nedrausmingi. Taigi, trumpalaikės terapijos... [toliau žr. visą tekstą] / Irrational drug use is one of the biggest problems in the world. According to WHO, about half of all the patients don‘t use their medicine properly and fail to adhere to prescribed therapy. Irrational drug treatment at home (including use of prescribed medicines and self-medication) is a great problem. There have been no researches made in Lithuania up till now about what kind of drugs people have at home and if they use them properly. There was no information about characteristics of people who use drugs rationally or irrationally. So, the purpose of this research was to identify possible risk factors, which determine irrational drug treatment at home. There were chosen 36 patients who had got antimicrobial therapy at home after treatment or for prophylaxis in Clinics of Kaunas University of Medicine. Those patients had been questioned at home. Data were analyzed statistically (descriptive and comparative statistic analysis by parameter of Pearson’s chi square (statistically significant result was when chi square > 4, p < 0, 05)). At home people had more prescribed drugs than over the counter ones (mostly drugs acting on cardiovascular system). For self-medication the most popular are over the counter drugs acting on alimentary tract and metabolism and analgesics. It was determined that 31 percent of patients fail to adhere to prescribed antimicrobial therapy. Patients’ adherence was higher for treatment than for prophylaxis. 48 percent of the patients who used medicine for... [to full text]

Darbe nagrinėjamos Hurvico dzeta funkcijos _dzeta(s; alfa_), s = _alfa +it su algebriniu iracionaliuoju parametru _alfa, 0 < alfa_ ≤ 1 diskretusis reikšmių pasiskirstymas. Įrodyta, jog funkcijai _(s; alfa_) galioja diskrečioji ribinė teorema su svoriu kompleksinėje plokštumoje C. / Master’s work is devoted to the investigation of value distribution of Hurwitz zeta-function _(s; alfa_), s = alfa_ + it with algebraic irrational parameter alfa_, 0 < alfa_ ≤ 1. It is proved that for the function _(s; alfa_) valid discrete limit theorem with weight in the complex plane.

Submitted by ANA KARLA PEREIRA RODRIGUES (anakarla_@hotmail.com) on 2017-08-30T13:15:08Z No. of bitstreams: 1 arquivototal.pdf: 799210 bytes, checksum: 8de2ace5434a5d92b8604de7573abfc4 (MD5) / Approved for entry into archive by ANA KARLA PEREIRA RODRIGUES (anakarla_@hotmail.com) on 2017-08-30T13:17:30Z (GMT) No. of bitstreams: 1 arquivototal.pdf: 799210 bytes, checksum: 8de2ace5434a5d92b8604de7573abfc4 (MD5) / Made available in DSpace on 2017-08-30T13:17:30Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 799210 bytes, checksum: 8de2ace5434a5d92b8604de7573abfc4 (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study of ontinued fra tions will start with some histori al fa ts, aiming at a better understanding of the subje t. We will bring the de nition of ontinued fra tions for a number α real, with the de nition for α rational and α irrational. The dis ussion will fo us on meaning results for the al ulation of redu ed and good approximations of irrational numbers, also aimed at determining the error between the redu ed and the irrational number. We will bring a study of the periodi ontinued fra tions, with emphasis on Lagrange theorem, whi h relates a periodi ontinued fra tion and a quadrati equation. Finishing with a fo us on problem solving, as the al ulation of ontinued fra tions of irrational numbers of the form √a2 + b, as well as proof of the irrationality of e by al ulating its ontinued. / O estudo das frações ontínuas terá ini io om alguns fatos históri os, visando uma melhor ompreensão do tema. Traremos a de nição de frações ontínuas para um erto número α real, apresentando a de nição para α ra ional e para α irra ional. A dis ussão será entrada em resultados importantes para o ál ulo de reduzidas e boas aproximações de números irra ionais, visando também a determinação do erro entre a reduzida e o número irra ional. Traremos um estudo sobre as frações ontínuas periódi as, om enfase ao teorema de Langrange, que rela iona uma fração ontínua periódi a e uma equação do segundo grau. Finalizando om enfoque na resolução de problemas, omo o ál ulo de frações ontínuas de números irra ionais da forma √a2 + b, assim omo a prova da irra ionalidade de e através do ál ulo de sua fração ontínua.

Considerando-se como fonte primária os manuais escolares brasileiros de Matemática, o saber a ser ensinado ainda situa uma apresentação dual, polarizado no viés pragmático ou teórico, ao que se segue um procedimento temático padrão que privilegia o desenvolvimento operatório envolvendo contextos exatos, finitos e determinísticos. Em particular, essas características se acentuam gravemente no momento de introdução dos números irracionais no ensino básico, o que ocasiona uma abordagem restritiva. Para superar este quadro, Bruner (1987) fundamenta que não devemos adiar o ensino de assuntos essenciais com base na crença de que são difíceis demais, pois as ideias fundamentais de qualquer assunto podem ser ensinadas na escolaridade básica, porém demanda um trabalho para além dos aspectos técnicos, o que equivale a retomada de características ligadas à compreensão. Neste trabalho, tivemos por hipótese que os pares discreto/contínuo; exato/aproximado; finito/infinito, presentes na análise da evolução epistemológica dos números reais e descritos em Machado (2009), se constituem em pilares conceituais essenciais para fundamentar um panorama favorável a uma abordagem significativa do tema dos números irracionais, de modo a compor um amálgama entre os aspectos técnicos e semânticos. Em face da necessária reflexão, em nível educacional, em torno de tal tema, delimitamos inicialmente um contexto investigativo pautado em um estudo qualitativo orientado pela questão Como são abordados os números irracionais no ensino básico, considerando-se como fonte o livro didático de Matemática?, a fim de mapear a apresentação deste assunto no Ensino Fundamental II e no Ensino Médio. O fundamento metodológico se inspirou nos núcleos de significação, descritos em Aguiar&Ozella (2006), que buscou apreender os sentidos que constituem o conteúdo do discurso expresso nos textos dos livros didáticos. O percurso dos núcleos de significação confirmou que, nos livros didáticos analisados, a apresentação dos números irracionais ocorre de modo polarizado: alguns optam por um viés empírico e outros pela definição formal. Verificou-se que, após uma abordagem inicial, não ocorre intercâmbio destas opções, o que acarreta um rápido esgotamento das ferramentas para se desenvolver as temáticas, limitando a compreensão da complexidade dos números irracionais no ensino básico. A partir das hipóteses e da pesquisa empírica, nos propusemos a delinear as contribuições presentes no movimento dialético entre os pares discreto/contínuo, finito/infinito e exato/aproximado, cujas mútuas conexões permeiam um espaço de significações, um campo que possibilita organizar, tecer e ampliar a rede de significados, conforme Machado (1995), favorecendo um quadro de maior compreensão à apresentação dos números irracionais. O enfoque epistemológico realizado revelou uma multiplicidade de relações envolvendo os números irracionais e diversos assuntos do currículo de Matemática, não devidamente caracterizadas e exploradas no ensino básico, o que serviu de mote para a apresentação de algumas situações de ensino para ilustrar os aportes orientadores sugeridos. Acreditamos que o caminho epistemológico trilhado viabilizou uma abertura para ampliar o quadro de significados em relação a outros tópicos presentes na Matemática Elementar, considerando-se como suporte a potencialidade presente nos eixos discreto/contínuo; exato/aproximado; finito/infinito, assim como no par determinístico/aleatório. / Considering Brazilian mathematics school textbooks as a primary research source, the knowledge to be taught still has a dual presentation, polarized in a pragmatic or theoretical way, what follows a thematic procedure pattern that favors an operational development involving exact, finite and deterministic contexts. In particular, these characteristics are seriously accentuated by the time of irrational numbers introduction at basic education, which leads to a restrictive approach. To overcome this situation, Bruner (1987) states that we should not postpone teaching key issues based on the belief that they are too hard, because the fundamental ideas of any subject can be taught at basic education, but it demands a work that overcome technical aspects, considerations that are equivalent to the resumption with aspects related to understanding. In this work, we had by hypothesis that the tension inherent on discrete/continuous, exact/approximate, finite/infinite pairs, extracted from analyses on real numbers epistemological evolution and described at Machado (2009), constitutes an essential conceptual pillar to establish a helpful framework to enable a significant irrational numbers approach, in order to compose an amalgam between technical and semantic aspects. Considering the necessary educational discussion involving this theme, we initially delimited an investigative context based on a qualitative study guided by the question How irrational numbers are approached in basic education, considering mathematics textbook as a source?\' in order to map this subject presentation at Middle and High School. The methodological foundation was inspired in meaning core, described in Aguiar and Ozella (2006), which aims to capture the sense that constitutes the speech content expressed inside mathematics scholar textbooks. The analysis from meaning core route reveals that, in the textbooks examined, the most known irrational numbers introduction occurs in a polarized way: some opt for a pragmatic bias and others by formal definition. However, it was found that after an initial approach, there is no further relationship between these options, which causes a rapid depletion of the tools to develop these themes, which limits the complexity understanding of irrational numbers in basic education. From the hypotheses and the empirical research, we intended to delineate contributions presented on the dialectical movement between discrete/continuous, finite/infinite and exact/approximate pairs, whose mutual connections permeate a \'space of meanings\', a field that allows to organize, to weave and to expand a network of meanings, as Machado (1995), favoring a framework for better understanding the irrational numbers development in basic school. The epistemological approach performed revealed a multiplicity of relationships involving irrational numbers and various subjects of mathematics curriculum, not properly characterized and exploited in basic education, references which served as contexts for the presentation of some teaching situations to illustrate the contributions guidance suggested. We believe that the epistemological path trodden enables an opening to increase possibilities of meanings in relation to other topics of Elementary Mathematics, considering as support the capability constituents presented in discrete/continuous, exact/approximate, finite/infinity axis, as well as in deterministic/random pair.

Esta dissertação analisa uma organização ocultista, sediada na cidade de São Paulo, com o auxílio da Teoria Crítica da Escola de Frankfurt e da psicanálise freudiana. Pretendemos com isso compreender em parte o processo de formação da subjetividade moderna dentro da sociedade totalmente administrada, bem como discutir a irracionalidade da cultura refletida no sujeito como um eco do social. O trabalho conclui que a transição do capitalismo concorrencial para o capitalismo de monopólios gerou uma busca por valores espirituais muito de acordo com a lógica do consumo de massas. Concluímos também que a irracionalidade de tais renascimentos religiosos, dos quais a Pró-Vida é um exemplo, representam o reflexo da patologia social da razão humana. / This thesis analyses an occultist organization, placed in the city of São Paulo, with the help of the Frankfurt Schools Critical Theory and the Freudian psychoanalysis. Our intention is to understand in part the modern subjectivity formation process inside the wholly administrated society, and to discuss the culture irrationality reflected on the subject as an echo of the social. The thesis concludes that the transition from concurrent to monopolist capitalism has generated a search for spiritual values according to the logic of mass consumption. We also conclude that this religious revival irrationality, of that which the Pró-Vida group is an example, represents the reflex of the social pathology of human reason.

Esta dissertação apresenta um trabalho didático desenvolvido com turmas de 8º ano do Ensino Fundamental visando uma introdução significativa aos números irracionais, tanto quanto ao enfrentamento de dificuldades conceituais inerentes ao tema, como quanto ao envolvimento ativo dos estudantes no seu próprio aprendizado. Para elaborar, aplicar e analisar as atividades didáticas foram utilizados como embasamentos teóricos principais: a tese de doutorado de Olga Corbo (CORBO, O., 2012) sobre os conhecimentos necessários para a exploração de noções relativas aos números irracionais na Educação Básica e textos sobre investigações matemáticas de pesquisadores portugueses, sob a coordenação de João Pedro da Ponte (PONTE, J. P., et al., 1998 e ABRANTES, P. et al., 1999). As atividades foram planejadas visando abordagens dos conteúdos ricas em significados e acessíveis à faixa etária alvo. Estudantes de 8º ano realizaram pesquisas e apresentações em grupos sobre o número de ouro e atividades investigativas para explorar propriedades características dos números racionais e irracionais: representação decimal, associação à medida de segmentos de reta, localização na reta numerada, infinidade e densidade nesta reta. Em 2017, novas turmas desenvolveram atividades investigativas ampliando os objetivos para incluir a noção de comensurabilidade de segmentos de forma a viabilizar um debate participativo sobre a demonstração da incomensurabilidade entre o lado e a diagonal de um quadrado elaborada na Grécia antiga. Tudo isso contribuiu para que os estudantes concebessem, de maneira significativa para eles, a necessidade de uma infinidade de novos números para além dos racionais. / This dissertation presents a didactical work developed with 8th grade classes of Elementary School aiming a significant introduction to the irrational numbers in the sense that it confronts the conceptual difficulties related to the theme, as well the observation of the stimulating involvement of students in their learning process. In order to elaborate, apply and analyze the didactical activities, we considered as the main theoretical basis the doctoral thesis of Olga Corbo (CORBO,O., 2012) about the fundamental knowledge necessary for the exploration of irrational numbers in Basic Education and texts on mathematical investigations written by portuguese researchers and coordinated by João Pedro da Ponte (PONTE, JP, et al., 1998 and ABRANTES, P. et al., 1999). The activities were planned aiming to make the content approaches meaningful and accessible to the target age group. Eighth-grade students conducted researches and group presentations on the golden number and investigative activities to assess specific characteristics of rational and irrational numbers as: decimal representation, association to the measurement of straight segments, location in the numbered line, infinity, and density in this line. In 2017, new groups developed researches broadening the objectives to include the notion of commensurability of segments, in order to enable a debate in classroom about the demonstration of the incommensurability between the side and the diagonal of a square elaborated in ancient Greece. All of these steps contributed to the students understanding of the need for a multitude of new numbers besides rational ones.

Beslut kan tas genom att följa en rationell modell eller på irrationella grunder. Vid beslut baserade på irrationella grunder kan beslutet tas utifrån personens intuition vilken är baserad på dennes tidigare erfarenheter. Individen kan även påstå att de följer sin intuition när de i själva verket påverkas av sina känslor. En problematisk detalj i att både som forskare samt beslutsfattare analysera ifall ett rationellt beslut tas är att hjärnan i själva verket tagit ett beslut flera sekunder innan det når medvetandet. Det innebär att det i verkligheten i stort sett är omöjligt att veta ifall ett rationellt beslut tagits. Syftet med uppsatsen är att genom en enkät studera hur 47 beslutsfattare i något av E-handelsstaden Borås medlemsföretag förklarar processen från idé till beslut. Utifrån svaren från enkäten tolkar vi ifall respondenterna beskriver sin beslutsprocess utifrån en rationell modell. Analysen sker genom att utgå från relevant beslutsteori och litteratur som är sammanställd i referensramen. Med hjälp av vår studie kan vi dra slutsatsen att det finns en skillnad mellan män och kvinnor i hur rationella de beskriver sig. I en jämförelse av frågorna kan det utläsas att kvinnorna visar sig vara mer rationella än männen i sex av nio fall. Både männen och kvinnorna är inte fullt rationella, utan i genomsnitt beskriver de sig som begränsat rationella. Det innebär att de inser att det inte är möjligt att ta fullt rationella beslut på grund av yttre faktorer som kan påverka beslutsprocessen. / Decisions can be made by following a rational model or by irrational bases. When decisions is based on irrational grounds the decision can follow the person's intuition, which is based on earlier experience. The individual might say they follow their intuition but in reality they are affected by their feelings. A problematic detail both for scientists and decision-makers when trying to analyze if they made a rational decision is that the brain actually have made a decision several seconds before it reaches your mind. In reality this means that it is almost impossible to know if a decision really is rational.The purpose of this essay is to study 47 decision-makers that are working in companies which are members of E-handelsstaden Borås. We have studied the decision-makers with the help of a questionnaire that shows how they describe the decision-making process from an idea to a decision. The answers from the questionnaire helped us to understand if they described their decision-making process as being based on a rational model. The analysis is done by reading relevant decision theory and literature which is compiled in the frame of reference.With our study we can come to the conclusion that there's a difference between men and women in how rational they describe themselves. In a comparison of the questions it shows that women describe themselves more rational than men in six out of nine cases. Both men and women aren't fully rational, in fact in average they are bounded rational. It means that they realize it's not possible to make fully rational decisions because of external factors which can affect the decision process.Note that the study is written in Swedish.

Diplomová práce zkoumá žákovské porozumění iracionálním čísl·m. Cílem bylo zmapovat a zhodnotit porozumění žák· ze druhého a třetího ročníku na gymnáziu. Vyhodnocení probíhalo na základě dotazníkového šetření od 69 respondent· a polostrukturovaného rozhovoru od 12 z nich. Výsledky ukázaly, že pro velkou část těchto žák· jsou všechna čísla s neukončeným desetinným rozvojem považována za čísla iracionální a s ukončeným desetinným rozvojem za čísla racionální. V závěru práce uvádím dva přístupy, které by mohly zmírnit tuto chybnou představu. 1

Denna uppsats har formen av en essä. Syftet var att inom kompositionsprocessen synliggöra och studera viktiga parametrar och utvecklingsområden, samt jämföra resultatet mellan avsikten, slutresultatet av kompositionen och det som hände där emellan. Kompositionerna som har legat till grund för arbetet är två stycken för storband och ett stycke för tenorsaxofon och kammarensemble. Styckena och den kreativa processen analyseras utifrån ett personligt kompositionsperspektiv och resultatet visar att det genom målmedvetet arbete är möjligt att utveckla sin teknik och speciella beståndsdelar. Slutsatsen är att det går att förändra väl rotade vanor om man önskar det men att det kräver tid, mod och engagemang. / This master thesis has been written in the form of an essay. The purpose has been to unfold important parameters within the compositional process and to reflect upon how various parameters developed during this process. Additionally, it has been my aim to evaluate the results with respect to my intentions. Three compositions were analyzed. Two pieces for big band and one piece for tenor saxophone and chamber ensemble. The compositions and the creative process were analyzed from the composer's view. The result shows that it has been possible to develop my own compositional technique and various personal ingredients through deliberate practise of my compositional skills. My conclusion is, that if one wishes to change deep-rooted habits, it is possible to develop new habits, however, these matters require patience, commitment, as well as as fearlessness. / <p>Konserten blev uppskjuten pga coronaviruset (Covid-19)</p><p>Kompositioner för storband, Erika Hammarberg</p><p>Humboldt</p><p>The Crossing</p><p>Paso Doble </p><p>Berget</p><p></p><p></p>