Title: Using online tools to assigns and assess the work of secondary school pupils in mathematics Author: Jiří Vančura Department: Department of Mathematics Education Supervisor: doc. RNDr. Jarmila Robová, CSc., Department of Mathematics Education Abstract: Despite the long-term trend of technology implementation in mathematics education, there is not much research that would empirically and long-term monitor the impact of technology on pupils' knowledge. The presented three studies examine the potential benefits of using Khan Academy as a tool for assigning and assessing homework in mathematics at upper secondary schools. The studies deal with three groups of research questions. What is the attitude of pupils towards the Khan Academy implementation, and what benefit do they see in the online practice? Can pupils transfer acquired knowledge from Khan Academy to the school context? In addition to procedural knowledge, does Khan Academy develop a deeper understanding of the underlying concepts? At the time of the research, the author was the mathematics teacher of some of the participating pupils. Based on the results of these studies, the consequences and recommendations for teaching mathematics at upper secondary schools using online platforms are discussed at the end of the thesis. Keywords: Khan Academy,...

This masters thesis is about how to enhance creativity and investigates the design process of interaction designers, in terms of the creative process, design support tools and especcially through a concept presented in this thesis. The concept is called DSTZ (Design Support Tool Z) and suggests ways in how to support a designer in the creative process. An empirical study was carried out in the thesis that consisted of a survey conducted on 8 "interaction designers" investigating how interaction designers work and if they require or need any design support. A design survey was later conducted on 18 "interaction designers" of which 9 were professionals and 9 were students, to investigate the concept DSTZ and the creativity enhancing aspect. The resuls from the empirical studies show that a design support tool is desired and DSTZ has features that are useful and can enhance creativity. The features consist of 8 palettes and 3 funtions that are manifested in DSTZ. Further investigation is required in order to find data that support the statement that creativity can be enhanced through a design support tool.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-29T11:25:10Z No. of bitstreams: 1 Alexandre Matias Russo.pdf: 3219821 bytes, checksum: 256f85186b184fdc75aba4e4b24d2fcb (MD5) / Made available in DSpace on 2016-11-29T11:25:10Z (GMT). No. of bitstreams: 1 Alexandre Matias Russo.pdf: 3219821 bytes, checksum: 256f85186b184fdc75aba4e4b24d2fcb (MD5) Previous issue date: 2016-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study, inserted in the search line Information Technology and Mathematics Education, aims to verify the Khan Academy platform's contribution to the learning of Mathematics students diagnosed with Attention Deficit Hyperactivity Disorder - ADHD. To reach that goal, this work is guided by two questions: How extent the Khan Academy platform can contribute to the improvement of Mathematical knowledge of students diagnosed with Attention Deficit Hyperactivity Disorder? Is it possible that the interaction of the student with the Khan Academy platform environment contribute to this improvement? The participants of this research are students enrolled in high school and diagnosed with ADHD. Faced with this research proposal, we present an outline of the history of ADHD since the XIX century, passing through various nomenclatures used up to the present day and the views of experts on this topic. We conducted a literature review on technological interventions for teaching and learning of mathematical content for students with ADHD and Mathematics Education. These researches have contributed to our study and brought relevant aspects of the learning of these students. We present the Khan Academy platform, we check how the Mathematical contents are proposed and available and we choose themes to be worked with the participants. All Mathematics contents were studied in the Khan Academy platform, as well as activities proposed in the paper. We describe the activities of the students in each meeting and their initial analysis of the protocols of the resolutions made and subsequently, the final analysis of the research. We end with the final considerations and conclude with the data presented, that the actions of students diagnosed with ADHD, through the interactions with the platform enable to achieve, understand and improve the subjects studied and contributed to the improvement of the proposed Mathematical knowledge and learning of these schoolchildren / O presente estudo, inserido na linha de pesquisa Tecnologias da Informação e Educação Matemática, tem como objetivo verificar a contribuição da plataforma Khan Academy para a aprendizagem da Matemática de alunos diagnosticados com Transtorno de Déficit de Atenção e Hiperatividade – TDAH. Para alcançar esse objetivo, norteamos este trabalho por duas questões: em que medida a plataforma da Khan Academy pode contribuir para o aprimoramento do conhecimento matemático de alunos diagnosticados com Transtorno de Déficit de Atenção e Hiperatividade? É possível que a interação do aluno com o ambiente da plataforma Khan Academy contribua para este aprimoramento? Os sujeitos participantes dessa pesquisa são alunos regularmente matriculados no Ensino Médio e diagnosticados com TDAH. Frente a esta proposta de investigação, apresentamos um esboço da história do TDAH desde o século XIX, passando pelas diversas nomenclaturas até a utilizada nos dias atuais e a visão dos especialistas sobre esse tema. Realizamos uma revisão bibliográfica sobre intervenções tecnológicas para o ensino e aprendizagem de conteúdos matemáticos para alunos com TDAH e Educação Matemática. Essas pesquisas contribuíram para o nosso estudo e trouxeram aspectos relevantes sobre a aprendizagem desses estudantes. Apresentamos a plataforma Khan Academy, verificamos como os conteúdos matemáticos são propostos e disponibilizados e escolhemos temas para serem trabalhados com os participantes. Os conteúdos de Matemática abordados foram estudados na plataforma Khan Academy, como também propostos em atividades no papel. Descrevemos as atividades realizadas pelos alunos em cada encontro e as respectivas análises iniciais dos protocolos das resoluções realizados e, posteriormente, as análises conclusivas da pesquisa. Finalizamos com as considerações finais e concluímos, com os dados apresentados, que as ações dos alunos diagnosticados com TDAH, por meio das interações com o ambiente da plataforma, permitiram resgatar, compreender e aprimorar os temas estudados e contribuíram para o aprimoramento dos conhecimentos matemáticos propostos e para a aprendizagem desses escolares

The general objective of this work is to investigate how mathematical knowledge is evidenced through the use of the Khan Academy platform in the learning scenarios and reassignments of students of the Mathematics Degree course at UFAL - Campus Arapiraca. As specific objectives we draw the following: Identify the possibilities and feasibility of using the platform as a didactic-methodological resource for the initial training of students of the Mathematics course in leveling disciplines; To describe the relations with the knowledge experienced by the research subjects in the proposed practical activities; and To analyze the conceptions of the graduates on the use of the platform Khan Academy in the learning scenarios and re-significations of the mathematical knowledge. To guide the investigation of this work, it was supported by studies related to the Relationship with the Knowledge of Charlot (2000), to Significant Learning - Theory of David Ausubel by Moreira and Masini (2001) and Swiss Cheese Learning of Khan (2013). This is a qualitative research of the participant type, carried out at the Federal University of Alagoas - Arapiraca campus and whose subjects were 36 students enrolled in the discipline Integrating Projects 3. Data collection instruments were questionnaires, reports, reports and articles, and Data Organization, based on Content Analysis (BARDIN, 2016). The data collected show that most of the undergraduate students in mathematics have experienced some situation of school failure and that, according to them, the Khan Academy is a resource that makes it possible to fill the gaps in mathematics learning, reducing the chances of students experiencing failure school. / O objetivo geral deste trabalho é investigar como os saberes matemáticos são evidenciados através da utilização da plataforma Khan Academy nos cenários de aprendizagem e ressignificações dos alunos do curso de Licenciatura em Matemática da UFAL – Campus Arapiraca. Como objetivos específicos traçamos os seguintes: Identificar as possibilidades e viabilidade de utilizar a plataforma enquanto recurso didático-metodológico para a formação inicial dos alunos do curso de Matemática em disciplinas de nivelamento; Descrever as relações com o saber vivenciadas pelos sujeitos da pesquisa nas atividades práticas propostas; e Analisar as concepções dos licenciandos sobre o uso da plataforma Khan Academy nos cenários de aprendizagem e ressignificações dos saberes matemáticos. Para orientar a investigação deste trabalho, apoiou-se em estudos ligados à Relação com o Saber de Charlot (2000), à Aprendizagem Significativa – Teoria de David Ausubel por Moreira e Masini (2001) e Aprendizagem tipo Queijo Suíço de Khan (2013). Trata-se de uma pesquisa qualitativa do tipo participante, realizada na Universidade Federal de Alagoas – campus Arapiraca e cujos sujeitos da pesquisa foram 36 estudantes matriculados em disciplina Projetos Integradores 3. Os instrumentos de coleta de dados foram questionários, relatórios, relatos e artigos, e a Organização dos Dados, baseada na Análise de Conteúdo (BARDIN, 2016). Os dados coletados mostram que maioria dos estudantes da licenciatura em Matemática vivenciou alguma situação de fracasso escolar e que, segundo eles, a Khan Academy é um recurso que possibilita o preenchimento das lacunas na aprendizagem de matemática, diminuindo as chances dos alunos vivenciarem situações de fracasso escolar. / São Cristóvão, SE

Le présent travail porte sur les échanges artistiques entre l’Iran et la Chine observés sur le textile et la céramique du 13e au 14e siècle. Les discussions dans cette étude s’appuient sur une analyse des caractéristiques de transferts connus : par exemple, existence de transfert technique, relation entre deux véhicules (textile et céramique) des échanges artistiques et propre intention des Mongols. Trois parties composent ce travail, d’après les différents corpus. Les deux premières se consacrent séparément aux corpus de textiles concernant le textile à fil d’or et celui de céramiques. La première partie comporte un catalogue des spécimens textiles et d’analyser les changements artistiques. Dans la deuxième partie, l’examen scientifique permet d’évaluer l’échange technique potentiel. Dans la dernière partie, deux groupes de motifs (motifs représentant l’autorité et motifs de scène de chasse) sont comparés sur les spécimens textiles et céramiques. Le transfert de ces motifs concrets dévoile des relations culturelles essentielles entre des peuples non-sédentaires (les Khitan, les Jurchen et les Mongols) au nord de l’Asie. En conclusion, les différences entre les échanges artistiques représentés sur le textile et ceux sur la céramique montrent une une contradiction avec l’idée que le textile soit un médiateur de la céramique ilkhanide pour le transfert artistique. Ces différences sont fondamentalement liées avec les charactéristiques de la nature et les qualités sociales de chaque matérial. Dernièrement, l’intention des dominants mongols, comportant des successions culturelles de peuples non-sédentaires, est représentée par les échanges artistiques à l’époque. / This paper presents studies on the artistic exchanges between Iran and China observed on textiles and ceramics from the 13th to 14th century. It presents detailed analysis of three important characteristics of the artistic transfers : namely the existence of potential technique transfer, the relation between the two materials (textile and ceramic) during the artistic exchange, and the intention of the Mongols, based on existing corpus The first part of paper is devoted to textile corpus, particularly the textile with golden thread, featuring a catalog of textile samples. The second part presents in depth discussions of the ceramic corpus and questions the potential technical exchange of pottery , followed by comparisons based on actual data. The third part presents comparisons of the patterns observed in both textiles and ceramics specimens, suggesting that the transfer of the concrete motifs reveals the essential cultural relations between the non-sedentary peoples (the Khitan, the Jurchen, the Mongols) of northern Asia. The conclusions of the studies are threefold. First, the technical transfer can be only confirmed in the textile domain. Second, the differences of the artistic exchanges between the textile and the ceramic are closely related to the natural characteristics and the social value of each material, which challenges the previous idea that the textile would be considered as the mediator for the Il-khan ceramic during the artistic transfer. The last but not the least, the cultural relationship between the non-sedentary peoples is clearly represented by the artistic exchanges under the domination of the Mongols.

Researchers within digital pathology are endeavouringto develop machine-learning tools to support dentists whenmaking a diagnosis. The purpose of this study was to investigatehow applying colour normalisation (CN) algorithms on an oral,histopathological dataset would impact both machine-learningmodels and ensembles of models when classifying cell types.The dataset was run through four different CN algorithms byusing a stain normalisation toolbox. The now five datasets (1 +4) were then fed separately into a pipeline to create machinelearningmodels, specifically convolutional neural networks withEfficientNet architecture. Two different ensembles were studied,one that used all the models and one that used the three modelswith the highest test accuracy. Each model gave a cell typeprediction of each cell. The ensembles super positioned theirmodels’ predictions of the same cell and used the results as theirown predictions.The models based on datasets created by two of the CNalgorithms had a weighted, average accuracy of ca. four percentagepoints higher than the model based on the unnormaliseddataset. Unexpectedly, the models based on the colour-normaliseddatasets had a larger standard deviation than the model basedon the unnormalised dataset. All the models were generally badat classifying two of the four cell types. Both the ensembleshad a weighted, average accuracy of ca. ten percentage pointshigher than the model based on the unnormalised dataset, aswell as a larger standard deviation. The increase in accuracyis significant and could move forward the timeline for whenmachine-leaning tools can be implemented into dentists’ andpathologists’ workflow. / Forskare inom digital patologi strävar efteratt utveckla maskininlärnings-verktyg som stödjer tandläkarenär de ställer diagnoser. Syftet med denna studie är att utreda hurtillämpning av färgnormaliserande algoritmer (CN algoritmer)på ett oralt, histopatologiskt dataset påverkar hur både maskininlärningsmodeller och ensembler av modeller klassificerarcelltyper.Datasetet kördes igenom fyra olika CN algoritmer med hjälpav en färgnormaliserings-verktygslåda. De nu fem dataseten(1 + 4) matades separat in i en ”pipeline” för att skapamaskininlärningsmodeller, specifikt djupa neurala nätverk medEfficientNet arkitektur. Två olika ensembler skapades, en somanvände alla modeller och en som endast använde de tre somhade högst noggrannhet på testsettet. Varje modell uppskattadecelltypen för varje cell. Ensemblerna superpositionerade derasmodellers uppskattningar för varje cell och använde resultatensom sina egna uppskattningar.Modellerna som tränats på två av de färgnormaliseradedataseten ökade i viktad, snitt-noggrannhet med fyra procentenheteri förhållande till modeller tränade på det ursprungligadatasetet. Förvånansvärt nog så ökade även standardavvikelsenhos modeller tränade på de färgnormaliserade dataseten. Allamodeller var generellt dåliga på att klassificera två av de fyracelltyperna. Ensemblen uppnådde en viktad snitt-noggrannhet på ca. tio procentenheter mer än modeller tränade på detursprungliga datasetet. Noggrannhetens signifikanta ökning kanleda till en tidigare implementering av maskininlärnings-verktygi tandläkares och patologers arbetsflöde. / Kandidatexjobb i elektroteknik 2021, KTH, Stockholm

This dissertation is concerned with the formation of the Qazaqs in the context of the custom of political vagabondage known as qazaqlïq in post-Mongol Central Eurasia. More specifically, my study addressed the process whereby the Uzbek nomads inhabiting the eastern Dasht-i Qipchāq bifurcated into the Qazaqs and the Shibanid Uzbeks in the sixteenth century in consequence of the qazaqlïq activities led by two rival Chinggisid families: the Urusids and the Abū al-Khairids. Qazaqlïq, or the qazaq way of life, was a form of political vagabondage that involved escaping from one’s state or tribe, usually from a difficult social or political situation, and living the life of a freebooter in a frontier or other remote region. The custom of political vagabondage was by no means an exclusively post-Mongol Central Eurasian phenomenon. It existed in other places and at other times. However, it was in post-Mongol Central Eurasia that it became a widespread socio-political phenomenon that it came to be perceived by contemporaries as a custom to which they attached the specific term, qazaqlïq. During the post-Mongol period, the qazaq way of life developed into a well-established political custom whereby political fugitives, produced by the internecine struggles within the Chinggisid states, customarily fled to frontier or other remote regions and became freebooters, who came to be called qazaqs. Such Chinggisid and Timurid leaders as Muḥammad Shībānī and Temür became qazaqs before coming to power. The Qazaqs came into being as a result of the qazaqlïq activities of Jānībeg and Girāy, two great-grandsons of Urus Khan (r. ca. 1368–78), and of Muḥammad Shībānī, the grandson of Abū al-Khair Khan (r. ca. 1450–70) that resulted in the division of the Uzbek Ulus into the Qazaqs and the Shibanid Uzbeks in the sixteenth century. The Tatar and Slavic cossacks (Russian kazak, Ukrainian kozak) who appeared in the Black Sea steppe in the fifteenth and sixteenth centuries were the products of the qazaqlïq, or cossack phenomenon. Significantly, Ukrainian cossackdom led to the formation of the Ukrainian Hetmanate, which eventually contributed to the consolidation of a separate Ukrainian identity.

This dissertation is concerned with the formation of the Qazaqs in the context of the custom of political vagabondage known as qazaqlïq in post-Mongol Central Eurasia. More specifically, my study addressed the process whereby the Uzbek nomads inhabiting the eastern Dasht-i Qipchāq bifurcated into the Qazaqs and the Shibanid Uzbeks in the sixteenth century in consequence of the qazaqlïq activities led by two rival Chinggisid families: the Urusids and the Abū al-Khairids. Qazaqlïq, or the qazaq way of life, was a form of political vagabondage that involved escaping from one’s state or tribe, usually from a difficult social or political situation, and living the life of a freebooter in a frontier or other remote region. The custom of political vagabondage was by no means an exclusively post-Mongol Central Eurasian phenomenon. It existed in other places and at other times. However, it was in post-Mongol Central Eurasia that it became a widespread socio-political phenomenon that it came to be perceived by contemporaries as a custom to which they attached the specific term, qazaqlïq. During the post-Mongol period, the qazaq way of life developed into a well-established political custom whereby political fugitives, produced by the internecine struggles within the Chinggisid states, customarily fled to frontier or other remote regions and became freebooters, who came to be called qazaqs. Such Chinggisid and Timurid leaders as Muḥammad Shībānī and Temür became qazaqs before coming to power. The Qazaqs came into being as a result of the qazaqlïq activities of Jānībeg and Girāy, two great-grandsons of Urus Khan (r. ca. 1368–78), and of Muḥammad Shībānī, the grandson of Abū al-Khair Khan (r. ca. 1450–70) that resulted in the division of the Uzbek Ulus into the Qazaqs and the Shibanid Uzbeks in the sixteenth century. The Tatar and Slavic cossacks (Russian kazak, Ukrainian kozak) who appeared in the Black Sea steppe in the fifteenth and sixteenth centuries were the products of the qazaqlïq, or cossack phenomenon. Significantly, Ukrainian cossackdom led to the formation of the Ukrainian Hetmanate, which eventually contributed to the consolidation of a separate Ukrainian identity.

準噶爾在噶爾丹的統治下逐漸成為中亞的強國，隨著勢力的增強準噶爾企 圖統一蒙古各部。準噶爾興起的時間恰巧與清朝興起的時間相同，清朝當 時已統一了漠南蒙古，中原地區的反抗勢力也漸漸消弭了，逐步加強國內 的統治。清朝一向視喀爾喀、漠南蒙古為屏障之地，正與準噶爾統一蒙古 各部的計劃相衡突，因而引發清朝與準噶爾近七十年（1690年- 1758年） 的抗衡。本篇論文即是研究從準噶爾汗噶爾丹時期到恰克圖驗阿睦爾撒納 屍首為止，其間準噶爾與清朝的關係。著重點是在分析準噶爾與清朝在爭 奪領土與黃教控制權上，雙方勢力的消長，進而研究清朝初期的邊疆政策 。本篇論文除緒論、結論外，分為四章：第一章在討論康熙、雍正年間， 清廷對準噶爾的經略，企圖與俄國、土爾扈特聯合夾擊準噶爾。第二章， 討論準噶爾與清朝間的開市貿易，清廷對開市貿易的態度。第三章，討論 準噶爾與清朝爭奪西藏黃教控權的問題，看清廷對黃教的控制。第四章， 則在討論朝隆年間，清廷對準噶爾的用兵，重新審視阿睦爾撒納的叛清行 動。