Nesta dissertação apresentamos um estudo teórico que visa, a partir de uma perspectiva sócio-cultural-histórica, rever o modelo cognitivo de perfil conceitual inserindo em sua estrutura a noção de contexto. Para realizar esta conciliação teórica entre perfil conceitual e contexto, nos utilizamos da teoria da atividade e dos ferramentais teóricos que ela dispõe para entender o uso e a formação de conceitos. A teoria criada por Vigotski e posteriormente desenvolvida por Leontiev e Engeström somada a princípios de sistemas complexos, nos ajudarão na busca por uma compreensão mais ampla do processo de ensino-aprendizagem. Como indício empírico, utilizamos um questionário aplicado a estudantes do ensino médio em que eram perguntados em diferentes disciplinas sobre o conceito de energia. Este questionário tem por intenção indicar a dependência entre o conceito e as diversas disciplinas, em outras palavras, entre o perfil conceitual e os diversos micro-contextos, fornecendo elementos para repensar as questões metodológicas que envolvem a medição e construção tanto do perfil conceitual, quanto do contexto. Outro indício empírico que utilizamos foi a gravação em vídeo de uma aula de física, em que a análise possibilitou evidenciar os processos dinâmicos da atividade, o papel da negociação e suas relações com o contexto. Neste sentido, tornamos intrínseco ao processo de ensino-aprendizagem uma dinâmica peculiar que alterna entre a internalização de conceitos e a tomada de consciência dos mesmos. Esta dinâmica foi caracterizada em três níveis qualitativamente distintos: primeira ordem de aprendizagem; segunda ordem de aprendizagem e terceira ordem de aprendizagem. Estes três níveis funcionam como marcadores da dinâmica do processo de ensino-aprendizagem e podem ser ferramentas de avaliação do desenvolvimento da atividade e norteador das ações pedagógicas. / In this thesis we present a theoretical study aimed at, from a socio-cultural-historical approach, the cognitive model of conceptual profile inserting in its structure the notion of context. To accomplish this reconciliation between theoretical conceptual profile and context, we use activity theory and theoretical tools that it has to understand the use and formation of concept. The theory created by Vygotsky and Leont\"ev further developed by Engeström and added to the principles of complex systems, will help us in the search for a broader understanding of the teaching-learning process. As empirical evidence, we used a questionnaire administered to high school students that were asked in different disciplines about the concept of energy. This questionnaire is intended to indicate the dependency between the concept and the various disciplines, in other words, between the conceptual profile and various micro-contexts, providing information to rethink the methodological issues surrounding the measurement and construction of both the conceptual profile, as context. Other empirical evidence we used was the video recording of a physics class, where the analysis made it possible to reveal the dynamic processes of activity, the role of negotiation and its relations with the context. In this sense, become intrinsic to the teaching-learning process a peculiar dynamic that alternates between the internalization of concepts and conscious awareness. This dynamic has been characterized in three qualitatively distinct levels: first order learning, second order learning and third-order learning. These three levels act as markers of the dynamics of the teaching-learning process and can be tools for assessing activity performance and guiding the pedagogical actions.

Questiona-se um possível papel deletério da endometriose sobre a qualidade oocitária (QO), que é, em grande parte, condicionada pelo papel das células do cumulus. A função dessas células envolve a expressão de diversas moléculas codificadas por genes específicos, regulada a nível de transcrição, pós-transcrição e tradução. Os microRNAs atuam como reguladores póstranscricionais da expressão gênica, de modo que qualquer alteração nesse mecanismo pode levar a anormalidades no desenvolvimento oocitário. Desta forma, propusemos um estudo inédito da análise de microRNAs em células do cumulus (CC) de mulheres inférteis com e sem endometriose com o objetivo de evidenciar processos biológicos e vias de atuação correlacionados com o papel da endometriose na infertilidade e seu possível impacto na aquisição da competência oocitária. Foram incluídas no estudo 15 pacientes inférteis (5 controles com fator tubário e/ou masculino, 5 com endometriose estágios I/II e 5 com endometriose estágios III/IV) submetidas à estimulação ovariana controlada (EOC) para injeção intracitoplasmática de espermatozoide (ICSI). Imediatamente após a captação oocitária, as CCs foram isoladas e armazenadas para extração dos miRNAs. O perfil de 754 miRNAs foi analisado por meio da técnica de TaqMan®Array Human MicroRNA Cards. Considerou-se significativo p<0,05. Os miRNAs hsa-let-7f-1#, hsa-miR-1291, hsa-miR-140-5p, hsa-miR-218, hsa-miR-30b e hsa-miR-629-5p foram identificados menos expressos nas pacientes com endometriose I/II comparadas às controles. Os miRNAs hsa-miR-1291, hsa-miR-187-3p, hsamiR-30b, hsa-miR-532-3p e hsa-miR-629-5p foram identificados menos expressos nas pacientes com endometriose III/IV em relação às controles. Ao comparar-se os grupos endometriose I/II e endometriose III/IV entre si, os miRNAs hsa-miR-187-3p e hsa-miR-532- 3p foram menos expressos e os miRNAs hsa-let-7f-1# e hsa-miR-362-3p mais expressos nas pacientes com endometriose III/IV. A análise de enriquecimento identificou os genes regulados pelos miRNAs e as respectivas vias metabólicas em que estão envolvidos, sugerindo aumento de apoptose, diminuição de proliferação celular, alterações no controle do ciclo celular e no metabolismo energético das CCs de mulheres com a doença inicial e avançada. Os dados apontam para alterações na regulação pós-transcricional em CCs de mulheres inférteis com endometriose inicial e avançada, o que pode afetar processos e vias essenciais à aquisição de competência oocitária e estar envolvido na infertilidade associada à doença. Este estudo contribui para o entendimento da etiopatogênese da infertilidade relacionada à endometriose identificando mecanismos pós-transcricionais relacionados à piora da qualidade gamética nestas mulheres. / It is questioned a possible deleterious role of endometriosis on oocyte quality (OQ), which is largely conditioned by the function of cumulus cells. The role of these cells involve the expression of several molecules encoded by specific genes, regulated at transcription level, post-transcription and translation. The microRNAs act as transcriptional regulators of gene expression, thus any alteration in this mechanism can lead to abnormalities in oocyte development. In this way, we proposed an unpublished study of the microRNAs analysis in cumulus cells (CC) of infertile women with and without endometriosis, aiming to evidence the biological processes and pathways of action correlated with the presence of endometriosis in infertility and its possible impact on the acquisition of oocyte competence. Fifteen infertile patients (5 controls with tubal factor and/or male, 5 with stage I/II of endometriosis and 5 with stages III/IV of endometriosis) submitted to the controlled ovarian stimulation (EOC) for intracytoplasmic sperm injection (ICSI) were included in the study. Immediately after oocyte uptake, CCs were isolated and stored for miRNA extraction. The 754 miRNAs profile was analyzed using the TaqMan®Array Human MicroRNA Cards technique. Significant values were considered when p <0.05. The hsa-miR-218, hsa-miR-301 and hsa-miR-629-5p miRNAs were identified as less expressed in the patients with endometriosis I/II compared to controls. The miRNAs hsa-miR-1291, hsa-miR-187-3p, hsa-miR-30b, hsa-miR-532-3p and hsa-miR- 629-5p were identified as less expressed in patients with endometriosis III/IV compared to controls. Comparing the groups with endometriosis I/II and endometriosis III/IV, hsa-miR-187- 3p and hsa-miR-532-3p miRNAs were less expressed and hsa-let-7f-1# and hsa-miR-362-3p more expressed in patients with endometriosis III/IV. The enrichment analysis identified the genes regulated by the miRNAs and the respective metabolic pathways in which they are involved, suggesting apoptosis increase, decreased cell proliferation, alterations in the cell cycle control and energetic metabolism of the CCs of women with initial and advanced disease. The data point to changes in post-transcriptional regulation in CCs of infertile women with early and advanced endometriosis, which may affect processes and pathways essential for acquiring oocyte competence and resulting in infertility associated with the disease. This study contributes to the understanding of the etiopathogenesis of infertility related to endometriosis by identifying post-transcriptional mechanisms related to the deterioration of quality of gametes in these women.

Atualmente, as empresas do setor da construção civil encontram-se desenvolvendo e aprimorando o trabalho de coordenação de projetos e incluem, além das atribuições de coordenação, responsabilidades como planejamento de custos, etapas e prazos do processo de projeto, contratação de projetistas e análise de projeto. Portanto, a competência do coordenador de projetos torna-se decisiva para a qualidade do projeto encaminhado à obra, e, de forma mais abrangente, o coordenador tem grande importância para o sucesso do empreendimento e das empresas envolvidas no processo de construção. A presente pesquisa tem como principal objetivo propor o perfil, as atividades e a autonomia mais adequados para o coordenador de projetos de edificações no contexto da construção civil brasileira. Para tanto, o método Delphi foi selecionado para ser utilizado nessa pesquisa, na qual foram aplicados 03 questionários: o primeiro referiu-se à pesquisa exploratória inicial para escolha dos participantes da pesquisa e conteve questões sobre o perfil atual dos coordenadores de projeto; o segundo, relativo ao estudo prospectivo, foi composto por questões totalmente abertas, de acordo com o método Delphi e versou sobre o perfil, as atividades e a autonomia dos coordenadores. As respostas recebidas foram tabuladas, analisadas e reenviadas, na forma de um questionário fechado e objetivo, para os entrevistados a fim de convergir as respostas a um denominador comum. O resultado obtido explicitou que o segmento de projetos de edificações necessita de coordenadores de projeto não apenas com experiência e conhecimento técnico nas diversas áreas que compõem o projeto completo do edifício, mas também com habilidades e competência para gerenciar os profissionais que compõem a equipe de projeto. Com base na proposta final para o perfil, as competências, os conhecimentos, as habilidades, as atividades e a autonomia do coordenador de projetos foram desenvolvidas ainda diretrizes para a concepção de novo currículo para um curso de pós-graduação em coordenação de projetos de edificações. / At the moment, the companies of the sector of civil building are developing and improving the work of design coordination and include, besides attribution of coordination, responsibility with costs planning, phases and deadlines of the design process, hiring of designers, and analysis of project. Therefore, the competence of the design coordinator becomes decisive for the quality of the building project sent to the building site, and more broadly, the coordinator has great importance for the success of the undertaking and of the companies involved in the design building. This research has the main objective of proposing the profile, the activities and the most adequate autonomy for the coordinator of edification projects in the context of the Brazilian civil building. For this, the Delphi method was selected to be used in this research where 3 questionnaires were applied: the first was referred to the initial exploratory research for the choice of the participants of the research and contained questions about the current profile of the design coordinators; the second, related to the prospective study, was composed of questions totally open, according to the Delphi method and conversed about the profile, the activities and the autonomy of the coordinators. The answers received were tabulated, analyzed and sent, as a closed and objective questionnaire, for the interviewees aiming to converge the answers to a common denominator. The result obtained made explicit that the segment of edifications projects need coordinators of project not only with experience and technical knowledge in several areas that compose the complete design of the building, but also with abilities and competence to manage the professionals that compose the design team. Based on the final proposal for the profile, the competence, the knowledge, the abilities, the activities and the autonomy of the design coordinator were developed yet directives for a conception of a new curriculum for a post-graduation course in coordination of building projects.

De acuerdo a las competencias tanto genéricas como especificas definidas en el perfil de egreso de los estudiantes de Pedagogía en Educación General Básica (PEGB) de la Universidad del Bío-Bío, este estudio busca valorar la percepción que los estudiantes y profesores en prácticas tempranas tienen de los aprendizajes logrados en los talleres de lenguaje y matemáticas particularmente. Esta investigación asume el enfoque cuantitativo, pues no se busca indagar subjetividades, si no recurrencias del comportamiento de los indicadores de las variables en una muestra de población. Considera un diseño de tipo no-experimental, porque no se manipularán las variables y a su vez es transversal ya que se hará observación de dichos indicadores en un único momento de medición o aplicación de instrumentos. Las unidades de análisis son los estudiantes de cuarto año de la carrera de Educación General Básica y profesores de los establecimientos educacionales donde se realizan los talleres de práctica, tanto del ámbito municipal como particular subvencionado. La pregunta de Investigación que guía este estudio es la siguiente: ¿cuál es la percepción de estudiantes y profesores tutores de los aprendizajes logrados en los Talleres de Prácticas de Lenguaje y Matemáticas en relación a las competencias específicas del Perfil de Egreso de la formación inicial docente de los estudiantes de cuarto año de Pedagogía en Educación General Básica?. Con el desarrollo de la investigación se lograron los siguientes objetivos: Demostrar la pertinencia o no de los contenidos desarrollados en los Talleres de Práctica en relación con las competencias del perfil de egreso de la carrera de Educación General Básica. Identificación de los niveles de aprendizajes logrados por medio de los Talleres de Práctica en relación con las competencias del perfil de egreso asociadas. Propuesta de líneas de articulación entre la práctica pedagógica y el curriculum de la formación inicial, expresados en perfil de egreso, referido a dos asignaturas consignadas como claves en el sistema escolar (lenguaje y matemáticas). Aporte a la necesaria vinculación entre la teoría y la práctica, desde una perspectiva general, en la formación inicial de profesores. Las variables sometidas a estudio en este trabajo son las siguientes: - Niveles de aprendizajes logrados en las prácticas, según la opinión de los estudiantes: se refiere al reporte de aprendizajes logrados en los talleres de prácticas del séptimo semestre en las asignaturas de lenguaje y matemáticas. - Niveles de aprendizajes logrados en las prácticas, según la opinión de los profesores tutores: se refiere al reporte de aprendizajes logrados en los talleres de prácticas del séptimo semestre en las asignaturas de lenguaje y matemáticas. Los participantes en el estudio fueron en total 219 personas entre estudiantes de Pedagogía en Educación General Básica y los profesores de 9 establecimientos educacionales, en cuyos cursos los estudiantes realizaron sus prácticas durante los tres primeros meses del primer semestre 2014 (séptimo semestre de la carrera). Para recoger la información se emplean dos cuestionarios de 30 ítems cada uno. Uno para los estudiantes y otro para los profesores. Ambos se elaboraron expresamente para la realización de este estudio teniendo en cuenta las competencias específicas del perfil de egreso, de las que por un análisis lógico-racional se extrajeron una serie de indicadores. El procedimiento de muestreo fue incidental. Es decir, tanto estudiantes como profesores fueron invitados a participar exponiéndoles los objetivos y alcances del estudio. Ambos grupos dieron su consentimiento informado de forma verbal. El diseño, al no seleccionarse los sujetos aleatoriamente y al no haber una manipulación intencional de las variables se ajusta a las características del diseño correlacional ex post facto y el análisis de los datos se lleva a cabo por medio de técnicas estadísticas descriptivas, factoriales y correlacionales. Para ello se empleó el SPSS (versión 21). Para dar cuenta de los resultados se realizan en primer lugar, los análisis descriptivos de estudiantes y profesores los que indican que la mayor parte de las variables se ajustó a una distribución normal. En segundo término se procedió al análisis factorial exploratorio y análisis de fiabilidad, lo que en el caso de los estudiantes dio como resultado la agrupación de los ítems en 7 factores y en el caso de los docentes en 10. En ambas situaciones estos factores estaban relacionados con los indicadores levantados, previamente, para la construcción de los cuestionarios según las competencias específicas del perfil de egreso. En relación con los principales resultados obtenidos, utilizando las herramientas proporcionadas por la estadística descriptiva, indican que más de la mitad de los estudiantes encuestados (54%) tiende a observar casi siempre o siempre las acciones consultadas, en el caso de los profesores esta proporción supera el 82.5% de los encuestados. El ítem con frecuencia relativa más alta en la alternativa de respuesta siempre, en el caso de los estudiantes es “En el periodo de observación participante pudo tomar conocimiento de los contenidos que se estaban tratando en el curso” (ítem 6), siendo observada siempre por el 52.4% de los encuestados. En el caso de los profesores el 81.8% de los encuestados manifestó que siempre “Los contenidos de Lenguaje y Matemáticas requieren ser analizados previamente en función de su contextualización y pertinencia”, siendo el ítem que presenta la frecuencia relativa más alta de la escala en la mencionada alternativa de respuesta. Habiéndose propuesto como objetivo, para esta investigación, caracterizar el nivel de aprendizajes logrados en las practicas (lenguaje y matemáticas) en atención a las competencias específicas del perfil de egreso, tras el análisis de los resultados, se puede señalar fehacientemente que los estudiantes en prácticas de la carrera, logran aprendizajes en el periodo, vinculadas esencialmente a los contenidos disciplinarios que deben enseñar, puesto que estos fueron tratados en el la formación (séptimo semestre) y son informados por parte de los docentes de los establecimientos en el momento de iniciar las prácticas, sin embargo, se observa que los estudiantes en prácticas no tienen autonomía para planificar ni evaluar los aprendizajes que deben lograr tanto en lenguaje como en matemáticas. También se evidencia que las metas de aprendizajes para los alumnos que atenderán durante sus prácticas, no son, en su mayoría, fijados por los noveles docentes. Hallazgo este último que debería llevar, a la Carrera de Pedagogía en Educación Básica a definir competencias más específicas y pertinentes que permitan desarrollar prácticas tempranas que reditúen al perfil de egreso, considerando que su vinculación a las comunidades escolares es una oportunidad de aprendizajes pedagógicos de primer orden.

Objetivou-se avaliar o efeito da inclusão de óleo de soja e óleo de linhaça na dieta de vacas em lactação sobre a produção, composição de leite e parâmetros sanguíneos. Foram utilizadas 18 vacas de raça Holandês, com produção média de 25 ± 4 kg/dia em 153 ± 62 dias em lactação. As vacas foram distribuídas em delineamento quadrado latino, com 6 quadrados contemporâneos, 3 períodos e 3 tratamentos e arraçoadas de acordo com os seguintes tratamentos: 1) Controle (CT): sem adição de óleo; 2) Óleo de Soja (OS): 5% de adição de óleo de soja no concentrado como fonte de ômega-6 (% MS); 3) Óleo de Linhaça (OL): 5% de adição de óleo de linhaça no concentrado como fonte de ômega-3 (% MS). A produção de leite não foi alterada mas a suplementação com óleo diminuiu o consumo de matéria em 1.93 kg/dia/vaca. A produção de gordura foi significativamente menor quando as vacas receberam suplementação com óleo vegetal (3,37, 2,75 e 2,89 % para CT, OS e OL, respectivamente). No entanto, ambos os óleos de soja e linhaça diminuíram a concentração de ácidos graxos saturados (65,72, 54,09 e 54,26 para CT, OS e OL respectivamente) e aumentaram a quantidade de ácidos graxos insaturados no leite (34,24, 45,91 e 45,74 para CT, OS e OL respectivamente) e diminuíram a relação entre os ácidos graxos saturados/insaturados (18,28, 10,41 e 4,52 para CT, OS e OL respectivamente). Além disso, o óleo de soja e de linhaça aumentaram significativamente a teor de ácidos graxos mono (24.95, 30.89 e 31.61%, para CT, OS e OL respectivamente) e poli-insaturados (2,4, 3,0 e 2,97 para CT, OS e OL respectivamente) na gordura do leite. As variáveis sanguíneas aspartato aminotransferase, gama glutamil transferase, ureia, albumina, creatinina e proteínas totais não foram alteradas. Por outro lado, o colesterol total, HDL e LDL foi maior no grupo suplementado com os óleos vegetais. A suplementação com óleos vegetais ocasionou diminuição do consumo de matéria seca, melhorou relação &omega;6/&omega;3 do leite, sem alterar profundamente as variáveis sanguíneas de vacas lactantes. / The use of polyunsaturated oils in the ruminant diet has been shown to be an efficient alternative to improve the lipid composition of cows\' milk, aiming to improve human health. The objective of this study was to evaluate the effect of soybean oil and linseed oil in the diet of lactating cows on the production, milk composition and blood parameters. 18 Holstein cows were used, with a mean production of 25 ± 4 kg / day in 153 ± 62 days in lactation. Animals were distributed in a Latin square design, with 6 contemporary squares, 3 periods and 3 treatments, and ratified according to the following treatments: 1) Control (CT): without addition of oil; 2) Soybean oil (SO): 5% addition of soybean oil in the concentrate as a source of omega-6 (% DM); 3) Flaxseed oil (FO): 5% addition of linseed oil in the concentrate as a source of omega-3 (% DM). Milk yield was not altered but the supplementation with oil decreased the DM intake by 1.93 kg/day. Fat production was significantly lower when cows were supplemented with vegetable oil (3.37, 2.75 and 2.89% for CT, SO and LO, respectively). However, both soybean and linseed oils decreased the concentration of saturated fatty acids (65.72, 54.09 and 54.26 for CT, SO and LO respectively) and increased the amount of unsaturated fatty acids in milk (34.24, 45.91 and 45.74) and decreased the relationship between saturated / unsaturated fatty acids (18.28, 10.41 and 4.52). In addition, soybean and flaxseed oil increased significantly in monounsaturated fatty acids (24.95, 30.89 and 31.61% for CT, SO and LO respectively) and polyunsaturated fatty acids (2.4, 3.0 and 2.97) in milk fat. Blood variables aspartate aminotransferase, gamma glutamyl transferase, urea, albumin, creatinine and total proteins were not altered. On the other hand, total cholesterol, HDL and LDL were higher in the group supplemented with vegetable oils. Supplementation with vegetable oils caused a reduction in dry matter intake, improved n-6/n-3 ratio of milk, without profoundly altering the blood variables of lactating cows.

Este trabalho teve como objetivo descrever as características sóciodemográficas e de trabalho do profissional da Educação Física da Zona Leste de São Paulo. Como objetivos específicos, identificamos o perfil do profissional e o estilo de vida e saúde, considerando os aspectos de tempo de trabalho, funções exercidas, percepção de satisfação profissional com relação às condições de trabalho, renda e motivação e capacidade para o trabalho do profissional de Educação Física. A metodologia utilizou-se de levantamento bibliográfico, artigos, dissertações e livros, e na utilização de um questionário. Os sujeitos desta pesquisa foram 80 profissionais de Educação Física que atuam nas academias da zona leste de São Paulo. Os itens do questionário foram desmembrados com a finalidade de utilizar os escores pré-definidos de cada instrumento. Foi utilizado o pacote estatístico Statistical Package for the Social Sciences - SPSS 20, estabelecendo uma análise descritiva com cálculos de média, desvio padrão. A maioria dos profissionais era do sexo masculino e tinham média de 33 anos de idade; trabalhavam aproximadamente dois anos na empresa onde foi realizada a pesquisa; dos profissionais, 55 % obtinham de carteira e previdência social. A qualidade de vida e satisfação profissional ficaram na média da classificação boa. Foi identificado uma prevalência baixa de doenças e lesões nestes profissionais. No geral o pentaculo do bem estar teve um resultado positivo para os indicadores de estilo de vida. Podemos afirmar que é uma profissão recente no mercado, e um dos grandes desafios desta área é o processo de envelhecimento e o plano de carreira. Em média esses profissionais tem 2 empregos e dividem a rotina e seu tempo com outras atividades. O gosto pela pratica de atividade física é um fator que colabora para a escolha da profissão em Educação Física. Podemos concluir que os profissionais deste estudo são considerados jovens e fisicamente ativos, além de ter poucos problemas de saúde, uma vez que esses profissionais possuem uma probabilidade maior de cuidar da saúde e ter com o estilo de vida ativo, faz com que os aspectos preventivos sejam mais evidentes / This study aimed to analyze the sociodemographic and work characteristics of the Physical Education professional of the East Zone of São Paulo. As specific objectives, we identify the profile of the professional and aspects of lifestyle and health, considering the aspects of working time, functions exercised, perception of professional satisfaction with regard to working conditions, income and motivation, as well as specify the aptitude for the work of the Physical Education professional. The methodology focused on the bibliographical survey, articles, dissertations and books, and the use of a questionnaire. The subjects of this research were 80 professionals of physical education who work in the academies of the east zone of São Paulo. The items of the questionnaire were dismembered in order to use the pre-defined scores of each instrument. Statistical Package for Social Sciences - SPSS 20 was used, establishing a descriptive analysis with mean, standard deviation calculations. Most of the professionals were male and with an average of 33 years of age; worked for approximately two years in the company where the research was carried out, of the professionals, 55% obtained a portfolio and social security. Quality of life and professional satisfaction were average in the good rating. A low prevalence of diseases and injuries was identified in these professionals. Overall the pentacle of good had a positive outcome for lifestyle indicators. We can state that it is a recent profession in the market, it is one of the great challenges of this area is the aging process and the career plan. On average these professionals have 2 jobs and divide the routine and their time with other activities. The taste for practicing physical activity is a factor that contributes to the choice of the profession in Physical Education. We can conclude that the professionals of this study are considered young and physically active, in addition to having few health problems, since these professionals have a greater probability of taking care of health and having with the active lifestyle, causes that the preventive aspects are more evident

A) OBJECTIVES AND HYPOTHESES:The main purpose of this PhD thesis is analysing the behaviour of different factors that contribute to increase total factor productivity (TFP) in the context of Spanish manufacturing firms: mainly innovation, formal education and training. The general underlying hypothesis is that small and large firms take different strategic decisions in relation to their investment in these factors and they may obtain different productivity.Departing from the general hypothesis that small and large firms play different roles in our economics, obtain different economic results and take different decisions, the first question analysed in this thesis is that large firms may achieve higher productivity levels for two reasons: first, because they innovate more and employ more qualified employees than small firms, and second, because they may be able to obtain higher returns from this effort. The emphasis placed on the analysis of the effect of returns in explaining the productivity differentials between small and large firms is one of the main contributions of this study.As commented above, human capital is generally considered to have a direct positive effect on productivity. Firms can incorporate more human capital by hiring educated workers, but they can also provide training as a way to increase the skills of their employees. Concretely, training permits adapting workers' skills to the permanent evolution of job requirements and enhances the competitive position of workers and their employers. The main purpose of continuous training is to provide knowledge and adequate skills to occupied employees so that they could adapt to the changing requirements of firms at any moment. Thus, firms' may be interested in providing training to their workers as a way of increasing their productivity.A general finding is that large firms usually provide more training, while small firms face more difficulties in providing training. This can be seen as an additional limitation for small firms to achieve higher productivity levels. The literature suggests different reasons why large firms provide more training: scale economies, training as a way to reduce monitoring costs, access to cheaper capital or higher pay-offs from their investments, among others. According with the reasoning in the previous paragraphs that firm size is a source of heterogeneity, we depart from the idea that small and large firms behave differently in relation to their strategic decisions. We argue that this behaviour involves firms' decisions on training provision as well as other decisions that may determine such provision of training. Thus, we argue that large firms provide more training because they have certain characteristics that allow them to dedicate more efforts to training workers or that require more training. For example, large firms usually have a more qualified labour force and less temporary workers, which permit obtaining higher returns from their investment in training. Also, large firms innovate more and use more advanced technologies or operate in more competitive markets, which requires additional skills of their employees that can not be found in the labour market. These characteristics are considered relevant determinants of training by different studies in the literature. Thus, we argue that small and large firms may differ in these characteristics, which could explain in part that large firms decide to provide more training.Spanish workers receive less training than in other countries and the Spanish firms are smaller than in other economies. Thus, if small firms provide less training, the difficulties of workers in small firms in accessing training can be considered as a limitation for the economy as a whole. The second question we analyse in this thesis is the relative contribution of training determinants in explaining the gap between small and large firms in their decisions to provide training.In addition to the firm characteristics that determine training, those firms that receive subsidies are also expected to provide more training. Actually, there is a system of subsidies in Spain which intends to stimulate firms' provision of training. In this system, firms or groups of firms can obtain public aid to partially finance their training actions so that they make a more intense effort in training their employees. During 2001 and 2002, the eligibility conditions for a subsidy were considerably open to most firms, although the decision on whether to award the subsidy and the amount of it depended upon the evaluation of different authorities and was unknown by the firm until training actions finished.As an extension of the second question in the thesis, we analyse the impact of subsidies on training. Following the firm-size perspective in the previous questions, we deepen in the analysis of the impact of subsidies in small and large firms. Actually, the subsidies regulation gives special importance to stimulating the provision of training in small firms.Finally, we would like to clarify that this thesis started as an analysis of the impact of innovation and educative human capital on productivity. However, the later interest in questions related to human capital and the availability of data on training at firm level, led to the analysis of this component of human capital that is generated within the firm. Given that data on training was only available for some years, we decided not to include it as a determinant of productivity in Part II.B) METHODOLOGYTo address the objectives in the thesis we follow an empirical approach based on a substantive theoretical framework, appropriate quantitative techniques and a comprehensive dataset.In the case of TFP differences across firm size, previous to analysing such differences, we need to measure TFP at the firm level. More concretely, we are interested in a measure of TFP, which summarizes information about the relationship between output and the main inputs involved in the production process (labour, physical capital and materials). The large quantity of theoretical papers that suggest alternative ways of measuring productivity indicates that it is far from easy to suggest a unique measure of productivity. Thus, we compare the most usual TFP indices in the literature on the basis of some a priori-defined mathematical properties and on the basis of the production functions from which they are derived. According with these criteria, we select a TFP index and use it to measure TFP for a sample of Spanish manufacturing firms over the period 1990-2002.Departing from this measure of TFP, we perform a preliminary descriptive analysis on the relationship between productivity, firm size, innovation and education and training. This analysis intends to characterize the evolution of TFP and our variables of interest for the Spanish manufacturing firms in the period of analysis. Particularly, we investigate the growth pace of productivity for small and large firms, paying special attention to the evolution of the differences in TFP between firms of different size classes. Moreover, we study whether the TFP gap by firm size is homogeneous along the distribution and whether the evolution of this gap differs for firms at different points of the distribution. Furthermore, we also analyse whether small and large firms follow different patterns in the intensity of use of technological and human capital. Finally, we provide preliminary evidence on the relationship between productivity, innovative activity, human capital and firm size. This descriptive provides further insights in the relationship between these variables, and constitutes the basis for the analysis of the differences in TFP between small and large firms.The TFP differential between small and large firms is evaluated in the mean of the distribution using the Oaxaca-Blinder decomposition. This methodology permits decomposing the TFP differential and obtain the individual contribution of innovation and human capital in determining TFP. The decomposition departs from an auxiliary regression for each of the two groups under comparison. Every variable determining TFP may contribute to explain the TFP differential in two ways: as differences in characteristics, which means that the differences in TFP are due to the fact that one group invests more in technological or human capital, or as differences in returns, which means that the differences in TFP are due to the fact that one group obtains higher returns from these investments. One of the main contributions of this analysis is using the Oaxaca-Blinder decomposition in the field of empirical industrial organization, and concretely, in analysing the TFP differences between small and large firms.The Oaxaca-Blinder decomposition permits evaluating the TFP differential in the mean of the distribution. However, in the presence of high heterogeneity among firms, the results for the whole distribution may differ from those at the mean of the distribution. Departing from the idea of the Oaxaca-Blinder methodology, we perform a counterfactual distribution analysis. The idea behind the counterfactual distribution analysis is transferring the Oaxaca-Blinder decomposition to the whole distribution, in the sense that we try to separate differences in firms' characteristics and returns at any point of the distribution. The counterfactual distribution analysis compares the density function of the estimated TFP of small firms with the counterfactual (or hypothetical) TFP, obtained by evaluating small firms under the returns of large firms. Thus, the difference between these density functions can be attributed to differences in returns between small and large firms. All in all, this methodology permits assessing the contribution of returns of a given variable at any point of the TFP distribution, which permits identifying the non-homogeneous behaviour of certain groups of firms. As for the analysis of the second question raised in the thesis, the determinants of training, we consider that firms' decision on the provision of training is a double decision process, in which firms first decide whether to provide training or not and then, the quantity of it. Moreover, we argue that in the presence of fixed costs, some potential training providers may not decide to provide training and possible sample selection effects may appear. Thus, we propose estimating firms' decisions on training as a two part model and discuss the possible sample selection problems. On the basis of these estimations, we analyse the effect of the determinants of training on firms' provision decisions: first, we estimate our specification for the subsample of small and large firms and use the results to further analyse the differences in the provision of training by firm size using the Oaxaca-Blinder decomposition; second, on the basis of this specification, we introduce a variable on subsidies on training.As in the case of the TFP differential, we decompose the training provision differential between small and large firms in the mean of the distribution. In this case, we decompose the differential between small and large firms in the probability of providing training and the differential in the quantity of training per worker. The main objective of the Oaxaca-Blinder decomposition in this case is analysing which are the main variables that contribute to explain the gap in the provision of training between small and large firms. Both differences in characteristics and differences in the impact of these characteristics on training may contribute to explain the training gap. The data used in this thesis are mainly drawn from the "Encuesta sobre Estrategias Empresariales" (Survey on Business Strategies, ESEE), an unbalanced panel which covers the period 1990-2002. This survey has been used in many papers on empirical industrial organization for Spain. The reference population of the ESEE is firms with 10 or more employees in the Spanish manufacturing sector. Small firms are defined as those with 10 to 200 employees and large firms, as those with more than 200. Since 1990, an average sample of 1800 firms has been surveyed yearly, on the basis of a questionnaire with more than 100 questions. According to data drawn from the Observatory of European SMEs, firms with 10 or more employees represent 5.3% of the firms in the total Spanish economy in 2000. Although this percentage is low, these firms employ 53% of the workers and produce 80% of the added value. According with data drawn from the DIRCE,3 firms with 10 or more employees represent 18% of the firms in the Spanish manufacturing sector in 2001, indicating that the manufacturing sector concentrates larger firms than other sectors.As for the preliminary descriptive of TFP, we obtain results for a sample of more than 13000 observations over the period 1990-2002, which means that we have around 800-1000 observations per year for more than 2000 different firms. Due to some methodological and econometric requirements, the analysis of the differences in TFP between small and large firms is based on three waves of the survey: 1994, 1998 and 2002. For the each period we count on more than 800 observations per year. Finally, the analysis on the determinants of training, firm size and subsidies is based on data for the last two years of the survey, when data on training were available. In this case, we obtain results based on data for more than 1500 firms per year. In addition, to measure the effect of subsidies on training provision, we use data from other sources.Particularly, data on subsidized training are provided by the Tripartite Foundation for Employment Training and data on the number of workers and worked hours are drawn from General Treasury of the Social Security and the Ministry of Labour and Social Affaires. It should also be mentioned that the software used to obtain the empirical results in the thesis is Gauss v.6.0 and Stata v.9.0, specifieally the commands: "heckman" and "xtprobit" and "xtreg", in the panel data module.C) STRUCTURE OF THE THESISAs previously mentioned, this PhD thesis is structured in three main Parts, each one containing two Chapters that share a common empirical framework or perspective. Due to this structure, an important effort has been done so as not to repeat information and specifying where it is possible to find it. Part I of the thesis includes Chapters 1 and 2. Chapter I presents the different methods that permit measuring productivity and, focusing on the method of index numbers, it reviews the main suggestions in the literature. Different index numbers are compared on the basis of the production functions from which they are derived and on the basis of some a priori-defined mathematical properties or axioms. Next, an index that incorporates desirable properties is chosen to develop the remainder of the analysis in Parts I and II. Chapter 2 presents the ESEE and the particularities of the variables involved in the measurement of TFP, as well as those of firm size, the innovative activity and human capital. Next, it offers a descriptive analysis of the evolution of TFP, as well as a descriptive of TFP in relation with the main variables of interest.Part II of the thesis comprises Chapters 3 and 4 and it investigates the differences in TFP between small and large firms. Chapter 3 starts with a review of theoretical and empirical literature that relates firms' productivity, size and innovation and human capital, in their role of TFP determinants. Next, we explain the empirical specification and the methodology of estimation. This Chapter contains also a descriptive analysis and the results of the estimation. Finally, the size TFP-gap is evaluated in the mean of the TFP distribution using the Oaxaca-Blinder decomposition. Chapter 4 departs from the framework, specification and results in the previous Chapter and evaluates the TFP gap between small and large firms along the distribution using the counterfactual distribution analysis.The last Part of the thesis contains Chapters 5 and 6 and it studies two different questions related with firms' determinants of training. Chapter 5 analyses the differences between small and large firms in their training provision decisions. This Chapter starts with a revision of the literature on the relationship between firm size and training and determinants of training. This Chapter also discusses the empirical specification and some methodological issues related with its estimation. Next, it provides a descriptive analysis and the results of the estimation. Finally, it explains the decomposition of training decisions using the Oaxaca-Blinder methodology and its results. Chapter 6 departs from the theoretical framework in the Chapter 5 and analyses the impact of subsidies on firms' provision decisions. First it describes the system of subsidies in Spain and the theoretical approach. Then, it describes the data used to measure subsidies. On the basis of the empirical model and specification in the previous Chapter, it provides the results for the estimation the effect of subsidies on training. Such effects are analysed for the total sample, as well as for the small and large firms' subsamples.

La formación académica y profesional de los directivos de instituciones educativas es fundamental para que éstos puedan llevar a cabo su objetivo profesional, pero es más significativa la posibilidad que esta formación trascienda el contexto laboral y colabore con la responsabilidad social que significa ofrecer una educación de calidad.El problema general del que partimos para esta investigación se basa en la carencia de formación directiva en aquellas personas que se encargan de dirigir instituciones educativas privadas en México. Por ello, surge la pregunta: ¿cómo formar a directivos de instituciones educativas privadas de educación básica y media superior en México?Esta investigación pretende cubrir dos vertientes fundamentales: por un lado, sustentar la necesidad de formación que tienen los directivos de instituciones educativas mexicanas para desempeñar su trabajo con eficiencia y, por otro, diseñar un programa de formación bajo el paradigma de un modelo organizacional humanista y que considere dos ámbitos fundamentales, el administrativo y el educativo. Buscamos que ese programa tenga una fundamentación sólida sobre el ámbito profesional, pero enfocado al desarrollo de directivos competentes en su contexto real.

Los objetivos de esta tesis fueron: estudiar la influencia de las características y procesado del grano de cacao en la composición físico-química y propiedades sensoriales del chocolate negro así como estudiar la influencia que las propiedades no sensoriales tienen sobre las expectativas del consumidor. El origen y condiciones de procesado del cacao afectan al contenido de grasa, perfil de ácidos grasos y composición volátil del chocolate, siendo parámetros determinantes de las características finales del producto. El estudio de las propiedades sensoriales permite explicar cómo la variación en el origen del cacao y condiciones de procesado del chocolate afectan a la aceptabilidad de los consumidores, y qué propiedades pueden conllevar a la aceptabilidad o rechazo de los mismos. Este trabajo aporta también novedades respecto al efecto que los atributos no sensoriales (información del etiquetado) tiene en las expectativas y aceptabilidad del chocolate por parte de los consumidores, demostrando que éstos le dan mayor importancia a las propiedades sensoriales del producto que a las no sensoriales. La información obtenida en esta tesis constituye una base imprescindible para la industria chocolatera, tanto en el desarrollo, como en la mejora y optimización de chocolates para asegurar la máxima aceptabilidad entre los consumidores. / Els objectius d’aquesta tesi van ser: estudiar la influència de les característiques i processat del gra de cacau en la composició físico-química i propietats sensorials de la xocolata negra així com estudiar la influència que les propietats no sensorials tenen sobre les expectatives del consumidor. L’origen i les condicions de processat del cacau afecten al contingut de greix, perfil d’àcids grassos i composició volàtil de la xocolata, essent paràmetres determinants de les característiques finals del producte. L’estudi de les propietats sensorials permet explicar com la variació en l’origen del cacau i les condicions de processat de la xocolata afecten a l’acceptabilitat dels consumidors i quines propietats comporten a l’acceptabilitat o rebuig dels mateixos. Aquest treball també aporta novetats respecte a l’efecte que els atributs no sensorials (informació de l’etiquetatge) té en les expectatives i acceptabilitat de la xocolata per part dels consumidores, demostrant que aquests li donen una major importància a les propietats sensorials del producte que a les no sensorials. La informació obtinguda en aquesta tesis constitueix una base imprescindible per a la indústria xocolatera, tant en el desenvolupament, com en la millora i optimització de xocolates per assegurar la màxima acceptabilitat entre els consumidors.

La present tesis és un treball d’investigació realitzat a la Universitat Rovira i Virgili de Tarragona sobre la creació d’activitats per pissarra digital interactiva i el perfil dels futurs docents que les han creat. Cada cop donem més importància al perfil de l’estudiant i del docent i per això he cregut important avaluar com un futur docent crea activitats per pissarra digital interactiva i relacionar-ho amb el seu perfil. El perfil del docent o en aquest cas del futur docent l’he determinat a partir de paràmetres i variables com el seu patró d’aprenentatge i la seva percepció de competència digital. En la formació dels futurs docents en el currículum de la URV tenim com a competència: Conèixer les implicacions educatives de les tecnologies de la informació i la comunicació. .És per aquesta raó que el coneixement d’eines i recursos TIC (Tecnologies de la informació i la comunicació) per a l’ús a l’aula és una prioritat. Així mateix hem cregut que la pissarra digital interactiva (PDI) és un dels recursos TIC que ha irromput amb més força en el context de l'educació i formació en els últims anys després de l’ordinador. En l’actualitat s’està potenciant el seu ús a les aules degut a que ofereix més possibilitats que l’ordinador, sobretot perquè permet visionar els continguts en grup i aporta més interactivitat a les classes. Per aquestes raons valorem com a molt interessant avaluar com els futurs docents creen activitats per aquesta eina. Per avaluar aquestes activitats he utilitzat variables com el temps de l’activitat, els models didàctics utilitzats, tipus d’objectiu que pretén assolir, i funcionalitat de la pissarra digital interactiva que s’haurà d’utilitzar. Com a organització i estructura d’aquesta tesi està organitzada en 6 capítols dels quals els tres primers capítols constitueixen la base teòrica i els tres posteriors el procés d’investigació tal i com detallo a continuació: 1r: TIC I EDUCACIÓ. En aquest capítol començo definint el concepte de. NNTT, TIC I TAC. Després aprofundeixo de com aquestes TIC i TAC han afectat a les nostres aules, als docents a l’alumnat i finalment quines metodologies docents aporta o afavoreix 2. LA PISSARRA DIGITAL INTERACTIVA. En aquest segon capítol defineixo el concepte de PDI, quines eines complementàries existeixen associades a la PDI, el funcionament i funcionalitats d’una PDI, i faig una classificació de les PDI. Abordo també l’ús de la PDI des de diferents perspectives, i estableixo relacions entre la PDI i els docent i la PDI i l’alumnat. 3. LA FORMACIÓ INICIAL DEL PROFESSORAT EN BASE A COMPETÈNCIES: En aquest tercer capítol presento les competències del futur docent,, exposo el model competencial de la URV i el Grau d’Educació i el Máster del professorat de secundària que és d’on he extret la mostra de futurs docents. També exposo els patrons d’Aprenentatge i l’adquisició de competències i finalment descric la competència digital. 4. PROCÉS D’INVESTIGACIÓ: En aquest 4t capítol i 1r de la part d’investigació, analitzo el context, defineixo els objectius, tant generals com específics, la metodologia, la població i la mostra, defineixo també les variables i instruments utilitzats 5. ANÀLISI DE LES DADES: En aquest capítol 5è presento les dades, les analitzo faig les correlacions entre les diferents variables. 6. CONCLUSIONS: En aquest últim capítol, presento i exposo les conclusions dels resultats obtinguts i finalment faig les aportacions de la investigació i les línies futures d’aquesta. A banda d’aquest 6 capítols principals aquesta tesis compta amb una bibliografia, i un annex on podem trobar a banda dels instruments una relació de les dades extretes i correlacionades. És important destacar que aquesta investigació s’ha realitzat dins el marc d’un projecte de la URV i del grup de recerca ARGET i s’ha fet a mode de prova pilot. És per aquesta raó que hem utilitzat una mostra petita. Com es pot veure també hem fet un anàlisis força estadístic tot la dimensió limitada de la mostra, però es pretenia fer-ho d’aquesta manera de cara a que quan aquest projecte es desenvolupi els següents cursos amb mostres grans s’hagi testejat tot el procés de la mateixa manera. En l’actualitat aquest projecte està tenint continuïtat i s’està desenvolupant amb una mostra d’aproximadament 200 futurs docents.Hem establert relacions entre les activitats per a pissarra digital interactiva creades pels futurs docents i els perfils d’aquest. En la part de les activitats hem analitzat a quin grau d’objectiu segons la taxonomia de Bloom feia referència cada activitat, el temps de durada, el model didàctic i la funcionalitat de pissarra digital interactiva que usava. I per la part de perfil hem valorat el seu patró d’aprenentatge i el seu nivell d’autopercepció de competència digital. Com una de les conclusions fruit dels resultats obtinguts és que els futurs docents amb patrons seqüencials i precís tenen una percepció força positiva d’alguns elements de la competència digital en comparació amb la resta de patrons. D’altra banda, també s’ha conclòs que quan les activitats per pissarra digital interactiva tenen una dificultat elevada perquè estan basades en els nivells superiors de la taxonomia de Bloom i precisen un alt raonament cognitiu, s’empren més models didàctics d’ús de la PDI. En relació al nivell de dificultat, si les activitats tenen un grau de dificultat molt elevat es recomanable utilitzar només un nivell de la taxonomia de Bloom, i aquest nivell s’ha de correspondre amb els nivells superiors. Pel contrari, si les activitats tenen una dificultat més senzilla, els nivells de Taxonomia de Bloom recomanables són els inferiors. I finalment, comentar que les activitats amb intervals de temps més llargs utilitzen més eines i funcionalitats de la PDI. / This thesis is a research project conducted at the University Rovira i Virgili about creating interactive whiteboard activities and profile of future teachers that they created. Every time we give more importance to the profile of the student and the teacher and I thought it important to assess how a future teacher creates interactive whiteboard activities and relate it to their profile. The profile of the teacher or teachers of the future in this case I determined from the parameters and variables and their pattern of learning and perception of digital competence. In the training of future teachers in the curriculum of the URV we like competition: understand the educational implications of information technology and communication (ICT). . It is for this reason that knowledge of tools and resources ICT, for use in the classroom is a priority. Also we believe that the interactive whiteboard (IW) is a resource that ICT has emerged stronger in the context of education and training in recent years on the computer. We are currently promoting their use in the classroom because it offers more possibilities than the computer, mainly because it allows viewing of contents provides more interactivity and group classes. For these reasons we consider interesting to assess how future teachers create activities for this tool. I used these activities to assess variables such as time of the activity, teaching models used, type of goal it wants to achieve, and functionality of the interactive whiteboard that should be used. As an organization and structure of this thesis is organized into 6 chapters of which the first three chapters provide the theoretical basis and the three subsequent research process as described below: 1: ICT and education. This chapter starts by defining the concept. New technologies to ICT and LNT. After deepening of ICT and how these have affected TAC in our classrooms, the teachers students and teaching methods which finally brings favors or 2. The interactive whiteboard. In this chapter we define IW, what tools there are additional associated PDI, performance and functionality of a IW, and I would classify IW. Also addresses the use of IW from different perspectives, and establish relationships between the teachers and the IW and IW and students. 3. INITIAL TEACHER TRAINING BASED ON SKILLS: In this third chapter presents the skills of future teachers, I explain the competence model of the URV and the Degree of Master of Education and secondary school teachers which is where I extracted sample of future teachers. It also exposes the patterns of learning and acquiring skills and finally describe the digital competence. 4. Research process: The 1st and 4th chapter of the research, analyze the context, defining objectives, both general and specific, methodology, population and sample, we define the variables and instruments used 5. DATA ANALYSIS: In this chapter I present 5 data, I analyze the correlations between these variables. 6. CONCLUSIONS: In this final chapter, the conclusions and present the results and finally do the contributions of the research and the future of it. Apart from the 6 main chapters this thesis has a bibliography and an appendix banda instruments can find a list of the extracted data and correlated. Importantly, this research was carried out within the framework of a project of the URV research group and has made Arget pilot mode. For this reason, we used a small sample. As you can see we have also done quite a statistical analysis of all the limited sample size, but it was intended to do it this way in order to develop this project when the following courses with large samples have tested all process the same way. Currently this project is being developed with continuity and taking a sample of approximately 200 future teachers.Hem established relations activities for interactive whiteboard created by future teachers and profiles of this. In some of the activities we have analyzed to what extent target according to Bloom's taxonomy referred each activity, the duration of the teaching model and functionality that used interactive whiteboard. And we evaluated the profile of its pattern learning and perception of their level of digital competence. As a result of the conclusions of the results is that future educational and accurate sequential patterns have a very positive perception of certain elements of digital competence in comparison with other patterns. On the other hand, it was concluded that when the interactive whiteboard activities have a high difficulty because they are based on the higher levels of Bloom's Taxonomy and require a high cognitive reasoning, are used more didactic models use the PDI. Regarding the difficulty level, if the activities have a high degree of difficulty it is recommended to use only one level of Bloom's taxonomy, and this level is related to higher levels. Conversely, if the activities are easiest difficulty, levels of Bloom's Taxonomy are recommended below. Finally, discuss the activities with intervals longer use more tools and features of the IW.