Texte remanié de : Habilitationsschrift : ? : Universität Tübingen : 2003. / Bibliogr. p. [227]-234.

Bakalauro baigiamajame darbe analizuojama UAB „Kelias“ savikaina.Darbas sudarytas iš dviejų dalių – teorinės ir tiriamosios.Teorinėje darbo dalyje, remiantis lietuvių ir užsienio autorių moksline literatūra, apžvelgiama savikainos samprata, išlaidų klasifikavimas, savikainos kalkuliavimo metodai, paslaugų savikainos struktūra, savikainos analizės būdai bei savikainos mažinimo galimybės. Tiriamojoje darbo dalyje pateikiamas tyrimo instrumentarijus, kuriame atsispindi išsikelti klausimai ir rezultatai atliekant analizę. Aprašomas tyrimo kiekybinis metodas. Taip pat pateikiama UAB „Kelias“ charakteristika ir paslaugų procesas. Prieš atliekant analizę sugrupuojamos išlaidos į tiesiogines ir netiesiogines, pateikiama išlaidų straipsnių struktūra. Atlikta išsami atliekų tvarkymo tarnybos teikiamų paslaugų savikainos analizė už 2008 – 2012 metus. Nustatytos savikainos mažinimo galimybės, pateiktos išvados ir rekomendacijos. / In the Bachelor’s thesis the prime costs of company Ltd “Kelias” are being analyzed. It consists of two parts: theoretical and exploratory. In the theoretical part of the thesis the definition of cost, the classification of expenditures, cost calculating methods, the structure of the service’s cost, as well as ways of analyzing the prime cost and the possibilities to lower the prime cost are being analyzed using Lithuanian and foreign authors scientific literature. In the exploratory part of the thesis the instrumentation of the research is being provided which reflects issues and results while conducting analysis. The quantitive method was described. As well as the characteristic and services of the company Ltd "Kelias" are provided. Before conducting analysis the costs are being grouped into: direct and indirect, the structure of cost reducing is provided. Detailed analysis of waste management services prime cost for 2008-2012 was conducted. The possibilities of prime cost reducing were established as well as conclusions and recommendations.

The ground conditions prevailing on the day of a cricket match is an important confounding variable that results in the majority of cricket analyses requiring qualification. We present a Bayesian method for estimating the value of ground conditions in the absence of a direct measure. We use dynamic programming techniques to estimate models of both the first and second innings and we outline an application for each model. We extract a proxy variable for risk from our first-innings model and we use this variable to successfully estimate the trade-off between scoring rate and the probability of survival for individual batsmen. This enables us to decompose a batsman’s performance into ability and strategic nous. Our second-innings model gives an estimate of a team’s probability of winning at any point in the second innings of the match. We use this variable in conjunction with our ground-conditions variable to outline a new method for adjusting the target score in rain-affected matches. We introduce a simple metric for comparing the performance of various rain rules and we find that our proposed rule outperforms the incumbent Duckworth/Lewis method.

Com esta pesquisa busquei constituir cenários para investigação para as aulas de matemática a partir da produção decorrente de pesquisas realizadas no Projeto de Iniciação Científica no Instituto Federal de Educação, Ciência e Tecnologia Catarinense - Campus Rio do Sul. Para atingir os objetivos propostos por esta pesquisa, elaborei uma possibilidade educacional através da investigação de situações-problema da vida real, o que possibilitou identificar e significar os conceitos matemáticos em análise. A pesquisa foi embasada na teoria da Transposição Didática, discutida por Chevallard, com o intuito de auxiliar no trabalho de adaptar e transformar os conhecimentos produzidos em projetos de Iniciação Científica para um conhecimento que possa ser desenvolvido e produzido em sala de aula. Para que a transposição viesse acontecer num viés reflexivo procurei discutir a Educação Matemática Crítica, segundo Skovsmose. Provocando assim, uma reflexão sobre os conteúdos matemáticos envolvidos e a realidade inerente ao contexto. Ao procurar interagir os pressupostos teóricos com a realidade, atingi o objetivo da pesquisa e denominei este trabalho de Transposição Didática Reflexiva, com o intuito de unir as duas teorias num processo em que o saber a ser ensinado seja adaptado de forma a provocar reflexões, instituindo um cenário para investigação que propicie a participação do aluno no processo, provoque discussões e tomada de decisão, de modo a instigar o sujeito a ser transformador de sua própria realidade. Adotei na pesquisa uma abordagem qualitativa e para a coleta de dados desenvolvi a possibilidade educacional com as primeiras séries do Ensino Médio, observando as atitudes e considerações dos alunos perante as atividades propostas. Também apresento um quadro de limitações que permearam a proposta e como produto final, apresento três propostas de roteiros de aprendizagem que visam subsidiar outros professores que desejem desenvolver possibilidades educacionais, num viés que possibilite a constituição de um cenário para investigação de modo a instigar a curiosidade, o espírito investigativo e a criticidade dos sujeitos envolvidos no processo pedagógico. / Through this work I aimed at building investigative sceneries for the mathematics lessons from the current researches development carried through the Scientific Initiation Project of the Catarinense Federal Institute of Education, Science and Technology - Campus of Rio do Sul. In order to reach the objectives set for this research, I developed an educational possibility through the investigation of real life problem-situations, which allowed me to identify and make sense of the analyzed mathematical concepts. The research was based on the Didactic Transposition theory - stated by Chevallard - aiming at getting support to the work in order to adapt and transform the knowledge produced with the projects of Scientific Initiation into a knowledge that can be developed and be produced into the classroom. So that the transposition happened into a reflective bias I tried to discuss the Critical Mathematical Education in accordance with Skovsmose, then bringing a reflection on the involved mathematical contents and the reality inherent to the context. When aiming at getting the interaction between the theoretical presuppositions and the reality, I reached the objective of this research and named this work as Reflective Didactic Transposition, intending to join the two theories into a process in which the knowledge to be taught be adapted to be reflectionsprovoking offering an investigation scenery that propitiates the participation of the student into the process and bringing discussions and decision taking, instigating the student - as an individual - to be the one who transforms his/her own reality. I used a qualitative approach in the research, and for the data collection I implemented the educational possibility at Junior High School classes, observing the attitudes and considerations of the students face the proposed activities as well. I also present a limitations figure that interfered with the proposal, and as the final result I present three learning approaches aimed at subsidizing other teachers who want to develop educational possibilities on a bias that turn into possible the constitution of a research scenery in order to instigate the curiosity, the investigative spirit and the critical view of the individuals involved in the pedagogical process.

Com esta pesquisa busquei constituir cenários para investigação para as aulas de matemática a partir da produção decorrente de pesquisas realizadas no Projeto de Iniciação Científica no Instituto Federal de Educação, Ciência e Tecnologia Catarinense - Campus Rio do Sul. Para atingir os objetivos propostos por esta pesquisa, elaborei uma possibilidade educacional através da investigação de situações-problema da vida real, o que possibilitou identificar e significar os conceitos matemáticos em análise. A pesquisa foi embasada na teoria da Transposição Didática, discutida por Chevallard, com o intuito de auxiliar no trabalho de adaptar e transformar os conhecimentos produzidos em projetos de Iniciação Científica para um conhecimento que possa ser desenvolvido e produzido em sala de aula. Para que a transposição viesse acontecer num viés reflexivo procurei discutir a Educação Matemática Crítica, segundo Skovsmose. Provocando assim, uma reflexão sobre os conteúdos matemáticos envolvidos e a realidade inerente ao contexto. Ao procurar interagir os pressupostos teóricos com a realidade, atingi o objetivo da pesquisa e denominei este trabalho de Transposição Didática Reflexiva, com o intuito de unir as duas teorias num processo em que o saber a ser ensinado seja adaptado de forma a provocar reflexões, instituindo um cenário para investigação que propicie a participação do aluno no processo, provoque discussões e tomada de decisão, de modo a instigar o sujeito a ser transformador de sua própria realidade. Adotei na pesquisa uma abordagem qualitativa e para a coleta de dados desenvolvi a possibilidade educacional com as primeiras séries do Ensino Médio, observando as atitudes e considerações dos alunos perante as atividades propostas. Também apresento um quadro de limitações que permearam a proposta e como produto final, apresento três propostas de roteiros de aprendizagem que visam subsidiar outros professores que desejem desenvolver possibilidades educacionais, num viés que possibilite a constituição de um cenário para investigação de modo a instigar a curiosidade, o espírito investigativo e a criticidade dos sujeitos envolvidos no processo pedagógico. / Through this work I aimed at building investigative sceneries for the mathematics lessons from the current researches development carried through the Scientific Initiation Project of the Catarinense Federal Institute of Education, Science and Technology - Campus of Rio do Sul. In order to reach the objectives set for this research, I developed an educational possibility through the investigation of real life problem-situations, which allowed me to identify and make sense of the analyzed mathematical concepts. The research was based on the Didactic Transposition theory - stated by Chevallard - aiming at getting support to the work in order to adapt and transform the knowledge produced with the projects of Scientific Initiation into a knowledge that can be developed and be produced into the classroom. So that the transposition happened into a reflective bias I tried to discuss the Critical Mathematical Education in accordance with Skovsmose, then bringing a reflection on the involved mathematical contents and the reality inherent to the context. When aiming at getting the interaction between the theoretical presuppositions and the reality, I reached the objective of this research and named this work as Reflective Didactic Transposition, intending to join the two theories into a process in which the knowledge to be taught be adapted to be reflectionsprovoking offering an investigation scenery that propitiates the participation of the student into the process and bringing discussions and decision taking, instigating the student - as an individual - to be the one who transforms his/her own reality. I used a qualitative approach in the research, and for the data collection I implemented the educational possibility at Junior High School classes, observing the attitudes and considerations of the students face the proposed activities as well. I also present a limitations figure that interfered with the proposal, and as the final result I present three learning approaches aimed at subsidizing other teachers who want to develop educational possibilities on a bias that turn into possible the constitution of a research scenery in order to instigate the curiosity, the investigative spirit and the critical view of the individuals involved in the pedagogical process.

Submitted by Marilene Donadel (marilene.donadel@unioeste.br) on 2017-09-14T00:55:37Z No. of bitstreams: 1 Cleyton_F_O_Araujo_2016.pdf: 1680310 bytes, checksum: 156715a2d1811bb520c0b2c18fc96491 (MD5) / Made available in DSpace on 2017-09-14T00:55:37Z (GMT). No. of bitstreams: 1 Cleyton_F_O_Araujo_2016.pdf: 1680310 bytes, checksum: 156715a2d1811bb520c0b2c18fc96491 (MD5) Previous issue date: 2016-08-08 / The present dissertation has in its most primordial scope to comprehend the concept of anguish in the work of the Danish philosopher Soren Aabye Kierkegaard (1813-1855). For such accomplishment, it resorted, more specifically, on his work The Concept of Anguish, edited in 1844. In this dissertation we analyze the relevancy of this concept for a philosophical comprehension of the human existence, as in which dimension the anguish constitutes the possibility of the subjectivity, as it is possible to sustain according to our our philosopher, to whom the idea of anguish is central in all his already mentioned work. In order to understand the many indications of Kierkegaard about anguish, I deemed it necessary that the reader be aware: 1) of the vision that the philosopher might have of the landscape of the thought of his time and his critical position in face of such a historic background; 2) of the understanding of anguish and the possibility of freedom in diverse practical situations of life. It is with the intention of the appropriation of these points above that my interpretation of Kierkegaard’s work was viable. And, with this essayistic character, Kierkegaard’s philosophy throws its themes challenging the reader to face them. Because of this, I considered relevant that, in reading the Kierkegaardian’s philosophy, the interpreter get acquainted of such contexts so that, later on, they may have a better glimpse of the work at large and of the theme of which, specifically, we regard here. A man, in face of the freedom to become subjectivity, is described by Kierkegaard by diverse and rich examples and serve as models or reference of such a subjectivity. The subjectivity is an issue to be better proportioned, being, therefore, difficult of being conquered in any individuality, once it faces other possibilities, including the dangerous and tempting possibility of not being yourself. Thus, this man or this subjectivity was the “object” of our considerations, specifically in the psychological observations about this become-subjectivity, which, according Kierkegaard, is anguish. / O presente trabalho tem como escopo mais primordial compreender o conceito de angústia na obra do filósofo dinamarquês Søren Aabye Kierkegaard (1813-1855). Para tanto, recorremos, mais especificamente, à sua obra O Conceito de Angústia, editada em 1844. Em nossa dissertação analisamos a relevância desse conceito para uma compreensão filosófica da existência humana, como em que medida a angústia constitui a possibilidade da subjetividade, tal como é possível sustentar a partir de nosso filósofo, para quem a ideia de angústia é central em toda a referida obra. Para compreender as muitas indicações de Kierkegaard sobre angústia, julgamos necessário que o leitor esteja ciente: 1) da visão que o filósofo teria do panorama do pensamento de sua época e sua posição crítica frente a tal cenário histórico; 2) da compreensão de determinados conceitos bíblicos e religiosos, fundamentais para o entendimento dessa obra. 3) da compreensão da angústia e como é possibilidade de liberdade em diversas situações práticas da vida. É com vistas à apropriação desses pontos acima que nossa interpretação da obra de Kierkegaard se viabilizou. E, com esse caráter ensaístico, a filosofia de Kierkegaard lança seus temas desafiando o leitor a se haver com eles. Por esse motivo, julgamos relevante que, na leitura da filosofia kierkegaardiana, o intérprete se inteire de tais contextos, para, posteriormente, ter um melhor vislumbre da obra em geral e do tema do qual dela, especificamente, nos ocupamos aqui. Um homem, diante da liberdade de tornar-se subjetividade, é descrito por Kierkegaard por meio de vários e ricos exemplos e que servem de modelos ou referência de tal subjetividade. A subjetividade é uma questão a ser melhor equacionada, sendo, pois, difícil de ser conquistada em qualquer individualidade, uma vez que se depara com outras possibilidades, inclusive a perigosa e tentadora possibilidade de não ser si-mesmo. Assim, esse homem ou essa subjetividade foi o “objeto” de nossas considerações, especificamente nas observações psicológicas acerca desse tornar-se subjetividade, que, para Kierkegaard, é angústia.

Heft 8 der Zeitschrift Coils of the serpent.

Thesis advisor: Mary Ann Glynn / This dissertation examines the construction of entrepreneurial possibilities, i.e., opportunities for entrepreneurial action (Lounsbury & Glynn, 2019: 37) in an institutional field. In particular, I conceptualize the field as a relational space (Wooten & Hoffman, 2008) made up of multiple actors and their identities, and set out to unpack the relational and cultural dynamics that shape what actors imagine and construe as possible. I conduct an historical ethnography (Vaughan, 2004) situated in the context of the U.S. specialty coffee segment. Building from a wealth of data, including archival, interview, and observational data, I trace the actions of a particular group within the field—roasters—and ask how, when, and why different sets of roasters spearheaded the assembly of new entrepreneurial possibilities in the field. My findings situate the actual construction of an entrepreneurial possibility as resulting from a two-part process involving: (1) the revealing of relational and cultural holes through field-level events, and (2) the bridging of these symbolic holes by actors in distinct field-level positions (e.g., insiders, outsiders, and ‘outsiders within’). Relational spaces referred to the symbolic void existing between actors who did not relate with one another (e.g., between farmers and roasters). Cultural spaces, or holes (Lizardo, 2014; Pachucki & Breiger, 2010; Vilhena et al., 2014 West, Evans & Bergstrom, 2014) referred to gaps or absences of shared meanings, tastes, or interests that led to impoverished relations between actors. As such, the dissertation offers insights on the cultural embeddedness of assembling entrepreneurial possibilities (e.g., Weber, Heinze, & DeSoucey, 2008) and especially, on the collective nature of revealing and seizing spaces of opportunity. Importantly, my work complements current research examining the link between identity and the flexibility of new ventures (Zuzul & Tripsas, 2019) by showing how, early on, when the field was dominated by one type of actor (e.g., commercial roasters), the spaces of opportunity that opened up revealed essential differences regarding the identity component of ‘who we are.’ As the field evolved, the ‘who we are’ varied less, but differences regarding ‘what we do’ became central to the assembly of new entrepreneurial possibilities. Overall, the dissertation extends the reach of cultural entrepreneurship (Gehman & Soublière, 2017; Lounsbury, Gehman, & Ann Glynn, 2019b; Lounsbury & Glynn, 2001) by casting it as a lens that can deepen our understanding of multiple facets of the entrepreneurial process, especially of its early stages where so much of what entrepreneurs do is riddled with uncertainty. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Carroll School of Management. / Discipline: Management and Organization.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第17874号 / 工博第3783号 / 新制||工||1578(附属図書館) / 30694 / 京都大学大学院工学研究科都市社会工学専攻 / (主査)教授 谷口 栄一, 教授 藤井 聡, 教授 清野 純史 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

No / Due to the advance of modern computing technology, decisions can be made based on all the existing related data instances scattered across multiple data storages, such that available information has been entirely taken into consideration. Particularly in the predictive toxicology domain, because of the heterogeneity of data sources, multiple data instances with respect to the same endpoint are usually inconsistent, and the quality (or reliability) of the data instances is typically different. Also, the quantity of data instances is often not sufficient to conduct a study using conventional statistics-based methods. This paper presents a novel risk analysis approach for chemical toxicity assessment which considers all the available heterogeneous data instances in the same time, assisted by their quality (or reliability) values. The system is developed on the basis of possibility-probability distribution, where the uncertainty of the approximated probability values based on traditional statistics methods is represented by possibility. The uncertainty considered herein is led not only by the statistics on limited small number of data instances, but also by the poor quality (or reliability) of data instances. The possibility-probability distribution is automatically computed from available data instances by employing a modified diffused-interior-outer-set model (where the reliability of data is considered) based on information diffusion theory. Toxicity value for a given chemical compound is then estimated as the fuzzy expected value based on the resulted possibility-probability distribution. Toxicity risk with respect to regulatory threshold is also introduced, in order to evaluate the probability of which the toxicity may be classified into a certain regulatory range. The proposed approach is applied to a real-world dataset to illustrate the utility and the potential of the approach in risk assessment of chemical toxicity.