Det här arbetets slutgiltiga uppgift har varit att skapa ett första utkast till enövergripande plan för en jämn fördelning av spelmoment för spelet Testament, ett spel som utvecklas för Svenska Kyrkan med syfte att användas inom konfirmandundervisning. Med spelmoment menas exempelvis story, miljö, utrustning och liknande. Arbetet ger inledningsvis en kort översikt över hur leveldesignen inom dataspel har utvecklats och går därefter in på det mer specifika området gameplay progression, utvecklat av Mike Lopez, som ger en översyn över vad som krävs för att skapa ett spel med en jämn fördelning av spelmoment.Därefter används denna metod för att analysera det redan befintliga spelet The Legend of Zelda: Twilight Princess, för att testa Lopez metod, innan arbetet med att skapa en egen plan tar vid. Resultatet av uppsatsen har nått målet med en övergripande plan för en jämnfördelning av spelmoment för spelet Testament, en plan som dock kommer att behöva ses över och omarbetas under det att utvecklingen av det faktiska spelet tar vid, men som ger en bra överblick över vilka delar som fungerar väl och vilka som kan behöva extra arbete i den stundande utvecklingen.

Esta pesquisa é resultado da minha inquietação e do desconforto produzido ao longo dos últimos anos de atuação no magistério público, levando-me a questionar as hipóteses elaboradas e as finalidades identificadas na construção dos caminhos que culminaram na adoção do sistema de ciclos com progressão continuada implantado no Ensino Fundamental na Rede Pública de Ensino do Estado de São Paulo. Tendo como base tal inquietação, o objetivo deste trabalho é compreender melhor tal elaboração assim como de que maneira a ausência de novos métodos, estratégias e instrumentos de avaliação pode ser vista como possível fator presente na manutenção do baixo desempenho e na iminente possibilidade de fracasso na disciplina de Matemática ou de que forma estes assuntos se inter-relacionam. Considerando que os processos de construção (métodos) e de utilização dos instrumentos de avaliação sempre foram vistos como capazes de efetuar a mediação entre a \"medição do desempenho escolar\" (atribuição de conceitos ou notas) e a \"capacidade de apropriação de conhecimento\" por parte do aluno (sucesso ou fracasso na disciplina); sinto-me confiante em propor que os processos de construção e utilização dos instrumentos de avaliação podem ser postos como o foco principal de uma pesquisa. / This research results from my discomfort and uneasiness grown, during the last years, by my experience as a Math teacher in a public school. Such preoccupation led me to question the hypotheses elaborated and finalities in the construction of the paths that culminated in the adoption of the system of continued progression cycles nowadays implanted in the 1st. to 8th. grades of Elementary School (Ensino Fundamental) in the Public School System of the State of São Paulo and how the lack of new methods, strategies and instruments of evaluation can be faced as a possible factor of the maintenance of the low performance and of the imminent possibility of failure in the discipline of Mathematics or how such subjects interrelate. The construction and usage processes (methods) of the evaluation instruments have always been seen as capable of mediating the \"measurement of school accomplishment\" (attribution of letter or number grades) and \"the capacity of appropriation of knowledge\" by the student (success or failure in the discipline). Therefore, the construction and usage processes of the evaluation instruments can be placed as the main focus of a research.

Orientador : Maria Marcia Sigrist Malavasi / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T13:29:41Z (GMT). No. of bitstreams: 1 Biani_RosanaPrado_M.pdf: 2081184 bytes, checksum: f73b85e1cce9e4a11a8ec0bf5ab598d2 (MD5) Previous issue date: 2007 / Resumo: Este trabalho analisa a seletividade, o fracasso escolar e a exclusão após a implantação da Progressão Continuada na rede escolar pública estadual de São Paulo. Situa-se na perspectiva do materialismo histórico dialético, sua abordagem é qualitativa e sua metodologia é o estudo de caso. Além do levantamento bibliográfico e do estudo dos documentos oficiais sobre a Progressão Continuada a fim de caracterizá-la enquanto proposta do governo estadual foi feito o acompanhamento, por um ano letivo, em escola da rede estadual de Campinas, em duas classes de 4ª série com o objetivo de observar como se concretizou a proposta na prática escolar cotidiana. Os dados foram obtidos por meio dos documentos escolares dos alunos-sujeitos da pesquisa ¿ fichas de matrícula, listas ¿piloto¿ (com nomes dos alunos, classes às quais pertenciam, listas das classes de recuperação paralela e de férias), espelhos de classe (com notas bimestrais em cada disciplina), das observações do cotidiano escolar ¿ aulas, reuniões de pais, recreios, reforço, sala das professoras e das entrevistas gravadas com os alunos e as professoras. A análise dos dados permite afirmar que: 1) da forma como se concretizou, a Progressão Continuada não rompeu com mecanismos e processos de seleção, fracasso e exclusão levando a escola a manter o seu caráter seletivo e excludente; 2) a exclusão, antes exterior à escola ¿ pelo não ingresso, repetência e evasão ¿ acontece, agora, com a criança na escola ¿ pela pouca qualidade da aprendizagem; 3) os mecanismos de exclusão estão intimamente ligados aos processos avaliativos e intensificaram, dentro da escola, a produção das desigualdades o que, numa análise, contribui com a manutenção das desigualdades sociais. No entanto, pode-se afirmar que a implementação da proposta criou condições objetivas para que as discussões sobre as finalidades da educação, a função social da escola, a organização e a cultura escolar, as práticas pedagógicas e a qualidade na educação ganhassem novas dimensões de análise o que poderá contribuir historicamente para a superação da escola seletiva e a construção da escola para todas as crianças / Abstract: This project analyses the selectivity, the school failure and the exclusion after the implementation of the continued progression in public schools in the state of São Paulo. To be situated on the perspective of historical dialectical materialism, his approach is qualitative and his methodology is the case study. Beyond the bibliographical research and of the analyses of official document about the continued progression in order the label it as a state government proposal, made the follow up for one school year, of two school groups of fourth grades in a public school in the city of Campinas intending to observe how that proposal has been stabilished in the every day school practices. The data was obtained through school documents of the students-subject of this research ¿ such documents were enrollment forms, ¿pilot¿ lists (list containing the names of the students, classes they belong to, reinforcement parallel classes and of vacation), class reports (lists containing students grades on each of subject each bimester), observation of differents moments of the school routine ¿ classes, parent meetings, break, reinforcement, teacher¿s room and finally interviews recorded with students and teachers. The data analyses permit to assert that: 1) the way the Continued Progression proposal was stabilished it didn¿t stop with the mechanisms and process of selection, failure and exclusion in a way that the school kept their selective and excludent character; 2) the exclusion, which in the past was happening outside the school ¿ for the no access, repetition and desertion ¿ now happens with the child in the school ¿ for the little quality of the apprenticeship; 3) the exclusion mechanisms are deeply connected to the evaluation process and intensified, in the school, the production of inequalyties situations which, in analyses, contributes to keeping the social differences and inequalyties. So, we can affirm that the implementation of proposal has criated objectives conditions for wich the discussions about the purpose of education, the social role of the school, the school organization and culture, the pedagogical practices and the quality in education received new dimensions of analyse which may contribute historical for superation of the selective school and the construction of the school for all childrens / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação

nÃo hà / A realidade virtual tem aplicaÃÃes em diferentes Ãreas do conhecimento como Engenharia, CiÃncias, Artes, Entretenimento e EducaÃÃo. Neste trabalho, a realidade virtual à usada como apoio no problema de busca de pessoas desaparecidas. A metodologia proposta utiliza a geraÃÃo de personagens virtuais simulando o processo de reproduÃÃo de seres diplÃides, modelando cuidadosamente as caracterÃsticas dos pais da pessoa desaparecida. Os modelos paternos sÃo gerados na idade do filho no momento do desaparecimento e suas caracterÃsticas genÃticas, sÃo armazenadas em suas estruturas de dados genÃmicas, que serÃo usadas para construir os bancos de gametas masculino e feminino para ser usado em uma fecundaÃÃo simulada. Os descendentes sÃo gerados com a mesma idade da pessoa desaparecida no momento do desaparecimento. AtravÃs de um processo interativo, um modelo plausÃvel da pessoa desaparecida à selecionado entre os descendentes gerados e sua estrutura de dados genÃmica à salva. Os modelos paternos e suas estruturas de dados correspondentes sÃo atualizados atà alcanÃar a idade objetivo (idade na qual se quer projetar a pessoa desaparecida). Em seguida, a estrutura de dados genÃmica da pessoa desaparecida à atualizada com as informaÃÃes contidas nas estruturas de dados paternas jà atualizadas, e um modelo atualizado da pessoa desaparecida à gerado. Este modelo atualizado à um modelo plausÃvel, em que podem ser aplicadas perturbaÃÃes para gerar diversas possibilididades. Os estudos de caso que sÃo apresentados demonstram as potencialidades da metodologia proposta / Virtual reality has applications in different fields of knowledge such as Engineering, Science, Arts, Entertainment and Education. In this work, virtual reality is used to help solving the problem of missing persons. The proposed methodology uses simulated diploid reproduction of virtual characters carefully modeled taking into account the traits of the missing personâs parents. The parents models are generated in the age of son at the moment of disappearance and genetic characteristics of both parents are stored into their genomic data structure, which will be used to construct pools of male and female gametes to be used in a simulated fecundation. The descendants are generated with the same age of the missing person at the time of disappearance. Through an interactive process, a plausible model of the missing person is selected among the generated descendants and its genomic data structure is saved. The parentsâ models and corresponding data structures are updated to reflect the age of the missing person at search time. Next, the genomic data structure of the missing person is updated with the information contained in the updated data structure of the parents, and an updated model of the missing person is generated. This updated model is a plausible model, upon which perturbations can be applied to generate several plausible variants. Case studies are presented that demonstrate the potentials of the proposed methodology

Introdução: Os meningiomas são neoplasias intracranianas de crescimento lento que se originam das células meningoteliais da aracnoide e representam os tumores intracranianos mais comuns, contabilizando 13-26% deste total, sendo um dos primeiros tumores sólidos a terem alterações genéticas identificadas. Inúmeros tem sido os avanços para a melhor compreensão das vias moleculares correlacionadas com a tumorigênese e progressão tumoral dos meningiomas, neste contexto tem se destacado o papel dos microRNAs que são RNAs não-codificantes (ncRNAs) constituídos por 19 a 25 nucleotídeos, cuja função é o silenciamento do RNAm em nível póstranscricional. Portanto, o objetivo do nosso estudo foi avaliar a expressão tecidual e plasmática dos miRNAs miR-181d, miR-181c e miR-130a. Pacientes e métodos: Os miRNAs miR-181d, miR-181c e miR-130a foram selecionados a partir de estudo prévio do nosso grupo pela técnica de análise em larga escala de microarrays, onde foram comparados meningiomas grau I com amostras controles de aracnóides. Neste trabalho foi avaliada expressão destes miRNAs no tecido tumoral e plasma de meningiomas grau I, II e III. Resultados: O miR-181d apresentou-se hiperexpresso nos grupos estudados, no tecido tumoral quanto no plasma. O nível de expressão foi maior de acordo com a progressão do grau do tumor. Os miR-181c e miR-130a não apresentaram diferença estatística nos grupos estudados em ambos tecido tumoral e plasma. Conclusões: O miR-181d tem potencial para ser utilizado como biomarcador para meningiomas e está associado com sua progressão tumoral. / Introduction: Meningiomas are intracranial tumors of slow growth that originate from meningothelial arachnoid cells and represents the most common intracranial tumors, accounting for 13-26% of this total, beeing one of the first solid tumors to have identified genetic alterations There are technological advances available to a better understanding of the molecular pathways correlated with tumorigenesis and tumor progression of meningiomas. The role of microRNAs in this process is very importante. MicroRNAs are non-coding RNAs (ncRNAs) consisting of 19 to 25 nucleotides, with function of mRNA silencing post-transcriptional level. The aim of our study was to evaluate the tissue expression and plasma of miRNAs miR-181d, miR-181c and miR-130a. Patients and methods: The miRNAs miR-181d, miR-181c and miR-130a were selected from a previous study of our group by analysis technique on large scale called microarrays, which were compared meningiomas grade I with arachnoid controls samples. In this study, we evaluated expression of these miRNAs in tumor tissue and plasma meningiomas grade I, II and III. Results: The miR-181d was presented upregulated in the all groups in both tumor tissue and in plasma. The level of expression was increased according to the progression of tumor grade. The miR-181c and miR-130a showed no statistical difference in the groups studied in both tumor tissue and plasma. Conclusions: The miR-181d has potential as a biomarker for meningiomas and is associated with tumor progression.

As the most frequently diagnosed cancer in North American men, prostate cancer can progress to the androgen independent stage after initial response to androgen ablation therapy. The molecular mechanisms involved in the hormonal progression of prostate cancer are not completely understood. Here, we analyze changes in the transcriptome of prostate cancer cells at different stages of progression to reveal potential mechanisms. Applying Affymetrix GeneChip technology, we identified the transcriptomes in response to stimulation of androgen and PKA pathways in human prostate cancer cells. In addition to PSA, other common target genes were identified. Genes differentially expressed in response to androgen and stimulation of the PKA pathway in vitro were also differentially expressed during hormonal progression in vivo. Upon androgen stimulation, androgen receptor binds to a functional androgen response element within the promoter region of SESN1, a p53 targeted gene, and represses its expression. The expression of SESN1 was induced by castration in LNCaP xenografts, but the expression was eventually suppressed again in the androgen independent stage of prostate cancer. Knockdown of SESN1 promoted the proliferation of prostate cancer cells. Expression patterns of androgen-regulated genes in androgen independent tumours were revealed to be more similar to that from before castration than to the tumors under androgen ablation. The β-catenin, a potent coactivator of the androgen receptor, and Wnt pathway was deregulated in androgen-independent tumours. There was increased nuclear colocalization and interaction of androgen receptor and β-catenin with hormonal progression of prostate cancer. This study provides insight into hormonal effects on prostate cancer and possible pathways involved in the development of androgen independent disease, as well as potential therapeutic targets. / Medicine, Faculty of / Pathology and Laboratory Medicine, Department of / Graduate

The prime objective of this study was to research the possibilities of synchronizing information such as episodic progression and tracking as well as subscriptions in regards to audio podcasting channels , and to do this without the need of consideration to the underlying platforms. An application providing podcatching capabilities is developed and its features determined through the process of comparing similar existing solutions. Based on this comparison a model is shaped and used as a tool of measuring podcatching capabilities of any media playing software, including the very solution resulting from this study. Supporting questions such as how to find and subscribe to podcast channels will be answered through the analysis of syndication feeds , their structure and how its contents may not only be read but also stored to best accomodate requirements deemed as necessary.

Preschool, preschool class and comprehensive school are separate forms of schooling in Sweden. As a consequence, Swedish children experience two transitions between three school forms in little more than a year’s time. The aim of this qualitative study is to provide a better understanding of successful transitions. The study data is based on semi-structured interviews and the sample consists of both teachers and pupils. The study is based on a sociocultural theory with inspiration from Wenger´s model of learning and Wengers-Trayners theory of situated learning and community of practice. All three frameworks´ focus is on the environments importance for the students learning and learning as a process of participation in communities of practice. Results show that the students see themselves as active participants in their own development and learning but they interpret participation differently. The teachers, on the other hand, agreed upon what constitutes learning as well as the content in the education. But when the pupil transit between settings, the teachers do not exchange knowledge, experiences and information about said content, nor successful working methods. Instead, the focus is put on the pupil as an individual. In order to promote continuity for all pupils experiencing transitions between settings, it is important that there is a shared approach between all professionals involved. Here, a teacher with a Postgraduate Diploma in Special Educational Needs could help align practice and bridge the gap. / I Sverige går barn och elever i förskola, förskoleklass och skola. Det innebär att alla barn och elever erfar minst två övergångar mellan olika skolformer inom loppet av drygt ett år. Vid dessa övergångar kan eleverna uppleva en förändring vad gäller förväntningar från vuxna, hur kunskapsinhämtning prioriteras samt hur de ges möjlighet till delaktighet i respektive skolform. Syftet med detta examensarbete är att utifrån olika perspektiv nå kunskap om dessa övergångar samt att synliggöra de framgångsfaktorer som återges. Studien är en fallstudie vilket är en kvalitativ metod. Empirin samlades in under verksamhetsbesök men framförallt genom intervjuer i fokusgrupper. Därefter användes tematisering för att se mönster och likheter. Resultatet visar att eleverna upplever delaktighet, främst utifrån leken. Däremot definierar eleverna delaktighet på olika sätt beroende på vilken skolform de relaterar till. I studiens intervjuer framträder även en enig syn på vad kunskap och lärande är hos personalen men kunskaper, erfarenheter och information om de framgångsfaktorer som gynnat eleverna i lärandet kommuniceras inte i informationsöverföringen. Istället är informationen till stor del baserad på eleverna som individer. Inte heller används elevernas kunskap och erfarenhet i planeringen av övergångar vilket kunde användas till att planera kommande övergångar. Således visar studien på ett behov av att främja samverkan mellan skolformerna. Vår specialpedagogiska implikation är därför att en specialpedagog vars förståelse för de olika skolformerna kan ta vara på elevernas kunskap och fungera som övergångsamordnare. På så vis kan upplevelsen av sammanhang öka och progressionen i elevernas utveckling och lärande stödjas.

Syftet med denna studie är att undersöka vilka möjligheter och utmaningar en specifik övergångsmetod genererar. Övergångsmetoden bygger på att det följer med en förskollärare från förskolan till förskoleklassen under hela höstterminen. Utifrån forskningsfrågan om vilka möjligheter och utmaningar, som berörda lärare och rektorer beskriver att övergångsmetoden skapar, formulerades öppna intervjufrågor. Dessa intervjufrågor ställdes till åtta respondenter från olika yrkeskategorier, som på olika sätt arbetat med den övergångsmetod som undersöks i studien. Det undersökningsinstrument som användes var semistrukturerade intervjuer. Studiens resultat visar skillnader i respondenternas uppfattningar, samtidigt som resultatet visar att övergångsmetoden har gynnat en viss kontinuitet, som framför allt kan tolkas som viktig för barn i behov av extra stöttning och trygghet. Samarbete och kommunikation är utifrån resultatet av betydelse vid övergången. Genomgående visar resultatet i studien på att den undersökta övergångsmetoden har haft en god inverkan på kunskapsutbyte och information mellan förskolan och förskoleklassen, vilket har skapat möjligheter för en bättre övergång för barnen.

I denna studie har digitala läromedel undersökts och kategoriserats utifrån Blooms reviderade taxonomi. Syftet med studien är att ta reda på om läromedel har en progression samt hur detta kommer i uttryck. För att fånga in progressionen har Säfströms definition använts. För att få svar på frågan om samt hur progressionen tar sig i uttryck har en kvantitativ innehållsanalys samt en kvalitativ textanalys genomförts. Den kvantitativa analysen ger svaret på frågan om och den kvalitativa hur. Alla tre digitala läromedlen påvisar en progression sett till antal uppgifter. Progressionen återfinns även i den mån att antal uppgifter i de svårare kategorierna använda och analysera ökade i samtliga läromedel. Detta skiljer sig dock om man ser till den procentuella andelen. Då minskar exempelvis uppgifter som kategoriseras som förstå i Blooms reviderade taxonomi i två av de valda läromedlen. Detta tyder på en negativ progression i läromedlen. Slutsatsen blir därmed att progressionen skiljer sig åt beroende på om ser till antalet uppgifter eller andelen procent av vardera kategorier.