Made available in DSpace on 2016-04-27T16:57:28Z (GMT). No. of bitstreams: 1 Andre Lucio Grande.pdf: 7015777 bytes, checksum: b5f1d425b769f448f927e70cdc3f11ec (MD5) Previous issue date: 2013-12-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Fundamental Theorem of Calculus (FTC) occupies a prominent position in the study of Differential and Integral Calculus (DIC) as it establishes a relationship which exists between the operations of integration and differentiation as inverse to each other in addition to its use in the calculation of definite integrals, especially in solving problems which involve area, volume and arc length, amongst others. However, in the context of Mathematics Education, regarding the teaching and learning of Calculus, researches conducted in Brazil and other countries like France, England and the United States, have shown misunderstanding on the part of the students regarding the lack of connection between the concepts of Integral and Derivatives in the study of FTC. Facing this scenario, this thesis aimed at conducting a didactic and epistemological study of FTC, presenting, as its result, the elaboration and analysis of teaching intervention of which main aim was to reveal and bring up the relationship between the operations of derivation and integration and under which conditions this relationship is established as this constitutes the essence of the theorem. As a theoretical frame of reference, one has used the ideas connected to the use of intuition and rigor in the construction of mathematical knowledge according to Henri Poincaré (1995) as well as the categorizations of intuition and the interrelations between its components: the formal, algorithmic and intuitive components in mathematical activities according to Efraim Fischbein (1991). The research presented is qualitative, presenting, as methodological procedures, the development of a teaching intervention as wells as the analysis of the solutions to questions proposed by fourteen students from a technological course in a public college in the state of São Paulo with the help of Geogebra Software. In order to analyze the resolutions, besides the already mentioned theoretical frame of reference, one has also adopted the works of Tall (1991) on the role of visualization of the teaching of Calculus and the interrelationships with intuition and rigor. As results, one highlights that exploring the concepts of integral, initially by the idea of accumulation and working simultaneously with the question related to the variation of this accumulation, has shown to be a suitable strategy so that students could understand the mutual relationship between integration and derivation as operations inverse to each other, as well as it allowed them to internalize such relationship as in the genesis of FTC which came after the study of these operations. Furthermore, one can conclude that the concept of function constituted the conducting principle which guided students on the understanding of FTC. Nevertheless, difficulties in understanding the continuity of a function, one of the central points of the theorem, was also an issue which came up in the results of the teaching intervention. Analysis has shown better results on students dealing with mathematical activities when the axis of interactions among formal, algorithmic and intuitive components is dealt with the axis regarding the question of visualization in the process of teaching and learning Calculus. At the end of tasks, one has observed that students have begun to show indications of concern in order to relate intuition with rigor in the building of mathematical knowledge / O Teorema Fundamental do Cálculo (TFC) ocupa uma posição de destaque no estudo do Cálculo Diferencial e Integral (CDI), pois estabelece a relação existente entre as operações de integração e derivação como inversas entre si, além da sua utilização no cálculo de integrais definidas, em especial na resolução de problemas envolvendo área, volume e comprimento de arco, entre outras. Entretanto, no âmbito da Educação Matemática, quanto ao ensino e aprendizagem do Cálculo, pesquisas realizadas no Brasil e em outros países, tais como França, Inglaterra e Estados Unidos evidenciaram a incompreensão dos alunos no tocante à falta de ligação existente entre os conceitos de integral e derivada no estudo do TFC em um curso de Cálculo. Diante desse panorama, esta tese teve por objetivo realizar um estudo didático e epistemológico do TFC, apresentando como resultado a elaboração e análise de uma intervenção de ensino que procurou fazer emergir a relação entre as operações de integração e derivação e sob quais condições essa relação se estabelece, o que constitui a essência do teorema. Como referencial teórico foram utilizadas as ideias ligadas ao uso da intuição e do rigor na construção do conhecimento matemático, segundo Henri Poincaré (1995), bem como as categorizações da intuição e as inter-relações entre os componentes: formal, algorítmico e intuitivo nas atividades matemáticas, de acordo com Efraim Fischbein (1991). A pesquisa é qualitativa, apresentando como procedimentos metodológicos a elaboração de uma intervenção de ensino, bem como a análise das resoluções das questões efetuadas por 14 estudantes do curso de Tecnologia de uma faculdade pública do Estado de São Paulo com o auxílio do software GeoGebra. Para análise das resoluções, além do referencial teórico citado, foram adotados os trabalhos de Tall (1991) sobre o papel da visualização no ensino do Cálculo e as inter-relações com a intuição e o rigor. Como resultados, destaca-se que explorar os conceitos de integral inicialmente por meio da ideia de acumulação, simultaneamente trabalhando-se com a questão da variação dessa acumulação, mostrou-se uma estratégia pertinente para que os estudantes compreendessem a relação mútua entre integração e derivação como operações inversas uma da outra, assim como permitiu que os estudantes interiorizassem que tal relação, como ocorreu na gênese do TFC, realizou-se posteriormente ao estudo dessas operações. Além disso, pode-se concluir que o conceito de função constituiu-se na linha condutora que norteou o entendimento dos estudantes sobre o TFC. Não obstante, as dificuldades da compreensão de continuidade de uma função, um dos pontos centrais do teorema, também foi uma questão que emergiu dos resultados da intervenção de ensino. A análise mostrou melhores resultados por parte dos estudantes nas atividades matemáticas, quando o eixo das interações entre os componentes algorítmico, formal e intuitivo é trabalhado em conjunto com o eixo relacionado à questão da visualização no ensino e aprendizagem do Cálculo. No final das tarefas, observou-se que os estudantes começaram a mostrar indícios da preocupação de relacionar a intuição com o rigor na construção do conhecimento matemático

The long-lasting European crisis induces the opponents of financial rigor to invoke growth policies. But an endless economic growth is definitely impossible. It is necessary to invest on the rediscovery of an authentic social humanism. / La larga crisis en Europa induce a los opositores del rigor financiero a invocar políticas de crecimiento. Sin embargo, un crecimiento económico es imposible. Es necesario apuntar hacia el redescubrimiento de un auténtico humanismo social.

Orientador: Roger Miarka / Resumo: Esta pesquisa, como uma espécie de barco, devém composição que se lança num mar em busca de uma dobra. Uma prega na linha do fora na qual seja possível inventar um dentro habitável e dar passagem a afetos disso que é conhecido por rigor. Um rigor que se relaciona à disciplina de Análise Real, a qual é contemplada numa grande maioria de cursos de licenciatura em Matemática em nosso país. Tal rigor mostra-se discursivamente atrelado a muitas práticas que ocorrem na formação de professores de Matemática, as quais influenciam sobremaneira a forma como licenciandos lidam com a própria graduação e com suas práticas profissionais. Em nossa composição, adotamos uma estética de escrita-fluxo, em que narrativas ficcionais foram compostas tendo como inspiração e suporte vivências experienciadas pelo próprio autor e por toda uma multidão de sujeitos e obras que o circundam e o atravessam, no intuito de construir uma Tese sem Órgãos, ou seja, uma composição desprovida de uma organização prévia. Para tal, estabelecemos alianças teóricas mais estreitas com o pensamento arqueológico de Michel Foucault e com o conceito de Corpo sem Órgãos, de Gilles Deleuze e Félix Guattari, bem como consonâncias junto a constelações teóricas que orbitam cada um desses pensadores. Desta maneira, nas linhas rizomáticas compostas a partir de acoplamentos, desacoplamentos e interrupções de fluxo causadas nas e pelas narrativas construídas, foi possível operar nas fissuras e pensar o conceito de Rigor sem Órgãos,... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research, as a kind of boat, becomes composition that is launched in a sea in search for a fold. A crease in the line of the outside in which it is possible to invent a habitable inside and and give passage to affections of that which is known as rigor. A rigor that is related to the discipline of Real Analysis, which is included in a large majority of undergraduate courses in Mathematics in our country. Such rigor is shown to be discursively linked to many practices that occur in the formation of mathematics teachers, which greatly influence the way they deal with their own graduation and their professional practices. In our composition, we adopted a flow-writing aesthetic, in which fictional narratives were composed having as inspiration and support experiences experienced by the author himself and by a whole multitude of subjects and works that surround and cross him, in order to build a Thesis without Organs, that is, a composition without prior organization. To this goal, we established closer theoretical alliances with the archaeological thought by Michel Foucault and with the concept of Body without Organs, by Gilles Deleuze and Félix Guattari, as well as consonances with theoretical constellations that orbit each of these thinkers. In this way, in the rhizomatic lines composed from couplings, decouplings and interruptions of flow caused in and by the constructed narratives, it was possible to operate in the cracks and think about the concept of Rigor without Orga... (Complete abstract click electronic access below) / Doutor

Percy Barnevik is one example of a renowned leader publishing a book, “Leadership- 200 advice”, on his experiences as a manager. The overall quantity of this so called Guru Literature on the market demonstrate that it exist a great interest in advice from business leaders but further raise a question of soundness of the advice. The aim with the thesis is to generate a picture of how well Guru Theory in general and Percy Barnevik specifically is connected to management research and practice. What constitute evidence is often debated within the management research field and scholars mean that one cannot assume a fact without any evidence created from research. This leads to a discussion about rigor and relevance and how management research should be designed to create a rigorous study, without overshadowing its practical relevance to the operating business. To answer the research question, interviews were executed with complementary questionnaires. In order to create a picture of what kind of anchoring Barnevik’s advice have in management theory a literature review was conducted. It is possible to see that the majority of the practitioners compared to research have a different level of cohesiveness with Barnevik regarding the studied advice. Practitioners, tend to a high level agree with Barnevik although management research stand for a more hesitant approach. Our conclusions are that management researchers should consider Guru Theory to a greater extent rather than discard it. This we believe could generate relevant research contributions to practitioners and add rigor to an unscientific field of theories

As school accountability intensifies, school districts strive not only to prepare their students to meet the No Child Left Behind (NCLB) mandates, but also to prepare students for college and careers after high school. Understanding the necessary reading rigor to ensure academic success is key for educators. Although Texas opted not to adopt the Common Core Curriculum Standards and the accompanying Stretch Lexile measures for reading that require higher reading levels at each grade, Texas educators must still prepare students for academic success. This study determined how the use of more rigorous Lexile standards found in other states and associated with the Common Core Curriculum Standards would affect passing scores on Texas reading assessments in grades 6-8. The population for this study included three middle schools during the 2010 school year within one large suburban school district. State reading assessment data collected from these three schools included students' scores from grades 6, 7, and 8. A Chi-square Test for Independence determined that there was statistical significance for some groups of students in the accountability system: all students, Hispanic students, and economically disadvantaged students. Each of these groups was found to pass at a significantly lower rate when using the Stretch Lexile standard. Results were also examined in terms of political, economical, educational, and social policy implications. The policy implications discussed in this study are far-reaching for Texas educators and students, especially economically disadvantaged and Hispanic students. The higher standards can potentially trigger the school improvement process for campuses and districts failing to make NCLB's required adequate yearly progress. Additional expenses related to supplemental educational services, school choice, and professional development drain district Title I budgets due to mandatory set-aside amounts, disallowing funds for other student-centered programs. Implications for practitioners include clearly establishing intervention systems, adhering to a multi-tiered intervention system, and providing a screening tool for teachers so that progress monitoring can be accomplished for students as they move toward more rigorous reading expectations that will result in college and career preparedness.

This thesis analyzes the solution attempts of Zeno&rsquo / s paradoxes and its related problems in a historical context. The evolution of calculus and its critiques will also be examined regarding the rigor problem in mathematics. As a conclusion a compound method is proposed.

L'objectif de ce travail est de contribuer à l'étude des mécanismes biochimiques responsables de l'amplitude de la diminution du pH post mortem dans le muscle pectoral des volailles. Le travail repose sur l'hypothèse selon laquelle la variabilité de l'activité de l'AMP désaminase (AMP, Adénosine MonoPhosphate), enzyme responsable de la désamination progressive de l'AMP en IMP dans le muscle post mortem, explique une part importante de la variation du pH ultime (pHu). En effet, l'AMP est un co-facteur de certaines enzymes de la glycogénolyse et de la glycolyse. Sa disparition dans le muscle post mortem entraîne donc une inactivation de ces voies métaboliques et de fait, un arrêt de la chute du pH. La première expérience réalisée chez la dinde (souche commerciale BUT9) permet de préciser 1) le rôle important du pHu dans le déterminisme des qualités organoleptiques et technologiques de la viande dans une situation expérimentale où l'on peut assurer que l'effet du pHu et du développement des défauts de type PSE (pale, soft and exudative) ne sont pas confondus et 2), la faible liaison entre le niveau des réserves énergétiques du muscle au moment de l'abattage (glycogène) et le pHu (r= -0.44, p <0.01, n= 64). La seconde étude montre que la liaison entre la concentration de glycogène à l'abattage dans le muscle pectoral et le pHu est significative chez les poulets Label à croissance lente et chez les poulets 'lourds' à croissance rapide (plus de 50 % de la variance du pHu expliqués), mais pas chez les poulets Standard à croissance rapide. Les poulets Standard présentent le pHu et l'activité de l'AMPd les plus élevés, comparés aux poulets Label et lourds. Néanmoins, les résultats ne permettent pas de confirmer clairement, et de manière définitive, l'hypothèse concernant le rôle de l'AMPd dans le déterminisme du pH ultime. En effet, la relation entre l'activité de l'AMPd et le pHu n'est pas significative intra-type génétique, mais seulement lorsqu'elle est calculée sur l'ensemble des animaux (r= 0.32, p <0.01, n= 90). Dans la troisième expérience, le modèle poulet (Standard vs Label) est conservé mais un facteur de variation potentiel et supplémentaire de l'amplitude de la chute du pH est introduit (mise à jeun avant l'abattage). Dans le but d'identifier d'autre protéines potentiellement impliquées dans le déterminisme du pHu, l'approche enzymatique est élargie à une approche plus globale de l'étude du protéome musculaire sur un souséchantillon d'animaux présentant des pHu différents pour un niveau de glycogène à l'abattage similaire. Dans ce sous-échantillon et chez les poulets Standard seulement, la liaison entre le pHu et l'activité de l'AMPd est forte (r= 0.77, p <0.01, n= 10). L'analyse du protéome montre une différence d'expression nette entre les deux groupes de poulets Label (pH bas et pH élevé pour une même concentration de glycogène) pour une enzyme clé de la biosynthèse de l'IMP et des nucléotides puriques (phospho-ribosyl-pyrophosphate synthétase; PRS1), une voie métabolique dans laquelle l'AMPd est impliquée. Ce dernier point, s'il ne milite pas directement en faveur de l'implication de l'AMPd, suggère toutefois que cette voie métabolique pourrait intervenir dans les mécanismes expliquant la variabilité du pH ultime.

The academy, its faculty, and recruiters have discordant views about credentialed graduates’ workplace viability. As the powerful gatekeepers between education and the employment market, recruiters’ perceptions of college credentials may dictate applicants’ interview progression. Although nearly 100% of today’s college administrators believe higher education programs prepare students for the workplace, less than 12% of recruiters deem graduates ready to succeed in organizational settings after graduation. The purpose of this study was to investigate differences in recruiters’ perceptions of online and face-to-face higher education credentials as indicators of applicants’ workplace readiness. The theoretical foundation of this study was Spence’s signaling theory grounded on the traditional premise that academic credentials profoundly benefit college graduates. Topics of inquiry were recruiters’ perceptions of college degree importance, the applicability of online and face-to-face higher education credentials, academic rigor, educational quality, credential trustworthiness, and applicants’ workplace and leadership readiness. A non-experimental cross-sectional Higher Education and Workplace Readiness Survey comparative design provided quantitative data from 159 recruiters and was analyzed with U, H, and t tests. Recruiters viewed academic credentials as important to applicants’ workplace readiness, yet perceived that online college degree programs lack academic rigor and educational quality. Online bachelors, masters, and doctorate credentials were viewed as inferior to and less trustworthy than face-to-face credentials. Positive social change can occur when academic and organizational leaders collaborate to build principled degree programs around essential job skills, so graduates and recruiters view all academic credentials as trusted predictors of career readiness that benefit society.

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Faculty expressed a need to improve knowledge and skills related to leading Doctor of Nursing Practice projects. A mentoring program was designed to provide faculty the skills to increase confidence when leading Doctor of Nursing Practice projects. The program included an assessment of confidence of six key skills. The intervention included didactic and individual experiential learning that coincided with student progression through project courses. Participants' self-identified areas of need included understanding application of translation science, methods, statistical choices, and all phases of analysis. Four of the six elements were improved from baseline, with two statistically significant, Project Analysis (M = 2.05, SD =0.88, p < .041) and Project Dissemination (M = 2.25, SD = 0.89, p < .046). The pilot project was a first step in assessing strategies for educating and mentoring faculty leading Doctor of Nursing Practice projects.