Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-23T13:30:28Z No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:00:28Z (GMT) No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-24T12:00:44Z (GMT) No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) / Made available in DSpace on 2017-03-24T12:00:45Z (GMT). No. of bitstreams: 1 flaviaalmeidaperry.pdf: 2570375 bytes, checksum: d04ef153b0bd65eb5494f601e5ab1307 (MD5) Previous issue date: 2009-07-08 / A avaliação educacional em larga escala é uma política pública educacional de grande destaque na educação brasileira. Ela tem como principal objetivo analisar a qualidade da educação, trazendo importantes contribuições para as discussões, pesquisas e ações sobre a educação. Ela pode apontar diretrizes na busca de uma melhor qualidade dos sistemas escolares, distribuição mais adequada de recursos, desenvolvimento e monitoramento de políticas públicas capazes de contribuir para a promoção da equidade e para amenizar o peso das desigualdades sociais sobre o desempenho escolar. Na análise dos resultados das avaliações, a interpretação da escala de proficiência pode contribuir para o trabalho desenvolvido nas escolas em busca da construção da aprendizagem, podendo ajudar o professor a compreender a realidade de sua comunidade escolar e servindo como mais uma forma de olhar a educação, trazendo novas informações que podem ser incorporadas à sua avaliação cotidiana. Essas contribuições podem surgir através da análise das escalas de proficiência que agregam valor qualitativo à interpretação dos resultados. Assim, através da interpretação das escalas de proficiência de Língua Portuguesa do 5º ano, construídas com os dados estatísticos e itens do Simave/Proeb-2006, e de acordo com os métodos do Saeb e do Projeto Geres e do Método de Cluster, é possível considerar que as diferenças de critérios de construção de escala de proficiência também implicam em diferenças na interpretação e nas contribuições que as escalas podem trazer à prática docente. Com uma melhor compreensão das escalas de proficiência, o professor pode utilizar melhor os resultados das avaliações educacionais em larga escala, e assim agregar informações ao conhecimento que ele tem da realidade de sua escola e do trabalho desenvolvido na mesma. Porém, para compreender e utilizar os resultados com qualidade é necessário investimento em políticas de formação de professores na área da avaliação educacional em larga escala, melhor apresentação dos resultados que são distribuídos nas escolas e divulgação dos dados de forma contextualizada com cada realidade escolar, favorecendo o uso social dos resultados da avaliação educacional em larga escala. / The educational evaluation on large scale is a public policy on education with great prominence in Brazilian education. Its main target is to analyse the quality of education, coming with important contribution to discussions, researches and actions concerned with education. It can show guidelines in searching for a better quality of the school systems, a more suitable distribution of the wherewithal, and the development and monitoring of the public policies able to contribute to equality promotion and to temper the weight of social inequalities over school performance. Analysing the evaluation results, the interpretation of the proficiency scale can help the work developed in the schools looking for the learning construction, which may help the teacher understand the reality of his school community and working as another way to look over education, bringing new pieces of information that may be incorporated to his daily evaluation. These contributions may show up through proficiency scale analysis that bring qualitative value together to results interpretation. Thus, through the interpretation of proficiency scale on Portuguese Language in Year 5, built up by statistic data and items from Simave/Proeb – 2006, and according to the methods of Saeb and Geres Project and Cluster Method, it is possible to consider that the criteria differences in constructing the proficiency scale also imply in differences in interpretation and contributions that these scales may bring to teaching practice. Having a better comprehension of the proficiency scale, the teacher can use better the results of educational evaluation on large scale, and therefore, bring information together to the knowledge the teacher has about his school reality and the work developed there. To understand and use the results with quality, however, it is needed investment in policies of teaching formation in the area of educational evaluation on large scale, a better presentation of the results that are distributed in the schools and the data publishing in a contextualised way with each school reality, preferring the social usage of the results of educational evaluation on large scale.

The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed. / Graduate Studies, College of (Okanagan) / Graduate

The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure different, equally important aspects of intelligence. As both tests used are relatively new, the current findings should be considered one step in the accumulation of knowledge about the usefulness of the WPPSI-R.

A neurosurgical method of the selective posterior rhizotomy (SPR) is used for a treatment of spasticity. The aim of this study is to evaluate an effect of the SPR on the reduction of the spasticity and on functional abilities of patients with cerebral palsy. Five patients (four males and a female) aged from 12 to 21 years with a spastic quadruplegia were tested by an Ashworth scale, modified Ashworth scale, Peacock scale and Barthel index of ADL. An initial assessment was preformed one day before the SPR. First assessment of changes was conducted one week after the SPR. An repeated follow-up assessment was done three to four years after the SPR procedure. In one week after SPR assessment a reduction of spasticity of lower and upper limb muscles and reduction of clonus were seen. A last three-year assessment detected some return of spasticity on hip adductors, plantar and dorsal flexors muscles. However, the return of the hypertonus did not reach initial values of spasticity. Powered by TCPDF (www.tcpdf.org)

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In this thesis a simulated annealing algorithm is employed as an optimization tool for a large scale optimization problem in wireless communication. In this application, we have 100 places for transition antennas and 100 places for receivers, and also a channel between each position in both areas. Our aim is to nd, say the best 3 positions there, in a way that the channel capacity is maximized. The number of possible combinations is huge. Hence, nding the best channel will take a very long time using an exhaustive search. To solve this problem, we use a simulated annealing algorithm and estimate the best answer. The simulated annealing algorithm chooses a random element, and then from the local search algorithm, compares the selected element with its neighbourhood. If the selected element is the maximum among its neighbours, it is a local maximum. The strength of the simulated annealing algorithm is its ability to escape from local maximum by using a random mechanism that mimics the Boltzmann statistic.

A laboratory-scale upflow anaerobic sludge blanket (UASB) reactor followed by a packed bed reactor (PBR) filled with Sorbulite® in the lower part and Polonite® in the upper part was used to treat household wastewater in a 50-week experiment. A model was developed to describe the performance of the UASB reactor, including mass transfer through the film around anaerobic granules, intra-particle diffusion and bioconversion of the substrate. In a second model, a numerical expression describing the kinetics occurring in the granules was developed. It includes the resistances through which the substrate passes before biotransformation. These expressions were then linked to governing equations for the UASB reactor in order to describe degradation of the substrate, biomass growth (active and inactive), and variation in granule size over time. A third model was developed to describe the profile of the phosphorus (P) concentration throughout the PBR. In a first attempt, the analytical and numerical model was applied to data taken from previous studies in which UASB reactors were used to treat sugarcane mill wastewater and slaughterhouse wastewater. The results showed good agreement between observed and simulated results. Sensitivity analysis showed that diffusion coefficient and yield were important parameters in the UASB reactor model.The laboratory bench-scale experiment revealed that the combined UASB-PBR system efficiently treated the residential wastewater. Phosphorus, BOD7 and pathogenic bacteria all showed average removal of 99%, while total nitrogen showed a moderate reduction in the system (40%). Application of the numerical solution model to the experimental UASB reactor used resulted in good agreement between simulated and experimental values. Regarding the PBR, the model developed successfully predicted P removal. For both models, the capability and sensitivity analyses identified important parameters. A treatment system aiming to close the loop is suggested based on sequential UASB and PBR with biogas collection, nutrient recycling via sludge and filter media and elimination of pathogenic organisms. / <p>QC 20160226</p>

Doctor of Philosophy / Department of Psychology / Clive J. A. Fullagar / Student engagement has become an important way of assessing student outcomes for college and is used to provide information to accreditation agencies, for internal accountability as well as to assess impact of college on students. However, current measures of student engagement do not assess the core process underlying student engagement, instead focusing on antecedents and consequences of engagement. The current research addressed this gap by first developing a new measure of student engagement called SAENS (Student Academic ENgagement Scale), which is strongly grounded in theory derived from the work engagement literature. Two dimensions of engagement were found: enjoyment and effort. A second study validated this measure by forming a nomological net of relationships with other variables and testing these antecedents and consequences of engagement. Results indicated that engagement effort is strongly related to student grades for their classes and the dimension of enjoyment is related to the teaching style of collaborative learning. However, engagement was not related to students’ levels of critical thinking.