Lactic acid recovery from dilute fermentation broths is a growing requirement due to the increasing demand for pure lactic acid. Reactive extraction is proposed as an alternative to conventional methods of recovery, since the selectivity of separation is remarkably enhanced in reactive extraction. The aim of this study is to perform the equilibrium studies for the recovery of lactic acid from its synthetic aqueous solutions (not from real fermentation broths) by reactive extraction and investigate the effects of various parameters such as initial lactic acid concentration in the aqueous phase (0.25 - 1.3 M), initial pH of the aqueous phase (2 &ndash / 6), organic phase extractant concentration (0.1 &ndash / 0.5 M), type of the extractant (chloride, hydrogensulphate and hydroxide salts of tri-n-octylmethylammonium) and the type of diluent (oleyl alcohol or octanol). The results of the experiments showed that the degrees of extraction decreased with increasing use of diluent with the extractant and increasing initial lactic acid concentration of the aqueous phase. Highest degrees of extraction were achieved for undiluted extractants. The performance of the diluents were investigated by performing extraction experiments with solutions of TOMAC in oleyl alcohol or octanol at different pH values and it was observed that octanol had a higher solvating power than oleyl alcohol especially at lower aqueous phase pH values. Higher extraction efficiencies were obtained for TOMAC dissolved in octanol rather than oleyl alcohol. Initial aqueous pH of 6 was identified as the optimum pH for the extraction, also due to its being equal the average fermentation pH for the extractions with Lactobacillus species. Among the different salts of tri-n-octylmethylammonium, hydroxide salt exhibited the highest degrees of extraction (83% with undiluted TOMA(OH) and 78% with 0.5 M TOMA(OH) in octanol for the extraction of 0.316 M lactic acid solutions). The present work is the first step in the design of an industrial reactive extraction process that is going to attempt forward and backward extraction of lactic acid simultaneously in a hollow fiber membrane module that is going to be attached to the lactic acid fermentor to achieve continuous product recovery. The equilibrium data obtained from this study can be combined with the kinetic studies as the next step of designing a separation module.

Thesis (Professional Degree)--University of Missouri, School of Mines and Metallurgy, 1924. / The entire thesis text is included in file. Typescript. Illustrated by author. Title from title screen of thesis/dissertation PDF file (viewed June 22, 2009)

Thesis (Professional Degree)--University of Missouri, School of Mines and Metallurgy, 1939. / The entire thesis text is included in file. Typescript. Title from title screen of thesis/dissertation PDF file (viewed April 22, 2010)

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Matemática, Programa de Mestrado Profissional em Matemática em Rede Nacional, 2015. / Submitted by Guimaraes Jacqueline (jacqueline.guimaraes@bce.unb.br) on 2015-12-02T11:34:51Z No. of bitstreams: 1 2015_IsraelCarleyDaSilva.pdf: 1686684 bytes, checksum: 86470a9008d3d16525e6ef6b8c88f892 (MD5) / Approved for entry into archive by Marília Freitas(marilia@bce.unb.br) on 2016-01-26T11:55:12Z (GMT) No. of bitstreams: 1 2015_IsraelCarleyDaSilva.pdf: 1686684 bytes, checksum: 86470a9008d3d16525e6ef6b8c88f892 (MD5) / Made available in DSpace on 2016-01-26T11:55:12Z (GMT). No. of bitstreams: 1 2015_IsraelCarleyDaSilva.pdf: 1686684 bytes, checksum: 86470a9008d3d16525e6ef6b8c88f892 (MD5) / A Olimpíada Brasileira de Matemática das Escolas Públicas (OBMEP) tem, cada vez mais, ganhado espaço no cenário nacional pelo alcance de sua aplicação e pela proposta de incentivar os estudantes brasileiros a desenvolver o gosto pela aprendizagem da Matemática na educação básica. Em 2014, mais de 18 milhões de estudantes foram inscritos para participar da primeira fase em todo o país. Esse cenário motivou o desenvolvimento deste trabalho, com o intuito de compreender melhor em que medida a prova da primeira fase dessa competição pode servir de instrumento para dar feedback aos estudantes e docentes, em termos da aprendizagem de Matemática, e aos elaboradores da prova, acerca da qualidade do instrumento de avaliação aplicado. O estudo foi feito considerando uma amostra composta de 534 estudantes de oitavos e nonos anos de uma escola pública de uma cidade satélite do Distrito Federal, que _zeram a Primeira Fase da OBMEP em 2014. Para o tratamento dos dados, contou-se com o apoio do Centro Brasileiro de Pesquisa em Avaliação e Seleção e de Promoção de Eventos (CEBRASPE), utilizando-se os softwares SPSS e BILOG-MG. Para a análise psicométrica dos itens, lançou-se mão da Teoria Clássica dos Testes (TCT) e da Teoria de Resposta ao Item (TRI). Adotou-se o modelo logístico de 3 parâmetros da TRI, que descreve a probabilidade de um estudante acertar determinado item do teste em função de sua proficiência e dos parâmetros de dificuldade, discriminação e acerto ao acaso do respectivo item. Os resultados mostraram que a prova apresentou alto grau de dificuldade para o grupo pesquisado e com quantidade elevada de itens com baixo poder discriminativo. Observou-se, também, significativa divergência nos resultados em relação aos estudantes selecionados para a Segunda Fase da OBMEP, caso o critério utilizado fosse embasado unicamente na TRI, e não na TCT em conjunto com outros critérios subjetivos definidos pelas escolas. Ao final da pesquisa, foram criadas propostas de modelos de boletim de desempenho para todos os participantes da OBMEP, atitude que pode contribuir para maior envolvimento e motivação dos alunos e das escolas com a Olimpíada, gerando benefícios no processo de aprendizagem da Matemática dos participantes. / The Brazilian Mathematical Olympiad of Public Schools (OBMEP) has been gaining, each day, more space in national scenario due to the extent of its application and its proposal of stimulating Brazilian students in order to develop taste in learning Mathematics in basic education. In 2014, more than 18 million students were enrolled for its first round all over the country. This scenario motivates the development of this research in order to better comprehend in what ways the first phase exam of this competition can be used as a feedback instrument to students and teachers, in terms of Mathematics learning, and to exam developers, in terms of quality of the applied instrument evaluation. The study was made based on a sample of 534 eighth and ninth grade students of a public school in a satellite city of the Federal District of Brazil that took the first phase of the exam (OBMEP) in 2014. For data treatment, this research counted with the support of the Brazilian Center of Research in Evaluation and Selection and Events Promotion (CEBRASPE), and the softwares SPSS and BILOG-MG. For the items psychometric analysis the Classical Test Theory (CTT) and the Item Response Theory (IRT) were also utilized. This research adopted the 3 parameters logistic model of IRT, which describes the probability of a student to succeed in a certain item according to its proficiency and the difficulty parameters, discrimination and random guess of the respective item. The results have shown that the exam presented a high level of difficulty for the researched group and with a high quantity of items with low discriminative power. It was also observed a meaningful divergence of the results regarding the selected students for the second phase of the OBMEP, if the chosen criteria were based solely on the IRT analysis and not on the CTT in conjunction with other subjective criteria defined by the schools. By the end of the research, performance report models were created for all the OBMEP participants, attitude that can contribute for better involvement and motivation of students and schools with the Olympiad, generating benefits in the Mathematics learning process of participants.

The tri-gate FET has been hailed as the biggest breakthrough in transistor technology in the last 20 years. The increase in device performance (faster switching, less delay, improved short channel effects, etc.) coupled with the reduction in device size, would allow for huge gains in the electronics industry. This thesis aims to not only investigate the validity of these claims, but also how random dopant fluctuation (RDF) affects the tri-gates performance and how to curb these issues. In order to achieve this, an atomistic 3-D device simulation program was utilized in order to capture the many quantum mechanical effects that devices of this size experience and compare the results against a similar planar device. We see the tri-gate FET does indeed perform extremely well compared to its planar counterpart, but both devices experience a great deal of fluctuations due to the random dopants in the device. In order to limit the RDF effects a variety of methods were implemented including increasing doping concentrations in the channel, source, and drain regions, varying the source/drain junction depths, and varying the source/drain contact workfunction. The results showed that increasing doping concentrations in order to reduce the amount of space the dopants had to diffuse did not reduce the randomness experienced by the devices, but rather the randomness increased. The dopant fluctuation was insensitive to the varying of the workfunction, but was found to decrease with an increase in junction depth in the source/drain regions. With randomness in the tri-gate reduced, the overall performance should increase when used in ICs, where consistency in device characteristics is essential.

Comment aborder l'éthique médicale à l'heure de la grande confusion entre déontologie, morale, éthique, éthique de la biomédecine, éthique appliquée, éthique du care, méta-éthique, bioéthique…? Peut-être par un retour « aux choses mêmes » comme aurait dit Husserl, un retour à la médecine pour y chercher, comme nichée en son sein, matière à penser l'éthique de la médecine et non une éthique fabriquée de toute pièce qui constituerait, au final et de façon définitive, une éthique pour la médecine.Un mode d'exercice particulier, la médecine d'urgence, permet d'étudier l'acte médical, dans sa puissance et son actualisation (au sens que prennent ces termes chez Aristote) et ses intersections avec le geste technique. Qu'est-ce qu'un acte médical, qu'est-ce qu'un geste technique et comment les distinguer ? Ou encore, comment reconnaître un acte sans geste et un geste sans acte ? C'est le médecin, auteur de l'acte, qui fait de l'acte un acte médical. Même lorsque le geste technique recouvre la totalité d'un acte, il ne peut que se distinguer de l'acte médical si son auteur n'est pas médecin, non en qualité statutaire mais en celle de dépositaire du savoir (épistémè) médical. L'acte sans geste rencontré au cours de la régulation médicale est la preuve que la médecine d'urgence ne se réduit pas à des gestes techniques.Comme beaucoup de disciplines à orientation scientifique, la médecine d'urgence tend à transformer le temps en espace pour mieux quantifier sa pratique mais finit par se heurter à la vérité d'adéquation des autres spécialités médicales. La vérité qui se réduit à l'exactitude mathématique donne à la paraclinique la place centrale de l'exercice médical, participant peu à peu à éloigner le médecin du patient.Le tri médical, exercice singulier de la médecine de masse, de la médecine de catastrophe, met en évidence, de façon inattendue, l'éthique médicale. La catégorisation des victimes, au principe du tri médical n'est qu'un reflet exacerbé de la pensée rationnelle. Car penser, c'est trier. L'irruption du tiers dans la relation médecin malade limite la responsabilité médicale laquelle, sinon, serait insupportable. La responsabilité infinie de chacun vis-à-vis de l'autre, redoublée par la condition de soignant précède et fonde la liberté. Le Tiers empêche de faire l'impossible pour Autrui, il contraint à partager. Introduit au moment du tri médical, il donne la chance au politique de s'enraciner profondément dans l'éthique. / How to approach medical ethics at the time of the great confusion between business ethics, morals, ethics, ethics of biomedicine, applied ethics, ethics of care, meta-ethics, bioethics ...? Perhaps by a return "to the things themselves" as Husserl would have said, a return to medicine itself to find in its “nest” the ethics of medicine and not the fabricated ethics that would ultimately and definitively become ethics for medicine.A particular type of practice, emergency medicine, allows to study the procedure, its power and its updates (in the sense that these terms are in Aristotle) and its intersections with the technical movement. What is a medical procedure, what is a technical movement and how can we distinguish them? Also, how can we recognize an act without a gesture and a gesture without an act? It's the doctor, author of the act, that makes the act a medical procedure. Even when the technical gesture covers an entire act, it can only be distinguished from the medical procedure if the applicant is not a doctor, doctor being intended not in the statutory sense but as in the holder of medical knowledge (episteme). The act with no gesture met in medical regulation is evidence that emergency medicine is not limited to technical moves.Like many disciplines in science policy, emergency medicine tends to transform time into space to better quantify its practice but it eventually has to face the necessity of adaptation to other medical specialties. The truth, which is reduced to mathematical accuracy, gives para-clinics the central place of medical practice, gradually separating patients away from their physician.The triage, unique exercise in mass medicine and disaster medicine, is unexpected proof of medical ethics. The categorization of victims, which is a principle of triage, is a reflection of heightened rational thought. Because thinking is sorting. The advent of third parties in the doctor-patient relationship limits medical liability, which would otherwise be unbearable. The infinite responsibility of everyone vis-à-vis the other, intensified by the role of nursing, precedes and is at the origin of freedom. The Third party makes it impossible to do the impossible for others, it forces to share. Introduced at the time of triage, it gives the opportunity to politics to be deeply rooted into ethics.

Weve presented the results of our research for the conception, execution and evaluation of an informatized adaptive tool, known as DIA (in portuguese), that allows evaluate and give a feedback to the student under the perspective of formative evaluation. At the first stage, we used the PCN: Sciency of the Nature, Mathematics and its Technologies (BRASIL, 1998) and the Curriculum Matrices of Reference from the Instituto Nacional de Estudos e Pesquisas Educacionais -INEP, to the Sistem of Evaluation for Basic Education - SAEB (BRASIL, 2005) to build a scale in wich the objectives are in increasing order, according to the vertical development of the knowledge construction in Mathematics. We linked the proposed objectives to create a Data Bank (BI, in portuguese) that was used in our simulations. Weve analized the results of our essay to evaluate the comunication between the data bank and the scale under the perspective of giving a diagnosis of the construction of the mathematics knowledge. In our essay, we simulated the functionning of the DIA tool through an adaptive informatized test based on the "Teoria de Resposta ao Item" (TRI). We were also interested on determing a profile of a Data Bank (BI) that is able to significantly dialogue with our scale through the TRI. The scale and the associated data bank should provide a constructive feedback that will help the stundents develop their metacognitives competencies. / Apresentamos os resultados de nossa pesquisa para concepção, execuçãoo e avaliação de uma ferramenta adaptativa informatizada, denominada DIA, que permita tanto avaliar como fornecer feedback a estudantes sob uma perspectiva de avaliação formativa. Na primeira etapa, usamos os PCN: Ciências da Natureza, Matemática e suas Tecnologias (BRASIL, 1998) e as Matrizes Curriculares de Referência do Instituto Nacional de Estudos e Pesquisas Educacionais - INEP, para o Sistema de Avaliação para a Educação Básica- SAEB (BRASIL, 2005), para construir uma escala, em que os objetivos estão em ordem crescente, de acordo com o desenvolvimento vertical da construção do conhecimento em Matemática. Entrelaçamos os objetivos propostos para criar um Banco de Itens (BI), que foi usado em nossas simulações. Analisamos os resultados obtidos em nosso ensaio para avaliar o diálogo entre o BI e a escala sob a perspectiva de oferecer um diagnóstico de lacunas na construção do conhecimento matemático. Em nosso ensaio, simulamos o funcionamento da ferramenta DIA através de um teste adaptativo informatizado baseado na Teoria de Resposta ao Item (TRI). Também estamos interessados em determinar um perfil de um Banco de Itens, que seja capaz de forma significativa de dialogar com nossa escala através de TRI. A escala e o banco de itens a ela associado devem viabilizar um feedback construtivo que ajude os alunos a desenvolverem competências metacognitivas.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Estatística, 2017. / Texto parcialmente disponibilizado pelo autor. Conteúdo restrito: capítulos 6,7,8 e apêndices. / Submitted by Raquel Almeida (raquel.df13@gmail.com) on 2017-07-26T15:59:07Z No. of bitstreams: 1 2016_SuélioAlvesdeMoura_PARCIAL.pdf: 2242579 bytes, checksum: df54779c6499784b6d19dae97e6735b9 (MD5) / Approved for entry into archive by Raquel Viana (raquelviana@bce.unb.br) on 2017-08-11T18:05:25Z (GMT) No. of bitstreams: 1 2016_SuélioAlvesdeMoura_PARCIAL.pdf: 2242579 bytes, checksum: df54779c6499784b6d19dae97e6735b9 (MD5) / Made available in DSpace on 2017-08-11T18:05:25Z (GMT). No. of bitstreams: 1 2016_SuélioAlvesdeMoura_PARCIAL.pdf: 2242579 bytes, checksum: df54779c6499784b6d19dae97e6735b9 (MD5) Previous issue date: 2017-08-11 / No Brasil ainda não existem metodologias científicas. No Brasil ainda não existem metodologias científicas que possibilitem a ordenação de periódicos científicos. Nesta dissertação trabalhou-se com dados da área de Matemática e Estatística para se esboçar um primeiro protótipo de desenvolvimento metodológico para esta finalidade. Utilizando a Teoria da Resposta ao Item para itens politômicos, propõe-se uma metodologia para ordenação dos periódicos que permite classificá-los, em termos dos estratos utilizados pela CAPES, em função dos níveis da escala construída através do modelo. As variáveis que compõem o banco de dados utilizado nas análises consistem dos indicadores bibliométricos fornecidos pelo Scimago (http://www.scimagojr.com/), a WebOf Science (http://wokinfo.com/) e WebQualis (http://qualis.capes.gov.br/webqualis). Taisindicadores são importantes na avaliação da qualidade de publicações científicas. Como as referidas três bases de dados disponibilizam distintos indicadores da qualidade dos periódicos,explorando aspectos distintos, objetiva-se propor um novo indicador da qualidade de periódicos, baseado em uma análise conjunta dos referidos indicadores, via Teoria da Resposta ao Item (TRI). Para tanto, criou-se uma base de dados comum que congrega todos os indicadores disponíveis. A utilização da TRI para criar um índice de proficiência ou valor dos periódicos nas áreas de Matemática, Estatística e Matemática Aplicada fundamenta-se,principalmente, na possibilidade de criação de uma escala de medida padronizada, que permite realizar comparações entre diferentes periódicos das diferentes áreas da Matemática.Neste trabalho utilizou-se o Modelo de Resposta Gradual de Samejima (1969). Os dados contínuos foram previamente padronizados _dentro_ de cada subárea específica (Matemática, Matemática Aplicada, Estatística e Outras Áreas) na tentativa de eliminar-se efeitos sistemáticos e de criar-se uma escala universal. Posteriormente os dados foram discretizados,de modo a permitir o uso dos modelos politômicos de TRI. Os dados se ajustaram razoavelmente bem ao modelo e a interpretação da escala foi rica, principalmente para periódicos com traço latente em determinada região da escala. Por _m, vale ressaltar que os parâmetros utilizados neste trabalho, assim como a escala de habilidade, foram estimados com auxílio dos softwares Multilog e R, versão 3.3.1. / In Brazil there are still no scientific methodologies that allow ordering of scientific journals. In this dissertation we was worked with data from the area of Mathematics and Statistics to sketch a first prototype of methodological development for this purpose. Using Item Response Theory (IRT) for polytomous items we propose a new methodology for ordering the journals. Using the scale or metric built with the help of the IRT model, we also propose some strategy for classifying the journals into groups or strata as the ones used by CAPES. The variables that comprise the database used in the analyzes consist of the bibliometric indicators provided by Scimago (http://www.scimagojr.com/), Web of Science (http://wokinfo.com/) and WebQualis (http://qualis.capes.gov.br/webqualis). Such indicators are important in assessing the quality of scientific publications. As these three databases provide different indicators of journal quality, exploring different aspects, we proposed a new indicator for evaluating journal quality based on a joint analysis of these indicators, via Item Response Theory. To this end, a common database, that incorporates all the indicators available in the different datasets, was created. The use of the IRT to create a proficiency index for journal value in the areas of Mathematics, Statistics and Applied Mathematics was mainly thought to make possible the creation of a standardized measure or scale which would allow fear comparisons among different periodicals of different areas of Mathematics. In this work, the Gradual Response Model of Samejima (1969) was used. The continuous data were previously standardized within each specific sub-area (Mathematics, Applied Mathematics, Statistics and Other Areas) in an attempt to eliminate systematic e_ects and create a _universal scale. Subsequently the data were discretized in order to allow the use of the IRT Polytomous Models. The data provided a reasonable fit and rich scale interpretation, especially for periodicals with latent trait in a certain region of the scale. Finally, it is worth mentioning that the parameters used in this work, as well as the latent scale, were estimated using the software Multilog and R, version 3.3.1.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Matemática, Programa de Mestrado Profissional em Matemática em Rede Nacional, 2015. / Submitted by Guimaraes Jacqueline (jacqueline.guimaraes@bce.unb.br) on 2015-11-09T10:56:26Z No. of bitstreams: 1 2015_BrunoMarxDeAquinoBraga.pdf: 1001581 bytes, checksum: e11ecef078f6857e5b6a80463288d001 (MD5) / Approved for entry into archive by Patrícia Nunes da Silva(patricia@bce.unb.br) on 2015-12-21T12:14:49Z (GMT) No. of bitstreams: 1 2015_BrunoMarxDeAquinoBraga.pdf: 1001581 bytes, checksum: e11ecef078f6857e5b6a80463288d001 (MD5) / Made available in DSpace on 2015-12-21T12:14:49Z (GMT). No. of bitstreams: 1 2015_BrunoMarxDeAquinoBraga.pdf: 1001581 bytes, checksum: e11ecef078f6857e5b6a80463288d001 (MD5) / Para a avaliação educacional em larga escala é necessário um sistema de dados que têm como objetivos fornecer instrumentos de gestão da aprendizagem visando a implementação ou manutenção de políticas educacionais públicas ou privadas, visto que promove um contínuo monitoramento das estratégias adotadas, visando detectar suas fragilidades e avanços. Logo, um sistema de avaliação deve obter e organizar informações periódicas e comparáveis sobre os diferentes aspectos do sistema educacional. Neste sentido, para a avaliação educacional em larga escala, vários países utilizam-se da Teoria da Resposta ao item (TRI) que, em princípio, veio complementar algumas limitações da Teoria Clássica de Medidas. No Brasil, a TRI foi usada pela primeira vez em 1995 na análise dos dados do Sistema Nacional de Ensino Básico – SAEB e, dentre outras avaliações em larga escala é utilizada também no Exame Nacional do Ensino Médio – ENEM. Todavia, embora a TRI seja utilizada nas provas de conhecimentos de Matemática, Ciências Humanas, Ciências da Natureza e Linguagens e Códigos, a correção da redação do ENEM é feita sob aspectos da Teoria Clássica de Medidas. A proposta deste trabalho é de apresentar, dentre os modelos para itens não dicotômicos, o modelo de Samejima, o qual permite a criação de uma escala de correção da redação do ENEM a partir da TRI. ______________________________________________________________________________________________ ABSTRACT / In large-scale educational evaluation, there is a need for a data system whose objective is to provide instruments of learning management, aiming for the implementation or maintenance of educational policies, either public or private. This data system is necessary, since it promotes a continuous monitoring of the adopted strategies, aiming to detect its fragilities and improvements. Therefore, an evaluation system must obtain and organize periodical and comparable information about the different aspects of the educational system. In this sense, for large-scale educational evaluation, several countries make use of the Item Response Theory (IRT), which, in principle, has come to complement some limitations of the Classic Testing Theory. In Brazil, IRT was used for the first time in 1995, to analyze data from the Sistema Nacional de Ensino Básico1 – SAEB. Among other large-scale evaluations, it is also used in the Exame Nacional do Ensino Médio2 - ENEM. However, even though the IRT is used in the ENEM knowledge tests of Mathematics, Human Sciences, Nature Sciences and Languages and Codes, grading of the ENEM essay is made under aspects of the Classic Testing Theory. The purpose of this work is to present, among non-dichotomous items models, the Samejima model, which permits the creation of a grading scale for the ENEM essay based on the IRT.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Estatística, 2015. / Submitted by Patrícia Nunes da Silva (patricia@bce.unb.br) on 2015-11-23T15:47:56Z No. of bitstreams: 1 2015_AntonioGeraldoPintoMaiaJunior_Parcial.pdf: 2852414 bytes, checksum: 1303cf1106fe5224e001f2e527d46d67 (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2015-12-03T10:59:49Z (GMT) No. of bitstreams: 1 2015_AntonioGeraldoPintoMaiaJunior_Parcial.pdf: 2852414 bytes, checksum: 1303cf1106fe5224e001f2e527d46d67 (MD5) / Made available in DSpace on 2015-12-03T10:59:49Z (GMT). No. of bitstreams: 1 2015_AntonioGeraldoPintoMaiaJunior_Parcial.pdf: 2852414 bytes, checksum: 1303cf1106fe5224e001f2e527d46d67 (MD5) / O presente trabalho tem como objetivo central melhorar os Testes Adaptativos Informatizados (Computerized Adaptative Tests, CATs na sigla, em inglês) clássicos, que são aqueles administrados por computador e que ajustam os itens do teste à medida que ele é realizado. Isso é possível, pois, dada a resposta do respondente, estima-se a sua habilidade momentânea, obtendo-se o próximo item a ser administrado, com base em um critério estatístico (Máxima Informação, Máxima Informação Global ou Máxima Informação Esperada). Para isso, inseriu-se a covariável Tempo de Resposta ao modelo. Pois, acreditou-se que há informação nessa covariável e, portanto, ao se considerá-la, o teste pode ser encurtado, melhorando, assim, a convergência do algoritmo. Nessa perspectiva, fez-se uma revisão bibliográfica de TRI (sigla de Teoria de Resposta ao Item) e CAT, para se estruturar o novo modelo com a covariável Tempo de Resposta, calculando-se todas as equações que serão utilizadas na aplicação. Por fim, a aplicação com dados simulados concluiu nosso estudo, pois, ao comparar a convergência do algoritmo de um CAT tradicional em relação ao novo CAT, observou-se que os objetivos do presente trabalho foram cumpridos. ___________________________________________________________________________ ABSTRACT / Computerized adaptive tests (CATs) are tests administered by computer which adjust the test items as the test is carried out. This work proposes to improve CATs by taking into account the time that the respondents use to answer the different questions to obtain provisional estimates of their ability in order to choose the next item. This information is used to modify the classical criteria (maximal information, overall maximum information or maximum information expected). It is believed that the use of this covariate may improve the convergence of the CAT algorithm, thus allowing for shorter tests. The dissertation presents a review of TRI and CAT and the new model which takes into account the response time. An application using simulated data is used to compare the convergence of a traditional CAT algorithm and that of the model using the response time.