The advantage of the geometric approach to linear model and its applications is known to many authors. In spite of that, it still remains to be rather unpopular in teaching statistics around the world and is almost missing in the Czech Republic. In this work, we use geometry of multidimensional vector spaces to derive some well-known properties of the linear model and to explain some of the most familiar statistical methods to show usefulness of this approach, also known as "free-coordinate". Besides, historical background including selected results of R. A. Fisher is briefly discussed; it follows that the geometry approach to linear model is justifiable from the historical point of view, too. Powered by TCPDF (www.tcpdf.org)

Esta tese é resultado de um estudo sócio-histórico que teve por objetivo compreender como se configuraram as relações entre educação e estatística no Brasil no período de 1871 até a década de 1940. A partir da análise de documentos de Estado - publicados pela Diretoria Geral de Estatística, pelo Ministério da Educação e Saúde, pelo Serviço de Estatística de Educação e Saúde, pelo INEP e pelo IBGE - foi possível identificar como se consolidou a legitimidade que usufruem as estatísticas educacionais para a condução de decisões políticas e de que maneira estas estatísticas colaboraram na formulação de representações sobre a escola primária brasileira. Procedeu-se, inicialmente, ao relato das iniciativas do poder público no sentido de criar e aperfeiçoar um aparato capaz de elaborar informações numéricas consideradas confiáveis. Foi, também, descrita a maneira pela qual eram produzidas as estatísticas educacionais, localizando as fontes de informação e explicando os procedimentos para coleta dos dados. Pretendeu-se, por essa iniciativa, diminuir o desconhecimento acerca da origem de números escolares que, eventualmente, são utilizados em pesquisas atuais sem o conveniente exame crítico. Foram indicadas, ainda, algumas das falhas na elaboração das estatísticas (declaradas pelos seus produtores), possibilidades de divergência de interpretação, limitações inerentes ao objeto, inconsistências na argumentação - aspectos estes que obrigam à cautela no uso de tais informações. Foram examinadas, além disso, as análises oficiais dos números do ensino, em especial aquelas que circularam na década de 1940, buscando-se identificar as lutas simbólicas travadas em torno da sua interpretação legítima. Desse modo, foi possível contribuir na compreensão de como as estatísticas incidem sobre a construção de determinadas imagens sobre a escola. Por fim, cabe enfatizar que o conceito de representação assume uma importância fundamental neste estudo, permitindo situar as estatísticas e o discurso produzido sobre elas como elementos de mediação das relações dos indivíduos com o mundo social. Ao classificarem e circunscreverem a realidade, constroem e fixam modos de apreender o mundo, a partir dos quais os indivíduos tomam decisões, equacionam problemas, conformam seus comportamentos e consolidam mecanismos de controle social. É preciso destacar, ainda, a centralidade que o conceito de campo - de Bourdieu - tem na análise empreendida. / This thesis is the result of a social-historical study which has have as aim to understand how the relationship between Education and Statistics in Brazil was formed in between 1871 and the decade of 1940. Starting from the analysis of official documents of the State - produced by the General Directory of Statistics, by the Ministery of Education and Health, by the Education and Health Statistics Service, by INEP and by IBGE - it was possible to identify how the legitimacy of which educational statistics for conducting the political decisions were consolidated and in which way they colaborated in the formulation of representation about Brazilian primary school. Inicially, we related the initiatives by the public services to create and improve an aparatus capable of producing numerical information which would be considered reliable. Also, we described the way in which educational statistics were produced, locating the sources of information and explaining the proceedings for the collection of data. What was intended, by using this initiative, was to diminish the ignorance about the school numbers which, sometimes, are used in recent surveys without the convenient critical exam. Yet, some of the failures in the elaboration of the statistics (declared by their producers), possibilities of divergency of interpretation, limitation inherent to the object, inconsistencies in arguments - all these being a complexion which obligate to the caution in using that information - were indicated. Further more, the official analysis of the numbers in education, specially those which circulated in the decade of 1940, seeking to identify the symbolical fights held on the legitime interpretation, were examined. Therefore, it was possible to contribute in the understanding of how statistics concur in the construction of some [piece of representation] about the school. Finally, we shall emphasize that the concept of representation gain a fundamental importance in this study, allowing us to place statistics and the speeches which were produced about them as elements of mediation of the relationship between the individuals and their social world. As they classify and encicle the reality, they build and set ways of apprehend the world, from whose concept people take decisions, solve problems, form their behaviour and consolidate the machanisms of social control. It is important to be outstanding, yet, the centrality that the concept of field - as formulated by Bordieu - assumes to this work.

Made available in DSpace on 2016-04-27T16:57:35Z (GMT). No. of bitstreams: 1 Erick de Paula Crisafuli.pdf: 867752 bytes, checksum: c377b82aa7a5a71b0df22311ccbbc54e (MD5) Previous issue date: 2015-03-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work focuses on some aspects related to the context in which statistical researches developed by Frederico Pimentel Gomes (1921-2004) should be considered, regarding new elements arising from other documents and studies. It deepens some aspects concerning the application of statistic knowledge into Genetics, Agricultural Chemistry and Agronomy, addressing contextual framework. Gomes emphasized practical application of statistics to solve issues related to agricultural production. He points out the multifaceted role of statistic by establishing connections with different fields of knowledge. Specific analysis focused on original documents stresses the contextual framework of Gomes proposal which was managed in an interdisciplinary way, addressed to its practical application, without losing its theoretical counterpart / Este trabalho tem como foco aprofundar alguns aspectos concernentes ao contexto em que se insere as pesquisas estatísticas de Frederico Pimentel Gomes (1921-2004), adicionando novos elementos oriundos de outros documentos e estudos. Nele procuramos aprofundar alguns aspectos da aplicação da estatística nas áreas de Genética, Química Agrícola e Agronomia, abordando aspectos contextuais. Nota-se que Gomes deu ênfase às aplicações da estatística para resolver problemas ligados à produção agrícola. Ao estabelecer conexões com diferentes campos do conhecimento, Gomes aponta para o papel multifacetado da estatística. Este trabalho tem por base documentos originais sobre os quais incidiram análises específicas, dando ênfase a aspectos contextuais em que se inseriu a proposta de Gomes, ou seja, uma estatística mais interdisciplinar, voltada mais para aplicações práticas, sem no entanto, perder a interface com os aspectos teóricos

Esta tese é resultado de um estudo sócio-histórico que teve por objetivo compreender como se configuraram as relações entre educação e estatística no Brasil no período de 1871 até a década de 1940. A partir da análise de documentos de Estado - publicados pela Diretoria Geral de Estatística, pelo Ministério da Educação e Saúde, pelo Serviço de Estatística de Educação e Saúde, pelo INEP e pelo IBGE - foi possível identificar como se consolidou a legitimidade que usufruem as estatísticas educacionais para a condução de decisões políticas e de que maneira estas estatísticas colaboraram na formulação de representações sobre a escola primária brasileira. Procedeu-se, inicialmente, ao relato das iniciativas do poder público no sentido de criar e aperfeiçoar um aparato capaz de elaborar informações numéricas consideradas confiáveis. Foi, também, descrita a maneira pela qual eram produzidas as estatísticas educacionais, localizando as fontes de informação e explicando os procedimentos para coleta dos dados. Pretendeu-se, por essa iniciativa, diminuir o desconhecimento acerca da origem de números escolares que, eventualmente, são utilizados em pesquisas atuais sem o conveniente exame crítico. Foram indicadas, ainda, algumas das falhas na elaboração das estatísticas (declaradas pelos seus produtores), possibilidades de divergência de interpretação, limitações inerentes ao objeto, inconsistências na argumentação - aspectos estes que obrigam à cautela no uso de tais informações. Foram examinadas, além disso, as análises oficiais dos números do ensino, em especial aquelas que circularam na década de 1940, buscando-se identificar as lutas simbólicas travadas em torno da sua interpretação legítima. Desse modo, foi possível contribuir na compreensão de como as estatísticas incidem sobre a construção de determinadas imagens sobre a escola. Por fim, cabe enfatizar que o conceito de representação assume uma importância fundamental neste estudo, permitindo situar as estatísticas e o discurso produzido sobre elas como elementos de mediação das relações dos indivíduos com o mundo social. Ao classificarem e circunscreverem a realidade, constroem e fixam modos de apreender o mundo, a partir dos quais os indivíduos tomam decisões, equacionam problemas, conformam seus comportamentos e consolidam mecanismos de controle social. É preciso destacar, ainda, a centralidade que o conceito de campo - de Bourdieu - tem na análise empreendida. / This thesis is the result of a social-historical study which has have as aim to understand how the relationship between Education and Statistics in Brazil was formed in between 1871 and the decade of 1940. Starting from the analysis of official documents of the State - produced by the General Directory of Statistics, by the Ministery of Education and Health, by the Education and Health Statistics Service, by INEP and by IBGE - it was possible to identify how the legitimacy of which educational statistics for conducting the political decisions were consolidated and in which way they colaborated in the formulation of representation about Brazilian primary school. Inicially, we related the initiatives by the public services to create and improve an aparatus capable of producing numerical information which would be considered reliable. Also, we described the way in which educational statistics were produced, locating the sources of information and explaining the proceedings for the collection of data. What was intended, by using this initiative, was to diminish the ignorance about the school numbers which, sometimes, are used in recent surveys without the convenient critical exam. Yet, some of the failures in the elaboration of the statistics (declared by their producers), possibilities of divergency of interpretation, limitation inherent to the object, inconsistencies in arguments - all these being a complexion which obligate to the caution in using that information - were indicated. Further more, the official analysis of the numbers in education, specially those which circulated in the decade of 1940, seeking to identify the symbolical fights held on the legitime interpretation, were examined. Therefore, it was possible to contribute in the understanding of how statistics concur in the construction of some [piece of representation] about the school. Finally, we shall emphasize that the concept of representation gain a fundamental importance in this study, allowing us to place statistics and the speeches which were produced about them as elements of mediation of the relationship between the individuals and their social world. As they classify and encicle the reality, they build and set ways of apprehend the world, from whose concept people take decisions, solve problems, form their behaviour and consolidate the machanisms of social control. It is important to be outstanding, yet, the centrality that the concept of field - as formulated by Bordieu - assumes to this work.

Made available in DSpace on 2016-04-28T14:16:45Z (GMT). No. of bitstreams: 1 Katia Regina Venturineli.pdf: 1419356 bytes, checksum: 17281fa74cf50df79adf93f85c3755fa (MD5) Previous issue date: 2010-05-13 / Karl Pearson (1857-1937) is usually known for his contribution to mathematics and statistics. Besides, he presented (1901-1902) a proposal to Biology: The homotyposis principle. He applied the statistics to test it. Pearson´s proposal generated an argument with William Bateson (1861-1926) and other biologists. This dissertation´s aim is, firstly, to describe Pearson´s proposal in relation to homotyposis in accordance with both biology and statistics terms, and then, to analyse it. It should also check if the negative reception by the Mendelians and other biologists was due to a weak basis. This dissertation contains an introduction and four chapters. Chapter 1 discusses some Karl Pearson´s previous statistical studies. Chapter 2 is about his career and professional interests dealing with biological aspects in relation to homotyposis. Chapter 3 analyses Pearson´s statistical concepts and its correlation verified in his homotyposis studies. Chapter 4 presents some conclusions about what was discussed in the previous chapters. This study showed that Pearson applied adequate methods accurately regarding statistics, such as collection, counting, tabulation, calculation and comparison of data according to the data studied. Nevertheless, the conception of homotyposis, its starting point in biological terms, was mistaken / Karl Pearson (1857-1936) é geralmente conhecido por suas contribuições relacionadas à matemática e estatística. Entretanto, além disso, ele apresentou (em 1901 e 1902) uma proposta em relação à biologia: o princípio da homotipose. Para testá-lo, ele aplicou a estatística. A proposta de Pearson gerou uma discussão com William Bateson (1861-1926) e outros biólogos da época. O objetivo desta dissertação é inicialmente descrever a proposta de Pearson relativa ao princípio da homotipose tanto em termos biológicos como em termos estatísticos e, a seguir, analisá-la. Procurará averiguar se a recepção negativa por parte dos mendelianos e outros biólogos se deveu a uma fundamentação fraca. Esta dissertação contém uma introdução e quatro capítulos. O capítulo 1 discute alguns precedentes dos estudos estatísticos de Karl Pearson. O capítulo 2 trata da carreira e interesses profissionais abordando os aspectos biológicos relacionados à homotipose. O capítulo 3 analisa os conceitos estatísticos de Pearson e as correlações verificadas em seus estudos sobre homotipose. O capítulo 4 apresenta algumas considerações finais sobre o que foi discutido nos capítulos anteriores. Este estudo mostrou que na parte relacionada à estatística Pearson empregou de modo adequado métodos como coleta, contagem, tabulação, cálculo e comparação de dados estudados. Apesar disso, a concepção da homotipose, seu ponto de partida, em termos biológicos, era equivocada

This study is concerned with the sexual abuse of enslaved women and girls by white men in the antebellum South. Interviews conducted by the Federal Writers’ Project in the 1930s are studied alongside nineteenth-century narratives of the formerly enslaved in order to make calculations of the scale of abuse in the South, but also to discover which conditions, social spaces and situations were, and possibly still are, most conducive to the sexual abuse of women and girls. This thesis is separated into two parts. Part One establishes a methodology for working with testimony of the formerly enslaved and determines the scale of sexual abuse using all available 1930s interviews with people who had lived in Louisiana and Texas under slavery. This systematic quantitative analysis is a key foundation from which to interpret the testimony of abuse that is explored according to different forms of sexual violence in Part Two. It is argued that abuse was endemic in the South, and occurred on a scale that was much higher than has been argued in previous studies. Enslaved people could experience a range of white male sexually abusive behaviours: rape, sexual slavery and forced breeding receive particular attention in this study due to the frequency with which they were mentioned by the formerly enslaved. These abuses are conceptualised as existing on a continuum of sexual violence that, alongside other less frequently mentioned practices, pervaded the lives of all enslaved people. Common features existed along the continuum. Abuse was intergenerational in nature for both the abusers and the abused. Light-skinned enslaved children born of rape were far more likely to become victims of abuse themselves and young enslaved girls were prematurely sexualised. Sexual abuse was brought into the white domestic space through the institution of sexual slavery, white children were thus unconsciously schooled in the abusive sexual mores of southern society from an early age. Abuse was quite open among white male family members. Other institutions existed that normalised and legitimised abuse, such as the fancy-girl trade and sexual interference through forced breeding practices that included eugenic manipulation and the use of ‘studs’. Despite this, enslaved women showed remarkable levels of emotional survival and initial reflections are made on the ways in which women could resist and cope with sexual abuse. Testimony suggests that abuse was discussed amongst the black community, support was rarely denied to victims, and there was no stigma was attached to children born of rape. With recent revelations on the scale of the institutionalised sexual abuse of women and children, as well as vast modern sex-trafficking networks, there are special opportunities presented through the current cultural climate in order to understand the southern experience. The South is reframed as a ‘culture of abuse’ where sexual violence against enslaved people was naturalised and culturally reproduced.