V této práci je autorova pozornost zaměřena na překážky a problémy, se kterými se musí setkávat projektové týmy při své práci pro (název utajen). Motivem k sepsání této práce byla možnost otevřít některá témata, která dosud nebyla diskutována, ale především představit problémy o jejichž existenci řadoví pracovníci i management již nějaký čas vědí v jiném světle a to pomocí analýzy kauzalit. K tomu byl využit teoretický aparát Teorie omezení, který zahrnuje především nástroje Strom současné reality, Konfliktní strom a Strom budoucí reality. Postupně byly během analýzy odhaleny klíčové problémy a úzká místa a nastíněno směřování řešení pro některé z problémů.

Knowledge translation describes the process of getting knowledge into practice, leading to a healthy workforce and economy. Knowledge translation is particularly challenging at the primary healthcare level, which manifests as a research to practice gap. This research aimed to explore and describe knowledge translation from both a knowledge translation organisation’s and knowledge user’s point of view at the South African primary healthcare level. A qualitative dominant, mixed methods approach was used. Twelve semi-structured interviews were conducted with nine organisations to evaluate their knowledge translation strategies. An online survey collected responses from primary healthcare workers to assess their knowledge needs and preferences. Lastly, the Thinking Processes of Theory of Constraints were applied to the public sector to identify ways in which knowledge translation can be optimised within the Department of Health system. This research found that the organisations’ strategies were inextricably linked to the knowledge translation context. Barriers to knowledge translation in the public and private sector as well as urban and rural areas differed in many respects. Organisations were successful in overcoming many of these barriers, but barriers that reside at the Department of Health (DOH) policy level, remain difficult to address. The 82 survey respondents were mostly doctors from the urban private sector. They represented a distinct subset of practitioners who preferred using the internet to access knowledge and identified no significant barriers to staying up to date. The Thinking Processes identified possible solutions to getting new DOH guidelines into practice in a fast, reliable and coordinated manner. This requires increased collaboration between knowledge translation organisations and the DOH as well as the design of a system for updating the DOH guidelines on an annual basis. / Dissertation (MBA)--University of Pretoria, 2013. / ccgibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-05-22T16:37:00Z No. of bitstreams: 1 Felipe Guedes da Luz_.pdf: 1094986 bytes, checksum: 60e5f54e1893df6f5d260772dfd1dde7 (MD5) / Made available in DSpace on 2018-05-22T16:37:00Z (GMT). No. of bitstreams: 1 Felipe Guedes da Luz_.pdf: 1094986 bytes, checksum: 60e5f54e1893df6f5d260772dfd1dde7 (MD5) Previous issue date: 2018-03-26 / Nenhuma / Este trabalho tem como objetivo analisar a articulação da etapa inicial dos processos de design thinking com as etapas iniciais do processo de empreendedorismo. Com o crescimento do número de pessoas querendo empreender, alternativas para identificar melhores meios de planejar e empreender são importantes para minimizar os riscos e obter melhores resultados. Para compreender como a etapa inicial do design thinking pode articular com o processo empreendedor nas etapas iniciais, foram utilizados estudos e artigos sobre empreendedorismo, processo de empreendedorismo, design estratégico, design thinking e processos de design thinking. No método de campo, utilizou-se uma abordagem qualitativa exploratória, por meio de entrevistas (pré e pós workshops) e a realização de workshops, através da abordagem das etapas iniciais do processo de design thinking, com empreendedores que estavam nas etapas iniciais dos seus processos de empreendedorismo. As discussões e a conclusão apontam possíveis articulações dos processos iniciais de design thinking com as etapas iniciais do processo de empreendedorismo. / This work has aims to to analyze the articulation of the initial stage of the design thinking processes with the initial stages of the entrepreneurship process. With the growth in the number of people wanting to undertake alternatives to identify better means of planning and undertaking are important in order to minimize risks and obtain better results. To understand how the initial stage of design thinking can articulate with the entrepreneurial process in the initial stages, Studies and papers on entrepreneurship were reviewed, as well as papers about entrepreneurship process, strategic design, design thinking and design thinking processes. In the field research, an exploratory qualitative approach was proceeded, through interviews (pre and post workshops), and workshops, through the initial steps of the design thinking process, with entrepreneurs who were in the early stages of their entrepreneurial processes. The discussions and conclusion point to possible articulations of the initial processes of design thinking with the initial stages of the entrepreneurship process.

Made available in DSpace on 2016-04-27T16:57:04Z (GMT). No. of bitstreams: 1 Adriana Tiago Castro dos Santos.pdf: 7471618 bytes, checksum: 9c75079b97e8ac1990c5f20df0d9a3a8 (MD5) Previous issue date: 2011-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims at developing, to apply and to analyze a didactic sequence which has involved the logarithm function theme using the software GeoGebra as a pedagogical strategy. For this purpose we have chosen the Registers of Semiotic Representation Theory as theoretical framework, as described by Duval (2009) as well as the Advanced Mathematical Thinking Processes, according to Dreyfus (1991). We have used the project of Didactic Engineering (ARTIGUE, DOUADY, MORENO, 1995) as methodological reference. The activities chosen to compose the sequence were retrieved from Math Teacher´s book of the High School to the first grade third quarter of 2009 (SÃO PAULO, 2009) with some adaptations which we judged necessary. The fellows of this survey were students of a public school in São Paulo State in the town of Itaquaquecetuba who were observed during eight presence meetings. The analyses of the production achieved by the students in connection with the transcriptions of the dialogues recorded in audio during the proposal of the didactic sequence pointed out that there were difficulties in making the conversion from the graphic register in the initial record to the registers: algebraic and in the natural language in the final record. Based on the report of the participants, the use of the software GeoGebra has contributed to the visualization and to the understanding of the graphic performance of the studied functions. The Advanced Mathematical Thinking Processes involved in the strategies of the solutions of the students were: the discovery by using investigation, changing of representation for the same concept, generalization and abstraction. According to Dreyfus (1991) these processes are relevant to the understanding of a mathematical concept. After the analyses of the results we have concluded that the application of the didactical sequences using the software GeoGebra was efficient strategy to achieve our initially proposed objectives / Este estudo tem como objetivo elaborar, aplicar e analisar uma sequência didática que envolveu o tema função logarítmica utilizando o software GeoGebra como uma estratégia pedagógica. Para tanto escolhemos como aporte teórico a Teoria dos Registros de Representação e Semiótica descrita por Duval (2009) e os processos do Pensamento Matemático Avançado segundo Dreyfus (1991). Como referencial metodológico, utilizamos os pressupostos da Engenharia Didática (ARTIGUE, DOUADY, MORENO, 1995). As escolhas das atividades para compor a sequência foram retiradas do Caderno do Professor de Matemática da 1ª Série do Ensino Médio volume 3 (SÃO PAULO, 2009) com algumas adaptações que julgamos necessárias. Os sujeitos da pesquisa foram estudantes do 3º ano do Ensino Médio de uma escola da rede estadual de São Paulo no Município de Itaquaquecetuba, durante oito encontros presenciais. As análises das produções realizadas pelos alunos em conjunto com as transcrições dos diálogos gravados em áudio durante a aplicação da sequência didática apontaram que houve dificuldade em fazer a conversão do registro gráfico no registro de partida para os registros: algébrico e na língua natural no registro de chegada. Segundo relato dos participantes, o uso do software GeoGebra contribuiu para a visualização e para a compreensão do comportamento gráfico das funções estudadas. Os processos do Pensamento Matemático Avançado envolvido nas estratégias de resoluções dos estudantes foram: a descoberta por meio de investigação, mudança de representação de um mesmo conceito, generalização e abstração. Segundo Dreyfus (1991) esses processos são relevantes para a compreensão de um conceito matemático. Após as análises dos resultados concluímos que a aplicação da sequência didática utilizando o software GeoGebra foi uma estratégia eficiente para atingir os nossos objetivos propostos inicialmente

Made available in DSpace on 2016-04-27T16:57:05Z (GMT). No. of bitstreams: 1 Erika Andersen.pdf: 2001632 bytes, checksum: 36ee4401b855c9699524d7159f8bb771 (MD5) Previous issue date: 2011-05-27 / The present study relates the results of a qualitative research that aimed to investigate which mental processes may intervene and be combined by students in the development of activities involving the expression = F( x ) = f ( t )dt . The research was based on the study titled Advanced Mathematical Thinking Processes of Tommy Dreyfus. The survey instrument was developed, implemented and analyzed using some phases of Didactic Engineering. The fourteen participants in this study were students of private university s math course in São Paulo city. The analysis of the student s protocols indicates that the following processes were mobilized: visualization, representation and switching representations, intuition, definition, discovery, validation, generalization, abstraction and synthesis. This allowed many students to conjecture that the derivation and integration are inverse operations of each other. The results of the survey explained that a work of this nature contributes greatly to students to take ownership of interrelationships between concepts involved in the Fundamental Theorem of Calculus / O presente estudo relata os resultados de uma pesquisa qualitativa cujo objetivo era investigar quais processos mentais podem intervir e ser combinados por alunos no desenvolvimento de atividades envolvendo a expressão = F(x) = f ( t )dt . Além disso, verificar se esse tipo de atividade favorece a compreensão das ideias centrais envolvidas no Teorema Fundamental do Cálculo. A pesquisa fundamentou-se no estudo de Tommy Dreyfus intitulado Processos do Pensamento Matemático Avançado. O instrumento de pesquisa foi elaborado, aplicado e analisado, utilizando algumas fases da Engenharia Didática. Os catorze participantes deste estudo eram alunos do curso Licenciatura em Matemática de uma universidade particular da cidade de São Paulo. A análise dos protocolos dos estudantes indica que os processos do PMA mobilizados foram: visualização, representação e mudança entre diferentes representações, intuição, definição, descoberta, validação, generalização, síntese e abstração. O que possibilitou que muitos dos participantes conjecturassem que a derivação e integração são operações inversas uma da outra. Os resultados da pesquisa explicitaram que um trabalho desta natureza muito contribui para que os alunos se apropriem de inter-relações entre conceitos envolvidos no Teorema Fundamental do Cálculo

The present study investigated imagery and visualisation characteristics of undergraduate students’ thinking processes in learning selected concepts of mathematical analysis. The aim was to discover the nature of images evoked by these undergraduate students and the role of imagery and visualisations when students were solving some selected problems related to mathematical analysis. The study was guided by the theory of registers of semiotic representations. Psychological notions on imagery were also fused to cater for a cognitive approach to the study. A sample of 50 undergraduate mathematics students participated in the study. The researcher employed both quantitative and qualitative methods. Before the main study, a pilot study was conducted to account for the reliability and validity of the research instruments. The data were collected through use of a cognitive test that was composed of 12 tasks with items selected from mathematical analysis. These tasks were specially designed to capture the variables of imagery and visualisations. A structured interview was also conducted as a follow-up to the results of the cognitive test. The study found that visual images were noticeable in the thinking processes of undergraduate students in solving problems related to mathematical analysis. The nature of the visual images evoked by the students varied from person to person. The nature of these images was also determined by the nature of the task. The most common types of imagery were diagrams, prototypes and symbols. On rare occasions the students also evoked metaphoric images. It was also observed that these images were used for illustrative purposes and to spark the idea for a proof. It was also interesting to note that some images were used to discover the limit of a converging series. The results confirmed the need to use visualisation with caution, especially when treating concepts which involve infinity. The study recommends that instructors of mathematics should encourage visual thinking in the learning and teaching of mathematical analysis. Knowledge of the students’ concept images helped the researcher to understand the nature of the learning difficulties of the students. Further research should focus on the strengths and weaknesses of visual-mediated learning and also on the relationship between creativity and visual thinking. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

The diploma thesis is focused on pupils attending 4th and 5th grade in primary school. These children are observed for their knowledge of perpendicularity and parallelism and their ability to use it in practice. The theoretical part describes two geometrical terms - perpendicularity and parallelism. Other chapters describe different theories of learning, the process of knowledge construction and also the stages of language development in geometry. Furthermore the thesis explores the topic in state curriculum documents. The geometrical terms and their occurance, frequency and preparative tasks are searched in different textbooks. The practical part includes experiments based on qualitative research. The survey is conducted through a worksheet with different types of tasks which were chosen to test the participants' knowledge of above-mentioned terms. These experiments were recorded and analyzed by means of phenomena that appeared. The phenomena allowed me to answer the questions that were posed in the beginning of the research. Key words: perpendicularity, parallelism, preparative tasks, depth of knowledge, experiment