Receiver operating characteristic (ROC) analysis is one of the most widely used methods in evaluating the accuracy of a classification method. It is used in many areas of decision making such as radiology, cardiology, machine learning as well as many other areas of medical sciences. The dissertation proposes a novel nonparametric estimation method of the ROC surface for the three-class classification problem via Bernstein polynomials. The proposed ROC surface estimator is shown to be uniformly consistent for estimating the true ROC surface. In addition, it is shown that the map from which the proposed estimator is constructed is Hadamard differentiable. The proposed ROC surface estimator is also demonstrated to lead to the explicit expression for the estimated volume under the ROC surface . Moreover, the exact mean squared error of the volume estimator is derived and some related results for the mean integrated squared error are also obtained. To assess the performance and accuracy of the proposed ROC and volume estimators, Monte-Carlo simulations are conducted. Finally, the method is applied to the analysis of two real data sets.

Thesis (M.A.)--Ohio State University, 1982. / Includes bibliographical references (leaves 103-108). Available online via OhioLINK's ETD Center.

Magisteruppsats i musikpedagogik

Thesis--Uppsala. / Summary in English. Bibliography: p. 421-434.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 233-237).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 295-309).

Diferentes são os vieses para a inserção dos espaços de educação não formal na formação do professor, assim como distintas podem ser as interpretações das orientações legais nesse contexto. Assume-se que os museus, especialmente os de ciências, e suas exposições possuem uma didática e currículo próprios e contribuem no processo de formação do professor de biologia, seja como campo de produção de conhecimento seja pelo aporte cultural que representam. Esta pesquisa teve como objetivo caracterizar a inserção das atividades de campo e museus no discurso pedagógico dos cursos de formação inicial do professor de biologia. O referencial teórico-metodológico baseia-se nas teorias de currículo, em especial a do discurso pedagógico de Bernstein. A partir de uma metodologia qualitativa, foram elencados três cursos de Licenciatura em Ciências Biológicas como objeto de análise, baseados nos seguintes critérios: pertencerem a universidades públicas, o conceito no ENADE e a posição geográfica. Os dados foram obtidos via entrevistas e análise documental. A análise de documentos oficiais da Educação Básica e da Superior mostrou a obrigatoriedade da temática museal na formação do professor de biologia e no ensino de ciências contemporâneo. Foi feita uma análise descritiva dos currículos das instituições considerando o projeto pedagógico e matrizes curriculares. Sobre as relações entre os discursos obteve-se: (1) análise exclusiva sobre as relações entre os discursos dos componentes curriculares (sem uma temática específica) e (2) análise das relações entre os discursos de tais componentes a partir da inserção da temática de atividades de campo e visitas a museus. A proposta de um ensino que visa à interdisciplinaridade influenciou os graus muito fraco (1) e fraco (2) das categorias de classificação atribuídas ao curso da UFABC (C-- e C-, respectivamente). A análise curricular da UNESP Assis obteve graus fraco (1) e forte (2) (C- e C+, respectivamente). Ao curso da UNIRIO atribuiu-se grau forte de classificação aos dois instrumentos (C+). Quanto maior for o esbatimento das fronteiras entre os componentes curriculares, mais os discursos de tais componentes dialogam. Parte dos cursos está em processo de reforma curricular e algumas adequações são esperadas em breve. Constata-se que o órgão regulador da área das Ciências Biológicas exerce forte influência no currículo de formação do professor, apesar de não se constituir como o Campo de Recontextualização Oficial, papel este desempenhado pelo MEC. Os dados mostraram que as atividades de campo e visitas a museus são legitimadas como: metodologias de ensino nas universidades (tanto nas disciplinas didático-pedagógicas como nas de formação geral); conteúdo específico de uma área de conhecimento na formação do professor; horas de estágio curricular obrigatório; e atividades complementares. Dependendo de qual componente curricular contemple a temática museal (obrigatório ou optativo) tem-se maior ou menor número de professores discutindo sobre tal temática durante a formação inicial. As práticas de divulgação e popularização da ciência se constituem como demandas relevantes a serem contempladas na formação de professores dessa área. Assim, as diferentes entradas da temática museal nos cursos de formação inicial contribuem para estreitar as relações interinstitucionais (universidade, escola e museu). / Different are the biases to the inclusion of non-formal education spaces in teacher education, as well as different can be interpretations of legal guidelines in this context. It is assumed that museums, especially the sciences ones, and its exhibits have an own didactic and curriculum and contribute in the education of the biology teacher, whether as knowledge production or by the cultural contribution they represent. This research aimed to characterize the insertion of field activities and museums in the pedagogical discourse of the initial educational courses of the biology teacher. The theoretical and methodological framework is based on the curriculum theories, especially in Bernsteins pedagogical discourse. From a qualitative methodology, it was listed three Biological Sciences Degree courses as the object of analysis, based on the following criteria: belong to public universities, the concept in ENADE and the geographical position. Data were collected through interviews and document analysis. The analysis of official documents of Basic and Higher Education showed the museum theme as being obligatory in teacher education of biology and also in the contemporary teaching of sciences. A descriptive analysis of the institutions curricula was implemented considering the education program and their curriculum matrices. Concerning on the relations between the discourses was obtained: (1) exclusive analysis of the relations between the discourses of the curricular components (without a specific subject) and (2) analysis of the relationship between the discourses of such components from the inclusion of the subject of field activities and visits to museums. The proposal for a training that aims the interdisciplinary influenced the very weak degrees (1) and weak ones (2) of the classification categories assigned to the course of UFABC (C-- and C-, respectively). The curriculum analysis of UNESP Assis obtained weak degrees (1) and strong (2) (C- and C+, respectively). To the course of UNIRIO was attributed the strong grade rating to the two instruments (C+). As higher are the blurring of boundaries between the curricular components, more frequent are the dialogues between the speeches of such components. Part of the courses is on curriculum reform process and some adjustments are expected soon. It was noticed that the regulatory authority in the area of Biological Sciences has a strong influence in the teacher education curriculum, although not incorporated as the official recontextualization field, this role is played by the MEC. The data showed that the field activities and museum visits are legitimized as: teaching methodologies in universities (in didactic and pedagogical disciplines as in those of general education); specific content of a knowledge area in teacher education; mandatory curricular training hours; and complementary activities. Depending on which curricular component the museum theme is contemplated (mandatory or optional) it has a larger or smaller number of teachers discussing this subject during the initial training. The practices of dissemination and popularization of science constitute relevant demands to be included in teacher training in this area. Thus, the different entrances of the museum theme in initial training courses contribute to the strengthening of inter-institutional relations (university, school and museum).

Diss.--Hambourg, 1999. / Bibliogr. et sources p. 268-280.

Diferentes são os vieses para a inserção dos espaços de educação não formal na formação do professor, assim como distintas podem ser as interpretações das orientações legais nesse contexto. Assume-se que os museus, especialmente os de ciências, e suas exposições possuem uma didática e currículo próprios e contribuem no processo de formação do professor de biologia, seja como campo de produção de conhecimento seja pelo aporte cultural que representam. Esta pesquisa teve como objetivo caracterizar a inserção das atividades de campo e museus no discurso pedagógico dos cursos de formação inicial do professor de biologia. O referencial teórico-metodológico baseia-se nas teorias de currículo, em especial a do discurso pedagógico de Bernstein. A partir de uma metodologia qualitativa, foram elencados três cursos de Licenciatura em Ciências Biológicas como objeto de análise, baseados nos seguintes critérios: pertencerem a universidades públicas, o conceito no ENADE e a posição geográfica. Os dados foram obtidos via entrevistas e análise documental. A análise de documentos oficiais da Educação Básica e da Superior mostrou a obrigatoriedade da temática museal na formação do professor de biologia e no ensino de ciências contemporâneo. Foi feita uma análise descritiva dos currículos das instituições considerando o projeto pedagógico e matrizes curriculares. Sobre as relações entre os discursos obteve-se: (1) análise exclusiva sobre as relações entre os discursos dos componentes curriculares (sem uma temática específica) e (2) análise das relações entre os discursos de tais componentes a partir da inserção da temática de atividades de campo e visitas a museus. A proposta de um ensino que visa à interdisciplinaridade influenciou os graus muito fraco (1) e fraco (2) das categorias de classificação atribuídas ao curso da UFABC (C-- e C-, respectivamente). A análise curricular da UNESP Assis obteve graus fraco (1) e forte (2) (C- e C+, respectivamente). Ao curso da UNIRIO atribuiu-se grau forte de classificação aos dois instrumentos (C+). Quanto maior for o esbatimento das fronteiras entre os componentes curriculares, mais os discursos de tais componentes dialogam. Parte dos cursos está em processo de reforma curricular e algumas adequações são esperadas em breve. Constata-se que o órgão regulador da área das Ciências Biológicas exerce forte influência no currículo de formação do professor, apesar de não se constituir como o Campo de Recontextualização Oficial, papel este desempenhado pelo MEC. Os dados mostraram que as atividades de campo e visitas a museus são legitimadas como: metodologias de ensino nas universidades (tanto nas disciplinas didático-pedagógicas como nas de formação geral); conteúdo específico de uma área de conhecimento na formação do professor; horas de estágio curricular obrigatório; e atividades complementares. Dependendo de qual componente curricular contemple a temática museal (obrigatório ou optativo) tem-se maior ou menor número de professores discutindo sobre tal temática durante a formação inicial. As práticas de divulgação e popularização da ciência se constituem como demandas relevantes a serem contempladas na formação de professores dessa área. Assim, as diferentes entradas da temática museal nos cursos de formação inicial contribuem para estreitar as relações interinstitucionais (universidade, escola e museu). / Different are the biases to the inclusion of non-formal education spaces in teacher education, as well as different can be interpretations of legal guidelines in this context. It is assumed that museums, especially the sciences ones, and its exhibits have an own didactic and curriculum and contribute in the education of the biology teacher, whether as knowledge production or by the cultural contribution they represent. This research aimed to characterize the insertion of field activities and museums in the pedagogical discourse of the initial educational courses of the biology teacher. The theoretical and methodological framework is based on the curriculum theories, especially in Bernsteins pedagogical discourse. From a qualitative methodology, it was listed three Biological Sciences Degree courses as the object of analysis, based on the following criteria: belong to public universities, the concept in ENADE and the geographical position. Data were collected through interviews and document analysis. The analysis of official documents of Basic and Higher Education showed the museum theme as being obligatory in teacher education of biology and also in the contemporary teaching of sciences. A descriptive analysis of the institutions curricula was implemented considering the education program and their curriculum matrices. Concerning on the relations between the discourses was obtained: (1) exclusive analysis of the relations between the discourses of the curricular components (without a specific subject) and (2) analysis of the relationship between the discourses of such components from the inclusion of the subject of field activities and visits to museums. The proposal for a training that aims the interdisciplinary influenced the very weak degrees (1) and weak ones (2) of the classification categories assigned to the course of UFABC (C-- and C-, respectively). The curriculum analysis of UNESP Assis obtained weak degrees (1) and strong (2) (C- and C+, respectively). To the course of UNIRIO was attributed the strong grade rating to the two instruments (C+). As higher are the blurring of boundaries between the curricular components, more frequent are the dialogues between the speeches of such components. Part of the courses is on curriculum reform process and some adjustments are expected soon. It was noticed that the regulatory authority in the area of Biological Sciences has a strong influence in the teacher education curriculum, although not incorporated as the official recontextualization field, this role is played by the MEC. The data showed that the field activities and museum visits are legitimized as: teaching methodologies in universities (in didactic and pedagogical disciplines as in those of general education); specific content of a knowledge area in teacher education; mandatory curricular training hours; and complementary activities. Depending on which curricular component the museum theme is contemplated (mandatory or optional) it has a larger or smaller number of teachers discussing this subject during the initial training. The practices of dissemination and popularization of science constitute relevant demands to be included in teacher training in this area. Thus, the different entrances of the museum theme in initial training courses contribute to the strengthening of inter-institutional relations (university, school and museum).

In approximation theory, three classical types of results are direct theorems, Bernstein inequalities, and inverse theorems. In this paper, we include results about radial basis function (RBF) approximation from all three classes. Bernstein inequalities are a recent development in the theory of RBF approximation, and on Rd, only L2 results are known for RBFs with algebraically decaying Fourier transforms (e.g. the Sobolev splines and thin-plate splines). We will therefore extend what is known by establishing Lp Bernstein inequalities for RBF networks on Rd. These inequalities involve bounding a Bessel-potential norm of an RBF network by its corresponding Lp norm in terms of the separation radius associated with the network. While Bernstein inequalities have a variety of applications in approximation theory, they are most commonly used to prove inverse theorems. Therefore, using the Lp Bernstein inequalities for RBF approximants, we will establish the corresponding inverse theorems. The direct theorems of this paper relate to approximation in Lp(Rd) by RBFs which are perturbations of Green's functions. Results of this type are known for certain compact domains, and results have recently been derived for approximation in Lp(Rd) by RBFs that are Green's functions. Therefore, we will prove that known results for approximation in Lp(Rd) hold for a larger class of RBFs. We will then show how this result can be used to derive rates for approximation by Wendland functions.