La présente recherche de type qualitatif veut décrire, analyser et comprendre la pratique de différenciation pédagogique chez des enseignants québécois du premier cycle du secondaire. Cette pratique s’insère au cœur des programmes de formation dont la principale visée est la réussite pour tous. Cependant, elle est constituée d’un flou théorique qui la rend parfois difficile à définir et à mettre en application, particulièrement chez les enseignants du secondaire. Ce travail dresse donc le portrait de trois enseignantes du premier cycle du secondaire qui choisissent tout de même de la comprendre et de la mettre en œuvre. À ce titre, l’étude des pratiques sous l’angle du travail tel que décrit par Tardif et Lessard (1999) permet de cerner la nature complexe et composite de leur travail et de tenir compte des facteurs personnels, internes et externes qui régissent leur travail d’adaptation des programmes, appelé travail curriculaire. Ainsi, une grille d’analyse inédite, construite au regard de ces facteurs et à partir des concepts inhérents à la différenciation pédagogique, permet d’étudier trois cas de manière complète et approfondie. De manière générale, l’analyse des facteurs personnels, internes et externes à la pratique de différenciation pédagogique des enseignantes donnent des informations pertinentes sur leurs façons de différencier, sur leur motivation à différencier et sur l’influence de leur milieu de travail dans l’exercice de cette pratique. Ces résultats permettent non seulement de mieux comprendre cette pratique effectuée par des enseignants du secondaire, mais permet aussi l’élaboration des principaux facteurs pouvant faciliter sa mise en œuvre ou au contraire la limiter. Au final, les propos recueillis chez les enseignantes interrogées signalent qu’au-delà de la réussite éducative, d’autres éléments entrent en jeu dans l’exercice de cette pratique. En fait, malgré plusieurs contraintes liées aux ressources matérielles, organisationnelles et humaines, la pratique de différenciation pédagogique génère entre autres une grande source de motivation scolaire pour les élèves et contribue à augmenter la satisfaction professionnelle de ces enseignantes dans leur travail au quotidien. / This qualitative research will describe, analyze and understand the practice of differentiated instruction for teachers of the Quebec junior high. This practice fits in the heart of the training programs whose main sight is the success for all. However, it consists of a conceptual confusion makes it difficult to define and implement, particularly among secondary school teachers. This work gives us a picture of three teachers from junior high who still choose to understand and implement. As such, the study of practices in terms of work, as described by Tardif and Lessard (1999) identifies the complex and composite character of their work and to consider personal factors, both internal and external governing their adaptation work program, called travail curriculaire. Thus, an entirely new framework, built with respect to these factors and applying the concepts inherent in differentiated instruction, used to study three cases of complete and thorough. Overall, the analysis of personal factors, both internal and external to the practice of differentiated instruction teachers provide relevant information on their ways to differentiate, their motivation and to differentiate the influence of their workplace in this practice. These results provide not only better understand the practice carried out by secondary school teachers, but also allows the development of the key factors that facilitate its implementation or otherwise limiting. Finally, the comments collected by the teachers surveyed reported that beyond educational success, other factors come into play in carrying out this practice. In fact, despite several constraints related to material resources, organizational and human resources, the practice of differentiated instruction generates among other great source of motivation for school students and helps increase job satisfaction of teachers in their daily work.

Doctor of Philosophy / Department of Agricultural Economics / Tian Xia / This dissertation presents the development of a new approach to include the interaction of vertically differentiated products, a subject that has been largely ignored in previous studies, to analyze the market power of exporters and importers in the world markets of agricultural commodities. Three theoretical models, a residual demand elasticity (RDE) model, a residual supply elasticity (RSE) model, and a two-country partial equilibrium trade model, are developed, and the corresponding empirical models are specified for U.S.-Japan soybean trade. Genetically modified (GM) and non-genetically modified (non-GM) soybeans are vertically differentiated products in the sense that GM soybeans are largely defined as an inferior substitute to non-GM soybeans. I compare two versions of these models: a new approach in which the interaction between non-GM and GM soybeans is taken into account and the traditional approach in which the interaction is ignored. In each of the three models (the RDE model, the RSE model, and the partial equilibrium trade model), the traditional approach overestimates the market margin of U.S. non-GM soybean exporters and that of Japanese non-GM soybean importers. By considering the interaction between non-GM and GM soybeans, the new approach greatly reduces the estimates of the corresponding market margins of U.S. exporters and Japanese importers to improve the accuracy of such estimates. The statistical significance of the coefficient estimate of the interaction term, the U.S. GM soybean price or the Japanese GM soybean price, in all three models suggests that the new approach, which includes the interaction between non-GM and GM soybeans, is necessary and preferred. The partial equilibrium trade model includes both an RDE equation and an RSE equation in a system to address the possible contemporaneous cross-equation correlation. Thus, the estimation results of the partial equilibrium trade model are further improved, compared to those of the RDE model and the RSE model. Using the traditional approach to estimate the partial equilibrium trade model, I find that the U.S. non-GM soybean exporters’ market margin is 56.5% and the Japanese non-GM soybean importers’ market margin is 16.1%. However, the results obtained by using the new approach show that the market margins of U.S. exporters and Japanese importers are 33.2% and 6%, respectively. By taking into account the interaction between non-GM and GM soybeans, the new approach improves the accuracy of the estimates of market margins of soybean exporters and importers. U.S. non-GM soybean exporters do have a significant market margin in international markets, but it is not as large as the one suggested by the traditional approach. Although Japanese non-GM soybean importers enjoy some market margin, it is relatively small. The theoretical and empirical models and results in this dissertation provide new and more accurate estimates of residual demand and supply elasticities and market power and improve the understanding on world soybean markets. These results can be useful for industry participants in international soybean markets, academic researchers, and policy makers.

Denna studie syftar till att undersöka lärares syn på arbetet med särskilt begåvade elever i matematik, samt de möjligheter och hinder som upplevs i det arbetet. Studiens valda metod i undersökningen är kvalitativa semistrukturerade intervjuer som vänder sig till lärare. Totalt 18 lärare intervjuades. Data analyserades utifrån ett händelselogiskt perspektiv som ser till både inre och yttre påverkansfaktorer. Av resultatet framkommer det att lärares definition av matematisk särskild begåvning varierar. Samtliga lärare betraktar de inre faktorerna hos eleven som mest betydande i fråga om eleven uppfattas som särskilt begåvad i matematikämnet. Likt elevens motivation, förmåga att kommunicera, dra slutsatser och flexibilitet i ämnet. Majoriteten av de deltagande lärarna i studien förknippar matematiskt särskilt begåvade elever med ett logiskt tänkande. Lärarna ser då till elevens förmåga att se samband, mönster, generalisera och kreativa behärskning i ämnet. Lärarens definition av matematisk särskild begåvning bestämmer vilka elever som identifieras som särskilt begåvade i matematikämnet. Majoriteten lärare, 12 stycken, anser att de har goda förutsättningar att identifiera eleverna i fråga. Ändå är det 13 av lärarna i studien som anser att de inte kan ge de särskilt begåvade eleverna den stimulans som de behöver i matematikundervisningen. Vilket tyder på att en stor del lärare inte vet hur de ska möta de särskilt begåvade elevernas behov i matematikundervisningen. Faktorer som möjliggör arbetet med eleverna i fråga är få och majoriteten lärare anser att de skapar sina egna möjligheter, i den egna undervisningen. Således är lärares inre faktorer, i fråga om erfarenhet och kompetens, av stor betydelse. Däremot upplever lärarna att det finns betydligt fler hinder i arbetet med de särskilt begåvade eleverna i matematik. Dessa hinder utgörs i större utsträckning av yttre faktorer som brist på tid, resurser i form av personal och kompetensutveckling. / This study aims to examine teachers' views on the work with promising students in mathematics, as well as the opportunities and obstacles experienced in that work. The study’s chosen method for data collection is qualitative semistructured interviews aimed at teachers. Data was ana- lyzed from an event logic perspective that comprises both internal and external influencing factors. By looking at the result, it reveals that the teachers’ definition of mathematical promising ability varies. All teachers consider the internal factors of the pupil as most significant in terms of whether the pupil is perceived as promising in the subject of mathematics. Such as the pupils’ motivation, ability to communicate, draw conclusions and flexibility on the subject. The majority of the participating teachers in the study associates mathematically promising pupils with a logical thinking. The teachers then look at the pupil's ability to see connections, patterns, generalize and creative mastery of the subject. The teachers' definition of mathematical promising ability determines which students are identified as promising in the subject. The majority of teachers, twelve, consider themselves to have good chances to succeed with identi- fying the pupils in question. Yet, thirteen of the teachers in the study believe that they do not provide the mathematically promising students with the stimulus they need. Suggesting that a large number of teachers do not know how to meet the needs of mathematically promising pupils. Factors that enable the work with the pupils in question are few and the majority of teachers believe that they create their own opportunities, in their own classroom teaching. Thus, the teachers' internal factors, in terms of experience and competence, are of great importance. However, the teachers experience that there are far more obstacles in the work with the mathematically promising pupils. These barriers consist to a greater extent of external factors such as lack of time, resources in the form of staff and professional development.

[pt] As disciplinas de Controle de Admissão constituem um recurso importante para a obtenção de Qualidade de Serviço em redes de comunicação. Nesse trabalho, é feito um estudo a respeito da aplicação do Controle de Admissão à Internet. Utilizando- se o software ns-2, é avaliado o desempenho de alguns desses mecanismos em cenários distintos e sob diversas condições de tráfego. / [en] Admission control disciplines are un important resource in the search for Quality of Service on communications networks. In this work, we studt the Admission control applications on the Internet. Using the ns-2 networks simulation software, we evaluate the performance of some of these mechanisms on distinct scenarios, and under several circunstances and traffic conditions.

Made available in DSpace on 2016-04-26T20:25:45Z (GMT). No. of bitstreams: 1 Alexandre Augusto de Mattos Zwicker.pdf: 436976 bytes, checksum: b8a36649a92cf363eb0e7e659a1a7fa4 (MD5) Previous issue date: 2007-06-29 / This study if it constituted in an analysis of the differentiated jurisdictional guardianships. Thus they are considered you differentiate for not bringing something innovative in its form of applicability. One is not about innovative procedures, more yes of the form that are used these procedures. An appropriate model of jurisdictional guardianship to each new situation will not have to exist in the procedural system that to appear, but the procedural systems will have to be amoldados the reality and necessity of the jurisdicionados ones that they need one ready satisfaction of the State to take care of its yearning. In the study we emphasize the state protection through forms of composition of the litigations. We will briefly see the formation of the family in elapsing of the times. Form of calling of the involved one in the procedural demand. E the differentiated guardianships and its applicability in the family processes as the monitória action and exception of daily pay-executividade / Este estudo se constituiu em uma análise das tutelas jurisdicionais diferenciadas. São assim consideradas diferenciadas por não trazerem algo inovador na sua forma de aplicabilidade. Não se trata de procedimentos inovadores, mais sim da forma que são utilizados esses procedimentos. Não deverá existir no sistema processual um modelo de tutela jurisdicional apropriado a cada situação nova que surgir, mas os sistemas processuais deverão ser amoldados a realidade e necessidade dos jurisdicionados que necessitam de uma pronta satisfação do Estado para atender seus anseio. No estudo enfatizamos a proteção estatal através de formas de composição dos litígios. Veremos brevemente a formação da família no decorrer dos tempos. Forma de chamamento do envolvido na demanda processual. E as tutelas diferenciadas e sua aplicabilidade nos processos de família como a ação monitória e exceção de pré-executividade

A presente dissertação de mestrado reflete o resultado da pesquisa realizada para testar a hipótese de que a alocação do ônus das ações para mitigação das mudanças climáticas entre as atividades econômicas deve considerar as respectivas emissões para efetivar os ditames constitucionais e os dispositivos da Lei Federal nº 12.187, de 29 de dezembro de 2009 (Política Nacional sobre Mudança do Clima). Confirmada a hipótese de pesquisa, esta dissertação apresenta os critérios para alocação de metas diferenciadas de redução de emissões de Gases de Efeito Estufa entre setores e fontes emissoras individuais, revelados pela doutrina e aplicados nas experiências internacionais de cap-and-trade. Por fim, verifica se os Planos Setoriais de Mitigação e de Adaptação às Mudanças Climáticas, publicados em suas versões preliminares e finais, adotam os critérios identificados pela pesquisa. / This essay presents the outcome of a research that sought to put in test the hypothesis that the allocation of the burden of climate change mitigation actions among business sectors shall take into consideration the respective associated emissions in order to comply with the Federal Constitution and the Federal Law N. 12, 187 passed on December 29, 2009 (National Policy on Climate Change). Once the hypothesis is confirmed, this essay presents the criteria for allocating differentiated Greenhouse Gases emissions reduction targets among business sectors and individual emissions sources, as they are revealed by the doctrine and applied by international experiences on cap-and-trade mechanisms. Finally, this essay verifies whether the Sectorial Plans on Climate Change Mitigation and Adaptation, as published in their preliminary and definitive versions, adopt the criteria identified in the research.

O objetivo desse trabalho é analisar os projetos de cidadania diferenciada de negros e de indígenas no contexto da Assembleia Nacional Constituinte de 1987-88, uma vez que ambos os grupos tensionam a questão da igualdade e da diferença no debate político e teórico sobre cidadania. Para tanto, realizamos uma reconstrução histórica da mobilização política desses grupos até o momento da Constituinte e, adentrando a ANC de 1987-88 por meio dos seus diários de reuniões, demos voz às lideranças dos dois grupos. A partir disso, compreendemos os níveis que compõem os projetos de cidadania diferenciada e demonstramos a dificuldade imposta à antecipação teórica da justiça em relação à cidadania diferenciada. / This work analyzes blacks and indians differentiated citizenship projects in the National Constituent Assembly context of 1987-88, considering that both groups cause tension in the theme of equality and difference in the political and theoretical debate of citizenship. Therefore, we carry out a historical review of these groups political mobilization until the moment of the Constituent Assembly and, into de NCA of 1987-88, with its journals of meeting, we gave voice to both groups leaders. From this, we understand the levels that compose differentiated citizenship projects and we demonstrate the difficulties imposed to theoretical anticipation of justice regarding differentiated citizenship.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-06-25T13:32:59Z No. of bitstreams: 1 Marina da Rocha_.pdf: 876855 bytes, checksum: 860c997afef6f478e856d65e99d6f67c (MD5) / Made available in DSpace on 2018-06-25T13:32:59Z (GMT). No. of bitstreams: 1 Marina da Rocha_.pdf: 876855 bytes, checksum: 860c997afef6f478e856d65e99d6f67c (MD5) Previous issue date: 2013-03-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem como objetivo identificar e realizar uma reflexão sobre os movimentos de construção de escolas indígenas diferenciadas no Brasil, a partir do contexto de tensionamento entre a interculturalidade funcional e crítica na relação com a (des)colonialidade. A pesquisa focou-se na revisão bibliográfica, especificamente de teses e dissertações, selecionadas a partir do Catálogo de Teses e Dissertações – CAPES e da Biblioteca Digital Brasileira de Teses e Dissertações – BDTD, produzidas no Brasil, que abordam a temática da educação escolar indígena diferenciada. A seleção das fontes, bem como sua interpretação se desenvolveu com base em duas categorias teóricas. Por se tratarem de escolas diferenciadas, como o próprio nome sinaliza, não se pode falar da construção de uma escola indígena de modo genérico, mas sim, de escolas indígenas diferenciadas, no plural, levando em consideração suas diversidades. A partir de cada experiência o estudo destaca avanços ou limites, quanto à perspectiva de uma interculturalidade crítica e um olhar descolonial. Sendo assim, identificou-se que há escolas que são construídas a partir das demandas das próprias comunidades indígenas. No entanto, ainda se verifica que há imposições, com sinais visíveis da colonialidade presente em muitos espaços em que se inserem essas escolas. Entre as constatações do estudo destaca-se que essas instituições escolares apresentam contraditoriamente características de descolonialidade e interculturalidade crítica, em meio a sinais de reprodução da colonialidade em um contexto de interculturalidade funcional. / This present study aims to identify and carry out a reflection on movements of differentiated indigenous schools in Brazil, from the context of tensioning between functional and critical interculturality, in relation to (dis) coloniality.. The research focused on the bibliographic review, specifically of theses and dissertations, selected from the Thesis and Dissertations Catalog - CAPES and the Brazilian Digital Library of Theses and Dissertations – BDTD, produced in Brazil, which addressed the theme of differentiated indigenous school education and are related to interculturality. The selection of sources as well as their interpretation was developed based on two theoretical categories. Because they are differentiated schools, as the name indicates, one can not speak of the construction of an indigenous school in a generic way, but rather of differentiated indigenous schools, in the plural, taking into account their diversities. From each experience the study highlights advances or limits, as to the perspective of a critical interculturality from a decolonial look. Thus, it has been identified that there are schools that are constructed based on the demands of the indigenous communities themselves. However, there are still impositions, with visible signs of the coloniality present in many spaces in which these schools are inserted. Among the study's findings highlight that these educational institutions have contradictory characteristics of decoloniality and critical intercultural amid coloniality reproduction signals in the context of functional interculturalism.

Made available in DSpace on 2016-04-27T16:32:54Z (GMT). No. of bitstreams: 1 Naine Terena de Jesus.pdf: 3377633 bytes, checksum: 96f9f99a55c27ff444cd8054f13bc326 (MD5) Previous issue date: 2014-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study aims to investigate the use of audiovisual products in classes taught by teachers Terena indigenous municipal Lutuma Day School , located in the village Green Lemon - in Aquidauna - MS . The question that gives the thesis is to understand the motivations and contributions of these elements on the day of differentiated indigenous school, considering that the inclusion of technological devices is still part of a new methodology even on non- Indian schools . The methodological basis of the research was based on observation of the use of audiovisual classroom and producing own materials made by indigenous teachers and interviews with these educators . . The hypotheses presented in this study are based on 1 ) the audiovisual features approach to speaking , a typical characteristic of indigenous peoples . 2 ) the different indigenous school is constantly changing and therefore educators need effective methods and materials , and consistent with the indigenous reality 3 ) Teachers and students attending Terena indigenous school Lutuma Day has gone through different processes of identity formation such as assimilation , influences , and cultural hybridization . The theoretical basis of studies using different indigenous education , history and culture of the people Terena , educational communication , indigenous education and audiovisual / O presente estudo tem como objetivo a investigação da utilização de produtos audiovisual nas aulas ministradas por professores Terena da Escola municipal indígena Lutuma Dias, localizada na aldeia Limão Verde - em Aquidauana - MS. A questão que origina a tese é apreender quais as motivações e a contribuição desses elementos no dia a dia da escola indígena diferenciada,considerando-se que a inserção de aparatos tecnológicos ainda faz parte de uma metodologia nova até mesmo nas escolas não indígenas. A base metodológicas da investigação pautou-se na observação da utilização do audiovisual em sala de aula e a produção de materiais próprios por parte dos professores indígena e entrevistas com esses educadores. . As hipóteses apresentadas neste estudo baseiam-se em 1) o audiovisual apresenta aproximação com a oralidade, característica típica dos povos indígenas. 2 ) a escola indígena diferenciada está em constante alteração e por isso os educadores necessitam de métodos e materiais eficazes e condizentes com a realidade indígenas 3) Professores e alunos Terena que frequentam a escola indígena Lutuma Dias, tem passado por diferentes processos de constituição de identidade, como as assimilações, influências, e hibridações culturais. A base teórica se utiliza de estudos da educação escolar indígena diferenciada, a história e cultura do povo Terena, educomunicação, audiovisual indígena e educação

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-11T12:15:45Z No. of bitstreams: 1 Alessandra Cristina Girotto Rodrigues.pdf: 1104279 bytes, checksum: 9b65f5bf8493add9a74b4ee401b27504 (MD5) / Made available in DSpace on 2016-08-11T12:15:45Z (GMT). No. of bitstreams: 1 Alessandra Cristina Girotto Rodrigues.pdf: 1104279 bytes, checksum: 9b65f5bf8493add9a74b4ee401b27504 (MD5) Previous issue date: 2016-04-07 / In 2011, the Differentiated Regime of Contracts – DRC was instituted, applied exclusively to bids and contracts required to promote the 2013 Confederations Cup, World Cup 2014, the Olympics and the Paralympic Games in 2016. One of the main innovations of the DRC is the possibility to process the contracting through the Integrated Contracting regime, in which the responsibility for preparing the basic and executive projects will be attached to the one who will be future hired. The documentary research specifically addressed the integrated contracting Institute which has its most critical related to the absence of a basic project previously prepared to the bid for works and engineering services, whereas this could result in an affront to the principle of equality and less advantageous contracts for public sector. The study demonstrated that the Administration is not free from the responsibility to trace definitions and minimum standards guaranteeing the equality of the dispute. It also proved that the integrated contracting does not exempt the Administration to establish precise rules and fixed determinations regarding to the minimum quality and other attributes of the object to be performed, revealing that this instrument is not suitable to solve problems of disorganization or lack of management planning. The Contracting Differentiated Regime Law had its constitutionality questioned in two Unconstitutional Direct Actions – Adiņs proposals, one by the Partido da Social Democracia Brasileira – PSDB paired with the Democratas – DEM and the Partido Popular Socialista – PPS (ADIn n. 4.645) and the other by federal prosecutors (ADIn n. 4.655). Both of them alleged formal and substantive defects. The paper makes a detailed analysis of ADIns concluding that the Law does not violate any constitutional principle. The procedures were addressed to the main processes which are applied to integrated contracting, in which stand out: the reversal of the phases of qualification and judgment of price proposals; single appellate stage forecast; the offer bids in tenders whose purpose is works and engineering services; the secret budget; and others significant relevance elements / Em 2011, foi instituído o Regime Diferenciado de Contratações (RDC), aplicável exclusivamente às licitações e aos contratos necessários à realização da Copa das Confederações de 2013, da Copa do Mundo de 2014, das Olimpíadas e das Paraolimpíadas de 2016. Uma das principais novidades do RDC é a possibilidade de se processarem contratações por intermédio do regime da Contratação Integrada, na qual a responsabilidade pela elaboração dos projetos básico e executivo será do futuro contratado. A pesquisa bibliográfica abordou especialmente o instituto da contratação integrada que tem por maior crítica a ausência de projeto básico elaborado previamente à licitação de obras e serviços de engenharia, considerando que tal pode redundar em afronta ao princípio da isonomia e em contratações menos vantajosas para o poder público. O estudo demonstrou que a Administração não está livre de traçar definições e parâmetros mínimos que garantam a isonomia da disputa, comprovou que a contratação integrada não dispensa a Administração de estabelecer regras precisas e determinadas no tocante à qualidade mínima e os demais atributos do objeto a ser executado, revelando não se tratar de um instrumento apto a solucionar problemas de desorganização ou falta de planejamento da Administração. A Lei do Regime Diferenciado de Contratações teve sua constitucionalidade questionada em duas ações diretas de inconstitucionalidade propostas: uma delas pelo Partido da Social Democracia Brasileira (PSDB), com o Democratas (DEM) e o Partido Popular Socialista – PPS (ADI 4645), e a outra pelo Ministério Público Federal (ADI 4655), e em ambas foram alegados vícios formais e materiais. O trabalho faz uma análise pormenorizada das ações diretas de inconstitucionalidade (ADIns), concluindo que a lei não fere qualquer princípio constitucional. Foram abordados os principais procedimentos que se aplicam à contratação integrada, dos quais destacam-se: a inversão das fases de habilitação e julgamento das propostas de preços; a previsão de fase recursal única; a oferta de lances em licitações cujo objeto sejam obras e serviços de engenharia; o orçamento sigiloso; entre outros elementos de relevância significativa