The theoretical part of this Diploma Thesis covers the subject matter of the 5th grade primary level pupils. This subject matter is further on divided into several chapters with some standard exercises included. The practical part contains an exercise book which is addressed to 5th grade primary level pupils. This part basically shows some mathematical exercises to which are pupils exposed when sitting for an entrance exam at grammar school. As for the next part of this Diploma Thesis there is the research which deals with testing some of those mathematical exercises in practice.

nÃo hà / A lei n 14.023/2007 foi instituÃda no Cearà em 2007 com o objetivo de dar uma maior participaÃÃo no processo de investimentos na educaÃÃo atravÃs do repasse do ICMS destinado aos MunicÃpios cearenses. A partir disso, esta dissertaÃÃo tem por objetivo investigar os fatores que contribuem para o aumento desse repasse para os MunicÃpios cearenses. A base de dados utilizada à composta pelas variÃveis que representam a Prova Brasil em logaritmo para as 4 e 8 sÃries e a interaÃÃo dessa variÃvel com uma dummy de RegiÃo Metropolitana de Fortaleza e pelo logaritmo da variÃvel ICMS. A primeira variÃvel foi extraÃda do portal do Instituto Nacional de Estudos e Pesquisas Educacionais AnÃsio Teixeira â INEP para as escolas pÃblicas dos MunicÃpios cearenses no ano de 2007. Jà o ICMS foi extraÃdo do AnuÃrio EstatÃstico do Cearà para o ano de 2009 produzidos pelo Instituto de Pesquisa EstratÃgica EconÃmica do Estado do Cearà â IPECE. Com a utilizaÃÃo do mÃtodo dos MÃnimos Quadrados OrdinÃrios foram feitas estimaÃÃes que tiveram como resultado o efeito positivo do desempenho escolar do MunicÃpio representado pela Prova Brasil e pela localizaÃÃo geogrÃfica do MunicÃpio dentro do Estado do CearÃ, indicando que quanto maior a nota mÃdia da Prova Brasil e dada a sua localizaÃÃo na RMF maior serà o repasse da cota parte do ICMS para os MunicÃpios cearenses. / The Law nÂ. 14.023/2007 was established in Cearà in 2007 with the aim of giving greater participation in the process of investments in education through the transfer of ICMS for the municipalities of CearÃ. Thereafter, this dissertation aims to investigate the factors that contribute to the increase of this transfer to the municipalities of CearÃ. The used database consists of the variables that represent Prova Brasil (Brazil Exam) in logarithm for the 4th and 8th grade basics and the interaction of this variable with a dummy of RMF/Metropolitan Area of Fortaleza and the logarithm of the ICMS variable (Impost of Circulation of Goods and Services). The first variable was extracted from the portal of National Institute of Educational Studies AnÃsio Teixeira â INEP (Instituto Nacional de Estudos e Pesquisas Educacionais AnÃsio Teixeira) for public schools in the municipalities of CearÃ, in 2007. The ICMS was extracted from the Statistical Yearbook of Cearà for the year of 2009, produced by the Institute of Strategic Economic Research of the State of Cearà â IPECE (Instituto de Pesquisa EstratÃgica EconÃmica do Estado do CearÃ). Using the method of Ordinary Least Squares, estimations were made and they resulted in the positive effect of school performance of the municipality represented by Prova Brasil and by the geographic location of the municipality within the State of CearÃ, indicating that, the higher the average score of the Prova Brasil given its location in the RMF, the largest the transfer of quota of the ICMS for Municipalities of Cearà will be.

Esta dissertação trata das interfaces da escola, do Ensino da Geografia e da proposta do Exame Nacional do Ensino Médio (ENEM). Procura responder algumas das inquietações que temos vivido em nossa jornada profissional, como, por exemplo: como deve ser o Ensino da Geografia no Ensino Médio, a partir da proposta do ENEM? A abordagem dada à Geografia nas questões do ENEM abarca uma leitura complexa do espaço geográfico ou não? Como podemos aproximar nossos fazeres e saberes pedagógicos em Geografia às atuais necessidades do Ensino Médio, baseando-nos em tal proposta? A abordagem teórico-metodológica é baseada no Paradigma da Complexidade de Edgar Morin, estando ancorada em diversas lunetas, entre elas as de Milton Santos e Jean Piaget. A metodologia empregada é a pesquisa qualitativa, com base em Uwe Flick. Em congruência com a teoria, a parte empírica deste estudo é desenvolvida a partir de uma escola da rede pública estadual de ensino, localizada na Região Metropolitana de Porto Alegre/RS. A proposta desta pesquisa é pensar e avaliar caminhos para o Ensino de Geografia que possibilitem problematizar e reconstruir as diferentes significações da vida, dentro e fora da sala de aula. / This thesis deals with the school interfaces, the Teaching of Geography and the proposal of High School National Exam (ENEM). It intends to answer to some of the concerns that we have been experiencing in our professional journey, as, for example: how does the teaching of Geography should be during High School, from ENEM's proposal? Does the approach directed to Geography in ENEM's questions embrace a complex reading of the geographical space or not? How can we get our work and pedagogical knowledge closer to the current needs of High School, based on such proposal? The theoretical-methodological approach is based on the Paradigm of Complexity by Edgar Morin, being anchored in a diversity of ideas, among them, the ones from Milton Santos and Jean Piaget. The methodology used is a qualitative research, based on Uwe Flick. In line with theory, the empirical part of this study is developed in a public school located in the Metropolitan Region of the city of Porto Alegre/RS. The aim of this research is to think and evaluate ways to the Teaching of Geography which allow to discuss and reconstruct the different meanings of life, inside and outside the classroom.

Orientadores: Leonilda Maria Barbosa Santos, Benito Pereira Damasceno / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-14T05:17:45Z (GMT). No. of bitstreams: 1 Brandao_CarlosOtavio.pdf: 12100017 bytes, checksum: 1f85472f37234586b0f2737319179e3d (MD5) Previous issue date: 2009 / Resumo: Esclerose múltipla é uma doença inflamatória crônica, desmielinizante e neurodegenerativa do sistema nervoso central (SNC) que apresenta intensa variabilidade clínica e prognóstico imprevisível. Este é um estudo prospectivo com o objetivo de investigar o perfil da resposta inflamatória e a neurodegeneração em uma amostra de pacientes brasileiros com esclerose múltipla, comparando marcadores no líquido cefalorraquiano (LCR) e na imagem por ressonância magnética (IRM) quantitativa. Um grupo de 54 pacientes com esclerose múltipla remitente-recorrente (EMRR) foi recrutado para este estudo, de acordo com os critérios diagnósticos de Poser. Os exames de IRM foram processados e as amostras de LCR coletadas durante o processo diagnóstico e após tratamento com imunomodulador (beta-interferona ou acetato de glatirâmer). IgG e albumina no LCR e soro foram analisadas pelo método da nefelometria e a pesquisa de bandas IgG oligoclonais (BO) pela focalização isoelétrica. Citocinas, anticorpos para o vírus Epstein-Barr (EBV) e proteínas Tau foram quantificados através de kits comerciais pelo método ELISA. Os exames de IRM foram realizados com a utilização de um programa semi-automático. Os resultados demonstraram que pacientes com EMRR, mesmo na fase de remissão, apresentam aumento na secreção de citocinas pró-inflamatórias no soro e LCR associados à síntese intratecal de IgG e ao aumento do número de leucócitos no LCR. Na IRM foram detectadas lesões desmielinizantes em 94.4% e a presença de bandas oligoclonais foi demonstrada em 83% dos pacientes. Durante a evolução da doença foi possível observar uma correlação positiva do índice IgG com o volume total de lesões na IRM e com o número de leucócitos no LCR. Os níveis de T-tau estavam elevados quando comparados com os indivíduos controle e atrofia cerebral foi observada desde o diagnóstico. A taxa anual de surtos e o nível de proteína T-tau no LCR foram reduzidos após o tratamento com imunomodulador, mas aumento da EDSS foi demonstrado em grande parte dos pacientes. Com base em todas as análises, nós podemos concluir que a avaliação da IRM quantitativa e dos biomarcadores de inflamação pode ser muito útil na monitorização dos pacientes com EM, mesmo nos períodos clinicamente estáveis / Abstract: Quantitative MRI and CSF inflammatory mediators in a sample of brazilian multiple sclerosis population: a prospective study. Multiple sclerosis (MS) is referred to as a chronic inflammatory, demyelinating, and neurodegenerative disorder of the central nervous system (CNS), with a highly variable clinical course and prognosis. This is a prospective study to investigate the profile of inflammatory response and neurodegeneration in brazilian MS population by comparing cerebrospinal fluid (CSF) markers and quantitative magnetic resonance imaging (MRI). A total of 54 patients with relapsing-remitting MS (RRMS) were included in this study according to Poser criteria. MRIs were performed and CSF samples were collected both during the diagnostic process and after immunomodulator treatment (beta interferon and glatiramer acetate). IgG and albumin in the CSF and serum were measured by nephelometry and oligoclonal IgG bands were identified by isoelectrofocusing. Cytokines, Epstein-Barr virus (EBV) antibodies and Tau proteins were quantified using commercial kits by ELISA. Brain MRI examinations were performed using a semi-automated local lesion threshold technique. The results demonstrated that patients with RRMS in stable phase of the disease reveal increase in the secretion of pro-inflamatory cytokines in both serum and CSF associated with the intrathecal synthesis of IgG and the number of leucocytes in the CSF. Demyelinating brain lesions were detected by MRI in 94.4% and the presence of oligoclonal bands were observed in 83% of patients. During the evolution of the disease, it was possible to establish a positive correlation of IgG index with total lesion volume and total leukocytes count. Increased CSF T-tau levels were found in MS as compared to controls and brain atrophy was observed since the diagnosis of disease. The both annual relapse rate and the level T-tau protein were significantly reduced after the treatment with IFNß, although many of the patients had presented an increased at EDSS. Taken together, we provide evidence that the study of MRI and the inflammatory parameters is an useful tool for monitorizing MS patients even in the stable form of the disease / Universidade Estadual de Campi / Neurologia / Doutor em Ciências Médicas

Orientador: Maria Inês Freitas Petrucci dos Santos Rosa / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T01:24:33Z (GMT). No. of bitstreams: 1 Moura_JoaoHenriqueCandidode_M.pdf: 2482484 bytes, checksum: 83182f9087303c567d18e67a9aab15c9 (MD5) Previous issue date: 2014 / Resumo: A presente pesquisa tem como objetivo compreender os discursos (de acordo com a perspectiva de Stephen Ball) da integração curricular e da interdisciplinaridade como uma de suas expressões, nas recentes políticas públicas curriculares. Tendo como referência o Exame Nacional do Ensino Médio (ENEM) e a recente reformulação no formato e finalidade sofrida por ele, investigamos como o discurso da integração curricular aparece nas narrativas de docentes de escolas públicas e privadas, no caso das Ciências da Natureza. Tendo como princípio metodológico a narrativa proposta por Walter Benjamin, foi constituído um quadro empírico com as histórias de professores atuantes no Ensino Médio nas disciplinas de Biologia, Física e Química. Como resultados, depreende-se que a reformulação do ENEM parece não ter influenciado as práticas curriculares. Os professores reconhecem e endossam a importância do diálogo entre as disciplinas, mas criticam as interpelações advindas do trabalho interdisciplinar, sem que condições apropriadas sejam garantidas para a realização de atividades integradas / Abstract: This research aims to understand the discourses (according to the perspective of Stephen Ball) of curriculum integration and interdisciplinarity as one of its expressions, in recent curricular policies. With reference to the National High School Exam (ENEM) and the recent reformulation of the format and purpose experienced by it, we investigate how the discourse of curriculum integration appears in the narratives of teachers from public and private schools, in the case of Natural Sciences. Using as methodological principle the narrative proposed by Walter Benjamin, we have made an empirical framework with the stories of teachers working in secondary education in biology, physics and chemistry. As a result, it appears that the recast of ENEM seems not to have influenced the curricular practices. Teachers recognize and endorse the importance of dialogue between disciplines, but criticize the resulting interpolations of interdisciplinary work, without appropriate conditions guaranteed for the realization of integrated activities / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Fatigue and test anxiety are variables that have been identified as prevalent in students of all ages. Test anxiety has been shown to affect test performance. And yet, no studies have considered a possible interaction between these three variables. The aim of this study was to address this relation, specifically, whether fatigue moderates the test anxiety-test performance relationship. This concept was further investigated using a motivational model of fatigue. Self-report questionnaires were answered by students at Swedish universities, using validated scales on sleep, pain, fatigue, and test anxiety. Correlation tests showed that there was an association between test anxiety, test performance, and fatigue, but not motivational fatigue. A moderation analysis showed that fatigue does not moderate the test anxiety-test performance relationship. Thus, we suggest that further research be done with a larger sample, and a controlled environment, instead of being measured through self-reports. / Utmattning och tentamensångest är förekommande hos studenter i alla åldrar. Studier visar även att ångest inför en tentamen påverkar prestationen under tentamen. Ändå har inga studier gjorts där man har utforskat en möjlig interaktion mellan tentamensångest, utmattning och tentamensresultat. Målet med denna studie var att undersöka relationen mellan de tre variablerna, mer specifikt om utmattning modererar relationen mellan tentamensångest och hur man presterar på en tentamen. Konceptet utforskades vidare genom att använda en motivationell modell av utmattning. Enkäter som innehöll validerade skalor på sömn, smärta, utmattning och tentamensångest besvarades av studenter på några svenska universitet. Ett korrelationstest visade samband mellan utmattning, tentamensångest och prestation på tentamen, men motivations-utmattning korrelerade inte. Moderationsanalysen visade att utmattning inte modererar sambandet mellan tentamensångest och prestationen under tentamen. Därför rekommenderar vi vidare forskning med ett större urval och kontrollerad miljö, istället för självrapporter.

Pisa results have continually indicated a deficiency in reading and writing amongst Swedish students, which have led to discussions within Swedish media and the political arena. It was my interest in the national-exam´s key role in the Swedish school that led me to examine the contruction and the students understanding of this test. Moreover, I have examined what abilities the exam tests. The main source I have used in my study is Borgstrom´s model for the contruction of the exam. He has categorized the contruction of the exam in different areas, namely subject, situation and instruction. Borgstrom states that the instruction in the exam influences the students to a specific way of writing. My study is based on the national exam for the new curriculum Lgy11. I have studied what the exam tests in relation to the curriculum and grade scale. My results indicate that the student is affected by the situation that is described in the exam. This situation leads to the students undertaking the exam in a certain way. In addition, the study shows that the text types, such as argumentative or investigative are supported by the way the exam is shaped. Moreover, the study also shows the way in which the student must gather information. The exam also tests the students´ability to critically analyze and refer to sources. Finally, the text needs to be adapted to the recipient in order for the student to receive the correct message.

This diploma thesis is focused on a topic selection for bachelor and diploma theses, student's registration for the topics, a registration for state exams and bachelor and diploma theses defense. This thesis includes an analysis of this area and a proposal of an electronic solution. The main goal of this thesis is to build a solution which eliminates a physical appearance of students at school during the registration for the topic of bachelor and diploma theses as well as a registration for state exams and bachelor and diploma theses defense. In connection with this is also valuable to spare the work of the department clerk and secretary connected with the registration agenda. The analysis was realized mostly by UML methodology, the solution includes detailed ERD model and the proposed application screen layouts. The final result of this work is a complete solution proposal that is ready to be used for the application implementation.

Orientador: Maria Bernadete Marques Abaurre / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-23T22:46:55Z (GMT). No. of bitstreams: 1 Duarte_Cristiane_M.pdf: 25844891 bytes, checksum: 4db661434ad51b609c996c28c872bdc9 (MD5) Previous issue date: 1998 / Resumo: A leitura é um processo discursivo de produção de sentido que envolve, a partir do texto, questões de ordem cognitiva (conhecimentos de mundo e enciclopédico), bem como fatores resultantes da interação social dos interlocutores em questão (autor e leitor), e sua constituição como sujeitos de linguagem, inseridos num contexto sócio-cultural e político. Assim, o texto é o resultado da interação social entre os interlocutores, na medida em que é constituído dialogicamente. Considerando as condições de produção inerentes à realização da prova de redação do Vestibular UNICAMP, em que a leitura de uma coletânea de textos faz parte da proposta de produção das redações, essas redações constituem um material interessante para análise de procedimentos de leitura, pois trazem marcas de intertextualidade reveladoras de diferentes procedimentos de leitura. A partir dos pressupostos teórico-metodológicos referentes a um paradigma de análise desenvolvido no âmbito das ciências humanas que permite análises de tipo qualitativo (o chamado Paradigma lndiciário), foram efetuadas hipóteses sobre a "caminhada interpretativa" realizada pelos candidatos do momento em que lêem a coletânea da proposta de redação até a produção de seus textos. A partir de pistas (ou indícios) deixadas nas redações, puderam-se depreender os procedimentos de leitura desses candidatos. Os resultados da análise revelam, pelo menos, quatro tipos d~ procedimentos de leitura: há candidatos que se prendem demasiadamente aos textos da coletânea; há outros que, a partir da leitura, articulam criativamente as informações lidas; há aqueles que acabam por se desviar do tema, em função de uma preocupação em escrever sobre os fatos da realidade política da época; por último, há candidatos que realizam uma leitura orientada ideologicamente, o que acaba produzindo efeitos de sentido aparentemente "estranhos". Tendo em vista os resultados das análises, pôde-se concluir que os diferentes tipos de procedimentos de leitura são conseqüência da própria história de constituição desses candidatos como sujeitos de linguagem e de seus projetos de dizer. Foi possível concluir, por hipótese, qual tenha sido a formação escolar desses sujeitos, mais especificamente, que tipo de "dicas" eles tenham recebido nas aulas de redação e/ou língua portuguesa. A imagem do que venha a ser uma redação para o Vestibular, reproduzida por esses quatro tipos de texto, é, na verdade, indício de todo um processo de constituição histórico-social e até político-cultural caracterizador dos sujeitos autores das redações analisadas. A utilização do Paradigma Indiciário, nesse sentido, foi extremamente pertinente pelo fato de permitir a formulação de hipóteses explicativas mais amplas que também parecem estar relacionadas às questões de linguagem / Abstract: Reading is a discursive process of meaning production which involves issues originated in the text such as cognition (world as well as encyclopaedia knowledge); resulting from social interaction between the interlocutors considered (author and reader), and their constitution as subjects of language, within a socio-cultural and political context. Therefore, the text is the result of the social interaction between the interlocutors, inasmuch as it is dialogically constituted. Regarding the conditions of production inherent to the Unicamp Entrance Exam, in which the reading of a set of texts is part of the proposal for the production of texts, these téxts make up interesting materials to be analyzed, since they bring clues of intertextuality that reveal different reading procedures. By starting with the theoretical and methodological assumptions of an analytical paradigm developed within the human sciences that allows of qualitative analysis (commonly known as Clue Paradigm), hypotheses had been made on the interpretative path followed by the students from the moment they read the collection of texts in the proposal of the exam to the production of their texts. From the clues left in the writers'texts, it was possible to understand their reading procedures. The results of the analysis reveal at least four types of reading procedures: there are students who stick to a much to the collection of texts; others. From their reading of the collection of texts, creatively articulate the information read; there are others still who, concerned with writing about current political issues get to a far away from the topic proposed; finally, there are students who perform an ideologically oriented reading, producing meaning effects which are apparently strange. From the results of analyses, it was possible to conclude that these different types of reading procedures are a consequence of the history constitution of each writer as a subject of language and of their speech projects. We may conclude, by means of a hypothesis, what the educational background of these subjects had been, and still, more specifically, what kind of guidelines they had received in their Portuguese and/or text production classes. The image of the typical text for an entrance exam to the students, reproduced in the four types of procedure mentioned previously, actually give clues as to all the socio-historical and political-cultural constitution processes that characterizes these subjects. The use of Clue Paradigm, in this sense, was extreme1y pertinent inasmuch as it allowed the formulation of more comprehensive explanatory hypotheses which also seem to be related to the linguistic issues / Mestrado / Mestre em Linguística

The purpose of this study was to investigate the effects of various testlet characteristics in terms of an ability parameter recovery under the modality of computerized adaptive test (CAT). Given the popularity of using CATs and the high frequency of emerging testlets into exams as either mixed format or not, it was important to evaluate the various conditions in a testlet-based CAT fitted testlet response theory models. The manipulated factors of this study were testlet size, testlet effect size, testlet composition, and exam format. The performance of each condition was compared with the true thetas which were 81 equally spaced points from -3.0 to +3.0. For each condition, 1,000 times of replication process were conducted with respect to overall bias, overall standard error, overall RMSE, conditional bias, conditional standard error, conditional RMSE, as well as conditional passing rate. The conditional results were presented in the pre-specified intervals. Several significant conclusions were made. Overall, the mean theta estimates over 1,000 replications were close to the true thetas regardless of manipulated conditions. In terms of aggregated overall RMSE, predictable relationships were found in four study factors: A larger amount of error was associated with a longer testlet, a bigger effect size, a random composition, and a testlet only exam format. However, when the aggregated overall bias was considered, only two effects were observed: a large difference among three testlet length conditions, and almost no difference between two testlet composition conditions. As expected, conditional SEMs for all conditions showed a U-shape across the theta scale. The noticeable discrepancy occurred only within the testlet length condition: more error was associated with the condition of the longest testlet length compared to the short and medium length conditions. Conditional passing rate showed little discrepancy among conditions within each facto, so no particular association was found. In general, a short testlet length is better, a small testlet effect size is better, a homogeneous difficulty composition is better, and a mixed format is better in terms of the smaller amount of error found in this study. Other than these obvious findings, some interaction effects were also observed. When the medium or large (i.e., greater than .50) testlet effect was suspicious, it was better to have a short length testlet. It was also found that using a mixed-format exam increased the accuracy of the random difficulty composition. However, this study was limited by several other factors which were controlled to be the same across the conditions: a fixed length exam, no content balancing, and the uniform testlet effects. Consequently, plans for improvements in terms of generalization were also discussed.