Exames radiográficos do tórax são frequentemente solicitados para pacientes recém-nascidos internados na Unidade de Terapia Intensiva (UTI) Neonatal. Entretanto, as crianças são mais radiossensíveis quanto menor a idade que possuem e devido ao maior número de células em processo de replicação. Essa característica acaba despertando uma maior preocupação da comunidade científica em conhecer a dose de radiação a que são expostos esses pacientes pediátricos. Este trabalho descreve a metodologia aplicada para a execução de uma análise dosimétrica em pediatria neonatal no Hospital Infantil Pequeno Príncipe, em Curitiba. Inicialmente, o trabalho propõe a construção de um objeto simulador de um recém-nascido para consequentes medidas de dose de radiação recebida pelo paciente neonato, através do uso de TLDs (Dosímetros Termoluminescentes) para medidas de ESAK (Kerma-ar na Superfície de Entrada) sob a região torácica e medida de kerma-ar na profundidade do pulmão, na água, com o uso de uma câmara de ionização. Também foi avaliada a dose de radiação espalhada recebida pelo paciente internado próximo ao paciente examinado. Os resultados da pesquisa mostraram, em geral, níveis de dose abaixo dos valores de referência para as medidas de ESAK. Para as medidas de kerma-ar na profundidade do pulmão, os valores encontrados e comparados com cálculos de dose-órgão por meio de um software mostraram-se abaixo dos valores obtidos com os TLDs. As medidas de radiação espalhada mostraram que os pacientes próximos ao paciente examinado recebem uma pequena faixa de contribuição de dose durante os exames. / Chest radiographic examinations are frequently requested for newborn patients hospitalized in a Intensive Care Unit (ICU) Neonatal. However, children are more radiosensitive the younger they are and due to the higher number of cells in replication process. This feature arises greater concern in the scientific community to know the dose of radiation that these pediatric patients are exposed. This paper describes the methodology used for the implementation of a dosimetric analysis in neonatal pediatrics at the Children's Hospital Pequeno Príncipe, in Curitiba. Initially, the work proposes the construction of a phantom of a newborn to subsequent measurement of the radiation dose received by the neonate patient, through the use of TLDs (Thermoluminescent Dosimeters) for measures ESAK (Entrance Surface Air-Kerma) in the thoracic region and measure kerma-air in the deep lung, in water, with the use of an ionization chamber. The scattered radiation dose received by another patient near the patient under examination was also evaluated. The results showed, in general, dose levels below the reference values for the measures ESAK. For the kerma- air in the deep lung, and the values obtained compared to organ dose calculations through software is shown to be below the values obtained with TLDs. The measurements showed that the scattered radiation near the patient examined receive a small contribution of dose during examinations.

Acompanha: Tarefas para educação financeira: uma proposta a luz da educação matemática realística / Este trabalho apresenta a elaboração, aplicação e discussão de uma Sequência de Tarefas matemáticas que provocam reflexões a respeito de temas da Educação Financeira. Todo o desenvolver da pesquisa ancorou-se nos pressupostos de ensino e aprendizagem da Educação Matemática Realística. Trata-se de uma pesquisa qualitativa de cunho interpretativo. A aplicação da Sequência de Tarefas foi realizada em uma instituição Filantrópica de Londrina-PR, na qual os adolescentes que a frequentam encontram-se em situação de desproteção social e a regente foi a pesquisadora. A partir de seu desenvolvimento e aplicação buscou-se provocar um repensar a prática de ensino e de aprendizagem e discutir objetivos e competências da Educação Financeira revelados nas produções dos estudantes. A construção do trabalho gerou indícios de que, um ambiente de sala de aula à luz de Educação Matemática Realística favorece uma educação aos jovens na direção de tornarem-se sujeitos matematicamente letrados, em especial referente a situações financeiras. / This paper presents the elaboration, application and discussion of mathematical task sequence in order to raise reflections on Financial Education themes. The entire development of the research was based on the teaching and learning assumptions of Realistic Mathematics Education. It is a qualitative research of an interpretive nature. The sequence task application was carried out by the researcher, who was also the teacher, in a Philanthropic institution in Londrina-PR, where adolescents are in an unprotected social situation. The activity tried to arouse a rethinking of the teaching and learning practice and also discuss the objectives and competencies of Financial Education revealed by the students’ productions from its development and application. The work construction produced some indications that a classroom environment concerning the Realistic Mathematical Education provides the young some education, which, makes them become mathematically literate subjects, especially referring to financial situations.

Exames radiográficos do tórax são frequentemente solicitados para pacientes recém-nascidos internados na Unidade de Terapia Intensiva (UTI) Neonatal. Entretanto, as crianças são mais radiossensíveis quanto menor a idade que possuem e devido ao maior número de células em processo de replicação. Essa característica acaba despertando uma maior preocupação da comunidade científica em conhecer a dose de radiação a que são expostos esses pacientes pediátricos. Este trabalho descreve a metodologia aplicada para a execução de uma análise dosimétrica em pediatria neonatal no Hospital Infantil Pequeno Príncipe, em Curitiba. Inicialmente, o trabalho propõe a construção de um objeto simulador de um recém-nascido para consequentes medidas de dose de radiação recebida pelo paciente neonato, através do uso de TLDs (Dosímetros Termoluminescentes) para medidas de ESAK (Kerma-ar na Superfície de Entrada) sob a região torácica e medida de kerma-ar na profundidade do pulmão, na água, com o uso de uma câmara de ionização. Também foi avaliada a dose de radiação espalhada recebida pelo paciente internado próximo ao paciente examinado. Os resultados da pesquisa mostraram, em geral, níveis de dose abaixo dos valores de referência para as medidas de ESAK. Para as medidas de kerma-ar na profundidade do pulmão, os valores encontrados e comparados com cálculos de dose-órgão por meio de um software mostraram-se abaixo dos valores obtidos com os TLDs. As medidas de radiação espalhada mostraram que os pacientes próximos ao paciente examinado recebem uma pequena faixa de contribuição de dose durante os exames. / Chest radiographic examinations are frequently requested for newborn patients hospitalized in a Intensive Care Unit (ICU) Neonatal. However, children are more radiosensitive the younger they are and due to the higher number of cells in replication process. This feature arises greater concern in the scientific community to know the dose of radiation that these pediatric patients are exposed. This paper describes the methodology used for the implementation of a dosimetric analysis in neonatal pediatrics at the Children's Hospital Pequeno Príncipe, in Curitiba. Initially, the work proposes the construction of a phantom of a newborn to subsequent measurement of the radiation dose received by the neonate patient, through the use of TLDs (Thermoluminescent Dosimeters) for measures ESAK (Entrance Surface Air-Kerma) in the thoracic region and measure kerma-air in the deep lung, in water, with the use of an ionization chamber. The scattered radiation dose received by another patient near the patient under examination was also evaluated. The results showed, in general, dose levels below the reference values for the measures ESAK. For the kerma- air in the deep lung, and the values obtained compared to organ dose calculations through software is shown to be below the values obtained with TLDs. The measurements showed that the scattered radiation near the patient examined receive a small contribution of dose during examinations.

Acompanha: Tarefas para educação financeira: uma proposta a luz da educação matemática realística / Este trabalho apresenta a elaboração, aplicação e discussão de uma Sequência de Tarefas matemáticas que provocam reflexões a respeito de temas da Educação Financeira. Todo o desenvolver da pesquisa ancorou-se nos pressupostos de ensino e aprendizagem da Educação Matemática Realística. Trata-se de uma pesquisa qualitativa de cunho interpretativo. A aplicação da Sequência de Tarefas foi realizada em uma instituição Filantrópica de Londrina-PR, na qual os adolescentes que a frequentam encontram-se em situação de desproteção social e a regente foi a pesquisadora. A partir de seu desenvolvimento e aplicação buscou-se provocar um repensar a prática de ensino e de aprendizagem e discutir objetivos e competências da Educação Financeira revelados nas produções dos estudantes. A construção do trabalho gerou indícios de que, um ambiente de sala de aula à luz de Educação Matemática Realística favorece uma educação aos jovens na direção de tornarem-se sujeitos matematicamente letrados, em especial referente a situações financeiras. / This paper presents the elaboration, application and discussion of mathematical task sequence in order to raise reflections on Financial Education themes. The entire development of the research was based on the teaching and learning assumptions of Realistic Mathematics Education. It is a qualitative research of an interpretive nature. The sequence task application was carried out by the researcher, who was also the teacher, in a Philanthropic institution in Londrina-PR, where adolescents are in an unprotected social situation. The activity tried to arouse a rethinking of the teaching and learning practice and also discuss the objectives and competencies of Financial Education revealed by the students’ productions from its development and application. The work construction produced some indications that a classroom environment concerning the Realistic Mathematical Education provides the young some education, which, makes them become mathematically literate subjects, especially referring to financial situations.

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The aim of this study was to investigate the interrelation between teaching, testing and assessment of English as a foreign language in the Swedish school system. The focus is on the Swedish National test of English, and teaching and assessment of English in Swedish schools. A comparison with the Cambridge testing system is part of the study which has given rise to questions regarding the validity and reliability of the Swedish National test of English. The study was carried out through qualitative questionnaires and interviews aimed at 5 English teachers working within the Swedish School system. The findings of the primary data suggest that the test is, with the exception of its marking procedures, regarded highly by the interviewees. The results of the interviews and questionnaires also suggest that the common factor between teaching, testing and assessment of EFL (English as a Foreign Language) in the Swedish school system appears to be the syllabus and, thus, indirectly, the Common European Framework of Reference (CEFR).

The subject of the diploma thesis is a processed design of a steel construction of a pavilion shaped by spherical segments. The pavilion has exhibition purpose as a part of the zoological garden Lešná, and is intended for African beasts. The design meets architectonical requests - roundness and luminosity. A shape of the pavilion consists of three intersecting cupolas with a frontal curved cut out for glass facade. Construction of the pavilion consists of the radial arranged arched ribs with transversal bars, which are supplemented by horizontal purlins. Forehead of the pavilion is formed by columns and girts. Cladding is designed in combination: aluminum profile and insulated glass. Comparison of alternative steel structure solutions is also a part of the diploma thesis.

This study investigated whether girls achieve better results in Physical Science in single sex environments or in co-educational classes. Thirteen independent South African schools where children were of similar socio-economic background were considered. Grade 12 Matriculation Physical Science examination results for 1999 to 2003 were analysed using Bonferroni (Dunn) t-Tests and Scheffe's Tests. Questionnaires were completed by a small number of students in order to compare their attitudes towards Physical Science and examined qualitatively. There were significant differences found by the administration of the Bonferroni (Dunn) t-Tests and Scheffe's Tests in 2000, 2001 and 2002 to indicate that girls in single sex schools achieved better results in Science than the co-educational schools. However, in 1999 and 2003 there was no significant difference in the results achieved, and so there may be other factors that are more important predictors of achievement than whether the schools are mixed or single sex. / Educational Studies / M.Ed. (Natural Science Teaching)

Eksamineringspraktyke in skole in Namibie is die fokuspunt van hierdie studie. 'n Historiese ondersoek is ingestel na die bree, algemene eksamenstelsels van die verlede. Op grond van die tekortkominge en gebreke van die Kaaplandse Onderwysdepartement-eksamenstelsel, is die noodsaaklikheid en wenslikheid van die herbeplanning en verbetering van die eksamenstelsel uitgelig. Daar is gefokus op die HIGHERIINl'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION-eksamenstelsel, ten einde vas te stel of algemene erkende opvoedkundige beginsels, prosedures en werkswyses tot op datum in die eksamenstelsel vergestalt is. 'n Uitvloeisel van die bevindings in hierdie studie is dat die huidige eksamenstelsel tekortkominge weerspieel, maar dat die historiese beperkinge oorbrug kan word Die afleiding word gemaak dat alle onderwysbelanghebbendes moet saamwerk aan verbeteringstrategiee ten opsigte van die huidige eksamenstelsel. Die hoop word uitgespreek dat die hele eksamenstelsel so spoedig moontlik, maar na deeglike beplanning, volledig sal verinheems. / Examination practices in schools in Namibia is the focal point of this study. An historical research has been done into the general examination systems of the past On account of the shortcomings and constraints of the Cape Education Deparbnent examination system, the necessity and desirability of the restructuring and betterment of the examination system is highlighted. The emphasis is put on the HIGHER/ INI'ERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION to determine whether generally accepted educational principles, procedures and methods have been embodied in the examination system. The present Namibian examination system is still insufficient. However, much can be done to overcome the historical constraints. The conclusion was reached that each and every stakeholder should work together to devise strategies for the betterment of the examination system. The author trusts that the whole examination system will, as soon as possible but after thorough planning, become totally indigenous. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

The study intends to investigate the nature and cognitive demands of contextual word-problems posed in the FET mathematics examinations of IEB and NSC. The analysis of the mathematization of real-life situations to form contextual word-problems is based on the theory of authentic task situations. The theoretical basis for analyzing mathematics teaching and learning is the Realistic Mathematics Education (RME) theory. Data was obtained using the schedule of mathematization of real-life situations and the schedule of total marks of contextual word-problems and national performance. All contextual word-problems included in the 2008-2013 question papers of IEB and NSC mathematics examinations were analysed. The research revealed that 509 marks out of 1800 marks were allocated to contextual word-problems in IEB examinations; whereas 473 marks out of 1800 marks were allocated to contextual word-problems in NSC examinations. / Mathematics Education / M. Sc. (Mathematical Education)