The Riemann integral has many flaws, some that becomes visible in the fundamental theorem of calculus. The main point of this essay is to introduce the gauge integral, and prove a much more suitable version of that theorem. / Riemannintegralen har många brister. Vissa utav dessa ser man i integralkalkylens huvudsats. Huvudmålet med denna uppsats är att introducera gauge integralen och visa en mer lämplig version av huvudsatsen.

Darbe sprendžiama akcijų vertės, kiek įmanoma labiau atitinkančios rinkos kainą, nustatymo ir pelningų investavimo strategijų pasirinkimo problema. Darbe siekiama įvertinti, kurio akcijų vertinimo modelio taikymas efektyviausiai padeda nustatyti akcijų vertę Lietuvos vertybinių popierių rinkoje. Remiantis gautais rezultatais pateikiamas apibendrintas akcijų vertinimo modelis skirtas neprofesionaliems investuotojams, kurie suinteresuoti sėkmingu investavimu į akcijas, tačiau visiškai nesuinteresuoti gilintis į finansų rinkos teorijas. Darbe atlikti ekonominiai skaičiavimai, leidžiantys patikrinti sudaryto akcijų vertinimo modelio pagrįstumą, atliekant išsamią Vilniaus vertybinių popierių biržoje kotiruojamų įmonių globalios ir vietos ekonominės aplinkos analizę ir identifikuojant potencialią bendrovę investicijoms. Analizės proceso metu, išplėtojamas supratimas, kurios įmonės išsiskiria kaip potencialūs rinkos lyderiai ir novatoriai, o kurio įmonės laikomos atsiliekančiomis ir nenuspėjamomis. Praktinis sukurto modelio taikomumo tyrimas, atskleidė, kad sudarytas modelis gali būti taikomas akcijų vertinimui atlikti. / The paper dealt with stock valuation and profitable investment strategy selection problem. The paper aims to assess which stock assessment model application most effectively helps to determinethe value of shares in the Lithuanian securities market. Based on the results obtained, introduced stock valuation model for non-professional investors who are interested in successful investing in shares, but have no interest to go deeperinto the financial market theories. Carried out economic calculations allows to check the validity of the stock assessment model, performing comprehensive global and local economic environment analysis of companies listed in Vilnius Stock Exchange and identifying potential company for investments. During the analysis process, develops an understanding, which companies stand out as potential market leaders and innovators, and which are considered as lagging and unpredictable. Practical applicability of the developed model revealed that model can be applied to stock assessment.

When listeners are detecting tones of a given frequency in noise, they operate with a narrowband attentional filter which is tuned to the frequency of the attended tone. This means that tones with frequencies which match that which is being attended to, will be detected, whereas tones with frequencies outside the filter will be detected at chance levels. In the current study, attentional filters were measured on two auditory dimensions. The first experiment employed a modified version of the methods of previous studies to measure attentional filters in the frequency dimension (Greenberg & Larkin, 1968). The mean results replicated those of previous experiments, revealing an attentional filter for frequency. In the second experiment, the methods of the first experiment were used to investigate whether there is an attentional filter in the fundamental frequency (f0) dimension. To test this, sentences with a given f0 were presented in noise. Infrequently, sentences were presented with f0s which the listeners were not attending to. The changes in f0 (∆f0) tested were ± 5 Hz and ±10 Hz, with respect to the expected 220 Hz f0. The effect of ∆f0 was investigated using sentence identification scores. Mean results indicated that listeners were best at identifying the sentences with an expected f0, and sentences with ∆f0s of 10 Hz from the expected f0. Sentences with ∆f0s of 5 Hz from the expected f0, on the other hand, were more poorly detected. This could be due to the presence of an attentional filter for f0, which has a narrow bandwidth, ranging between 10 and 20 Hz. An attentional filter for f0 may have different properties than those for attentional filters for frequency. The complex nature of sentence materials might change the way that attention is allocated across the f0 distribution, so that greater changes in f0 may be enough to switch the listeners’ attention to that f0. Overall, the results did not approximate the typical attentional filter shape which was found for frequency. Therefore, the results cannot be used to demonstrate the existence of attentional filters for f0. The presence of an attentional filter for f0, however, cannot be ruled out. Further research is needed, using a greater variety of ∆f0s to confirm and further investigate the presence, and properties of an attentional filter for f0.

Two experiments were conducted. The first was a control condition and used the probe signal method similar to Greenberg and Larkin (1968) to see if a filter-like attentional mechanism was acting when listeners were presented with pure tone stimuli in the presence of background noise. The second experiment also used the probe signal method of Greenberg and Larkin (1968) to investigate the extent to which listeners direct their attention to a particular fundamental frequency (f0) when detecting complex tones masked by noise. Twenty adult listeners ranging from 23 years to 54 years with a median age of 28 years participated in both experiments. Of the 20 listeners, 8 were male and 14 were female. Both experiments used a Two Interval Forced Choice (2IFC) procedure. There were two types of trials, the target signal trial and the probe signal trial. The target frequency was presented on 71% of trials, and the probe frequencies on the remaining 29%. The results of Experiment 1 were similar to those obtained in Greenberg and Larkin’s (1968) pioneering study. The 1000 Hz target tone was detected at a significantly higher proportion than probe signals differing in frequency (p < 0.05). Detection scores were observed to be higher when probe signals had a frequency close to the 1000 Hz signal compared to when they had a frequency positioned further from the 1000 Hz target tone. Experiment 2 using complex target tones with f0 of 115 Hz (part 1) and 220 Hz (part 2) revealed a similar pattern to Experiment 1. Listener’s detection scores decreased the further the f0 of probe tones were positioned from the f0 of the target tone, revealing the shape of a band-pass filter. This pattern is consistent with the presence of an auditory attentional filter in the f0 domain for complex tones

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Additional advisors: Nikolai Chernov, S. S. Ravindran, Alan Sprague, Min Sun. Description based on contents viewed Feb. 6, 2008; title from title screen. Includes bibliographical references.

Estudos realizados com crianças após os 7 anos de idade não são claros em descrever se há efeito da idade e sexo no desempenho dos padrões fundamentais de movimento (PFM). Além disso, estes estudos se utilizaram do método transversal e focaram apenas as questões gerais do desenvolvimento, com pouca atenção para as diferenças individuais no desenvolvimento dos PFM. O presente estudo teve como objetivo investigar o desenvolvimento dos PFM de crianças dos 7 aos 9,5 anos de idade, analisando tanto as semelhanças e diferenças na trajetória das classes de movimento locomotor e manipulativo. A amostra constou de 31 crianças (64% meninos, 36% meninas) que foram acompanhadas dos 7 aos 9,5 anos de idade, com avaliações semestrais. Estas crianças fazem parte do estudo de crescimento e desenvolvimento motor longitudinal misto de Muzambinho-MG. As habilidades motoras e os critérios de avaliação utilizados foram baseados no TGMD-II. As crianças foram filmadas individualmente e posteriormente avaliadas com auxilio do software Kinovea. Para avaliar o desempenho optou-se por utilizar a soma dos critérios em cada uma das classes - locomoção e manipulação. A análise da mudança média foi realizada através da análise de variância de modelos mistos no software SAS. Para estimar as diferenças interindividuais na mudança intraindividual (estabilidade normativa) foram utilizados os testes de ? de Foulkes e Davis e o ? de Cohen, a partir do software LDA. Para identificar semelhanças e diferenças entre os sujeitos nas suas trajetórias foram utilizados os valores individuais do ? de Cohen e os canais modais de desempenho. Com base nessa informação foram formados os subgrupos: estabilidade com desempenho superior, intermediário e inferior, e com instabilidade ascendente e oscilatória. Os resultados médios apontam que com exceção das meninas na classe locomotora, após os 7 anos ocorre mudança no desempenho nos PFM, e há diferenças entre os sexos. Tanto o resultado do ? de Foulkes e Davis quanto o ? de Cohen indicaram estabilidade fraca, ou seja, houve heterogeneidade entre os sujeitos na mudança intraindividual ao longo da idade. Os valores individuais de estabilidade indicaram que há estabilidade boa para aproximadamente 57% das crianças na classe locomotora e 65% na manipulativa. Estes resultados permitiram inferir que mesmo após os 7 anos ocorre melhora na qualidade dos PFM, no entanto, cada classe de movimento e sexo tem particularidades. Além disso, apesar de haver heterogeneidade entre os sujeitos na mudança intraindividual ao longo dos 7 aos 9,5 anos, indicando que há iferenças na magnitude da mudança, foi possível discutir sobre a possibilidade de existir trajetórias diferenciadas / Studies of children older than 7 years old are not clear in describing whether there is effect of age and gender on performance of fundamental movement patterns (FMP). Moreover, these studies use cross-sectional method and focus only general development issues, with little attention to individual differences in the development of FMP. The present study aimed to investigate the development of PFM of children from 7 to 9.5 years old, analyzing both the similarities and differences in the trajectory of classes of locomotor and manipulative movement. The sample consisted of 31 children (64% boys, 36% girls) who were followed from 7 and 9.5 years old, through biannual evaluations. These children are part of the study of growth and mixed longitudinal motor development of Muzambinho-MG. The motor skills and evaluation criteria used were based on TGMD-II. The children were individually filmed and then evaluated with the aid of Kinovea software. To evaluate the performance it was chosen to use the sum of the criteria in each classes - locomotion and manipulation.The analysis of mean change was performed by analysis of variance of mixed models in SAS software. In order to estimate the interindividual differences in intraindividual change (stability normative), tests of ? de Foulkes and Davis and K de Cohen were used from the LDA software. To identify similarities and differences among the subjects in their trajectories, the individual values of ? de Cohen and performance channels were used. Based on this information the subgroups were formed: stability with upper, intermediate and lower performance and ascending and oscillatory instability. The average results indicate that, except girls in the locomotor class, after 7 years old, change occurs in FMP performance, and there are differences between the genders. Both ? de Foulkes and Davis and K de Cohen results indicate a poor stability, ie, over the age there was heterogeneity between the subjects in intra-individual change. The individual values of stability indicated that there is good stability for approximately 57% of children in locomotor class and 65% in manipulative class. These results showed that even after 7 years old, there is improvement in the quality of FMP, however, each class of movement and gender have their own particularities. Furthermore, although there is heterogeneity between the subjects in intra-individual change over the 7 to 9.5 years old, indicating that there are differences in the magnitude of the change, it was possible to discuss the chance of different trajectories

Submitted by Vinicius Gustavo Pinheiro Guimarães null (vinigupi@yahoo.com.br) on 2018-04-06T01:00:13Z No. of bitstreams: 1 Dissertação de Mestrado.pdf: 2517390 bytes, checksum: 8f04ec299405514f87b6524b421c7333 (MD5) / Approved for entry into archive by Maria Luiza Carpi Semeghini (luiza@assis.unesp.br) on 2018-04-06T22:43:09Z (GMT) No. of bitstreams: 1 guimaraes_vgp_me_assis.pdf: 2517390 bytes, checksum: 8f04ec299405514f87b6524b421c7333 (MD5) / Made available in DSpace on 2018-04-06T22:43:09Z (GMT). No. of bitstreams: 1 guimaraes_vgp_me_assis.pdf: 2517390 bytes, checksum: 8f04ec299405514f87b6524b421c7333 (MD5) Previous issue date: 2018-02-19 / Outra / A presente pesquisa investigou a aplicabilidade e as contribuições de uma proposta de intervenção em sala de aula, a partir de oito poemas do livro “A poesia está morta, mas juro que não fui eu” do poeta José Paulo Paes, como recurso para se trabalhar o texto poético, com vistas à promoção do letramento literário. Através de uma metodologia centrada na pesquisa-ação, foram realizadas descrições e análises de intervenções em uma sala de aula composta por alunos do 9˚ ano da rede municipal de Bauru/SP. As contribuições de Octavio Paz sobre o conceito de poesia e poema, bem como a proposta de proposta de intervenção didática de Rildo Cosson (2012), entre outros, formam o referencial teórico da pesquisa. Como instrumento de coleta de dados, utilizamos a observação do envolvimento dos participantes nas discussões realizadas, a análise do material escrito pelos estudantes e a aplicação de um questionário sobre a pertinência das atividades trabalhadas. Os dados analisados apontam para a importância do professor de Língua Portuguesa como mediador na interação entre texto e leitor, pois motiva a leitura e a produção textual; e que as dificuldades encontradas não impedem que haja a fruição dos poemas. Também se constatou que a proposta de intervenção didática pode ser uma metodologia importante para o aperfeiçoamento do letramento literário, pois possibilitou que os alunos conhecessem textos que dialogam com o cotidiano, estabelecessem relações intertextuais e realizassem inferências, tornando-os interlocutores ativos no processo de leitura. Esperamos que os resultados colaborem para que os educadores possam aprimorar sua prática pedagógica no que tange ao trabalho com o poema e que os discentes tenham a oportunidade de entrar em contato com a fruição da poesia através de textos significativos. / The present research investigated the applicability and contributions of a proposal of intervention in the classroom, from eight poems of the book "Poetry is dead, but I swear I was not me" by the poet José Paulo Paes, as a resource to work the poetic text a view to promoting literary literacy. Through a methodology focused on action research, descriptions and analysis of interventions were carried out in a classroom composed of 9th grade students from the Bauru / SP municipal network. The contributions of Octavio Paz on the concept of poetry and poem, as well as the proposal of a didactic sequence of Rildo Cosson (2012), among others, form the theoretical reference of the research. As an instrument of data collection, we used the observation of the participants' involvement in the discussions, the analysis of the written material by the students and the application of a questionnaire about the relevance of the activities worked. The analyzed data point to the importance of the Portuguese Language teacher as mediator in the interaction between text and reader, as it motivates reading and textual production; and that the difficulties encountered do not prevent the enjoyment of the poems. It was also found that the didactic sequence can be an important methodology for the improvement of literary literacy, because it enabled the students to know texts that dialogue with daily life, to establish intertextual relations and to make inferences, making them active interlocutors in the reading process. We hope that the results will help educators to improve their pedagogical practice when it comes to working with the poem and that students have the opportunity to get in touch with the enjoyment of poetry through meaningful texts / CAPES: 5649520

Orientador: Edson do Carmo Inforsato / Banca: Alda Junqueira Marin / Banca: Márcia Regina Onofre / Banca: Maria José da Silva Fernandes / Banca: Maria Regina Guarnieri / Resumo: A presente tese tem como foco a formação continuada em serviço e a analisa no que tange às ações realizadas no próprio local de exercício de trabalho dos professores dos anos iniciais do Ensino Fundamental, na tentativa de mostrar a relação que ela mantém com as necessidades formativas dos docentes. Parte-se do pressuposto de que a identificação de tais necessidades pode gerar ações que contribuem de forma positiva para a obtenção de bons resultados no desenvolvimento profissional e no atendimento das necessidades de formação. Assim, buscou-se por meio da pesquisa bibliográfica e da análise de conteúdo de 20 dissertações e 10 teses, produzidas no período de 2000 a 2015 nos Programas de Pós-Graduação em Educação situados no Estado de São Paulo, responder ao questionamento suscitado de que essas ações de formação continuada ainda não garantem o suprimento das necessidades formativas. Levanta-se a hipótese de que as ações de formação realizadas in lócus apresentam pouca efetividade, ou seja, não melhoram o desempenho dos professores e tampouco contribuem para o seu desenvolvimento profissional, por elas não serem baseadas em levantamentos criteriosos de análises de necessidades. O referencial teórico utilizado aborda a temática das necessidades formativas, amparado principalmente nos estudos de Rodrigues e Esteves, associado aos estudos sobre aspectos importantes da formação continuada de professores registrados, sobretudo, nos estudos de Hargreaves, Huberman e Tardif. As anális... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present thesis focuses on continuing in-service training and analyzes it with regard to the actions carried out in the work place of the teachers of the beginning of Elementary School, in an attempt to show the relationship that it maintains with the training needs of the Teachers. It is assumed that the identification of such needs can generate actions that contribute positively to the achievement of good results in the professional development and the attendance of the training needs of the students. Thus, the literature search and the content analysis of 20 dissertations and 10 theses, produced in the period 2000 to 2015 in the Programs of Postgraduate Studies in Education located in the State of São Paulo, answered the question raised that These ongoing training actions still do not guarantee the supply of training needs. It is hypothesized that the training actions carried out in lócus are not very effective, that is, they do not improve the performance of the teachers nor do they contribute to their professional development, because they do not be based on careful surveys of needs analysis. The theoretical framework used addresses the needs of training, supported mainly by the studies of Rodrigues and Esteves, associated to the studies on important aspects of the continuing education of teachers recorded, especially in the studies of Hargreaves, Huberman and Tardif. The analyzes of the contents of the sampling were used in the proposals of Bardin. The results obtain... (Complete abstract click electronic access below) / Doutora

Orientador: Claudia Regina Mosca Giroto / Banca: Rosimar Bortolini Poker / Banca: Silvia Regina Ricco Lucato Sigolo / Resumo: A heterogeneidade humana tem sido corrompida por um amplo processo de ajustamento e padronização que, no campo da educação, dá visibilidade a uma rede de explicações medicalizadoras que buscam justificar o não aprender. Em alunos na fase inicial do processo de apropriação da linguagem escrita, o não aprender apresenta-se, cada vez mais, associado a diagnósticos de doenças e, como consequência, o processo de medicalização aumenta demasiadamente na escola. Com base em tais ideias, o presente estudo foi desenvolvido com o objetivo de compreender os sentidos atribuídos ao não aprender por alunos dos anos iniciais do ensino fundamental I, identificados por seus professores como aqueles que apresentam doenças do não aprender, seus familiares e professores. De natureza descritivo-interpretativa, a presente pesquisa, subsidiada pela abordagem qualitativa, foi realizada com nove protagonistas (três alunos, três familiares e três professores). A pesquisa foi realizada com uma aluna do 1º ano, com idade de 6 anos; uma aluna de 2° ano, com 8 anos de idade e um aluno do 3º ano, com 9 anos. Para a geração de dados foi utilizado o discurso livre produzido pelos protagonistas, bem como os prontuários dos alunos. A análise empreendida se deu a partir de duas dimensões: os discursos orais e os discursos escritos, dos quais se depreenderam os seguintes eixos de análise: "Os sentidos do não aprender: implicações na constituição do aluno"; "Rótulos e classificações: implicações nos discursos esti... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: A broad process of adjustment and standardization that, in the field of education, gives visibility to a network of medicalizing explanations that seek to justify not learning has corrupted human heterogeneity. In students in the initial phase of the process of appropriation of written language, non-learning is increasingly associated with diagnoses of diseases and, as a consequence, the medicalization process increases too much in school. Based on these ideas, the present study was developed with the purpose of understanding the meanings attributed to not learning by students from the initial years of elementary school I, identified by their teachers as those who have not learned diseases, their families and teachers. From a descriptive-interpretative nature, the present research, subsidized by the qualitative approach, was carried out with nine protagonists (three students, three family members and three teachers). The research was carried out with a student of the first year, aged 6 years; a 2 nd year old student with 8 years of age and a 3 year old student with 9 years old. For the generation of data was used the free speech produced by the protagonists, as well as the student records. The analysis was carried out in two dimensions: oral discourses and written discourses, from which the following axes of analysis emerged: "The senses of not learning: implications in the constitution of the student"; "Labels and classifications: implications in stigmatizing discourses"; "T... (Complete abstract click electronic access below) / Mestre

Neste trabalho, propõe-se o estudo da temática da Energia e de suas aplicações de forma que os alunos se apropriem do conhecimento científico relacionando-o com o seu dia a dia. O objetivo deste projeto foi realizar uma experiência docente buscando ensinar a Física de modo contextualizado, de forma que esta se torne significativa e atraente para que os alunos se sintam instigados a vincular sua realidade e o seu cotidiano com a teoria que eles aprendem em sala de aula. Seguindo a proposta de Paulo Freire (1996, 2004), no planejamento e desenvolvimento do programa de ensino deste trabalho, fez-se uso da educação dialógica e dos temas geradores. A partir do tema gerador Energia, os conteúdos previstos para serem abordados foram subdivididos em três módulos: Módulo I - Energia Elétrica, Módulo II - Energia Solar e Módulo III - Energia Eólica. Cada um desses módulos foi estruturado seguindo a proposta dos três momentos pedagógicos de Delizoicov e Angotti (1992): problematização inicial, organização do conhecimento e generalização do conhecimento. Os módulos são interrelacionados e neles constam: definição, formas de obtenção, vantagens e desvantagens, atividades experimentais, bem como aplicações atuais dessas formas de energia. Por meio da utilização de instrumentos de levantamento de dados verificou-se que os alunos apresentaram-se motivados, estimulados e desafiados durante a realização desta experimentação didática, principalmente por terem se tornado agentes transformadores e críticos do saber por eles produzido. Também, mostraram-se satisfeitos ao perceber que a sistematização do conhecimento gerado na escola ia ao encontro do que cada um vivia cotidianamente. / This paper proposes to study the issue of Energy and its applications so that students get acquainted of scientific knowledge and can relate it to their daily lives. The main purpose of this project was to perform a didactic teaching experience aiming to teach Physics in a contextualized way, so that it becomes enough meaningful and attractive that students feel encouraged to link their reality and their daily lives with the theory they learn in classroom. According to the proposal of Paulo Freire (1996 - 2004) in the planning and development of the teaching experiment, the dialogical education and generating themes was the base of this work. After the theme generator Energy being set, the discussed topics were divided into three modules: Module I - Electricity, Part II - Solar Energy and Module III - Wind Energy. Each of these modules was structured following the proposal of the three pedagogical moments of Delizoicov and Angotti (1992): initial questioning, knowledge organization and generalization of knowledge. The modules are interrelated and they include: the definition, forms of production, the advantages and disadvantages, experiments, and the current applications of these forms of energy. By the use of information survey instruments, it was checked that students showed up motivated, encouraged and challenged during the course of this trial teaching, mainly because they have become agents of change and critical knowledge produced by them. Also, they were satisfied to see that the systematization of knowledge generated in the school was in line with what each one lived daily.