Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-11-01T18:34:18Z No. of bitstreams: 1 2015 - Rog?ria Lima de Ara?jo Frech Domingues.pdf: 931514 bytes, checksum: bcfe6154860c2d67a60457127d076f58 (MD5) / Made available in DSpace on 2017-11-01T18:34:18Z (GMT). No. of bitstreams: 1 2015 - Rog?ria Lima de Ara?jo Frech Domingues.pdf: 931514 bytes, checksum: bcfe6154860c2d67a60457127d076f58 (MD5) Previous issue date: 2015-07-06 / CAPES / This study aims to present a methodology to develop the reading habit of the students of the 9th grade of elementary school in the state public school system, so that the mature as players. The objectives defined in this research were to establish a parallel between the teaching of reading and the reader in the construction of meaning; propose some actions of teaching practices conducive to teaching inferences as well as expanding slightly the reality of classes in public schools. The use of texts related to gender "chronic" permeated the activities proposed for analysis and data collection, as it served as the basis for the planning and execution of the reading classes of students during the pedagogical intervention period. The concern in setting a teaching practice that rescue the importance of reading for the student's social life is suggested in all the processes of research, since one of the functions of the teacher of Portuguese Language is to be a literacy agent. / O presente trabalho busca apresentar uma metodologia que desenvolva o h?bito de leitura dos alunos do 9? ano do ensino Fundamental da rede p?blica estadual de ensino, a fim de que os amadure?a enquanto leitores. Os objetivos definidos nesta pesquisa foram estabelecer um paralelo entre o ensino da leitura e o leitor na constru??o de sentidos; propor algumas a??es de pr?ticas docentes favor?veis ao ensino de infer?ncias, al?m de fomentar um pouco a realidade das classes da rede p?blica de ensino. O uso de textos relacionados ao g?nero ?cr?nica? permeou as atividades propostas para an?lise e coleta de dados, j? que serviram como base para o planejamento e execu??o das aulas de leitura dos alunos durante o per?odo de interven??o pedag?gica. A preocupa??o em ajustar uma pr?tica docente que resgate a import?ncia da leitura para a vida social do educando est? sugerida em todos os processos da pesquisa, uma vez que uma das fun??es do professor de L?ngua Portuguesa ? ser um agente de letramento.

This dissertation examines the phenomenon of stigma by association between firms in the context of corporate accounting scandals. I draw from the social psychology literature to develop a theoretical framework that supports the notion of director interlocks as a channel in which associated firms may experience stigma. I argue that allegations of corporate accounting scandal generate attributional search by investors to determine the cause(s) of the alleged scandal. Attribution theory suggests that investors are likely to attribute responsibility to corporate boards for failing to detect and prevent these scandals. Investors’ perceptions of incompetent and/or unwilling directors in firms accused of accounting scandals may then spill over to directorship positions in associated firms, resulting in the stigmatization of these associated firms. The results strongly support the above arguments. I further adopted an information-based approach to argue that firms associated with stigmatized firms will experience different amounts of stigma, and some firms may experience no stigma at all. I applied social inference theories and agency theory to develop four categories of variables that may influence the amount of stigma experienced by associated firms. The results of the dissertation present strong evidence in support of most of the hypotheses. The characteristics of the interlocking director, the characteristics of the board, the strength of the director interlock, and the quality of corporate governance in an associated firm appear to influence the amount of stigma experienced by the associated firm. This dissertation highlights the possible (1) negative consequences of director interlocks, (2) understatement of the social costs of corporate accounting scandals, and (3) need for response strategies to mitigate the negative consequences of stigma by association.

This dissertation examines the phenomenon of stigma by association between firms in the context of corporate accounting scandals. I draw from the social psychology literature to develop a theoretical framework that supports the notion of director interlocks as a channel in which associated firms may experience stigma. I argue that allegations of corporate accounting scandal generate attributional search by investors to determine the cause(s) of the alleged scandal. Attribution theory suggests that investors are likely to attribute responsibility to corporate boards for failing to detect and prevent these scandals. Investors’ perceptions of incompetent and/or unwilling directors in firms accused of accounting scandals may then spill over to directorship positions in associated firms, resulting in the stigmatization of these associated firms. The results strongly support the above arguments. I further adopted an information-based approach to argue that firms associated with stigmatized firms will experience different amounts of stigma, and some firms may experience no stigma at all. I applied social inference theories and agency theory to develop four categories of variables that may influence the amount of stigma experienced by associated firms. The results of the dissertation present strong evidence in support of most of the hypotheses. The characteristics of the interlocking director, the characteristics of the board, the strength of the director interlock, and the quality of corporate governance in an associated firm appear to influence the amount of stigma experienced by the associated firm. This dissertation highlights the possible (1) negative consequences of director interlocks, (2) understatement of the social costs of corporate accounting scandals, and (3) need for response strategies to mitigate the negative consequences of stigma by association.

Academic difficulties are well-documented among children with ADHD. Exploring these difficulties through story comprehension research has revealed deficits among children with ADHD in making causal connections between events, and using causal structure and thematic importance when recalling stories. Important to theories of story comprehension and implied in these deficits is the ability to make inferences. Often, characters’ goals are implicit and explanations of events must be inferred. The purpose of the present study was to compare the ability of 7- to 11-year-old children with ADHD and their comparison peers to make inferences during story comprehension. Children watched two televised stories, each paused at five points. In the experimental condition, at each pause children told what they were thinking about the story, whereas in the control condition no responses were made during pauses. After viewing, children recalled the story. Several types of inferences and accuracy of inferences were coded. Children with ADHD generated fewer of the most essential inferences, accurate coherence inferences, than did comparison children, both during story processing and during story recall. The groups did not differ on production of other types of inferences. Generating fewer coherence inferences has important implications for story comprehension deficits in children with ADHD.

This study focuses on inferential comprehension instruction in the classroom. The overall aim is to study the way in which four teachers are designing their lessons to develop their students’ ability to make inferences in literary text in the Swedish subject. The main focus is to explore what teaching modules may look like to promote students’ ability to make inferences (e.g. text choice, group size and method) and how the teachers motivate their didactic work. The study is also focused on the opportunities and challenges associated with inferential comprehension instruction. The methods used are qualitative studies using observations and interviews. The material consists of observation notes and interview recordings. The concept of inference and reading comprehension is consistent in the study and focuses on the importance of explicit instruction to improve the students’ inference comprehension. The models of inferential instruction are used to analyze the empirical material. The results show that teachers prefer to teach their students in groups of approximately 12 students, and they choose texts that are close to the students’ everyday life and in which a lot of inferences can be made. The majority of the teachers in the study demonstrate how they use the inference strategy by the method think aloud, to show their students examples of how to think and for them to use the strategy on their own eventually. All teachers remind the students of their own background knowledge, which is proven to increase the students’ ability to make inferences. This study shows that the possibilities with the teachers’ inference instruction lead to a deeper understanding among the students when reading. The challenges are lack of time when preparing, impatient students, and if the students do not activate the right background knowledge from the beginning, which will lead to misunderstandings while reading the text.

Made available in DSpace on 2015-05-14T12:43:21Z (GMT). No. of bitstreams: 1 parte1.pdf: 2079012 bytes, checksum: 6a19b75b39b7d51b2f689a1039877c98 (MD5) Previous issue date: 2010-07-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertação investigates the way for which the citizens construct (s) the sensible one (s) in the avaliativo context and as this if it reflects in its productions written in classroom. The corpus analyzed in this work is constituted by written texts produced for pupils of as the module of the course of Secretaryship of the Federal Institute of Education, Science and Technology of the Tocantins - Campus Palms in reply the referring avaliativas questions the two curricular components of the course (Introduction to the Marketing and Right, Legislation and Ethics) and also for the answers given for pupils and its professors to the carried through interview. We leave of the estimated one of that the interpretation of the avaliativas questions depends in such a way on the procedures of decoding as of the accomplishment of inferences, therefore we very believe to be difficult to have understanding without inferences. Having this in mind, we search to investigate of that way the elaboration of the avaliativas questions can intervene with the inferencial performance of the pupils; of that it forms the conception of evaluation of the pupils exerts influence in the inferenciais processes. Moreover, we search to relate the linguísticas marks gifts in the avaliativas questions and the inferences had in the commentaries of the citizens. For the enterprise of our research we opt to adopting the sociocognitivointeracionista conception of reading according to which the direction does not exist a priori, being a construction that involves the interaction author-text-reader. E, in the special case of the evaluations used in our research, we perceive that the inferences produced for the pupils are regulated not only by the vision decoder of the evaluation defended for the searched professors, but also for the traditional conception of evaluation of the learning. / Esta dissertação investiga a maneira pela qual os sujeitos constroem o(s) sentido(s) no contexto avaliativo e como isso se reflete em suas produções escritas em sala de aula. O corpus analisado neste trabalho é constituído por textos escritos produzidos por alunos do segundo módulo do curso de Secretariado do Instituto Federal de Educação, Ciência e Tecnologia do Tocantins Campus Palmas em resposta a questões avaliativas referentes a dois componentes curriculares do curso (Introdução ao Marketing e Direito, Legislação e Ética) e também pelas respostas dadas por alunos e seus professores à entrevista realizada. Partimos do pressuposto de que a interpretação das questões avaliativas depende tanto dos procedimentos de decodificação como da realização de inferências, pois acreditamos ser muito difícil haver compreensão sem inferências. Tendo isso em mente, buscamos investigar de que modo a elaboração das questões avaliativas pode interferir no desempenho inferencial dos alunos; de que forma a concepção de avaliação dos alunos exerce influência nos processos inferenciais. Além disso, buscamos relacionar as marcas linguísticas presentes nas questões avaliativas e as inferências havidas nos comentários dos sujeitos. Para o empreendimento de nossa pesquisa optamos por adotar a concepção sociocognitivo-interacionista de leitura segundo a qual o sentido não existe a priori, sendo uma construção que envolve a interação autor-texto-leitor. E, no caso especial das avaliações utilizadas em nossa pesquisa, percebemos que as inferências produzidas pelos alunos são reguladas não apenas pela visão decodificadora da avaliação defendida pelos docentes pesquisados, mas também pela concepção tradicional de avaliação da aprendizagem.

[pt] Este trabalho investiga a utilização de Redes Neurais Artificiais (RNAs) na inferência sobre as propriedades de derivados de petróleo. A inferência de propriedades visa fornecer uma boa estimativa de propriedades de derivados de petróleo (p.ex: ponto final de ebulição, pressão de vapor, etc.). Essas propriedades podem ser determinadas pro analisadores de processo ou análises de laboratório. Contudo, esses sistemas nem sempre apresentam resultados satisfatórios ou na freqüência necessária para permitir o controle. Porém, se o valor estimado de uma determinada propriedade estiver disponível, o mesmo pode ser utilizado para permitir o controle ou a otimização do processo produtivo. Este trabalho subdivide-se em quatro partes principais: (1) um estudo sobre a inferência de propriedades em torres de destilação; (2) um estudo sobre os principais métodos de inferência e de análise de dados, com ênfase nas RNAs; (3) uma sistemática para a obtenção e testes de modelos; e (4) o estudo de casos. No estudo sobre os a inferência de propriedades, foram analisadas as técnicas utilizadas para a estimação de propriedades em torres de destilação, enfatizando os aspectos da estrutura da modelagem, os problemas, os problemas da influência cruzada entre as entradas do modelo, e a determinação das variáveis principais a serem utilizadas na modelagem. O estudo sobre os principais métodos de inferência abrangeu um levantamento bibliográfico sobre as técnicas de regressão linear MLR ( Multiple Linear Regression), PCR (Principal Component Regression) e PLS (Partial Least Squares), a Modelagem Semi-empírica e as RNAs. Apesar do objetivo principal deste trabalho ser avaliar o desempenho das RNAs, o estudo dos outros métodos foi importante para a comparação dos resultados. Além dos diferentes métodos de modelagem, foram também estudadas algumas técnicas de análise do conjunto de dados, entre elas o PCA (Principal Component Analysis). Na sistemática para a obtenção e testes de modelos, são apresentados os diversos problemas encontrados e a abordagem utilizada, na obtenção e avaliação dos modelos. É também apresentado o ambiente de testes e avaliação, que foi desenvolvido visando fornecer uma plataforma para a obtenção e avaliação de modelos inferenciais. Neste ambiente, pode-se obter modelos com todos os métodos estudados, inclusive alterando alguns parâmetros importantes. No ambiente foram utilizadas as facilidades do pacote MATLAB. Para o estudo de casos, foram utilizados dados reais de refinarias de petróleo do sistema Petrobrás. Foram analisados 3 casos distintos: o primeiro corresponde à modelagem da destilação ASTM do Querosene; o segundo abrangendo a destilação ASTM do Óleo Diesel e o terceiro sobre o Intemperismo do GLP. Para todos os casos, analisou- se a influência de cada entrada sobre a variável a ser modelada, utilizando principalmente a técnica PCA . Foram avaliadas várias arquiteturas de RNAs, comparando-as com as outras técnicas estudadas. Os modelos obtidos com as RNAs foram plenamente satisfatórios, fornecendo resultados superiores aos métodos estatísticos. Também constatou-se a influência do pré-processamento e da análise estatística dos dados no sucesso da modelagem. Na indústria química e petroquímica, as RNAs têm sido aplicadas em diversas áreas. Na área de inferência de propriedades, as RNAs permitem a obtenção de modelos de inferência abrangentes e precisos, podendo ser utilizadas no controle em tempo real, nos arranjos de controle em malha simples, ou em arquiteturas de controle multivariável. / [en] This work investigates the use of Artificial Neural Networks (ANN) on the inferential modelling of properties of petroleum products. Inferential modelling aims to provide a good estimation of chemical properties of petroleum products (i.e: final boiling point, vapour pressure). These properties can be determined by on-line process analysers or laboratory analysis. However, these systems provide neither systematically good results nor the necessary frequency to allow control of the process in real time. However if a good estimation of a property of interest is available, it can be used to achieve the control or the optimisation of production process. This work is subdivided in four main sections: (1) a study about the inference of properties of products in a distillation column; (2) a study about the main methods used on inferential modellind and data analysis, with emphasis on ANN; (3) a systematic about development and testing of inference models; (4) and a case study. In the study about principal methods used on inferential modelling involved a bibliographic reserch about the linear regression techniques Multiple Linear Regression (MLR), Principal Component Regression (PCR) and Partial Least Squares (PLS), a semi empirical model and ANNs. Although the main objective of this work was to evaluate the ANNs perfonmance, the study of other methods was important to compare the results. In addition to the many modelling techniques, some other techniques of data analysis were studied, like Principal Component Analysis (PCA). In the systematic about the development and testing of models, the various problems encontered and the approach used to develop and test the model were presented. An environment of development and testing was also implemented in order to provide a platform to produce and test inferential models. The environment can work with all models studied, and some important settings of the models can also be modified. Many capabilities fo MATLAB software were used on the environment. For the development of the case studies, real data gathered from refineries of Petrobras group were used. Three distinct cases were analysed: the first and second cases are models of kerosene (jet fuel) and diesel ASTM distillation; the third is a model of the Liquefied Petroleum Gas (LPG) 95% boil-off point. In all cases, the influence of each input over the modelled variable was analysed, using mainly the PCA technique. Many ANN arquitetures were tested, comparing them with other studied techniques. The developed ANN models achieved good performance, with better results than the statistical methods. It was also verified the influence of pre- processing and statistical analysis on the success of the modeling. Chemical and Petrochemical process industries have used ANNs in many areas. In the field of inferential modelling of properties, the ANNs allow the accomplished of inferential models in a broad and accurate way. It may be used either for control in real time in single control loops or as part of a multivariable controller.

La présente thèse examine la capacité des enfants âgés de huit à dix ans à produire des inférences sur l’état émotionnel du protagoniste au moment même où ils découvrent l’histoire (i.e., évaluation en temps réel). Quatre objectifs sont visés. Premièrement, la question de la spécificité des inférences émotionnelles produites est posée et appréhendée à partir de deux types de tâches déjà utilisées et validées chez l’adulte, à savoir une tâche de complètement et une tâche de choix multiples. Pour la tâche de complètement, les enfants sont invités à désigner par écrit l’émotion que pourrait ressentir le personnage à ce moment précis de l’histoire alors que pour la tâche de choix multiples ils doivent sélectionner parmi une liste d’émotions celle qui correspond le mieux à la situation décrite. Deuxièmement, outre les apports méthodologiques retirés de la comparaison de ces deux tâches, cette thèse interroge le développement des connaissances émotionnelles en explorant tant leur maîtrise des émotions de base que des émotions sociales. Troisièmement, s’agissant d’étudier les inférences émotionnelles élaborées en situation d’écoute d’histoires, l’expressivité du narrateur est considérée avec l’idée qu’une prosodie marquée pourrait favoriser l’identification des émotions du personnage. Enfin, dans l’optique d’ouvrir ce travail à une comparaison interculturelle, la capacité des enfants à inférer l’émotion du personnage à partir de textes de littérature jeunesse a été envisagée tant en France qu’à l’Ile Maurice. Au regard de ces différents objectifs, les retombées des études menées sont de deux ordres : méthodologique et théorique. La présente thèse permet ainsi d’alimenter la réflexion tant du point de vue des connaissances scientifiques actuellement disponibles sur ce sujet dans le domaine de la psychologie que du point de vue des pratiques pédagogiques à privilégier dans le domaine de l’éducation. / This thesis examines the ability of children aged eight to ten years to produce inferences about the emotional state of the protagonist while they discover the story (i.e., online evaluation). Four main objectives have to be distinguished. First, the specificity of the emotional inferences children produced is examined through two types of tasks already used and validated in adults, namely a completion task and a multiple-choice task. Regarding the completion task, children are invited to write down the emotion the character is supposed to feel at this moment of the story. For the multiple-choice task, they have to select from a list of emotional labels the one that best fits the situation described. Secondly, this thesis provides a relevant framework to assess the development of children’s emotional knowledge by considering their ability to infer both basic emotions and social emotions. Thirdly, our purpose is to highlight that the expressivity of the narrator can be of help in inferring the character’s emotions. Finally, in order to open this work to an intercultural comparison, children’s ability to infer the emotion of the character has been considered both in France and in Mauritius. In view of these different objectives, the series of studies we carried address both methodological and theoretical issues. Overall, the present thesis provides additional data to the current state of knowledge in psychology about children’s ability to represent the character’s emotional state and underlines related pedagogical contributions to reinforce practices in the field of education.

abstract: Though the likelihood is a useful tool for obtaining estimates of regression parameters, it is not readily available in the fit of hierarchical binary data models. The correlated observations negate the opportunity to have a joint likelihood when fitting hierarchical logistic regression models. Through conditional likelihood, inferences for the regression and covariance parameters as well as the intraclass correlation coefficients are usually obtained. In those cases, I have resorted to use of Laplace approximation and large sample theory approach for point and interval estimates such as Wald-type confidence intervals and profile likelihood confidence intervals. These methods rely on distributional assumptions and large sample theory. However, when dealing with small hierarchical datasets they often result in severe bias or non-convergence. I present a generalized quasi-likelihood approach and a generalized method of moments approach; both do not rely on any distributional assumptions but only moments of response. As an alternative to the typical large sample theory approach, I present bootstrapping hierarchical logistic regression models which provides more accurate interval estimates for small binary hierarchical data. These models substitute computations as an alternative to the traditional Wald-type and profile likelihood confidence intervals. I use a latent variable approach with a new split bootstrap method for estimating intraclass correlation coefficients when analyzing binary data obtained from a three-level hierarchical structure. It is especially useful with small sample size and easily expanded to multilevel. Comparisons are made to existing approaches through both theoretical justification and simulation studies. Further, I demonstrate my findings through an analysis of three numerical examples, one based on cancer in remission data, one related to the China’s antibiotic abuse study, and a third related to teacher effectiveness in schools from a state of southwest US. / Dissertation/Thesis / Doctoral Dissertation Statistics 2017

The theme of the present dissertation is situated in the fields of research of the Metaethics and of the Metajuridics. In these fields of research, we investigate the characteristics of prescriptive discourse (which include the Morals, the Law, and others) and in what aspects this discourse is different from descriptive discourse (which includes sciences like Physics, Mathematics, Chemistry, and others). The general problem that orientated the present research is the following: Is possible to use the principles of Logic as instruments to help in the systematization and evaluation of the discourses of Morals and Law? This general problem is divided in two specific problems: 1) What is the logico-semantical nature of the discourses of Morals and Law?; and 2) Can we make practical inferences, in which at least a premise and the conclusion are imperative sentences or norms? These questions get different answers depending on presuppositions adopted and the methods of analysis used. My purpose is to reconstruct, primarily, the answer given by R. M. Hare for these questions, and, secondarily, the answer given by H. Kelsen for these same questions. In the second and fourth chapters, I reconstruct Hare s argumentation in support of the thesis that it is possible to apply directly Logic to imperatives (norms). In third chapter, I reconstruct Kelsen s argumentation in support of the thesis that it is not possible to apply directly Logic to imperatives (norms). / O tema da presente dissertação situa-se nos campos de pesquisa da Metaética e da Metajurídica. Nessas áreas de pesquisa, investiga-se quais são as características do discurso prescritivo (que inclui a Moral, o Direito, entre outros) e em que aspectos esse discurso é diferente do discurso descritivo (que inclui as ciências como Física, Matemática, Química, etc.). O problema geral que norteou a presente pesquisa é o seguinte: É possível usar os princípios da Lógica como instrumentos para auxiliar na sistematização e na avaliação dos discursos da Moral e do Direito? Esse problema geral é dividido em dois problemas específicos, que são os seguintes: 1) Qual é a natureza lógico-semântica do discurso moral e do discurso jurídico?; e 2) É possível construirmos inferências práticas, nas quais aos menos uma das premissas e a conclusão são sentenças imperativas ou normas? Essas questões recebem diferentes respostas dependendo dos pressupostos adotados e dos métodos de análise utilizados. Meu objetivo é reconstruir, principalmente, a resposta que R. M. Hare elaborou para essas questões, e, secundariamente, a resposta que H. Kelsen formulou para tais questões. No segundo e no quarto capítulos, reconstruí a argumentação de Hare em favor da tese de que é possível aplicar a Lógica diretamente aos imperativos (às normas). No terceiro capítulo, reconstruí a argumentação de Kelsen em favor da tese de que não é possível aplicar a Lógica diretamente aos imperativos (às normas).