A formação inicial de professores é um momento de suma importância, pois deve fornecer ao licenciando a base teórica dos conteúdos da sua futura área de atuação, e vivências de metodologias que possam usar em sala de aula para potencializar o processo de ensino-aprendizagem. Dentre as temáticas metodológicas destacamos a argumentação, visto que por nossa experiência como formadores de professores, temos notado que poucas são as habilidades dos licenciandos em desenvolver ações que possam promover um ambiente argumentativo em sala de aula. Assim, nesta pesquisa nossos objetivos são estudar as contribuições, de uma dinâmica de formação vinculada ao Estágio Curricular Supervisionado no desenvolvimento de uma prática docente reflexiva e a suscitação e compartilhamento de saberes docentes referentes ao uso da argumentação em sala de aula. Pretendemos assim, contribuir com o planejamento e desenvolvimento de ações nos cursos de formação inicial de professores que venham a preparar o licenciando a abordarem estratégias argumentativas em sala de aula. A pesquisa foi desenvolvida com seis licenciandos de um curso de Licenciatura em Ciências Exatas que cursavam a disciplina de Prática do Ensino de Química. Na referida disciplina, os licenciandos tinham que em sua regência desenvolver e implementar aulas de Química para o Ensino Médio num ambiente argumentativo. Os dados foram coletados nas ações desenvolvidas em cinco momentos, sendo que no primeiro estudamos as concepções que os licenciandos tinham sobre argumentação, no segundo foram desenvolvidas atividades relacionadas ao Estágio de Observação, no terceiro, as atividades tinham por objetivo proporcionar aos futuros professores uma base de conhecimento sobre o uso da argumentação em um contexto de ensino-aprendizagem. No quarto momento, os licenciandos desenvolveram e ministraram sua regência e no último tiveram espaços para reflexão da sua prática docente, desde uma perspectiva individual à coletiva. Como fonte de coleta de dados utilizamos observações com anotações em um diário de campo, entrevistas, questionários, registros de áudio e vídeos, projetos e relatórios da regência e materiais postados no blog da disciplina. Como resultados obtivemos que a dinâmica desenvolvida na disciplina possibilitou aos licenciandos vivenciarem um movimento em que os aspectos teóricos e práticos da ação argumentativa estavam em um constante movimento cíclico, em que em muitos casos a prática foi utilizada para dar sentido a teoria e vice-versa. Estes movimentos foram identificados como sendo o de Reflexão sobre o planejamento da ação, Reflexão na ação e Reflexão sobre a ação, e tinham uma relação direta e cíclica entre a teoria relacionada à argumentação e a prática do licenciando, que envolveu desde o planejamento das atividades referentes à argumentação até sua implementação. Tais movimentos possibilitaram uma mobilização e desenvolvimento de Saberes de Argumentação Docente que forneceram ao licenciando uma base para desenvolver e analisar a atividade de natureza argumentativa. Diante aos resultados assumimos que o momento de formação inicial pode e deve ser uma oportunidade para os licenciandos desenvolverem habilidades que venham a possibilitar o desenvolvimento de ambientes argumentativos em suas aulas e que experimentem, reflitam e criem um hábito de compartilhamento de experiências com seus pares no que tange a ações argumentativas. Defendemos assim, a incorporação de conteúdos da argumentação nos programas de formação inicial de professores de Ciências, de maneira que os futuros professores possam ter ferramentas e conhecimento para trabalharem a argumentação em sua prática docente. / The initial training of teacher\'s is a moment of utmost importance, because it should provide the undergraduate the theoretical basis of the content of their future area of expertise, and experiences of methodologies they can use in classroom to enhance the teaching-learning process. Argumentation was highlighted among the methodological issues, since by our experience as teacher\'s trainer; we have noticed that there are few undergraduate skills in developing actions that promote an argumentative environment in classroom. Thus, in this study our objectives are to study the contributions of a dynamic training linked to the Supervised Internship in developing a reflective teaching practice, resuscitation and knowledge sharing regarding the use of argumentation in the classroom. Therefore we wish to contribute to the actions of planning and development in the courses of initial teacher\'s training which will prepare the undergraduates to address argumentative strategies in the classroom. The research was conducted with six undergraduates of Bachelor of Mathematical Science who attended the Teaching Practice of Chemistry discipline. In this discipline, the undergraduates had to, in their regency, develop and implement Chemistry classes for high school in an argumentative environment. Data were collected in the developed actions on five occasions, firstly we studied the conceptions that the undergraduates had about argumentation, secondly activities related to practical curricular training were developed, thirdly the activities aimed to provide a basis for future teachers about the use of argumentation in the context of teaching and learning. Fourthly the undergraduates developed and ministered their regency and lastly they had room for reflection of their teaching practice from an individual to a collective perspective. As a source of data collection, we used observations with journaling, interviews, questionnaires, audio and video recordings, projects and regency reports and materials posted on the course blog. As a result, the dynamic developed in the discipline enabled the undergraduates to experience a movement in which theoretical and practical aspects of argumentative action were in a constant cyclical movement, where in many cases the practical was used to accomplish the theory and vice versa. These movements were identified as being of Reflection on action planning, reflection in action and reflection on action, and had a direct and cyclical relationship between theory related to argumentation and the undergraduate practice, which involved from planning activities related to the argument to its implementation. Such movements enabled the mobilization and development of Knowledge for Teaching Argumentation that provided a basis for undergraduate to develop and analyze activity of argumentative nature. As a result we assume that the initial training can and should be an opportunity for undergraduates to develop skills that will enable the development of argumentative environments in their classes and to experience, reflect and create a habit of sharing experiences with their peers in respect to argumentative actions. We conclude as such that embedding of content of argumentation in the initial training program of science teachers, so that future teachers may have tools and knowledge to argue in their teaching practice.

Thesis advisor: Michael J. Connolly / The Insular Celtic languages, such as Irish and Welsh, distinctively feature a morphophonemic process known as initial consonant mutation. Essentially the initial sound of a word changes due to certain grammatical contexts. Thus the word for 'car' may appear as carr, charr and gcarr in Irish and as car, gar, char and nghar in Welsh. Originally these mutations result from assimilatory phonological processes which have become grammaticalized and can convey morphological, semantic and syntactic information. This paper looks at the primary mutations in Irish and Welsh, showing the phonological changes involved and exemplifying their basic triggers with forms from the modern languages. Then it explores various topics related to initial consonant mutations including their historical development and impact on the grammatical structure of the Celtic languages. This examination helps to clarify the existence and operations of the initial mutations and displays how small sound changes can have a profound impact upon a language over time. / Thesis (BA) — Boston College, 2008. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Slavic and Eastern Languages. / Discipline: College Honors Program.

Thesis advisor: Vyacheslav Fos / In the first essay, I examine the role of cross-listings in the digital token marketplace ecosystem. Using a unique set of publicly available and hand-collected data from 3,625 tokens traded in 108 marketplaces, I find significant increases in price and trading activity around the date of a token’s first cross-listing. Tokens earn a 49% raw cumulative return in the two weeks around the cross-listing date. Global token-trading volume is almost 50 times higher after cross-listing. Using the uniquely heterogeneous characteristics of token marketplaces, I am able to identify specific value-creation channels. I provide the first evidence supporting value creation through network externalities proposed by recent token-valuation models. Consistent with equity cross-listing theory, I find higher returns for cross-listings that reduce market segmentation and improve information production. In the second essay, we analyze a dataset of 4,003 executed and planned ICOs, which raised a total of $12 billion in capital, nearly all since January 2017. We find evidence of significant ICO underpricing, with average returns of 179% from the ICO price to the first day’s opening market price, over a holding period that averages just 16 days. After trading begins, tokens continue to appreciate in price, generating average buy-and-hold abnormal returns of 48% in the first 30 trading days. We also study the determinants of ICO underpricing and relate cryptocurrency prices to Twitter followers and activity. In the third essay, I examine reputation building by activist hedge funds and document two new findings with regard to hostile activism. First, there is evidence of a permanent reputation effect to hostile activism. Activist hedge funds that have engaged in hostile tactics, receive on average a 3% higher CAR [-10,+10] on their subsequent non-hostile campaigns, compared to hedge funds that have never engaged in hostile tactics. This abnormal return is positively correlated with the level of hostile reputation of the campaigning hedge fund. Second, I find that activist hedge funds with more hostile reputation modify their non-hostile activism style to engage “hostile-like” targets and pursue “hostile-like” objectives, but withhold the use of hostile tactics. These findings imply that hedge funds are able to build reputation using their past engagement tactics and that market participants value such reputation as evidenced by the higher announcement return observed in their targets. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Carroll School of Management. / Discipline: Finance.

Orientador: Ana Maria de Andrade Caldeira / Banca: Maricê Thereza Corrêa Domingues Heubel / Banca: Osmar Cavassam / Resumo: A presente pesquisa, intitulada "Escolha profissional: uma questão de identidade" discute a escolha profissional de alunos do curso de Licenciatura em Ciências Biológicas na UNESP - Campus Bauru. Por meio de entrevistas semi-estruturadas, levantamos quais foram os anseios desses alunos em relação ao curso que frequentam e qual a identidade que demonstraram para com o mesmo. Para tanto, utilizamos a pesquisa qualitativa, referenciais teóricos sobre identidade e, na análise dos dados coletados, o referencial teórico da semiótica peirceana. Essas análises nos evidenciaram a necessidade de uma avaliação na reestruturação da estrutura curricular do curso em questão, além da criação de espaços de discussão, nos quais esses universitários possam analisar, de maneira crítica, suas concepções acerca do curso, principalmente em relação a atuação docente / Abstract: The present research which is entitled "Professional choice: a question of identity" discuss the Professional choice of Major in Biological Science students at UNESP - at Bauru campus. The desires relating to the course taken by these students, as well as which identity they demonstrate to themselves were raised through semi-structured interviews. For that, qualitative research and identity theoretical research were used and Peirce's theoretical Semiotics reference was also used in the analysis of the collected data. These analyses showed that there is a necessity of an evaluation in the restructure of the curricular content of the course in question. There is also a necessity of creating discussion space, in which university students can analyze in a critical way their conceptions concerning the course, mainly the ones related to teacher's performance / Mestre

There is an increasing need to reduce energy consumption to tackle the adverse effects of climate change. The UK government has established numerous directives and policies to encourage carbon dioxide (CO2) emission and energy reduction within the non-domestic sector. However these measures are primarily focused towards reducing operational energy (i.e. energy used during building occupier activity), largely overlooking initial embodied energy. The trend towards reduced operational energy consumption due to energy efficient design is leading initial embodied energy to become a more significant part of project life cycle energy. Initial embodied energy relates to the energy use during the material, transportation and construction phases up to project practical completion, which is of keen interest to contractors due to their significant role in project procurement and delivery. Opportunities to address project life cycle energy are typically identified through a Life Cycle Assessment (LCA). However at present there is little validated data, no coherent method for data capture and limited incentive for project stakeholders to address initial embodied energy consumption. In response, this research project presents a contractor s practical approach towards assessing initial embodied energy consumption within UK non-domestic construction projects. An action research methodological approach enabled the assessment and potential reduction of initial embodied energy to be explored within a large principal contractor through five research cycles which included diagnosing and action planning, action taking, evaluating and specified learning. A comprehensive framework is designed to highlight the significance of initial embodied energy consumption relative to specific construction packages, activities and sub-contractors. This framework is then explored within three UK non-domestic construction projects (i.e. two industrial warehouses and one commercial office). Capturing information from live projects enables practical challenges and opportunities inherent when addressing initial embodied energy consumption to be identified. A series of contractor current practices are reviewed, and subsequently improved, to enhance their compliance with the framework requirements. The findings emphasise the importance of material phase impacts, especially construction packages which primarily contain steel and concrete-based materials (i.e. ground and upper floor, external slab and frame). The importance of project type, site area, building lifespan and waste consumption are also recognised to reduce initial embodied energy consumption. The framework provides a practical approach for initial embodied energy assessment which can readily be adopted to help highlight further opportunities to reduce energy consumption. The research project concludes by presenting a number of recommendations for consideration by the construction industry and associated stakeholders, along with requirements for future research.

Les étoiles sont des éléments fondamentaux de l'Univers. Elles émettent de l'énergie en forme de lumières et rendent les matériaux dans le ciel visible. Les étoiles se regroupent pour former les galaxies, en déterminant l'évolution et la dynamique de ce dernier. En même temps, l'étoile est le centre d'un système planétaire. Le disque de débris autour d'une jeune étoile se refroidi et forme un système de planète. Les caractéristiques de ce système, notamment la masse de l'étoile centrale, jouent un rôle important en ce qui concerne l'apparition de la vie. Cette thèse a pour objectif de comprendre comment la massed'une étoile est assemblée et déterminée, donnant une distribution de masse apparemmentuniverselle quel que soit l'environnement de leur formation..La thèse est constituée de deux chapitres introductifs sur la physique de formation stellaire et sur les méthodes numériques. Les trois chapitres suivants sont constitués des projets menés durant la thèse: la formation des proto-amas, l'effet de condition initiale dans le nuage moléculaire, et la formation des coeurs préstellaires par la fragmentation des filaments, suivis par les articles publiés dans les journaux scientifiques. Le dernier chapitre conclu la thèse et donne les perspectifs pour la future recherche / Stars are building blocks of the Universe. They emit energy in form of light and make the material in the night sky visible. They are the elementary constituents of galaxies, determining their evolution and dynamics. On the other hand, stars are the hosts o planetary systems. The debris disc around a new-born star eventually cools down and form planets. The characteristic of the planetary system, essentially the mass of the central star, plays a major role in the formation of living being on planets. The formation of stars often occur in a clusters manner, and one of the important issues constantly under debate is the distribution of the mass of newly-born stars. This thesis is aimed to understand the Initial Mass Function which seems to be universal among different environments.This manuscripts comprises two introductory chapters on the physics of star formation and the numerical methods, respectively. Three following chapters present the projets carried out during the thesis: formation of proto-clusters, effects of initial condition in the molecular cloud, and the formation of prestellar cores from filament fragmentation, all followed by published journal articles. The last chapter concludes the manuscript and discuss the perspectives

The purpose of this study was to investigate factors related to Iowa dentists’ management of initial caries lesions for low, moderate and high-risk patients and their agreement with the International Caries Classification and Management System (ICCMS) Guidelines. A survey with three patient scenarios (low, moderate and high-risk) was electronically sent to 916 University of Iowa alumni dentists who were in active practice. Information on dentists’ demographics and practice characteristics were also collected in the survey. Descriptive statistics were conducted to profile the variables of interest. Bivariate analyses were performed to assess the factors associated with the management of initial caries lesions for each scenario. 138 (response rate=15%; male=83 and female=55) practicing dentists in Iowa completed the survey. Of these (mean age= 48.3±12.3 years, mean years of clinical practice= 21.4±12.5), 30.4% completed a formal post-graduate training program, and 35.5% were solo practitioners. Agreement with ICCMS guidelines regarding the management of initial caries lesions for low, moderate and high-risk scenarios was approximately 73%, 59%, and 51% respectively. Odds of having agreement with ICCMS in the low risk scenario for those who frequently dry the tooth was 3.56 times that of those who don’t dry the tooth for caries detection (p=0.0468). Odds of having agreement with ICCMS in the moderate risk for those who graduated < 20 years ago was 6 times that of those who graduated >20 years ago (p=0.0024). Odds of having agreement with ICCMS in the moderate risk scenario for those who practiced in public health setting was 14 times that of those who practiced in solo or group practices (p=0.0089) and for those who frequently used magnification was 2.9 times that of those who don’t use magnification (p=0.0225). Odds of having agreement with ICCMS in the high risk scenario for those who frequently performed CRA was 2 times that of those who don’t perform CRA (p=0.0262). The majority of Iowa dentists agreed with ICCMS guidelines in the non-surgical management of initial caries lesions regardless of patient risk level. Iowa dentists had the highest agreement with the ICCMS guidelines for low-risk scenario and agreement was associated with routinely drying teeth for caries detection. Evidence based decisions individualized for a patients’ risk status are essential for determining the best management of dental caries lesions.

The research questions investigated are: 1. Are the expected post-issue fractional holdings of the directors and officers, venture capitalists and institutions signals of firm value? 2. Are the expected post-issue fractional holdings of the directors and officers, venture capitalists and institutions signals of underpricing? and 3. Are the directors and officers, venture capitalists and institutions monitors of IPO investments? The signaling theory developed by Grinblatt and Hwang (1989) (GH) and the monitoring theory for IPO investments have been used to develop the hypotheses for this dissertation. Four factors make my methodology unique. These factors are: 1. I apply and test the GH IPO signaling model over a unique data set collected from the IPO prospectuses, proxy statements and annual reports; 2. I disaggregate the expected post-issue holdings of the different groups of pre-issue blockholders and insiders and hypothesizes that these individual groups represents signals of firm value and underpricing; 3. I hypothesize that these groups, in aggregate and separately, monitor IPO investments over the long term; And 4. I develop signaling and monitoring hypotheses to make predictions at the two stages of the IPO. The results show that firm value is positively related to the level of underpricing, at a given variance of the firms cash flows; the level of underpricing is positively related to the holdings of the directors and officers as a group and the aggregate of the directors and officers, VCs and institutions, at given variances of the firm's cash flows; the firm value is not related to the level of underpricing, at a given level of capital outlay and holdings of either the aggregate blockholders, directors and officers, VCs or institutions. For the monitoring hypotheses, the results show that the long-run buy-and-hold-returns are positively related to the investment bank reputation and the gross spread. Also, the results do not support the theories that the holdings of the VCs, institutions and the aggregate holdings of the different groups, represent the level of monitoring. Therefore, these groups do not increase the value of IPO investments over the long-run.

1 Legal Aspects of Initial Coin Offering Abstract The thesis deals with Initial Coin Offering (ICO) phenomenon. The Initial Coin Offering is a type of funding using cryptocurrencies, which the current legal literature describes as tokens. The thesis has a goal of describing the basics of cryptocurrencies functionality, the explanation of Initial Coin Offering phenomenon and the legal classification of cryptocurrencies emitted in an ICO. The fother parts of the thesis are dedicated to the comparison of Initial Coin Offering and Initial Public Offering with a special focus on the different economic motivation behind both phenomena. In the beginning the thesis describes the cryptocurrency basics such as what is blockchain, wallet and the difference between coins and tokens. Thesis then contains the descriptions of ICO phases, with a focus on the division of ICO on two parts, the public phase in which the retail investors take part, and the pre-sale phase in which the big investors take part. The next section contains the most important declarations and notices concerning ICO and cryptocurrencies, published by the regulatory bodies with a special focus on ESMA, FINMA and SEC. The description of the regulatory framework in the world is followed by the largest section of the thesis, which is dedicated to the...

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