<p><strong>Abstract</strong></p><p><strong>Purpose</strong></p><p>The purpose of this paper is to find out which personal-related factors are influencing on the task performance and the contextual performance of expatriate managers.</p><p><strong>Design/Methodology/Approach</strong></p><p>This research adopts a qualitative approach, using semi-structured interviews with key-information from the managers taking international assignments.</p><p><strong>Findings</strong></p><p>The findings indicate that there is a series of significant associations between personal-related factors (personality traits, competences/skills, self-willingness and previous experience) and the performance of expatriates’ assignments.</p><p><strong>Research limitations/implications</strong></p><p>One suggestion for further research is to explore deeper and more comprehensive on other less important factors or the important factors which we are overlooking; it also could be more comprehensive on the factors that relate to the performance of expatriates.</p><p><strong>Practical implications</strong></p><p>We present a table of the relationship between personality traits, competences/skills, self-willingness, previous experience and the job performance of expatriates’ assignments. Thus, HR departments can follow this guidance when selecting expatriates to manage overseas assignments. Furthermore, individuals can take this model as a reference when making decisions for their career lives.</p><p><strong>Keywords</strong></p><p>Expatriate assignments, personality traits, self-willingness, competences/skills, previous experience, job performance, task performance, contexture performance</p><p><strong>Paper type</strong></p><p>Master Thesis</p>

This thesis is supposed to make teachers and teaching students aware of the educational problems in physics during comprehensive school. The editor has interviewed pupils and studied literature in the physical education. Also the pupils conceptions in some basic physics have been studied. The pupils agree in the interviews, that their previous knowledge in physics is not satisfying. The reason of this is further discussed and compared with the literature.

Abstract Purpose The purpose of this paper is to find out which personal-related factors are influencing on the task performance and the contextual performance of expatriate managers. Design/Methodology/Approach This research adopts a qualitative approach, using semi-structured interviews with key-information from the managers taking international assignments. Findings The findings indicate that there is a series of significant associations between personal-related factors (personality traits, competences/skills, self-willingness and previous experience) and the performance of expatriates’ assignments. Research limitations/implications One suggestion for further research is to explore deeper and more comprehensive on other less important factors or the important factors which we are overlooking; it also could be more comprehensive on the factors that relate to the performance of expatriates. Practical implications We present a table of the relationship between personality traits, competences/skills, self-willingness, previous experience and the job performance of expatriates’ assignments. Thus, HR departments can follow this guidance when selecting expatriates to manage overseas assignments. Furthermore, individuals can take this model as a reference when making decisions for their career lives. Keywords Expatriate assignments, personality traits, self-willingness, competences/skills, previous experience, job performance, task performance, contexture performance Paper type Master Thesis

The aim was to explore the possibility to diagnose retained placental tissue and other placental complications with 3D ultrasound and to investigate the impact of previous caesarean section on placentation in forthcoming pregnancies. 3D ultrasound was used to measure the volumes of the uterine body and cavity in 50 women with uncomplicated deliveries throughout the postpartum period. These volumes were then used as reference, to diagnose retained placental tissue in 25 women with secondary postpartum haemorrhage. All but three of the 25 women had retained placental tissue confirmed at histopathology. The volume of the uterine cavity in women with retained placental tissue was larger than the reference in most cases, but even cavities with no retained placental tissue were enlarged (Studies I and II). Women with their first and second birth, recorded in the Swedish medical birth register, were studied in order to find an association between previous caesarean section and retained placenta. The risk of retained placenta with heavy bleeding (&gt;1,000 mL) and normal bleeding (≤1,000 mL) was estimated for 19,459 women with first caesarean section delivery, using 239,150 women with first vaginal delivery as controls. There was an increased risk of retained placenta with heavy bleeding in women with previous caesarean section (adjusted OR 1.61; 95% CI 1.44-1.79). There was no increased risk of retained placenta with normal bleeding (Study III). Placental location, myometrial thickness and Vascularisation Index were recorded on 400 women previously delivered by caesarean section. The outcome was retained placenta and postpartum haemorrhage (≥1,000 mL). There was a trend towards increased risk of postpartum haemorrhage for women with anterior placentae. Women with placenta praevia had an increased risk of retained placenta and postpartum haemorrhage. Vascularisation Index and myometrial thickness did not associate (Study IV). In conclusion: 3D ultrasound can be used to measure the volume of the uterine body and cavity postpartum, but does not increase the diagnostic accuracy of retained placental tissue. Previous caesarean section increases the risk of retained placenta in subsequent pregnancy, and placenta praevia in women with previous caesarean section increases the risk for retained placenta and postpartum haemorrhage.

A pesquisa intitulada “Os conhecimentos prévios no processo de aprendizagem de conteúdos históricos no contexto escolar” tem o objetivo de indagar indicadores da atividade cognoscitiva das crianças que caracterizem o processo de aquisição de conhecimentos históricos no contexto escolar. Aborda os processos de interpretação de conhecimentos históricos na leitura de um texto ensinado e focaliza sua análise nas relações de significado que as crianças estabelecem entre os conhecimentos prévios à sua disposição e a informação explícita no texto. A pesquisa se referencia na concepção de aprendizagem sustentada nos pressupostos epistemológicos do construtivismo genético, na concepção interacionista do processo leitor e na aproximação à complexidade disciplinar da Históri A pesquisa foi realizada no âmbito de uma escola particular entre os meses de abril a setembro de 2004. Foram observados dois grupos de 6ª série no percurso de uma seqüência de ensino de um conteúdo de História. Após a seqüência, foram realizadas 12 entrevistas clínico-críticas, nas quais as crianças leram e interpretaram um dos textos ensinados. As respostas infantis foram analisadas em função do grau de sistematicidade e organização das relações de significado que foram estabelecidas entre os conhecimentos prévios e a informação explícita do texto. Sua análise mostrou que há uma atividade sistemática de produção de significados, a partir da qual a informação do texto é integrada a um marco de conhecimentos prévios que se organiza e reorganiza na simultaneidade da interação com a informação escolar. Encontramos três níveis de interpretação em função da contextualização das informações e reconstrução da trama narrativa do acontecer histórico. Trata-se de uma pesquisa psicológica, mas na interseção dos problemas vinculados ao conhecimento didático de domínio específico. Em conseqüência, sua relevância na compreensão dos processos de aprendizagem do saber histórico em sala de aula, e como fundamento na elaboração de intervenções de ensino na escola. / The research entitled The previous knowledge in the learning process of historical contents in the school context aims at questioning the indicators of children’s cognitive activity which characterizes the historical knowledge acquisition process in the context of the classroom. It covers the process of interpretation of historical knowledge in the reading of a text taught in class and focus its analysis on the relations of meaning that children establish between the previous knowledge they had available and the explicit information in the text. This research is based on the learning concept based on epistemological assumptions of genetic constructivism, the interactionist concept of the reading process and the approach to the disciplinary complexity of History. The research was carried on in a private school between April and September 2004. Two 6th grade classes were observed during a teaching sequence of History content. After this sequence, 12 clinical-critical interviews were made in which the children read and interpreted one of the texts taught. Children’s answers were analyzed according to the degree of sistematicity and organization of the relations of meaning established between the previous knowledge and the explicit information in the text.The analysis showed there is a systematic activity of meaning production where the text information is integrated to a previous knowledge framework which is organized and reorganized simultaneously to the interaction with school information. We have found three levels of interpretation regarding the contextualization of information and reconstruction of the narration plot of historical events. This is a psychological research, but it is located in the intersection between the problems linked to the didactical knowledge of a specific domain. Thus its relevance in the understanding of learning processes of History knowledge at school and as a foundation in the elaboration teaching interventions at school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese objetiva a análise de provas discursivas de Língua Portuguesa de vestibulares, na perspectiva da leitura, focando a compreensão de texto, suas estratégias e os conhecimentos prévios necessários ao egresso do Ensino Médio. São analisadas as provas discursivas de Língua Portuguesa da UERJ, UNIRIO, UFF e UFRJ, realizadas nos vestibulares 2006, 2007 e 2008. Parte-se das seguintes hipóteses: as provas solicitam conhecimentos prévios baseados nos programas, habilidades e competências a serem desenvolvidos no nível médio; a dificuldade apresentada na realização das questões está relacionada não só ao conhecimento disciplinar de língua portuguesa, mas também à capacidade/estratégia de leitura dos enunciados e à dificuldade de seleção e interação de diferentes conhecimentos específicos relacionados ao seu uso pragmático. A partir de tais hipóteses, propõem-se os seguintes objetivos: levantar os conhecimentos específicos relativos ao ensino de língua portuguesa; compreender a relação do processo de leitura na ativação do conhecimento prévio; relacionar o processo de avaliação do vestibular ao contexto da educação básica; buscar explicação para as questões com nota média baixa. Para atingir os objetivos, contextualiza-se o ensino de Língua Portuguesa no Ensino Médio; aborda-se a leitura, no viés da compreensão de texto, focalizando principalmente conhecimentos prévios e inferências; faz-se uma breve história do vestibular, seus objetivos e seu papel; a seguir, analisam-se as provas indicadas, levantando-se conhecimento prévio, habilidades e competências envolvidas no processo de compreensão de texto. As principais conclusões são: as questões das provas analisadas estão de acordo com os programas publicados pelas universidades e com os PCNs; o nível de exigência é graduado, conforme as competências e habilidades variadas; o conhecimento prévio organizado e esquematizado é fundamental para a realização de inferências adequadas / This dissertation aims the discursive exam analysis of Portuguese language in admission tests on a reading perspective focusing the text comprehension, its strategies and previous knowledge needed to High School graduation. The analysis is made out on UERJ, UNIRIO, UFF and UFRJ universities discursive exams in Portuguese language performed in admission tests of 2006, 2007 and 2008. We start from the following hypothesis: exams require previous knowledge based in programs, skills and competences to be developed at medium level; the difficulty presented when performing questions is not only related to the disciplinary knowledge of Portuguese language, but also to the reading capacity/strategy of the enunciated and to the selection and interaction difficulty of different specific knowledge related to its pragmatic use. Starting from these hypotheses, the following objectives are proposed: to raise specific knowledge related to Portuguese language teaching; to understand the reading process relationship in the activation of previous knowledge; to relate the evaluation process of the admission exam to the basic educational context; to look for explanations to questions with low average mark. In order to meet the objectives, Portuguese language teaching is put in the same context as high school; the reading approach in the sense of text comprehension focuses mainly previous knowledge and inferences; a brief history of the admission exam is made, its objectives and its role are followed by indicated exam analysis, raising previous knowledge, skills and competences involved in the text comprehension process. The main conclusions are: questions of analyzed exams are according to programs published by universities and with PCNs (National Curricular Parameters); the demand level is graduated according to varied competences and skills; the organized and schematized previous knowledge is fundamental when performing adequate inferences

A pesquisa intitulada “Os conhecimentos prévios no processo de aprendizagem de conteúdos históricos no contexto escolar” tem o objetivo de indagar indicadores da atividade cognoscitiva das crianças que caracterizem o processo de aquisição de conhecimentos históricos no contexto escolar. Aborda os processos de interpretação de conhecimentos históricos na leitura de um texto ensinado e focaliza sua análise nas relações de significado que as crianças estabelecem entre os conhecimentos prévios à sua disposição e a informação explícita no texto. A pesquisa se referencia na concepção de aprendizagem sustentada nos pressupostos epistemológicos do construtivismo genético, na concepção interacionista do processo leitor e na aproximação à complexidade disciplinar da Históri A pesquisa foi realizada no âmbito de uma escola particular entre os meses de abril a setembro de 2004. Foram observados dois grupos de 6ª série no percurso de uma seqüência de ensino de um conteúdo de História. Após a seqüência, foram realizadas 12 entrevistas clínico-críticas, nas quais as crianças leram e interpretaram um dos textos ensinados. As respostas infantis foram analisadas em função do grau de sistematicidade e organização das relações de significado que foram estabelecidas entre os conhecimentos prévios e a informação explícita do texto. Sua análise mostrou que há uma atividade sistemática de produção de significados, a partir da qual a informação do texto é integrada a um marco de conhecimentos prévios que se organiza e reorganiza na simultaneidade da interação com a informação escolar. Encontramos três níveis de interpretação em função da contextualização das informações e reconstrução da trama narrativa do acontecer histórico. Trata-se de uma pesquisa psicológica, mas na interseção dos problemas vinculados ao conhecimento didático de domínio específico. Em conseqüência, sua relevância na compreensão dos processos de aprendizagem do saber histórico em sala de aula, e como fundamento na elaboração de intervenções de ensino na escola. / The research entitled The previous knowledge in the learning process of historical contents in the school context aims at questioning the indicators of children’s cognitive activity which characterizes the historical knowledge acquisition process in the context of the classroom. It covers the process of interpretation of historical knowledge in the reading of a text taught in class and focus its analysis on the relations of meaning that children establish between the previous knowledge they had available and the explicit information in the text. This research is based on the learning concept based on epistemological assumptions of genetic constructivism, the interactionist concept of the reading process and the approach to the disciplinary complexity of History. The research was carried on in a private school between April and September 2004. Two 6th grade classes were observed during a teaching sequence of History content. After this sequence, 12 clinical-critical interviews were made in which the children read and interpreted one of the texts taught. Children’s answers were analyzed according to the degree of sistematicity and organization of the relations of meaning established between the previous knowledge and the explicit information in the text.The analysis showed there is a systematic activity of meaning production where the text information is integrated to a previous knowledge framework which is organized and reorganized simultaneously to the interaction with school information. We have found three levels of interpretation regarding the contextualization of information and reconstruction of the narration plot of historical events. This is a psychological research, but it is located in the intersection between the problems linked to the didactical knowledge of a specific domain. Thus its relevance in the understanding of learning processes of History knowledge at school and as a foundation in the elaboration teaching interventions at school.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta tese objetiva a análise de provas discursivas de Língua Portuguesa de vestibulares, na perspectiva da leitura, focando a compreensão de texto, suas estratégias e os conhecimentos prévios necessários ao egresso do Ensino Médio. São analisadas as provas discursivas de Língua Portuguesa da UERJ, UNIRIO, UFF e UFRJ, realizadas nos vestibulares 2006, 2007 e 2008. Parte-se das seguintes hipóteses: as provas solicitam conhecimentos prévios baseados nos programas, habilidades e competências a serem desenvolvidos no nível médio; a dificuldade apresentada na realização das questões está relacionada não só ao conhecimento disciplinar de língua portuguesa, mas também à capacidade/estratégia de leitura dos enunciados e à dificuldade de seleção e interação de diferentes conhecimentos específicos relacionados ao seu uso pragmático. A partir de tais hipóteses, propõem-se os seguintes objetivos: levantar os conhecimentos específicos relativos ao ensino de língua portuguesa; compreender a relação do processo de leitura na ativação do conhecimento prévio; relacionar o processo de avaliação do vestibular ao contexto da educação básica; buscar explicação para as questões com nota média baixa. Para atingir os objetivos, contextualiza-se o ensino de Língua Portuguesa no Ensino Médio; aborda-se a leitura, no viés da compreensão de texto, focalizando principalmente conhecimentos prévios e inferências; faz-se uma breve história do vestibular, seus objetivos e seu papel; a seguir, analisam-se as provas indicadas, levantando-se conhecimento prévio, habilidades e competências envolvidas no processo de compreensão de texto. As principais conclusões são: as questões das provas analisadas estão de acordo com os programas publicados pelas universidades e com os PCNs; o nível de exigência é graduado, conforme as competências e habilidades variadas; o conhecimento prévio organizado e esquematizado é fundamental para a realização de inferências adequadas / This dissertation aims the discursive exam analysis of Portuguese language in admission tests on a reading perspective focusing the text comprehension, its strategies and previous knowledge needed to High School graduation. The analysis is made out on UERJ, UNIRIO, UFF and UFRJ universities discursive exams in Portuguese language performed in admission tests of 2006, 2007 and 2008. We start from the following hypothesis: exams require previous knowledge based in programs, skills and competences to be developed at medium level; the difficulty presented when performing questions is not only related to the disciplinary knowledge of Portuguese language, but also to the reading capacity/strategy of the enunciated and to the selection and interaction difficulty of different specific knowledge related to its pragmatic use. Starting from these hypotheses, the following objectives are proposed: to raise specific knowledge related to Portuguese language teaching; to understand the reading process relationship in the activation of previous knowledge; to relate the evaluation process of the admission exam to the basic educational context; to look for explanations to questions with low average mark. In order to meet the objectives, Portuguese language teaching is put in the same context as high school; the reading approach in the sense of text comprehension focuses mainly previous knowledge and inferences; a brief history of the admission exam is made, its objectives and its role are followed by indicated exam analysis, raising previous knowledge, skills and competences involved in the text comprehension process. The main conclusions are: questions of analyzed exams are according to programs published by universities and with PCNs (National Curricular Parameters); the demand level is graduated according to varied competences and skills; the organized and schematized previous knowledge is fundamental when performing adequate inferences

This work deal with formation of winter wheat yield. Winter wheat was grown after three different previous crops: trifolium, potatoes, PCC. The experiment was aimed on creating yield components: numer of plants per square meter, numer of grains per spike, the weight of one thousand grains. There were performed measurements dutiny the vegetation and there was calculated theoretic and real yield.

Este trabalho, um estudo do tipo qualitativo, teve como objetivo compreender de que modo os educadores matemáticos podem fazer emergir o conhecimento primeiro dos educandos no que se refere a grandezas e medidas , legitimando-os e procurando formas de dialogar com os educandos. Os dados/fatos foram coletados a partir de entrevistas com oito educandos de uma 6ª série (sete encontros) da Escola Estadual Antonio Candido Correa Guimarães Filho. Em cada encontro era esperado que uma questão associada a grandezas e medidas desencadeasse um processo gerador/problematizador em busca dos conhecimentos (primeiro) dos alunos. Os princípios da etnomatemática e as idéias de Paulo Freire, assim como teorizações sócio-construtivistas, constituíram os fundamentos da pesquisa. No que se refere às evidências de pesquisa, podemos, de início, dizer que as manifestações dos alunos estão envolvidas mais por uma arte ao formular, resolver e buscar aplicações em termos de grandezas e medidas do que por uma compreensão mais ou menos técnica da maneira como se mede; tomam-se padrões para esta ou aquela grandeza; como se os organizam e opera-se com eles. Em termos de conclusão, vale ressaltar que o exercício feito pela pesquisadora de operacionalização de atitudes, de busca e valorização do conhecimento primeiro que aqui já se mostrou voltada para os estudos etnomatemáticos, especialmente no que se refere a o que o outro pensa, como o outro vê ativou mais e mais o olhar da pesquisadora para processos de cunho etnomatemático tanto no âmbito pedagógico como em termos de pesquisa. / This paper, a research of the type qualitative, has as an aim the understanding of how mathematics educators can bring forth the first knowledge (previous knowledge) of the learners regarding quantities and measures , legitimizing them and looking for ways to dialogue with the students. The data/facts were collected from the interviews with eight 6th grade students (seven meetings) of the State School Antonio Candido Correa Guimarães Filho. In each meeting it was expected that a question related to quantities and measures would trigger a generating/problematizing process in search of the knowledge (the first one) of the students. The principles of ethnomathematics and Paulo Freire\'s ideas as well as socioconstructivist theories constituted the basis of the research. Regarding the research evidences we can say, initially, that the students\' answers are involved more by an art when posing, solving and looking for applications in terms of quantities and measures, than by a more or less technical understanding of the way one measures, defines standards for this or that quantity, organizes them and works with them. In general, the research development allowed us to conclude that it is worth to emphasize that the exercise of the operationalization of attitudes, by the researcher, the quest for and the appreciation of first knowledge - that here has already shown itself focusing on ethnomathematics studies, especially with regard to what the \"other\" thinks, how the \"other\" sees - more and more enabled the researcher to look at the processes of an ethnomathematics nature both within the pedagogical scope as in terms of research.