O objetivo deste trabalho é discutir (des)igualdades entre escolas de duas regiões administrativas do Distrito Federal, tendo como base o custo-aluno e as condições tangíveis de oferta educacional. Custo-aluno é definido como o conjunto de recursos materiais e humanos objetivamente calculados. Condições tangíveis de oferta educacional é definida como o conjunto de recursos materiais e humanos subjetivamente manifestados em sua existência real no cotidiano da escola. A amostra é composta de doze escolas públicas de educação básica (educação infantil; séries iniciais do ensino fundamental; séries finais do ensino fundamental; ensino médio; e educação especial), sendo seis da Região Administrativa de Brasília (RA-Brasília) e seis da Região Administrativa da Samambaia (RA-Samamambaia). Dados foram também coletados de mais duas escolas diferentes, localizadas na RA-Brasília e tidas como custo-adicional à escola (CAE), a saber: Centro de Línguas de Brasília (CLB) e Escola-Parque de Brasília (EPB). Itens de custo incluídos na pesquisa: salário de pessoal (docente e não-docente); material de consumo; material permanente; outros insumos (serviços de terceiros; água/esgoto; energia elétrica; telefone; internet banda larga; e gás GLP); prédio; e terreno. Os dados de salário de pessoal e material permanente foram coletados em cada escola e os demais por meio de documentos oficiais (portarias da Secretaria de Estado de Educação do Distrito Federal; Carta Tributária do Distrito Federal de 2008; relatórios orçamentários de obras de escolas novas). Esta investigação ainda coletou dados por intermédio de observações semi-estruturadas e muitas conversas informais com docentes, não-docentes, alunos e pais de todas as escolas que compõem a amostra de pesquisa. O texto está organizado em cinco capítulos. O primeiro apresenta o conceito de custo e dos vários termos que a ele estão relacionados. O segundo capítulo é referente a uma revisão de literatura sobre custo-aluno no Brasil, no Distrito Federal e nos Estados Unidos da América, em que informações básicas de cada um dos trabalhos são apresentadas, tais como: título; autor(es); tipo de documento (relatório de pesquisa; livro; artigo; dissertação; tese; monografia, etc.); ano (de coleta de dados e de publicação); objetivo(s); insumos considerados; tipo de custo (direto; indireto; direto e indireto, etc.); procedimentos metodológicos; peculiaridades; e principais resultados. Já o terceiro capítulo aborda alguns conceitos de François Dubet, Amartya Sen e John Rawls, e indica possíveis articulações teóricas com os elementos centrais da tese (custo-aluno e condições tangíveis de oferta educacional). O quarto capítulo, por sua vez, expõe de forma detalhada a metodologia. Este capítulo pretende explicar as opções adotadas e a forma como as mesmas foram implementadas, sobretudo no que concerne à coleta de dados. Por fim, o quinto capítulo, em que os dados de custo são apresentados e analisados. Alguns resultados da pesquisa: custo-aluno relativamente elevado em ambas as regiões administrativas; custo-aluno da RA-Brasília mais elevado que o da RA-Samambaia em todas as etapas e modalidades; pobreza dos recursos materiais em ambas as regiões. / The goal of this study is to discuss in(equalities) between public schools from two administrative regions of the Federal District through cost-per-pupil and tangible conditions of education. Cost-per-pupil is defined as the set of material and human resources which are objectively calculated. Tangible conditions are defined as the set of material goods and human resources which area obtained subjectively within the actual school setting. The sample is composed of twelve basic education public schools from kindergarten to high school (preschool; elementary school; intermediate school; middle school; high school; and special education), six schools from the Brasília Administrative Region (AR-Brasília) and six schools from the Samambaia Administrative Region (AR-Samambaia). Data was also collected from two different schools which are located in the AR-Brasília (Brasília Centre of Languages -BCL and Brasília Park School – BPS). The overalls costs of these two schools are defined as additional-cost to school (ACS). Items of cost in this research are: personnel salaries (classroom teachers and all additional staff including professional and nonprofessional support staff); supplies; equipment; others (contracted workers; utility bills [water/sewage; electricity; gas; telephone; broad band internet]); building structure; and land. Personnel salaries and equipment were collected inside each school and all others through official documents/budget review (government guidelines from the Secretary of Education of the Federal District; Land Official Report of the Federal District of 2008; engineering budget reports from new school buildings). This investigation also collected data through semi-structured observations and many informal dialogues with teachers, non-professionals, students, and parents from all sample schools. This study is divided into five chapters. The first chapter presents the concept of cost and terms that are related to it. The second chapter shows a literature review of cost-per-pupil in Brazil, in the Federal District, and in the United States of America in which basic information about each reviewed study are presented, such as: title; author(s); type of publication (research report; book; survey; thesis; dissertation; monograph, etc); year of the data collection and the publication) goal(s); items of cost; type of cost (direct, indirect, etc.); methodological procedures; peculiarities; and main results. The third chapter approaches some concepts from François Dubet, Amartya Sen, and John Rawls, and indicates possible theoretical links with the main categories of this dissertation (cost-per-pupil and the tangible conditions of education). The fourth chapter in turn exposes the methodology in detail. This chapter intends to explain the elected options and their means of implementation, especially those related to data collection. Finally, the fifth chapter, data is presented and analyzed. Some results of this research: the cost-per-pupil is relatively high in both administrative regions; the cost-per-pupil in Brasília is higher than in Samambaia in all levels; deficient material resources are a reality in both regions.

Made available in DSpace on 2015-05-14T13:16:37Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1005482 bytes, checksum: 759ffb4376499fcf1bcd231746489fdb (MD5) Previous issue date: 2010-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aimed to evaluate the role of the pupil diameter in attractiveness between individuals of opposite sex and to check the relationship between pupil diameter and some emotional expressions considered universal. Analyzed through both quantitative and qualitative methods, the research was divided into two independent studies. The stimuli for both of them were 10 volunteers faces, which the pupil diameters were manipulated to generate five different sizes (2, 3, 4, 5 and 6 mm). In study I, "Is there a relationship between facial attractiveness and pupil diameter?", 60 UFPB students, aged between 18 and 26 (M = 20.65, SD = 2.20), took part in the research, and the following instruments were used: visual acuity test, interview, questionnaire, answer sheet of the visual analogue scale (VAS) and two softwares. In addition, this study was divided in two procedures. In the first, the participant chose the face considered more attractive, among the five faces equal with different sizes of pupilla. From the analysis with Chi-square (X²), we found that there was significant effect for the factor pupilla in both group of men (X² = 21.93; p< 0.05), and of women (X² = 44.73; p< 0.05). In the second study, the participant indicated a score of attractiveness for each face, through the scale of VAS. The results were analyzed by repeated measures ANOVA and revealed a significant difference for the factor pupilla [F(1, 234) = 19.06; p < 0.05]. Through the post hoc test (Tukey HSD), we can say that the larger diameter pupils were considered more attractive and pupils of smaller diameter were considered less attractive. From the data obtained by interviews, it was conducted a Bardin analysis of content, with which we discovered a thematic class of attractiveness and subclasses of concept, incidence, attractive element and facial attractiveness. The results of experimental and content analyses support the idea that the pupil has a relevant role in attractiveness. In Study II, "Is there a relationship between emotional expressions and pupil diameter? , the participants, the stimuli and equipment were the same as in study I. The instruments in this study were: visual acuity test, interview, questionnaire and one specific software developed by LPNeC. In this experiment, participants must associate each displayed face with one of the six emotions (joy, sadness, fear, anger, surprise and contempt). The Chi-square (X²) showed significant differences in factor pupilla (p<0.05). The group of men associated the diameter of 4mm to emotion Joy (X² = 190.81; p<0.00) and the group of women Joined the diameter of 5 mm (X² = 29.61; p<0.00). Both the group of men (X² = 21.55; p < 0.05) of women (X² = 29.61; p < 0.05) were associated Smaller diameters (2 and 3 mm) with contempt. Only the men associated fear to pupilla of 6 mm (X²=30.21; p<0.05) and Surprise to pupilla of 5 mm (X²=31.84; p > 0.05). were not found significant differences between groups for the emotions of Sadness and Anger. In regard to the categorical analysis, it was created a thematic class of emotion, which was refered to the recognition of the specific emotions (sadness, joy and anger). These quantitative and qualitative results suggest that the pupil is related to the recognition of some specific emotions. / A presente pesquisa teve como objetivos gerais avaliar o papel do diâmetro da pupila na atratividade entre indivíduos de sexo oposto e verificar se há relação entre o diâmetro da pupila e algumas expressões emocionais consideradas universais. Analisada através do método quantitativo e qualitativo, a pesquisa foi dividida em dois estudos independentes. Os estímulos para ambos foram 10 faces de voluntários, cujos diâmetros das pupilas foram manipulados para gerar cinco dimensões diferentes (2, 3, 4, 5 e 6 mm). No estudo I, Existe relação entre atratividade facial e diâmetro de pupila? , participaram 60 alunos da Universidade Federal da Paraíba (UFPB), com idade entre 18 a 26 anos (M= 20,65; DP= 2,20), e utilizou os seguintes instrumentos: teste de acuidade visual, entrevista, questionário, folha de resposta da escala de VAS e dois softwares para rodar os experimentos (face mais atrativa e escala de VAS). Além disso, esse estudo subdividiu-se em dois procedimentos. No primeiro, o participante escolhia, dentre o conjunto de cinco faces iguais com diferentes tamanhos da pupila, aquela considerada mais atrativa. A partir das análises com Qui- Quadrado (X²), verificou-se que houve efeito significante para o fator pupila tanto no grupo dos homens (X² = 21,93; p< 0,05), como no das mulheres (X² = 44,73; p< 0,05). No segundo, o participante indicava, através da escala de VAS, um escore de atratividade para cada face. Os resultados foram analisados pela ANOVA para medidas repetidas e revelou diferença significante para o fator pupila [F(1, 234) = 19,06; p < 0,05]. Através do teste post hoc (Tukey HSD), pode-se afirmar que de forma geral as pupilas de diâmetro maior foram consideradas mais atrativas e as de menor diâmetro, menos atrativas. A partir dos dados obtidos pelas entrevistas, foi realizado a analise de conteúdo de Bardin, em que surgiu a classe temática de atratividade e subcategorias de conceito, ocorrência, elemento atrativo e atratividade facial. Os resultados das análises experimentais e de conteúdo apóiam a idéia de que a pupila tem um papel relevante na atratividade. No estudo II, Existe relação entre expressões emocionais e diâmetro de pupila? , os participantes, os estímulos e o equipamento seguiram o mesmo padrão do estudo I. Os instrumentos utilizados foram: teste de acuidade visual, entrevista, questionário e um software específico desenvolvido pelo LPNeC. Nesse experimento, os participantes tiveram que associar cada face visualizada a uma das seis emoções (alegria, tristeza, medo, raiva, surpresa e desprezo). O teste Qui-Quadrado (X²) mostrou diferenças significantes no fator pupila (p<0,05). Na emoção de Alegria, o grupo dos homens (X²=190,81; p<0,00) associaram ao diâmetro 4mm e as mulheres (X²=29,61; p<0,00) ao diâmetro de 5 mm. Já na emoção de Desprezo, tanto o grupo dos homens (X² = 21,55; p < 0,05) como o grupo das mulheres (X² = 29,61; p < 0,05) associaram aos diâmetros menores, 2 e 3 mm. Na emoção de Medo, foi revelada diferença significante apenas no grupo dos homens (X²=30,21; p<0,05), o qual associou a pupila de 6 mm, como também na emoção de Surpresa, o qual os homens (X²=31,84; p > 0,05) relacionaram ao diâmetro 5 mm. Nas emoções de Tristeza e Raiva não foram encontradas diferenças significantes entre ambos os grupos. Com relação à análise categorial, foi criada a classe temática de emoção, a qual se referia ao reconhecimento das emoções específicas (tristeza, alegria e raiva). Estes resultados quantitativos e qualitativos sugerem que a pupila está relacionada com o reconhecimento de algumas emoções específicas.

The thesis engaged in problematics of position and understanding of the leisure time in the education and philosophy. The scholé as a free, empty and holy time is the main theme and also the philosophical principle of the education in the leisure time. The thesis wants also to refer the connection between the leisure time, the education and the philosophy. The thesis is divided into five chapters. The first of them wants to define the education, the second one engaged in connection between the education and the philosophy. The third chapter wants to refer on the changes in the historical conception of the scholé. The fourth chapter solve the question of the education and leisure time. The final fifth chapter engaged in problematics of the philosophy in the education of the leisure time as a scholé.

The diploma thesis deals with integration of children with special education needs into the common primary schools. The theoretical part is focused on phenomenon ``integration{\crqq}, its types, evolution of integrated education in the Czech Republic and abroad, and integration legislature. Further the conditions necessary for realisation of school integration and other factors influencing its success are discussed. The practical part involves a performed research. The aim was to find out the actual problems of integration from point of view of the following people: directors of primary school, infant school teachers and parents of integrated children. To obtain these data the questionnaire research was used, which was done on 17 primary schools. The results of this research are presented and finally discussed in this thesis.

Made available in DSpace on 2016-03-15T19:41:19Z (GMT). No. of bitstreams: 1 Anna Carolina Cassiano Brabosa.pdf: 1148993 bytes, checksum: a240fc0effdaa5732859d8fabc86f715 (MD5) Previous issue date: 2013-01-22 / Fundo Mackenzie de Pesquisa / The developmental dyslexia is a learning disorder that includes behavioral and cognitive disorders such as slow reading and reversals errors of letters and syllables. The analysis of physiological measures during reading can help to understand the deficits present by dyslexics. The main physiological measures related to visual analysis of read items include: patterns of eye movements and pupil diameter variations. This study aims to analyze behavioral and physiological measures of good readers and dyslexics during reading of texts. The study included 16 children, 8 of whom were dyslexic and 8 good readers, with an average age of 10.71 years (sd = 1.799) and 10.57 years (sd= 1,761) respectively. The subjects read four different texts on a computer screen with equipment for analyzing eye movements. The results revealed that dyslexics presented worse than good readers on tests of reading, spelling and phonological awareness. Thus dyslexics have difficulties in the rapid identification of words, confusions committed by visual and auditory similarity, and demonstrate losses in phonological awareness. Additionally, took longer to complete tasks. Analysis of physiological measurements reveal the average duration of fixations was greater for dyslexics. Analysis of pupillary variance indicates that good readers showed no change in pupil diameter in four texts but dyslexics presented pupil contraction in Text 1. / A dislexia do desenvolvimento é um distúrbio de aprendizagem que abrange alterações comportamentais e cognitivas tais como leitura lenta e com erros de inversões de letras e sílabas. A análise de medidas fisiológicas durante a leitura pode auxiliar na compreensão dos déficits apresentados por disléxicos. Dentre as principais medidas fisiológicas relacionadas com a análise visual dos itens lidos destacam-se padrões de movimentos oculares e variações do diâmetro pupilar. O presente trabalho tem como objetivo analisar medidas comportamentais e fisiológicas de disléxicos e bons leitores durante a leitura de textos. Participaram do estudo 16 crianças, sendo 8 disléxicos e 8 bons leitores, com idade média de 10,71 anos (dp=1,799) e 10,57 anos (dp= 1,761) respectivamente. Os sujeitos leram 4 textos diferentes na tela de um computador com equipamento de análise dos movimentos oculares. Os resultados revelaram que disléxicos apresentaram desempenho inferior aos bons leitores nas provas de leitura, escrita e consciência fonológica. Assim, disléxicos apresentam dificuldades na identificação rápida de palavras, cometeram confusões por semelhança visual e auditiva, e demonstram prejuízos em consciência fonológica. Além disso, levaram mais tempo para executar as tarefas. Análises das medidas fisiológicas revelam que a duração média das fixações foi maior para os disléxicos. Análise da variação pupilométrica indica que bons leitores não apresentaram variação no diâmetro da pupila nos 4 textos, mas os disléxicos apresentaram contração pupilar no Texto 1.

Magister Curationis - MCur / Introduction: The enrolled nurse is an important category of nurse in the health team. Regulation 2175 is the course leading to enrolment as a nurse, according to the South African Nursing Council, in terms of the Nursing Act 33 of 2005 as amended. This category has completed the training programme R2176 which is a course leading to enrolment as an auxiliary nurse. This level of training occurs in accredited hospitals schools, however it appears, from observation and personal experience, that pupil nurses experience many problems and programme does not have high pass rates. There has been no formal investigation of this situation. The aim of this study was to investigate factors that promote or inhibit nursing students’ success in qualifying for entrance to the SANC R2175 final examination at one of the nursing schools in the Western Cape. The objectives were (i) identify factors that promote or inhibit learning amongst the pupil nurses; and to (ii) determine the perceptions of educators with regard to factors related to the pupil nurses success or failure. Methods: The study used a multi-method approach. A quantitative, explorative and descriptive design was applied. Target population (N=90), consisted of student nurses following the course leading to registration as an enrolled nurse (R2175) according to Nursing Act No 33 of 2005. Convenience sampling was used to select participants to respond to a questionnaire which was used to collect data. In qualitative approach the target population consisted of nurse educators (N=6). Non-probability, purposive sampling was used to select participants for the focus group interview. Ethics: Ethical approval to conduct the study was obtained from the University of Western Cape and the University of Cape Town. Informed consent was obtained from the students and from the educators prior the commencement of the study. The questionnaire was pretested to ensure to ensure reliability and validity. Quantitative data was analysed with the help of the University statistician and was expressed in frequency tables and factor analysis. Qualitative data was analysed using coding to develop categories and themes with the help of the supervisor. Results: The results showed that academic performance by place of residence had a significant difference between the urban and rural students (x2 (1) = 0.014). The marital status of the student showed significant association with academic performance (x2 (3) = 0.021). The association between support from family and academic performance was significant (x2 (1) = 0.008). The focus group discussion with the nurse educators confirmed and supported some of the finding of the student survey. Recommendations: Some of the researcher’s recommendations included: a review of the recruitment and selection process; review of the curriculum; review of the value of bursary; reinstatement of the bridging programme and the implementation of preceptors in the clinical facilities.

This thesis focuses on the Abaku game. Abaku is a game with numbers similar to Scrabble. The aim of the thesis was to find out whether there is a relation between playing the Abaku game and pupils' numerical skills and their understanding of mathematical operations. 843 pupils (401 players and 442 non-players) from 10 schools were tested in total. Data were collected through questionnaires and 2 tests. The questionnaire surveyed the popularity of and success in mathematics and whether the pupil was a player. In such a case, the questionnaire looked at how often a player plays and how many years he has been playing. The first test focused on the relation between playing Abaku and numerical skills and the second between Abaku playing and understanding of additive and multiplicative operations. The statistical survey was used to verify the validity of the established hypotheses. I filled the data into Excel and Minitab, where I used analytical tools. I searched for the relation between being a player, the liking of mathematics, the success in mathematics, the number of test points earned, the test completion speed, the playing frequency and the number of years played. Most of the results are sorted by grades. The research did not show any significant influence of playing Abaku on the numerical...

Measuring masses of long-period planets around F, G, and K stars is necessary to characterize exoplanets and assess their habitability. Imaging stellar astrometry offers a unique opportunity to solve radial velocity system inclination ambiguity and determine exoplanet masses. The main limiting factor in sparse-field astrometry, besides photon noise, is the non-systematic dynamic distortions that arise from perturbations in the optical train. Even space optics suffer from dynamic distortions in the optical system at the sub-mu as level. To overcome this limitation we propose a diffractive pupil that uses an array of dots on the primary mirror creating polychromatic diffraction spikes in the focal plane, which are used to calibrate the distortions in the optical system. By combining this technology with a high-performance coronagraph, measurements of planetary systems orbits and masses can be obtained faster and more accurately than by applying traditional techniques separately. In this paper, we present the results of the combined astrometry and and high-contrast imaging experiments performed at NASA Ames Research Center as part of a Technology Development for Exoplanet Missions program. We demonstrated 2.38x10(-5) lambda/D astrometric accuracy per axis and 1.72x10(-7) raw contrast from 1.6 to 4.5 lambda/D. In addition, using a simple average subtraction post-processing we demonstrated no contamination of the coronagraph field down to 4.79x10(-9) raw contrast.

The thesis is focused on creativity development of pupils in older school age in the work of teachers. First part of thesis acquainted with theory of creativity and explain basic concepts about creativity development and creative teaching in the work of teacher. The aim of this thesis is to find out the form, how teachers develop pupils' creativity in their work and how the teachers think about creativity teaching. The practical part contains a pilot study survey and four case studies implemented within the main research. Emphasis is placed on observing teaching activities and subsequent interviews with teachers about teaching course. Results showed, that teachers are able to use creativity teaching. However, there are still several options, how to improve the quality of creativity teaching. We suggested specific recomendations in the conclusion, how to improve the quality of creativity teaching. Key words Creativity, teacher, older school age, creative teaching.

The present thesis addresses the aggression of the pupil against the teacher, with the focus on the secondary school environment. In the first chapter focused on theory I aim to describe aggression, its related terms and the viewpoint of related literature. The second part studies the aggression in schoolchildren, its particularities and preconditions. The empirical part of the thesis starts in the third chapter: I analyse the sources of the society's information about youth aggression, i.e. media and police statistics. Finally, the fourth chapter describes my own research, a survey among secondary school teachers. This project aims to find out how teachers perceive the aggression of contemporary youth, and to compare the results with the findings of a similar research done in 2008. Key words: Aggression, Teacher, Pupil, Adolescence, Criminality, New Media