Thesis (Ph.D.)--Brandeis University, 2010. / "UMI no: 3390523." MICROFILM COPY ALSO AVAILABLE IN THE UNIVERSITY ARCHIVES. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, 1933. / Published also without thesis note. "Private edition, distributed by the University of Chicago libraries, Chicago, Illinois." Bibliography: p. 149-163.

Online examinations are an integral component of many online learning environments and a high-stake process for students, teachers and educational institutions. They are the target of many security threats, including intrusion by hackers and collusion. Collu-sion happens when a student invites a third party to impersonate him/her in an online test, or to abet with the exam questions. This research proposed a profile-based chal-lenge question approach to create and consolidate a student's profile during the learning process, to be used for authentication in the examination process. The pro-posed method was investigated in six research studies using a usability test method and a risk-based security assessment method, in order to investigate usability attributes and security threats. The findings of the studies revealed that text-based questions are prone to usability issues such as ambiguity, syntactic variation, and spelling mistakes. The results of a usability analysis suggested that image-based questions are more usable than text-based questions (p < 0.01). The findings identified that dynamic profile questions are more efficient and effective than text-based and image-based questions (p < 0.01). Since text-based questions are associated with an individual's personal information, they are prone to being shared with impersonators. An increase in the numbers of chal-lenge questions being shared showed a significant linear trend (p < 0.01) and increased the success of an impersonation attack. An increase in the database size decreased the success of an impersonation attack with a significant linear trend (p < 0.01). The security analysis of dynamic profile questions revealed that an impersonation attack was not successful when a student shared credentials using email asynchronously. However, a similar attack was successful when a student and impersonator shared information in real time using mobile phones. The response time in this attack was significantly different when a genuine student responded to his challenge questions (p < 0.01). The security analysis revealed that the use of dynamic profile questions in a proctored exam can influence impersonation and abetting. This view was supported by online programme tutors in a focus group study.

O presente estudo se propôs a responder à questão de investigação: como a Modelagem Matemática pode contribuir como um meio do educando ser protagonista da sua aprendizagem, aspirando a sua autonomia? A pesquisa apresenta uma proposta de sequência de tarefas em um ambiente de aprendizagem de Modelagem Matemática, dividida em três partes, que são: o convite para realizar modelagem, uma experiência com a temática água e uma experiência com um tema de livre escolha. O estudo foi desenvolvido durante o segundo semestre de 2016, com uma turma de terceiro ano do Ensino Médio de uma escola municipal de Sapucaia do Sul, no horário regular de aula. Apoiada na teoria da Modelagem Matemática em uma perspectiva Sócio-crítica de Barbosa (2001), elaboração de perguntas em um ambiente de Modelagem Matemática de Sant’Ana e Sant’Ana (2009) e na Pedagogia da Autonomia de Paulo Freire (1996), e utilizando o estudo de caso como metodologia, o presente trabalho evidenciou que os estudantes podem ser ativos na construção dos seus conhecimentos. Além disso, percebeu-se, como resultados, que quando lhes é oportunizado um ambiente de liberdade e consideração, que respeita as suas escolhas, os alunos vão assumindo sua responsabilidade pela sua aprendizagem, construindo, aos poucos, suas preferências, suas opções e sua autonomia. / The present study aims to answer the research question: how can Mathematical Modeling contribute as a way for the learner to be the protagonist of their learning by aspiring to their autonomy? The research presents a task sequence proposal in a mathematical modeling-learning environment, divided into three parts. Such parts are the invitation to perform modeling, an experience with water theme, and an experiment with a theme of free student’s choice. The study was developed during the second semester of 2016, with a third year High School class from a municipal school in Sapucaia do Sul, at regular school hours. Based on the theory of Mathematical Modeling in a Socio-critical perspective of Barbosa (2001), elaboration of questions in an environment of Mathematical Modeling of Sant'Ana and Sant'Ana (2009) and in the pedagogy of autonomy of Paulo Freire (1996), and using the case study as a methodology, the present study showed that students can be active in the construction of their knowledge. In addition, it was noticed that, when it is offered an environment of freedom and consideration, respecting their choices, students will assume their responsibility for their learning, gradually building their preferences, their choices and their autonomy.

abstract: Wh-questions have been widely discussed in different languages such as English, Mandarin Chinese, Italian, and Russian, but little attention has been paid to the structure of wh-questions in Modern Standard Arabic (MSA). Thus, this dissertation attempts to analyze the structure of wh-questions using the current frameworks: Minimalism and Cartography. In the late 1990s, Chomsky established the Minimalist Program which aims to describe the clause structure in as simple and economic mechanism as possible, and he advanced his famous research program to include phase theory, which aims to restrict the syntactic operations. On the other side, Rizzi (1997, 2001) proposed the Cartographic approach. In this approach, Rizzi attempted to analyze the left periphery domain in detail, and suggested the split CP hypothesis. Following those two approaches, Ginsburg (2009) and Totsuka (2015) unified them into one approach and suggested that ForceP, TopicP, and IntP are phasal domain while FocusP, FinP, and WhP are not. An overview of the Chomskyan model and Rizzi’s approach has been provided in Chapter 2. Also, this dissertation discussed the unified approach by Ginsburg (2009) and Totsuka (2015). In addition to the overview of the general frameworks, this dissertation discussed the clause structure such as the word order, left periphery domain (i.e., CP), and resumption in MSA. Furthermore, Chapter 2 presented the earlier studies on the wh-questions in MSA and highlighted the major gap which this dissertation attempts to fill. In these studies the structure of wh-questions in MSA were mis-analyzed because the surface structure of the nine wh-questions might look the same, but, in fact, they are not. Therefore, this dissertation attempts to (re)study the structure of wh-questions with taking into consideration the resumption and [definiteness]. In Chapter 3, the methodology and corpus analysis, which is used in collecting the wh-questions in MSA, are discussed. Finally, Chapter 4 analyzed the corpus findings based on the unified approach by Ginsburg (2009) and Totsuka (2015) and showed some evidence that man ‘who’ and ayy ‘which’ questions in MSA are in phasal phrase (i.e., IntP) while the rest of wh-questions are not. / Dissertation/Thesis / Doctoral Dissertation English 2017

Trabalho que tem como objetivo apontar a transformação da imagem da mulher através dos tempos, tal como tem sido representada na literatura, desde suas origens bíblicas, até o final do século XX. A análise dessa imagem feminina, em sua trajetória histórico-literária se apoiou em textos de várias épocas, começando pela Bíblia, passando pela Era Medieval (cantigas de amor e cantigas de amigo), Era Clássica (episódio de Inês de Castro, em Os Lusíadas; Carta de Guia de Casados, de Dom Francisco Manuel de Melo; e As Cartas Portuguesas, de Sóror Mariana Alcoforado), Era Romântica (as cartas entre Camilo Castelo Branco e D. Ana Plácido; e as cartas entre Simão e Teresa na obra Amor de Perdição – de Camilo Castelo Branco) e Era Contemporânea (Novas Cartas Portuguesas). Através da poesia e do gênero epistolar verifica-se uma linha horizontal a percorrer todos os períodos literários: a linha que registra a permanência da imagem da mulher-mãe e mulher-esposa, consagradas pelo sistema familiar patriarcal. Entretanto, verifica-se que, aqui e ali, surgem cortes verticais nessa linha horizontal, os quais correspondem a questionamentos femininos buscando romper a linha da tradição. A localização dessas "linhas" e "cortes" são os pontos básicos desta dissertação. / This work that has as objective to point the transformation of the woman’s image through the times, just as it has been represented in the literature, from their biblical origins, until the end of the century XX. The analysis of that feminine image, in his historical-literary path, leaned on in texts of several times, beginning for the Bible, going by the Medieval Era (love ballads and friend’s ballads), going by Classic Era (episode of Inês de Castro - in the Lusíadas; Carta de Guia de Casados, of Dom Francisco Manuel de Melo; and the Portuguese Letters, of Sóror Mariana Alcoforado), going by Romantic Era (the letters between Camilo Castelo Branco and D. Ana Plácido; and the letters between Simão and Teresa in the Amor de Perdição - of Camilo Castelo Branco) and Contemporary Era ( Novas Cartas Portuguesas). Through of the poesy and of the gender letter a horizontal line is verified to travel all of the literary periods - the line that registers the permanence of the woman-mother’s image and woman-wife, consecrated by the patriarchal family system. However, it is verified that, here and there, vertical cuts appear in that horizontal line, wich correspond the feminine question looking for to break the line of the tradition. The location of those "lines" and "cuts" are the basic points of that dissertation.

O presente estudo se propôs a responder à questão de investigação: como a Modelagem Matemática pode contribuir como um meio do educando ser protagonista da sua aprendizagem, aspirando a sua autonomia? A pesquisa apresenta uma proposta de sequência de tarefas em um ambiente de aprendizagem de Modelagem Matemática, dividida em três partes, que são: o convite para realizar modelagem, uma experiência com a temática água e uma experiência com um tema de livre escolha. O estudo foi desenvolvido durante o segundo semestre de 2016, com uma turma de terceiro ano do Ensino Médio de uma escola municipal de Sapucaia do Sul, no horário regular de aula. Apoiada na teoria da Modelagem Matemática em uma perspectiva Sócio-crítica de Barbosa (2001), elaboração de perguntas em um ambiente de Modelagem Matemática de Sant’Ana e Sant’Ana (2009) e na Pedagogia da Autonomia de Paulo Freire (1996), e utilizando o estudo de caso como metodologia, o presente trabalho evidenciou que os estudantes podem ser ativos na construção dos seus conhecimentos. Além disso, percebeu-se, como resultados, que quando lhes é oportunizado um ambiente de liberdade e consideração, que respeita as suas escolhas, os alunos vão assumindo sua responsabilidade pela sua aprendizagem, construindo, aos poucos, suas preferências, suas opções e sua autonomia. / The present study aims to answer the research question: how can Mathematical Modeling contribute as a way for the learner to be the protagonist of their learning by aspiring to their autonomy? The research presents a task sequence proposal in a mathematical modeling-learning environment, divided into three parts. Such parts are the invitation to perform modeling, an experience with water theme, and an experiment with a theme of free student’s choice. The study was developed during the second semester of 2016, with a third year High School class from a municipal school in Sapucaia do Sul, at regular school hours. Based on the theory of Mathematical Modeling in a Socio-critical perspective of Barbosa (2001), elaboration of questions in an environment of Mathematical Modeling of Sant'Ana and Sant'Ana (2009) and in the pedagogy of autonomy of Paulo Freire (1996), and using the case study as a methodology, the present study showed that students can be active in the construction of their knowledge. In addition, it was noticed that, when it is offered an environment of freedom and consideration, respecting their choices, students will assume their responsibility for their learning, gradually building their preferences, their choices and their autonomy.

Ph.D. (Politics) / Please refer to full text to view abstract

The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question

The declining quality of first year student intake at the Durban University of Technology (DUT) prompted the addition of online learning to traditional instruction. The time spent by students in an online classroom and their scores in subsequent multiple-choice question (MCQ) tests were measured. Tests on standardised regression coefficients showed self-test time as a significant predictor of summative MCQ performance while controlling for ability. Exam MCQ performance was found to be associated, positively and significantly, with annual self-test time at the 5 percent level and a significant relationship was found between MCQ marks and year marks. It was concluded that students’ use of the self-test tool in formative assessments has a significant bearing on students’ year marks and final grades. The negative nature of the standardised beta coefficient for gender indicates that, when year marks and annual self-test time are considered, males appear to have performed slightly better than females.