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A plethora of stressors are known to be related to the process of transition to professional nursing practice as the neophyte registered nurse (RN) transitions from student to professional nurse. Although not new, accelerated second-degree baccalaureate nursing (ASDBN) programs have opened in record numbers in recent years in the wake of the current nursing shortage. Little is known about the experience of professional practice for accelerated second-degree baccalaureate graduate nurses (ASDBGNs). The stressful graduate nurse transition, current nursing shortage, and lack of an empirical base for ASDBN programs illustrate the significance of the research problem. This modified grounded theory study generated a substantive Theory of Overcoming: ASDBGN Transition to Professional Nursing Practice. Constant comparative method of joint data collection, analysis, theoretical sampling, and memoing was used. Data were collected through semistructured interviews using open-ended questions that were conducted over the telephone or in person. The identified basic social process (BSP), overcoming, encompasses 5 stages: reality check, goaling, getting started, coming out on top, and mastering. Study findings provide a beginning evidence-base for nursing education, policy, and clinical practice related to this growing student population.

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No. of bitstreams: 1 kuroiwa_etn_me_prud.pdf: 5570112 bytes, checksum: c516d7327410c5df3ee89056060e3cde (MD5) Previous issue date: 2016-11-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Há cerca de 2000 a.C, com o desenvolvimento do conhecimento matemático, a equação do 2º grau tem mostrado sua aplicabilidade principalmente em problemas de medidas, áreas e repartição de herança, pois, o Alcorão prescrevia uma divisão de herança de acordo com a idade. Além das circunstancias descritas acima, há uma infinidade de situações problema que envolve a resolução de uma equação deste tipo. Ao longo de minha jornada como docente, observei as dificuldades encontradas pelos discentes, que não conseguem aplicá-las e resolvê-las. Procuramos uma abordagem diferenciada para priorizar a aprendizagem, sanar suas dificuldades e efetivar a resolução. Assim, o objetivo deste trabalho consiste no auxílio aos professores na importante tarefa de ensinar, esclarecer, fundamentar e sedimentar os conceitos e as resoluções da equação do 2º grau, promovendo aprendizagem efetiva, com maior interação e cumplicidade ajudando-os em seus questionamentos, providenciando a retomada e a aquisição de saberes com suas intervenções propícias e auxiliando-os a encontrar as respostas às suas indagações. Para isto utilizamos a Metodologia de Resolução de Problemas, como ferramenta viável para a demonstração da fórmula de Bháskara, proporcionando uma motivação em sua construção, possibilitando ao aluno, maior envolvimento, participação e interação com manejo de material concreto. Essa metodologia proporciona maior interação entre o professor e os alunos auxiliando-os e estimulando-os com questionamento e intervenções convenientes. Iniciamos com uma abordagem histórica em ordem cronológica, de acordo com os conhecimentos desenvolvidos, bem como sua contextualização teórica, envolvendo inclusive os diversos métodos de resolução, através dos tempos, bem como seus exemplos. Apresentamos uma aplicação em sala de aula, com levantamento diagnóstico para verificar os conhecimentos dos estudantes, aplicabilidade e resoluções desta equação, sendo posteriormente feita uma reavaliação para verificar o nível de aprendizado, mostrando de maneira geral o método e a metodologia proposta. / There are about 2000 B.C with the development of mathematical knowledge, the 2nd degree equation has shown its applicability especially in problems of measures, areas and division of inheritance, as the Qur'an prescribed a division of inheritance according to age. In addition to the circumstances described above, there are plenty of situations that involve problem solving an equation of this kind. Along my journey as a teacher, I noted the difficulties encountered by students who can not apply them and solve them. We seek a differentiated approach to prioritize learning, solve their problems and carry out the resolution. The objective of this work is to assist teachers in the important task of teaching, clarify, justify and consolidate the concepts and resolutions of the 2nd degree equation, promoting effective learning, with greater interaction and complicity helping them in their inquiries, arranging the recovery and the acquisition of knowledge with its favorable interventions and helping them find answers to their questions. For this we use the Troubleshooting Methodology as a viable tool for demonstrating the formula Bháskara, providing a motivation in their construction, allowing the student to greater involvement, participation and interaction with management of concrete material. This methodology provides greater interaction between teacher and students helping them and encouraging them to questioning and appropriate interventions. We begin with a historical approach in chronological order, according to the developed knowledge and its theoretical context, including the various methods of resolution, through the ages, as well as their examples. We present an application in the classroom, with diagnosis survey to check students' knowledge, applicability and resolutions of this equation, a reassessment later being done to check the level of learning, showing generally the method and the proposed methodology. / 3107510001F5

Orientador: José Carlos Rodrigues / Resumo: Há cerca de 2000 a.C, com o desenvolvimento do conhecimento matemático, a equação do 2º grau tem mostrado sua aplicabilidade principalmente em problemas de medidas, áreas e repartição de herança, pois, o Alcorão prescrevia uma divisão de herança de acordo com a idade. Além das circunstancias descritas acima, há uma infinidade de situações problema que envolve a resolução de uma equação deste tipo. Ao longo de minha jornada como docente, observei as dificuldades encontradas pelos discentes, que não conseguem aplicá-las e resolvê-las. Procuramos uma abordagem diferenciada para priorizar a aprendizagem, sanar suas dificuldades e efetivar a resolução. Assim, o objetivo deste trabalho consiste no auxílio aos professores na importante tarefa de ensinar, esclarecer, fundamentar e sedimentar os conceitos e as resoluções da equação do 2º grau, promovendo aprendizagem efetiva, com maior interação e cumplicidade ajudando-os em seus questionamentos, providenciando a retomada e a aquisição de saberes com suas intervenções propícias e auxiliando-os a encontrar as respostas às suas indagações. Para isto utilizamos a Metodologia de Resolução de Problemas, como ferramenta viável para a demonstração da fórmula de Bháskara, proporcionando uma motivação em sua construção, possibilitando ao aluno, maior envolvimento, participação e interação com manejo de material concreto. Essa metodologia proporciona maior interação entre o professor e os alunos auxiliando-os e estimulando-os com questionamento... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

Title: Bilevel optimization problems and their applications to portfolio selection Author: Lenka Godul'ová Department of Probability and Mathematical Statistics Supervisor: doc. RNDr. Ing. Miloš Kopa, Ph.D. Abstract: This work deals with the problem of bilevel tasks. First, it recalls the basic knowledge of mean-risk models, risk measure in singlelevel problems, and second degree stochastic dominance. Then it presents basic knowledge of bilevel tasks. bilevel problems have several advantages over singlelevel. In one process, it is possible to analyze two different or even conflicting situations. The bilevel role can better capture the relationship between the two objects. The main focus of the thesis is the formulation of various bilevel tasks and their reformulation into the simplest form. The numerical part deals with four types of formulated bilevel problems at selected risk measures. Keywords: Bilevel problems, Second degree stochastic dominance, Risk measures 1

Title: Bilevel optimization problems and their applications to portfolio selection Author: Lenka Godul'ová Department of Probability and Mathematical Statistics Supervisor: doc. RNDr. Ing. Miloš Kopa, Ph.D. Abstract: This work deals with the problem of bilevel tasks. First, it recalls the basic knowledge of mean-risk models, risk measure in singlelevel problems, and second degree stochastic dominance. Then it presents basic knowledge of bilevel tasks. bilevel problems have several advantages over singlelevel. In one process, it is possible to analyze two different or even conflicting situations. The bilevel role can better capture the relationship between the two objects. The main focus of the thesis is the formulation of various bilevel tasks and their reformulation into the simplest form. The numerical part deals with four types of formulated bilevel problems at selected risk measures. Keywords: Bilevel problems, Second degree stochastic dominance, Risk measures 1

<p>Algebraic equations and functions play an important role in various mathematical topics, including algebra, trigonometry, linear programming and calculus. Accordingly, various documents, such as the most recent Swedish curriculum (Lpf 94) for upper secondary school and the course syllabi in mathematics, specify what the students should learn in Mathematics Course B. They should be able to solve quadratic equations and apply this knowledge in solving problems, explain the properties of a function, as well as be able to set up, interpret and use some nonlinear functions as models for real processes. To implement these recommendations, it is crucial to understand the students’ way of experiencing quadratic equations and functions, and describe the meaning these have for the students in relation to the possibility they have to their experience of them.</p><p>The aim of this thesis is to analyse, understand and explain the relation between the handled and learned content, which consists of second-degree equations and quadratic functions, in classroom practice. This means that content is the research object and not the teacher’s conceptions or knowledge of, or about this content. This restriction implies that the handled and learned contents are central in this study and will be analysed from different perspectives.</p><p>The study includes two teachers and 45 students in two different classes. The data consist of video-recordings of lessons, individual sessions, interviews and the teachers’/researcher’s review of the individual sessions. The students’ tests also constituted an important part of the data collection.</p><p>When analysing the data, concepts relating to variation theory have been used as analytical tools. Data have been analysed in respect of the teachers’ focus on the lesson content, which aspects are ignored and which patterns of dimensions of variations are constituted when the contents are handled by the teachers in the classroom. Also, data have been analysed in respect of the students’ focus when they solve different exercises in a test situation. It can be shown that the meaning of parameters, the unknown quantity in an equation and the function’s argument change several times when the teacher presents the content in the classroom and when the students solve different exercises. It can also be shown that the teachers and the students develop complicated patterns of variation during the lessons and that the ways in which the teachers open up dimensions of variation play an important role in the learning process. The results indicate that there is a convergent variation leading the students to improve their learning. By focusing on some aspects of the objects of learning and create convergent variations, it is possible for the students to understand the difference between various interpretations of these aspects and thereafter focus on the interpretation that fits in a certain context. Furthermore, this variation leads the students to make generalisations in each object of learning (equations and functions) and between these objects of learning. These generalisations remain over time, despite working with new objects of learning. An important result in this study is that the implicit or explicit arguments of a function can make it possible to discern an equation from a function despite the fact that they are constituted by the same algebraic expression.</p>

Algebraic equations and functions play an important role in various mathematical topics, including algebra, trigonometry, linear programming and calculus. Accordingly, various documents, such as the most recent Swedish curriculum (Lpf 94) for upper secondary school and the course syllabi in mathematics, specify what the students should learn in Mathematics Course B. They should be able to solve quadratic equations and apply this knowledge in solving problems, explain the properties of a function, as well as be able to set up, interpret and use some nonlinear functions as models for real processes. To implement these recommendations, it is crucial to understand the students’ way of experiencing quadratic equations and functions, and describe the meaning these have for the students in relation to the possibility they have to their experience of them. The aim of this thesis is to analyse, understand and explain the relation between the handled and learned content, which consists of second-degree equations and quadratic functions, in classroom practice. This means that content is the research object and not the teacher’s conceptions or knowledge of, or about this content. This restriction implies that the handled and learned contents are central in this study and will be analysed from different perspectives. The study includes two teachers and 45 students in two different classes. The data consist of video-recordings of lessons, individual sessions, interviews and the teachers’/researcher’s review of the individual sessions. The students’ tests also constituted an important part of the data collection. When analysing the data, concepts relating to variation theory have been used as analytical tools. Data have been analysed in respect of the teachers’ focus on the lesson content, which aspects are ignored and which patterns of dimensions of variations are constituted when the contents are handled by the teachers in the classroom. Also, data have been analysed in respect of the students’ focus when they solve different exercises in a test situation. It can be shown that the meaning of parameters, the unknown quantity in an equation and the function’s argument change several times when the teacher presents the content in the classroom and when the students solve different exercises. It can also be shown that the teachers and the students develop complicated patterns of variation during the lessons and that the ways in which the teachers open up dimensions of variation play an important role in the learning process. The results indicate that there is a convergent variation leading the students to improve their learning. By focusing on some aspects of the objects of learning and create convergent variations, it is possible for the students to understand the difference between various interpretations of these aspects and thereafter focus on the interpretation that fits in a certain context. Furthermore, this variation leads the students to make generalisations in each object of learning (equations and functions) and between these objects of learning. These generalisations remain over time, despite working with new objects of learning. An important result in this study is that the implicit or explicit arguments of a function can make it possible to discern an equation from a function despite the fact that they are constituted by the same algebraic expression.

Orientador: Rosa Fátima de Souza Chaloba / Banca: Marilda da Silva / Banca: Maria Aparecida Franco Pereira / Resumo: As instituições escolares assim como as pessoas, são portadoras de memórias. Uma memória gerada em contraposição a outras memórias, que corre ao ritmo do tempo, das pessoas e das gerações. Tendo por finalidade compreender como a sociedade araraquarense construiu representações sobre a Escola Estadual Bento de Abreu, objetivamos investigar como a escola aparece nas representações dos ex-alunos no que diz respeito à concepção de escola de "boa qualidade". O estudo incide sobre o ensino de nível médio ministrado nessa escola na década de 1970, momento da implementação da Lei Federal 5.692/71 que fixou as Diretrizes e Bases para o ensino de 1º e 2º Graus no país impactando profundamente o funcionamento das escolas e a organização didática pedagógica do ensino básico brasileiro, contribuindo para a intensificação do processo de democratização desse ramo de ensino. A partir da implantação desta nova medida, este estabelecimento educacional passou a oferecer somente ensino de 2º Grau, atendendo ao nome de Instituto de Educação Estadual de 2º Grau "Bento de Abreu". Valendo-se da história oral como metodologia para coleta e análise dos dados cotejada com a documentação do Arquivo Permanente dessa escola, entrevistamos esses sujeitos que tiveram parte de sua carreira escolar nesta instituição de ensino. A memória desses entrevistados nos permitiu recuperar e investigar as representações dos sujeitos educacionais sobre essa escola, principalmente no que se refere às questões de qualidade do ensino, a relação escola-sociedade, bem como a cultura produzida por essa escola que se inseriu na formação da cultura da cidade de Araraquara. Com esse resgate busca-se compreender e aprofundar o estudo sobre a história dessa instituição educativa, contribuindo para a compreensão da educação secundária no Estado de São Paulo na década de 1970. / Abstract: Educational institutions, like people, are carriers of memories. A memory generated in contrast to other memories, which flows to the rhythm of time, people and generations. Having the aim to understand how the Araraquarense society builds representations about the State School "Bento de Abreu", we objective to investigate how the school appears in representations of ex-students with respect to conception of school in "good quality". The study focuses on teaching of high school ministered in this school in the 1970's decade, moment of implementation of Federal Law 5.692/71 that fixes Guidelines for teaching 1st and 2nd degrees in the country, impacting profoundly the functioning of schools and the didactical and pedagogical organizations teaching of basic Brazilian education, contributing to the intensification of the democratization process of this branch of education. After the implementation of this new measure, this educational establishment has offered only teaching of 2nd Degree, given the name of State Institute of Education of 2nd Degree "Bento de Abreu". Drawing on oral history as methodology for collecting and analyzing data collated by recording Permanent Archive of this school, we interviewed those subjects that had part of his school career in this educational institution. The memory of these respondents allowed us to recover and investigate the representations of educational subjects about this school, especially with regard to issues of quality of teaching, a school-society relationship, and the culture produced by this school which was included in the training culture of the city of Araraquara. With this rescue we attempt to understand and deepen the study about the history of this educational institution, contributing to the understanding of secondary education in the State of Sao Paulo in the 1970's decade. / Mestre

Made available in DSpace on 2014-06-11T19:24:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-08-18Bitstream added on 2014-06-13T20:51:55Z : No. of bitstreams: 1 ancelmo_mcl_me_arafcl.pdf: 1249525 bytes, checksum: 89deb10317046ae08c2fe9acdb938f2a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / As instituições escolares assim como as pessoas, são portadoras de memórias. Uma memória gerada em contraposição a outras memórias, que corre ao ritmo do tempo, das pessoas e das gerações. Tendo por finalidade compreender como a sociedade araraquarense construiu representações sobre a Escola Estadual Bento de Abreu, objetivamos investigar como a escola aparece nas representações dos ex-alunos no que diz respeito à concepção de escola de “boa qualidade”. O estudo incide sobre o ensino de nível médio ministrado nessa escola na década de 1970, momento da implementação da Lei Federal 5.692/71 que fixou as Diretrizes e Bases para o ensino de 1º e 2º Graus no país impactando profundamente o funcionamento das escolas e a organização didática pedagógica do ensino básico brasileiro, contribuindo para a intensificação do processo de democratização desse ramo de ensino. A partir da implantação desta nova medida, este estabelecimento educacional passou a oferecer somente ensino de 2º Grau, atendendo ao nome de Instituto de Educação Estadual de 2º Grau “Bento de Abreu”. Valendo-se da história oral como metodologia para coleta e análise dos dados cotejada com a documentação do Arquivo Permanente dessa escola, entrevistamos esses sujeitos que tiveram parte de sua carreira escolar nesta instituição de ensino. A memória desses entrevistados nos permitiu recuperar e investigar as representações dos sujeitos educacionais sobre essa escola, principalmente no que se refere às questões de qualidade do ensino, a relação escola-sociedade, bem como a cultura produzida por essa escola que se inseriu na formação da cultura da cidade de Araraquara. Com esse resgate busca-se compreender e aprofundar o estudo sobre a história dessa instituição educativa, contribuindo para a compreensão da educação secundária no Estado de São Paulo na década de 1970. / Educational institutions, like people, are carriers of memories. A memory generated in contrast to other memories, which flows to the rhythm of time, people and generations. Having the aim to understand how the Araraquarense society builds representations about the State School “Bento de Abreu”, we objective to investigate how the school appears in representations of ex-students with respect to conception of school in good quality. The study focuses on teaching of high school ministered in this school in the 1970’s decade, moment of implementation of Federal Law 5.692/71 that fixes Guidelines for teaching 1st and 2nd degrees in the country, impacting profoundly the functioning of schools and the didactical and pedagogical organizations teaching of basic Brazilian education, contributing to the intensification of the democratization process of this branch of education. After the implementation of this new measure, this educational establishment has offered only teaching of 2nd Degree, given the name of State Institute of Education of 2nd Degree “Bento de Abreu”. Drawing on oral history as methodology for collecting and analyzing data collated by recording Permanent Archive of this school, we interviewed those subjects that had part of his school career in this educational institution. The memory of these respondents allowed us to recover and investigate the representations of educational subjects about this school, especially with regard to issues of quality of teaching, a school-society relationship, and the culture produced by this school which was included in the training culture of the city of Araraquara. With this rescue we attempt to understand and deepen the study about the history of this educational institution, contributing to the understanding of secondary education in the State of Sao Paulo in the 1970’s decade.