The purpose of this study is to explore the factors that affect students' decision-making in an SSI (socio-scientific issue) about nuclear power and energy supply. The study explores students' skills in SSI argumentation and aims to clarify the relationship between values, knowledge and experiences in their SSI decision-making. Nine students grade nine participated. Their argumentation and decision-making processes were followed, the participants wrote reports on their decision-making, and data were collected during multiple stages of an instructional module, the Six-Step SSI Instructional Module. The different arguments used by the students were analysed using the framework of the SEE-SEP-model. The analysis focused on the evaluation skills demonstrated by the students during the exercise and the relationships between the knowledge, values, and experiences that they used in their argumentation. Although all the students had access to the same information and agreed on the factual aspects of the issue, they came to different decisions, the difference depending on their background knowledge, values, and experiences. The assessment framework considers the quality indicators presented in the research and focuses on both the content and the structure that can be observed in students’ SSI argumentation and is meant to function as a tool for identifying quality indicators. The implication for SSI teaching and learning is discussed.

Stimulated electromagnetic emission (SEE) produced by interactions of high-power radio waves with the Earth's ionosphere is currently a topic of significant interest in ionospheric modification physics. SEE is believed to be produced by nonlinear wave-wave interactions involving the electromagnetic and electrostatic plasma waves in the altitude region where the pump wave frequency is near the upper hybrid resonance frequency. The most prominent upshifted feature in the SEE spectrum is the broad upshifted maximum (BUM). In this study, the instability processes thought to be responsible to the BUM spectra in the SEE experiments are discussed and analyzed using theoretical and electrostatic particle-in-cell (PIC) models. From characteristics of this feature, a four-wave parametric decay process has been studied as a viable mechanism for its production. The object is to (1) investigate the early time nonlinear development of the four-wave decay instability by using theoretical and numerical simulation models, (2) study the variation of the four-wave decay instability spectral features for a wide range of plasma and pump wave parameters, and (3) access its possible role in the production of the BUM spectral feature. Results of this investigation show that there is good agreement between predictions of the proposed theoretical model and the numerical simulation experiments. The simulation electric field power spectrum exhibits many of the important features of the experimental observations. The numerical simulation results show that consideration of the full nonlinear development of the four-wave parametric instability is crucial in providing insight into the asymmetric nature of the wave frequency spectrum observed during the experiments. The velocity-space ring-plasma instability, another generation mechanism for the BUM spectra, is studied using a theoretical model. The theoretical calculations show that the growth rate is larger in the region of the upper hybrid wave than that of the electron Bernstein wave. In addition, the effects of various plasma parameters are analyzed and it is predicted that the BUM should be more prominent with a hotter ring, at the direction perpendicular to the magnetic field, or in a closer region of cyclotron harmonic. A detailed comparison of the velocity space ring-plasma instability and the four-wave parametric process is presented where both the differences and the possible relations are discussed. / Ph. D.

Stimulated Electromagnetic Emissions SEEs may provide important diagnostic information about space plasma composition, energetics, and dynamics during active experiments in which ground-based high powered radio waves are transmitted into the ionosphere. The nonlinear plasma processes producing this secondary radiation are not well understood particularly for some recent observations where the transmitter (pump) frequency is near the second harmonic of the electron gyro-frequency. New, more comprehensive, experimental observations of spectral features within 1kHz of the pump wave frequency are reported here in order to begin more careful comparisons of the experimental observations and a possible theoretical underpinning which is also provided. The experimental observations typically show two distinct types of secondary radiation spectra which are a) discrete narrowband harmonic spectral structures ordered by the ion gyro-frequency, so-called stimulated ion Bernstein Scatter (SIBS) and, b) broadband spectral structure with center frequency near 500 Hz and similar spectral bandwidth named ion acoustic parametric decay (IAPD). A theoretical model is provided that interprets these spectral features as resulting from parametric decay instabilities in which the pump field ultimately decays into high frequency upper hybrid/electron Bernstein and low frequency neutralized ion Bernstein and/or obliquely propagating ion acoustic waves at the upper hybrid interaction altitude. Detailed calculations of the threshold level, growth rate, unstable wavenumber and frequency bandwidth of the instabilities are provided for comparisons with experimental observations. An assessment of the effect of the critical instability parameters are provided including pump electric field strength, proximity of the pump frequency to the electron gyro-frequency and pump electric field geometry. The model shows quite reasonable agreement with the experimental observations. Next, a two dimensional Particle-In-Cell Monte-Carlo Collision computational model (PIC-MCC) is employed in order to consider nonlinear aspects such as 1) electron acceleration through wave-particle heating, 2) more complex nonlinear wave-wave processes and 3) temporal evolution of electron irregularities through nonlinear saturation. The simulation results show that the IB associated parametric decay is primarily associated with electron acceleration perpendicular to the geomagnetic field. More gyro-harmonic lines are typically associated with more intense heating. Heating is reduced when the pump frequency is sufficiently close to 2fce. The IA associated parametric decay instability is primarily associated with electron tail heating along the magnetic field and heating is reduced when the pump frequency is sufficiently close to 2fce. Characteristics of caviton collapse behavior become prevalent in this case. Results are discussed within the context of some recent experimental observations. Further discussions are provided of connections with past observed SEE spectral features and potential new diagnostic information provided by these newly categorized spectra. / Ph. D.

Establishing effective language intervention for those who struggle to acquire it early on has received significant attention from researchers within the field of behavior analysis. The procedures of the present study were adapted from Spurgin' thesis research from 2021, in which a stimulus specific consequence was used during teaching after participants made correct responses. In this case, the stimulus specific consequence was a label for a picture that participants were required to point to during teaching trials. When participants pointed to the correct card, the researcher would label the card and deliver a small wooden block which the participants were told they were working for. In the hear-say procedures, participants were taught one set of cards and instructed to echo the researchers' labels. In the see-say participants were taught a second set of cards and instructed to "beat' the researcher to saying the word. After all cards were taught, were tested with a non-vocal receptive identification test. Immediately following this, participants were tested with a vocal expressive identification test. An extended teaching was included to determine the effects of additional practice within each condition. Results indicated that the participants were able to require some receptive and expressive language but targets often did not correspond. In many instances, receptive mastery did not necessarily lead to expressive mastery or vice versa. Results also indicated that additional practice improved receptive scores but had little impact on expressive scores. Implication for teaching learners with autism as well as typical adults is discussed.

The aim of this thesis is to verify and analyse presumed relations between selected macro-fundamentals, namely USD exchange rate, production index, interbank offered rate, inflation, money supply and two exogenous indices ( Standard & Poor's 500 and EURO STOXX 50), and CEE (Austria, Czech Republic, Poland, Hungary) or SEE (Bulgaria, Croatia, Slovenia, Romania) financial markets over the period from December 1995 to December 2015. In order to test the long-run cointegration relationships between studied markets and the set of macroeconomic variables, the Engle-Granger and Johansen tests are applied. The vector error correction model is used to confirm the long-run equilibrium interlinkages and the results show similar trend tendencies between stock indices and some of the macro-fundamentals in Croatia, Czech Republic, Hungary, Poland and Romania. To verify the short-run causal linkages, the Granger causality test is employed. Based on retrieved findings, the efficiency of studied markets with respect to Efficient Market Theory is reviewed. Our findings reveal several pairwise short-run causal impacts between studied macroeconomic indicators and stock indices. The only indicator which does not impact any stock market is the interbank offered rate. Moreover, according to our results, all CEE&SEE stock...

Made available in DSpace on 2016-04-28T19:34:05Z (GMT). No. of bitstreams: 1 William Ruotti.pdf: 2133289 bytes, checksum: 75e78a01826c75e428e612e726f300c3 (MD5) Previous issue date: 2016-03-17 / Secretaria da Educação do Estado de São Paulo / In this thesis, part of the line of research Reading, Writing and English Language Teaching, the Program of Postgraduate Studies in Portuguese at PUC-SP, I investigate the relations between the SEE-SP and its institutional discourse and the potential impacts on acting teacher of Portuguese who teaches in the public schools of the city of Carapicuíba. The objective of the research is to identify and discuss the power structure established by SEE-SP, through its official documents, in the constitution of pedagogical discourse around the performance of this teacher. Thus, I develop this study in the light of Critical Discourse Analysis (CDA), the side proposed by Fairclough (2003, 2008, 2010) and Critical Realism (RC), from what has Resende and Ramalho (2009) and Bhaskar (1998). The analysis focused on documents that are part of the teacher as a career: the portarias do INEP / MEC that determine the evaluation of ENADE and what is expected of the future teacher, graduated in Letters; the clippings of notices to join the state system of São Paulo teaching by drawing a comparison between the 1998 contests, in 2003, 2010 and 2014, 1996 LDB post in which establish the profile and knowledge necessary for the teacher formed and ticket seeker ; Currículo do Estado de São Paulo de Língua Portuguesa, the Matrizes de Referência para a Avaliação SARESP, guidance on the AAP and, finally, the Diretrizes Norteadoras da política Educacional do Estado de São Paulo - 2015-2018, the actions of regulators teacher in the classroom. Think of these moments in the construction of pedagogic discourse of the teacher is very important considering that in this process, particular and individual, the teacher confronts what is put by the Secretariat and the experiences that brings with it, basing their way of being, of representing and acting in the world. The results showed us the need for reflection on the institutional texts on education make increasingly part of the discussions held by the Portuguese Language teachers at different times of training, in order to elucidate and clarify a simple mechanical causality that the teaching process and learning can become / Nesta tese, inserida na linha de pesquisa Leitura, Escrita e Ensino de Língua Portuguesa, do Programa de Estudos Pós-graduados em Língua Portuguesa da PUC-SP, investigo as relações estabelecidas entre a SEE-SP e seu discurso institucional e os potenciais reflexos na atuação do professor de Língua Portuguesa que leciona nas escolas estaduais do município de Carapicuíba. O objetivo da pesquisa é identificar e discutir a estrutura de poder estabelecida pela SEE-SP, por meio de seus documentos oficiais, na constituição do discurso pedagógico em torno da atuação desse professor. Sendo assim, desenvolvo este estudo à luz da Análise de Discurso Crítica (ADC), na vertente proposta por Fairclough (2003, 2008, 2010) e do Realismo Crítico (RC), a partir do que apresenta Resende e Ramalho (2009) e Bhaskar (1998). A análise centrou-se nos documentos que fazem parte do percurso do professor como profissional: as portarias do INEP/MEC que determinam a avaliação do ENADE e o que se espera do futuro professor formado em Letras; os recortes feitos nos Editais para ingresso na rede estadual de ensino de São Paulo, traçando um comparativo entre os concursos de 1998, 2003, 2010 e 2014, pós LDB de 1996, identificando o perfil e os conhecimentos necessários ao professor formado e candidato a ingresso; o Currículo do Estado de São Paulo de Língua Portuguesa, as Matrizes de Referência para a Avaliação SARESP, as orientações sobre a AAP e, por fim, as Diretrizes Norteadoras da Política Educacional do Estado de São Paulo 2015-2018, reguladores da atuação do professor em sala de aula. Pensar nesses momentos na construção do discurso pedagógico do professor é muito importante considerando que nesse processo, particular e individual, o professor confronta o que lhe é posto pela Secretaria e as vivências que traz consigo, fundamentando sua maneira de ser, de representar e de agir no mundo. Os resultados nos mostraram a necessidade dessas reflexões sobre os textos institucionais que orientam sua atuação em sala de aula façam, cada vez mais, parte das discussões realizadas pelos professores de Língua Portuguesa em diferentes momentos de formação, sejam nas ATPC ou mesmo em O.T. centralizadas, no sentido de elucidar e tornar claro o processo de ensino e aprendizagem, evitando que esse se torne um reflexo de uma simples causalidade mecânica

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Made available in DSpace on 2015-05-14T12:14:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 939261 bytes, checksum: f8a1456cf29d5789dabc615e68c9a352 (MD5) Previous issue date: 2009-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The standard model does not predict mass for the neutrinos, and any evidence that neutrinos are massive particles is a signal of new physics. Recent experimental data on neutrino oscillations provide a convincing evidence that neutrinos are massive and very light particles, with mass in the scale of eVs. Thus, we must extend the standard model in order to incorporate mass terms for the neutrinos, and find a mechanism to explain the value of observed masses. It is almost a consensus that the See-Saw mechanism provides the most elegant explanation for the observed value of the masses of neutrinos. In this work we implement the See-Saw mechanism in the 3-3-1 model with right handed neutrinos. The implementation is made with the introduction of a scalar sextet and the spontaneous breaking of the lepton number. We identi fied the Majoron as a singlet by the group SU(2)LNU(1)y, which makes it safe under the current limits of the eletroweak data. The main result of this work is that the See-Saw mechanism works at the TeV scale, and as a result the mass of right handed neutrinos lies in the electroweak scale, providing a great opportunity to test their existence in the current detectors. Finally we present one of the most interesting properties of the model, the Flavour Changing Neutral Current (FCNC). We show the explicit form of this lagrangian and motivate the study of this phenomenon through Hadronic and leptonic interactions that enable their testability in the next generation of accelerators. / O modelo padrão não prediz massa para os neutrinos, e qualquer evidência que os neutrinos sejam partículas massivas é um sinal de nova física. Dados experimentais recentes sobre oscilações de neutrinos fornecem uma evidência convincente de que os neutrinos são partículas massivas e muito leves, com massa na escala dos eVs. Assim, devemos estender o modelo padrão de forma tal que sejam incorporados termos de massa para os neutrinos, e encontrar um mecanismo que explique o valor das massas observadas. É quase um consenso que o mecanismo See-Saw proporciona a mais elegante explicação para o valor observado das massas dos neutrinos. Neste trabalho implementamos o mecanismo See-Saw no modelo 3-3-1 com neutrinos de mão direita, 3 - 3 - 1RHV. A implementação é feita com a introdução de um sexteto escalar e a quebra espontânea do número leptônico. Identificamos o Majoron como um singleto pelo grupo SU(2)LNU(1)y, o que o torna seguro sob os atuais limites dos dados eletrofracos. O principal resultado deste trabalho é que o mecanismo See-Saw funciona na escala dos TeVs, e como resultado a massa dos neutrinos de m~ao direita encontra-se na escala eletrofraca, fornecendo uma grande oportunidade de testar a sua existência nos atuais detectores. Finalmente, apresentamos uma das propriedades mas interessantes do modelo, a troca de sabor na corrente neutra (FCNC). Mostramos a forma explícita desta lagrangiana e motivamos o estudo deste fenômeno por meio de interações hadrônicas e leptônicas que possibilitam sua testabilidade na próxima geração de aceleradores.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-06T15:39:37Z No. of bitstreams: 1 julianoinaciodossantos.pdf: 5904465 bytes, checksum: 16b8523f3f3c6d0964c16c72abeb0062 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-07T16:09:19Z (GMT) No. of bitstreams: 1 julianoinaciodossantos.pdf: 5904465 bytes, checksum: 16b8523f3f3c6d0964c16c72abeb0062 (MD5) / Made available in DSpace on 2017-04-07T16:09:19Z (GMT). No. of bitstreams: 1 julianoinaciodossantos.pdf: 5904465 bytes, checksum: 16b8523f3f3c6d0964c16c72abeb0062 (MD5) Previous issue date: 2015-01-12 / A presente dissertação, desenvolvida no Programa de Pós-graduação Profissional em Gestão e Avaliação da Educação Pública (Mestrado Profissional) da Universidade Federal de Juiz de Fora, apresenta a pesquisa que teve como objetivo identificar as dificuldades encontradas pelas equipes gestoras das escolas estaduais de Minas Gerais em relação à prática de atos delituosos em suas dependências. Além disso, intencionou-se também identificar a eficácia da forma como as escolas e a Secretaria de Estado de Educação registram as ocorrências de delitos nas unidades escolares. O trabalho apresenta a proposição de um plano de ação visando melhorar os registros desses casos, permitindo à Administração Pública planejar atividades para combater o problema da violência escolar, e propõe ações para preparação dos membros de equipes de gestão escolar para lidar com as ocorrências nas instituições de ensino. A recorrente incidência de consultas recebidas por setores do Órgão Central da Secretaria de Estado de Educação de Minas Gerais – SEE/MG – questionando como os gestores escolares devem agir ao terem conhecimento da ocorrência de atos delituosos no interior de escolas e o fato de o índice de violência nas escolas estaduais mineiras vir causando preocupação aos professores e estudantes motivaram este estudo. Os elementos de fundamentação da necessidade de ações de registro e preparação dos gestores escolares foram analisados à luz de referenciais teóricos de autores como Guadalupe (2012), Condé (2012) e Diniz (2009), além de se fundamentar nas legislações federal e estadual aplicáveis. O percurso metodológico é composto por pesquisa bibliográfica, documental e empírica, aplicação de questionários a gestores escolares e a dirigentes regionais da SEE/MG, além de entrevistas realizadas com gestores de setores relevantes da Secretaria de Educação. A pesquisa demonstra a limitação das ações de preparação de integrantes de equipes de gestão escolar para lidarem com o problema da violência nas escolas e a ausência de sistema informatizado da SEE/MG para registro de ocorrências com vistas a orientar ações estatais voltadas para a elaboração de ações destinadas ao combate de ações delituosas em unidades de ensino. O resultado das pesquisas e a fundamentação teórica justificam o conteúdo do capítulo propositivo, composto por recomendação de ações direcionadas à implantação de sistema de registro de ocorrências de atos delituosos e à preparação das equipes de gestão escolar para lidarem com tais atos. / This paper is a case study carried out in order to identify the extent of the problem of criminal acts on the premises of the schools‟ state of Minas Gerais and the difficulties encountered by school management teams to deal with such occurrences in teaching units. The research aims to also identify the schools and the State Department of Education effectiveness way of recorded the events crimes at schools. The paper proposes an action plan to improve the records of these cases allowing the Public Administration process activities to combat the violence school problem and suggest action for preparation of the members of school management teams to deal with occurrences in institutions teaching. The research theme was chosen because of the recurring incidence of inquiry received by the Central Organ sectors of the State Department of Education of Minas Gerais - SEE/MG - asking as school managers should act to have knowledge of the occurrence of criminal acts inside the schools. In addition, the violence rate in schools from the state of Minas Gerais has concerned to teachers and students, as a research conducted by UFMG in 2012 has shown. The reasons given came from the necessity of an action of record and preparation of school administrators were analyzed in the light of theoretical references from authors such as Guadalupe (2012), Condé (2012) and Diniz (2009), beyond be based on applicable federal and state laws. The methodological approach consists on bibliographic, documentary and empirical research, questionnaires to school managers and the regional leaders of SEE/MG, and interviews with relevant sectors managers of the Education Department. The research demonstrates the shortage of preparedness actions of school management teams‟ members to deal with the problem of violence in schools and the absence of computerized system of SEE/MG for reporting incidents in order to guide state actions for the development of procedures to combat criminal actions in teaching units. The result of the researches and the theoretical basis justify the contents of propositional chapter, composed by recommendation actions directed by the implementation of events registration system of criminal acts and the preparation of school management teams to deal with such acts.

This thesis examines the politics of narrative control, and how it relates to the formation of diasporic consciousness among Turkish migrants in the United States. It asks how Turkish diasporic identity is formed and shaped by discourses that frame Turks, and that interrogate who or what a ‘Turk’ is? This thesis suggests that this process of continual construction and re-construction of diasporic consciousness should be investigated as a matter of competitive identity formation, meaning that there is competition between multiple actors to impose a definition or label on a diasporic group and to achieve broad-based support for that label or definition. This also implies the attribution of specific values, ideas, and political agendas to that group. The thesis examines the roots, motivations and activities of Turkish American activists in Washington DC. Based on an analysis of their political orientations and internal fissures, it focuses on the current political debate over official recognition of the deportations and massacres of Armenians by Ottoman forces as a genocide. It argues that Turkish American activists have coalesced on the defensive around this issue, framing it as a matter critical to the identity of Turks. Their manifold activities to prevent the further institutionalisation of the ‘genocide’ label in American political discourse do not, however, always resonate with the passive majority of Turkish Americans.