Neracionalus antimikrobinių vaistų (AMV) vartojimas didina mikroorganizmų atsparumą, gydymo kaštus ir hospitalizacijos trukmę. Didėjantis atsparumas AMV yra svarbi visuomenės sveikatos problema. Magistro darbo tikslas - kokybiškai ir kiekybiškai įvertinti AMV skyrimo KMU klinikose paplitimą bei jo pokyčius ir atitikimo racionalaus AMV vartojimo rekomendacijoms ypatumus ir dėsningumus. Tyrimas atliktas naudojant „skersinio pjūvio“ metodiką. 2007 m. kovo mėnesį vienmomentinio apžvalginio tyrimo metu (2 savaičių laikotarpyje) atrinktos ir išanalizuotos pacientų, kurie gauna AMV, ligos istorijos ir paskyrimai 32-iuose KMU klinikų skyriuose. AMV vartojimas yra racionalus, jei jų skyrimas atitinka racionalaus AMV vartojimo rekomendacijoms. Peržiūrėta 1213 paskyrimų, AMV buvo skirti 265 pacientams. Rekomendacijų neatitiko pusė (54 proc.) visų AMV paskyrimų. Daugiau kaip pusė (58 proc.) gydymo tikslu skirtų empirinių AMV paskyrimų vertinti kaip neatitinkantys racionalaus AMV rekomendacijų. Vertinant AMV skyrimo atitikimą rekomendacijoms atskiruose skirtingo profilio skyriuose daugiausia neatitikusių paskyrimų nustatyta chirurginio (74 proc.) ir terapinio (55 proc.) profilio skyriuose, atitikusių – pediatrinio (71proc.) ir intensyvios terapijos (60 proc.) profilių skyriuose. Ryšio tarp skyriaus profilio ir atitikimo rekomendacijoms nenustatyta. (r = 0,5387 , p = 0,4613, Spearmano koreliacija). Didžiąją dalį neatitinkančių rekomendacijų paskyrimų atvejų (56,86 proc.) sudarė... [toliau žr. visą tekstą] / Irrational and excessive use of antibiotics increases resistance to these preparations. Antimicrobial resistance is a serious public health problem worldwide. The main goal of our study was to evaluate and to compare the non-adherence (NA) to guidelines (NfG) on rational antibiotic therapy and prophylaxis (ABT/P) in tertiary hospital setting among two years (2006 and 2007). A cross-sectional study was performed in order to collect the data for patients receiving prescriptions for antimicrobial agents in March, 2007. Descriptive and comparative data were processed and evaluated using Graph Pad Prism 4 statistics program. Rationality of antibiotic therapy was evaluated according for adherence to published guidelines. A total of 265 (21%) patients recieved antibiotic therapy. 54% of all events were considered as non-adherent.The majority of NA cases was determined in the departments of therapeutic profile (55%) and in surgical profile (74%). The adherent events - in paediatric profile(71%) and in the intensive therapy profile (60%). No dependence between the type of profile and adherence to guidelines was determined (r = 0,5387, p = 0,4613, Spearman correlation). The main reasons of NA were inapropriate dosage (57%) and choice of drug (43% ). NA case analysis revealed too high dose prescribed in 40/87 (46%) cases, too low dose 47/87 (54%)cases; too broad spectrum in 28/61 (46%) cases, too narrow - in 9/61(15%), 2/61 ( 3 %) case as unsafe and 22/61 (36%) cases... [to full text]

Magistro baigiamajame analizuoti ir įvertinti pasirinkimai elgsenos finansų kontekste bei požiūris į perteklinio pasirinkimo situacijas. Pirmojoje darbo dalyje pateikiama racionalios ekonominės elgsenos kritika, apžvelgiama elgsenos finansų disciplina kaip alternatyva vyraujančiai paradigmai, apžvelgiamos dažniausiai pasireiškiančios euristikos bei polinkiai. Pristatoma per didelio pasirinkimo problema bei pateikiami susisteminti šios srities tyrimai. Pagrindžiant empirinio tyrimo metodiką, antrojoje darbo dalyje, remiantis užsienio autorių tyrimais, parenkami tikrinami polinkiai bei euristikos, sudaromas klausimynas, atliekamas pilotinis tyrimas, sudaroma tyrimo anketa, vertinamas patikimumas. Trečiojoje dalyje lyginami ir taikant statistinius metodus analizuojami empirinio tyrimo rezultatai, ieškoma reikšmingų sąsajų, pateikiamos įžvalgos, apibendrinami rezultatai ir apžvelgiamos galimos tolimesnių tyrimų kryptys. Galiausiai pateikiamos išvados ir siūlomos būsimų tyrimų kryptys. / Master‘s thesis aims to analyze and evaluate choices in the context of behavioral finance and attitude towards overchoice. In the first part of the thesis, criticism of rational choice theory is provided, behavioral finance is portrayed as an alternative to mainstream finance and the most common heuristics and biases are reviewed. The problem of overchoice is discussed and research in this field is reviewed. In the second part of the thesis, methodology for studying choice in the context of behavioral finance and approach to overchoice is formed: the most probable heuristics and biases are chosen, a pilot questionnaire is composed, a pilot survey is carried our, the pilot questionnaire is updated to obtain the final version, validity of the survey is evaluated. In the third part of the thesis, survey results are analyzed, statistically significant relations are sought, insights are provided, results are summarized and possible directions for future research are outlined.

<p>Purpose</p><p>The main purpose of this paper is to investigate overconfidence and over-optimism in the market. This leads the reader to the question, are the analysts “right” concerning their forecasts? The reader will also get to understand various and sometimes forgotten factors that affect we human beings in our decision making when it comes to investing and analysing which is also known as the behavioural finance theory.</p><p>Conclusion</p><p>According to the results from my tests it seems that analysts of the S&P500 are exaggerated by the problem of overconfidence and the over-optimistic biases. The analysis part of this study is confirming the discussed theory of anchoring and herding. Analysts tend to “follow the stream”, by evaluate the standard deviations between forecasts and the realized outcome, as well as the indexed analysts’ consensus estimations for twenty-four months of EPS.</p>

Este trabalho busca, num primeiro momento, caracterizar a problemática aprendizagem do número real na Escola Básica, aplicando questionários-sondagem, analisando livros didáticos e comparando-os com os Parâmetros Curriculares Nacionais. Num segundo momento desenvolvemos um efetivo estudo de Matemática: as maneiras mais comuns de se construir números reais e a equivalência entre todas elas. Mostramos também como, a partir de cada uma destas abordagens, chega-se à representação decimal de um número real positivo. Finalizamos com uma proposta pedagógica para o Ensino Fundamental, e uma experiência didática, numa 8ª série, de construção de um número real via medição exata de segmentos de reta. / The first part of this work is an attempt to characterize the problem of learning the concept of real number in Elementary School, making use of questionnaires and analyzing school books as well as the National Parameters for the teaching of Mathematics. The second part deals with the Mathematics involved in the construction of the real numbers, namely, different ways of constructing this set and also the equivalence between all those constructions. We also show how each one of those constructions leads to the decimal representation of a positive real number. The last part of this work consists of a pedagogic proposal for the construction of the real number making use of the (exact) measure of a line segment and the description and conclusions of its implementation in an 8th year of Elementary School.

TORRES, Máro Règis Rebouças. Números algébricos e transcendentes. 66 f. Dissertação (Mestrado Profissional em Matemática) - Centro de Ciências, Universidade Federal do Ceará, Fortaleza, 2017. / Submitted by Jessyca Silva (jessyca@mat.ufc.br) on 2017-09-15T05:05:08Z No. of bitstreams: 1 2017_dis_mrrtorres.pdf: 1191154 bytes, checksum: bcb31593bd1a02e84caee6bd47906dab (MD5) / Approved for entry into archive by Rocilda Sales (rocilda@ufc.br) on 2017-09-15T11:00:00Z (GMT) No. of bitstreams: 1 2017_dis_mrrtorres.pdf: 1191154 bytes, checksum: bcb31593bd1a02e84caee6bd47906dab (MD5) / Made available in DSpace on 2017-09-15T11:00:00Z (GMT). No. of bitstreams: 1 2017_dis_mrrtorres.pdf: 1191154 bytes, checksum: bcb31593bd1a02e84caee6bd47906dab (MD5) Previous issue date: 2017 / The present work deals with algebraic and transcendent numbers characterizing them under different aspects. In particular we bring some demonstrations of the irrationality of the number π and the number of Euler, base of the natural logarithm. We will also present a demonstration of the transcendence of the number and based on the script of exercises proposed by D.G. de Figueiredo, in addition to a small historical survey on π, and, algebraic and transcendent numbers. / O presente trabalho trata sobre números algébricos e transcendentes caracterizando-os sob diferentes aspectos. Em particular trazemos algumas demonstrações da irracionalidade do número π e do número de Euler, base do logaritmo natural. Também apresentaremos uma demonstração da transcendência do número e baseada no roteiro de exercícios propostos por D.G. de Figueiredo em [4], além de um pequeno apanhado histórico sobre π, e, números algébricos e transcendentes.

The aim of this study is research of irrational beliefs of Ellis in connections with personality variables in penitentiary background. This study is oriented to differences in this domains by prisoners according to the kind of criminal offence too. Prisoners were administrated (N=208; violent criminal offence N=100, property criminal offence N=108) PSSI - Inventory of styles and personality disorders (Kuhl - Kazén, 2002), Quenstionaire SPARO (Mikšík, 2001), Inventory of irrational beliefs (IBI; Koopmans et al.) and scale IPA (Kondáš - Kordačová, 2000). Results refer to signifikant high rate of prisoners irrational beliefs and their specific personality configuration. Differences in prisoners personality in according to the kind of criminal offence was not affirm. Prisoners irrationality of Ellis relate mainly to schizotyp styl of personality and to others personality variables of behavior under stress. This study offers an qualitative and longitudinal view in this problematic, too. Outcomes of this study are to use for concret work with prisoners, for creation of treatment program toward influence their attitudes, beliefs and general kognitive framework, their is relate to their criminal offence; for checking of effectiveness this programs and for inspiration in another reasearch in penitentiary...

Este trabalho busca, num primeiro momento, caracterizar a problemática aprendizagem do número real na Escola Básica, aplicando questionários-sondagem, analisando livros didáticos e comparando-os com os Parâmetros Curriculares Nacionais. Num segundo momento desenvolvemos um efetivo estudo de Matemática: as maneiras mais comuns de se construir números reais e a equivalência entre todas elas. Mostramos também como, a partir de cada uma destas abordagens, chega-se à representação decimal de um número real positivo. Finalizamos com uma proposta pedagógica para o Ensino Fundamental, e uma experiência didática, numa 8ª série, de construção de um número real via medição exata de segmentos de reta. / The first part of this work is an attempt to characterize the problem of learning the concept of real number in Elementary School, making use of questionnaires and analyzing school books as well as the National Parameters for the teaching of Mathematics. The second part deals with the Mathematics involved in the construction of the real numbers, namely, different ways of constructing this set and also the equivalence between all those constructions. We also show how each one of those constructions leads to the decimal representation of a positive real number. The last part of this work consists of a pedagogic proposal for the construction of the real number making use of the (exact) measure of a line segment and the description and conclusions of its implementation in an 8th year of Elementary School.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este é um trabalho de pesquisa sobre um conjunto de números (irracionais) que é pouco trabalhado no ensino básico de matemática. Foi uma procura muito interessante e enriquecedora, pois encontrei matemáticos e historiadores com visões bem diferentes. Muitos deles não aceitavam este novo conjunto. Para Leopold Kronecker, só existia o conjunto dos números inteiros. Já para Cantor e Dedekind, o aparecimento dos irracionais foi extremamente importante para o desenvolvimento da matemática, abrindo novos horizontes. Menciono aqui um pouco da vida e da obra de alguns matemáticos que se envolveram com os números irracionais. Tratamos ainda da descoberta dos incomensuráveis, ou seja, como iniciou-se o problema da incomensurabilidade, e do retângulo áureo e sua importância em outras áreas. O trabalho mostra também dois grupos de números que não são mencionados quando ensinamos equações algébricas, que são os números algébricos e os números transcendentes, assim como teoremas essenciais para a prova da transcendência dos irracionais especiais e . Por fim, proponho uma aula para uma turma do 3 ano do Ensino Médio com o objetivo de mostrar a irracionalidade de alguns números, usando os teoremas pertinentes / This is a research about a set of numbers (irrationals) that is little explored in secondary school mathematics teaching. It was a very interesting and enriching search, because quite contrary facts were found. Several 19th century mathematicians did not accept this new set of numbers. To Leopold kronecker, only the set of the integers existed. To Cantor and Dedekind, the irrational numbers were extremely important for the development of mathematics, opening new horizons. I also mention the life and work of some mathematicians who were involved with the irrational numbers the discovery of the incommensurability was iniciated. The golden rectangle and its importance in other areas. The work also presents two groups of numbers that are not mentioned when algebraic equations are taught, the algebraic numbers and transcendental numbers. Essential theorems for the proof of the special irrational numbers e . Finnaly, I propose a lesson to a 3rd year high school class in order to show the irrationality of some numbers, using the relevant theorems

abstract: The Believe It! program developed and evaluated by Kovalski & Horan (1999) was the first interactive, multimedia, psychological-education intervention deployed on the Internet. In a controlled study, the authors reported that the ethnically diverse cartoon models were partially successful in using cognitive restructuring to promote more reasonable career beliefs among Caucasian middle-school young women. It was not clear if the program's lack of efficacy among minority young women was due to computer literacy factors affected by SES. Subsequently, three studies explored the role of matching or mismatching the ethnicity of animated agents in a graphically enhanced program with that of the young women receiving the cognitive restructuring treatment. Each of the studies used the same four outcome measures (Occupational Sex-Role Questionnaire, Believe It Measure, Career Beliefs Inventory, and the Career Myths Scale) before and after matched and mismatched participants received the Believe It! intervention. Webster (2010) analyzed data from African-American participants, Hardy (2011) Latinas, and Zhang (2013) Asian-Americans. The current study examined the matching hypothesis on a sample of ethnically isolated Caucasian young women in a rural setting. The results obtained in the three previous studies are consistent with similar research involving client and counselor dyads (e.g., Cabral & Smith, 2011). The Believe It! program had a clear impact on ethnically matched African-American young women, whereas pairings on ethnicity did not improve outcomes for either Latinas or Asian-Americans. A solitary effect on the Occupation Sex-Role Questionnaire in the current study suggests the hypothesis is worthy of further study. / Dissertation/Thesis / M.A. Counseling Psychology 2014

Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-09-12T18:22:03Z No. of bitstreams: 2 Dissertação - Saulo Ferreira Felix - 2018.pdf: 1677659 bytes, checksum: 857a3b7c28b7d35b954e9f9013c30c8b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2018-09-12T18:22:12Z (GMT) No. of bitstreams: 2 Dissertação - Saulo Ferreira Felix - 2018.pdf: 1677659 bytes, checksum: 857a3b7c28b7d35b954e9f9013c30c8b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-12T18:22:12Z (GMT). No. of bitstreams: 2 Dissertação - Saulo Ferreira Felix - 2018.pdf: 1677659 bytes, checksum: 857a3b7c28b7d35b954e9f9013c30c8b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-06-29 / This work aimed to carry out an investigation in the approaches developed on the set of irrational numbers in the final years of elementary school. The methodology used is of a qualitative and technical nature of documentary analysis. Therefore, it does not need immediate interference in empirical practice and does not impose immediate interaction of the construction of theory and practice. In this way it was observed how the teaching of these numbers is exposed to these students and how this subject is approached in the textbooks of mathematics of this series. As support for the work is presented the exposition of mathematical procedures of the elements pertinent to the study and analysis of literatures in two collections of primary school mathematics. An alternative model is proposed. There was a static and repetitive approach to the teaching of irrational numbers, which is summarized in a didactic material without changes related to this approach or methodology applied to the teaching of rational and irrational numbers. / Este trabalho objetivou realizar uma investigação nas abordagens desenvolvidas sobre o conjunto dos números irracionais nos anos finais do ensino fundamental A metodologia utilizada é de natureza qualitativa e técnica de análise documental. Portanto, não necessita de interferência imediata na prática empírica e não impõe interação de imediato da construção da teoria e a prática. Deste modo foi observado como o ensino destes números é exposto a estes alunos e como este assunto é abordado nos livros didáticos de matemática destas séries. Como suporte para o trabalho é apresentada a exposição de procedimentos matemáticos dos elementos pertinentes ao estudo e à análise de literaturas em duas coleções de matemática do ensino fundamental. Um modelo alternativo é proposto. Verificou-se uma abordagem estática e repetitiva para o ensino dos números irracionais, a qual se resume em um material didático sem mudanças relacionadas a essa abordagem ou metodologia aplicada ao ensino dos números racionais e irracionais.