Thesis (S.T.M.)--Concordia Seminary, 1992. / This is an electronic reproduction of TREN, #020-0081. Includes bibliographical references (leaves 184-192).

Thesis (S.T.M.)--Concordia Seminary, 1992. / Includes bibliographical references (leaves 184-192).

Portion of Thesis (Ph. D.)--University of Michigan, 1941. / Cover title. "Reprinted from Annals of Mathematics, vol. 43, no. 1, January, 1942." Includes bibliographical references.

Inaug.-dis.--Breslau. / Lebenslauf. "Literatur": p. [1]-4.

Dissertação (mestrado)—Universidade de Brasília, Decanato de Pesquisa e Pós-Graduação, Instituto de Biologia, Instituto de Física, Instituto de Química, 2008. / Submitted by Natália Cristina Ramos dos Santos (nataliaguilera3@hotmail.com) on 2009-09-23T16:19:07Z No. of bitstreams: 2 2008_ElvisVilelsRodrigues_da_pagina_168_ate_final.pdf: 3549980 bytes, checksum: be2f6ed1ca50db42a49b0828af103137 (MD5) 2008_ElvisVilelsRodrigues_ate_pagina_167.pdf: 4914027 bytes, checksum: cdd6d3efeda4c9d0e25512d478fe2a81 (MD5) / Approved for entry into archive by Guimaraes Jacqueline(jacqueline.guimaraes@bce.unb.br) on 2010-03-05T15:28:52Z (GMT) No. of bitstreams: 2 2008_ElvisVilelsRodrigues_da_pagina_168_ate_final.pdf: 3549980 bytes, checksum: be2f6ed1ca50db42a49b0828af103137 (MD5) 2008_ElvisVilelsRodrigues_ate_pagina_167.pdf: 4914027 bytes, checksum: cdd6d3efeda4c9d0e25512d478fe2a81 (MD5) / Made available in DSpace on 2010-03-05T15:28:52Z (GMT). No. of bitstreams: 2 2008_ElvisVilelsRodrigues_da_pagina_168_ate_final.pdf: 3549980 bytes, checksum: be2f6ed1ca50db42a49b0828af103137 (MD5) 2008_ElvisVilelsRodrigues_ate_pagina_167.pdf: 4914027 bytes, checksum: cdd6d3efeda4c9d0e25512d478fe2a81 (MD5) Previous issue date: 2008-12 / O presente trabalho tem como objetivos produzir, aplicar e investigar a aceitação de uma ferramenta de hipermídia de abordagem histórico-temática para o ensino de gravitação universal em turmas do 1º ano do ensino médio em uma escola da rede privada de ensino do Distrito Federal. Para a construção da hipermídia tomou-se como base o material produzido por Duarte (2006) quando da elaboração de seu trabalho de mestrado em Ensino de Ciências nesse mesmo Programa de Pós-graduação. O material foi desenvolvido e posteriormente utilizado em doze aulas em duas turmas do 1º ano do ensino médio no ano de 2007. Cada aluno recebeu um CD com a hipermídia aonde tiveram a possibilidade de utilizar em casa. A análise dos dados coletados por meio de observações, entrevistas em grupo, filmagens e análise documental; permite concluir que a ferramenta de hipermídia aliada a uma metodologia que visa uma maior participação dos alunos nas aulas, foi aceita de forma satisfatória. O uso do computador através de uma ferramenta de hipermídia, alicerçada em uma abordagem histórico-temática, foi considerado pelos alunos como estimulante para estudar. A ferramenta ajudou a mudar seu comportamento em sala de aula, além de ter contribuído para o melhor rendimento na avaliação de aprendizagem aplicada durante o período. __________________________________________________________________________________________ ABSTRACT / This paper aims to produce, apply and investigate and enforce the acceptance of a hypermedia tool of historical and thematic approach to teaching Newton’s Gravitation, in classes from 1st year of high school in a private school network in federal district. To write this work we used as a basis Duarte’s (2006) research work, mainly his teaching material. To accomplish this work we, initially, have studied papers about the development of science teaching; the possibilities for use of history and philosophy of science in science teaching; and the use of computers in the teaching of science and especially in the teaching of physics. After developed, we used this material in twelve lessons at two different 1st year secondary classes in 2007. Each student got a CD with the hypermedia so they had the opportunity to use it at home. Data analysis of observations, group interviews, and documents; suggests that this hypermedia material, combined with a methodology that sought greater students’ involvement in classroom, was accepted in a satisfactory manner. The use of computers, through a tool of hypermedia rooted in history-central approach was regarded by students as stimulating to study and has changed their behavior in the classroom, It has contributed to a better performance in learning during the period.

Ph.D. (Mathematics) / This thesis reports on an interdisciplinary research programme: an investigation of power structures, and their applications in various fields. A power construction is an attempt to lift whatever structure may exist between the elements of a set to subsets of that set. The notions of structure considered here are algebraic, relational and topological. It is shown how power constructions are useful in a number of contexts in Mathematics, in Logic, in Computer Science and in the Philosophy of Science. The thesis is therefore an exercise in what may be called lateral research, where the aim is to look horizontally across disciplinary boundaries, identify common basic concepts, and use these to fertilise each field with results from the others. This differs from the more common vertical research method, the two manifestations of which (in Mathematics, in particular) are specialisation and generalisation. To specialise means to narrow down the field of investigation, as with a group theorist studying specifically Abelian groups. Generalisation moves in the opposite direction - one may attempt, for example, to generalise a result first proved for Abelian groups to the case of arbitrary groups. But, whether narrowing down or opening up, in vertical research mode it is the concept alone which is under investigation - its own nature, rather than its relationships to other concepts. In particular, vertical research pays little attention to the occurrence and application of the concept under investigation in other disciplines. It is sad that 'research', in Mathematics, is often unthinkingly equated with 'vertical research'. This is detrimental to scholarship in at least two ways. One is the training of new scientists - more particularly, of new PhD's. It is ironic that though the requirement for a PhD is almost universally held to be 'original research', or 'a contribution to knowledge', few things are in fact more orthodox and conformist than a PhD thesis. Here I refer not just to presentation (uniformity of which may be beneficial), but to methodology: few PhD candidates would dare to prejudice their chances with unpredictable examiners by venturing outside the paradigm of vertical research. A second effect (which is also a cause) of equating 'research' with 'vertical research' is the allocation of research funding. Project proposals and grant applications must be evaluated; this is usually done by peer review, and it seems clear that referees' reports emanating from a smallish fraternity of specialists will have a more enthusiastic ring than...

In the face of rapid development in information technology coupled with a growing dynamism in global markets, new concepts of building computer controlled machines have proliferated. Such approaches promise to lead to a new generation of machines which typically share common design objectives. They seek to advance the underlying concepts of contemporary computer controlled machines (such as robots, CNC, etc.) in a way that resultant systems demonstrate attributes of flexibility, extendibility, configurability, openness, modularity and so on.

This thesis attempts a synthesis of two important and fast developing branches of mathematics, namely universal algebra and fuzzy set theory. Given an abstract algebra [X,F] where X is a non-empty set and F is a set of finitary operations on X, a fuzzy algebra [I×,F] is constructed by extending operations on X to that on I×, the set of fuzzy subsets of X (I denotes the unit interval), using Zadeh's extension principle. Homomorphisms between fuzzy algebras are defined and discussed. Fuzzy subalgebras of an algebra are defined to be elements of a fuzzy algebra which respect the extended algebra operations under inclusion of fuzzy subsets. The family of fuzzy subalgebras of an algebra is an algebraic closure system in I×. Thus the set of fuzzy subalgebras is a complete lattice. A fuzzy equivalence relation on a set is defined and a partition of such a relation into a class of fuzzy subsets is derived. Using these ideas, fuzzy functions between sets, fuzzy congruence relations, and fuzzy homomorphisms are defined. The kernels of fuzzy homomorphisms are proved to be fuzzy congruence relations, paving the way for the fuzzy isomorphism theorem. Finally, we sketch some ideas on free fuzzy subalgebras and polynomial algebras. In a nutshell, we can say that this thesis treats the central ideas of universal algebras, namely subalgebras, homomorphisms, equivalence and congruence relations, isomorphism theorems and free algebra in the fuzzy set theory setting

This thesis investigates the role of prior experience of products and its affect upon interaction. It has been shown within this work that technological experience of products is related to age, and that this has implications for the success of subsequent interaction. This research adds weight to a growing body of literature that has identified age related and generational differences toward product interaction. Implications for intuitive design such as the use of familiar features and icon design are also identified. The adoption of a novel inclusive design approach, framing interaction using an interactional, behavioural model, is proposed as a potential method to identify issues that cause unnecessary interactional complexity. The effect of prior experience and design upon interaction was investigated by performing three main experimental studies that assessed individuals’ performance with products and identified the problems real users’ experience through inadequate product design. The findings reveal that older participants’ ability to learn and transfer knowledge for successful product interaction may be adversely affected by design. Older users recognised fewer features and iconic warning symbols than younger users, and this appears to place them at a disadvantage in terms of learning and intuitive interaction. Technological experience was found to decrease with age, further compromising older users’ ability to draw accurate inference from products. The contribution of this work is to provide the design community with new knowledge and a greater awareness of the diversity of user needs, and particularly the needs and skills of older people. The hope is that the awareness of this knowledge can, in turn, assist toward the community’s development of better design methods. The approach introduced can be applied to new and existing products alike and can aid the development of products that are more accessible and easier to use for a wider proportion of the population.

Orientador: Jose Antonio Scaramucci / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Matematica, Estatistica e Computação Científica / Made available in DSpace on 2018-07-16T22:48:34Z (GMT). No. of bitstreams: 1 Rotondo_Wladimir_M.pdf: 1752066 bytes, checksum: dcef36a57174a3cc6aea617c4cd5d910 (MD5) Previous issue date: 1988 / Resumo: Não informado. / Abstract: Not informed. / Mestrado / Otimização e Pesquisa Operacional / Mestre em Matemática Aplicada