Relevant bibliographies by topics / Cemea

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Cemea'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Cemea"

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Chavaroche, Bertrand. "Les Cemea. Pour la culture dans l��ducation." L'Observatoire N�42, no. 1 (2013): 35. http://dx.doi.org/10.3917/lobs.042.0035.

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Daumezon, Georges. "Les cemea et la réforme des hôpitaux psychiatriques." VST - Vie sociale et traitements 92, no. 4 (2006): 144. http://dx.doi.org/10.3917/vst.092.0144.

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Chanoir, Joel. "Opening the Sky to Everyone." International Astronomical Union Colloquium 98 (1988): 215. http://dx.doi.org/10.1017/s0252921100092964.

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CEMEA [Centres d’Entraînement aux Méthodes d’Education Active – Centres for Training Methods of Active Education] exists to encourage better understanding of science among teachers, organisers of youth groups, leaders of summer camps, etc. Its activities with regard to astronomy were described.
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Hildred, Stewart. "Success for CEMA at CEMEX 94." Circuit World 21, no. 1 (April 1994): 50–51. http://dx.doi.org/10.1108/eb046289.

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Bordet, Joëlle. "Pédagogie sociale dans les quartiers de Tcheliabinsk : Une coopération entre les CEMEA et l'administration municipale russe." Les Annales de la recherche urbaine 75, no. 1 (1997): 98–105. http://dx.doi.org/10.3406/aru.1997.2097.

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Gallibour, Eric. "La formation professionnelle des animateurs-rices en Europe par les CEMEA : petit bilan de l’accès et l’usage citoyen du dispositif de Mobilité Léonardo Da Vinci." Revue internationale animation, territoires et pratiques socioculturelles, no. 6 (September 1, 2014): 59–70. http://dx.doi.org/10.55765/atps.i6.250.

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Le programme Leonardo da Vinci est un des programmes sectoriels du programme Éducation et Formation tout au long de la vie et un dispositif promu par l’Agence Éducation Formation en France et en Europe. Son accès pour les professionnels et les publics issus du champ de l’animation professionnelle et de l’intervention sociale reste difficile. Paradoxalement, il s’agit encore en France de convaincre les responsables des structures d’animation et de jeunesse de l’intérêt que peut représenter pour l’apprentissage et la socialisation de leurs salariés ou l’insertion socioprofessionnelle de leur public la formation en mobilité. À partir d’une analyse des expériences menées par les CEMEA, ce texte aborde les ressources, les limites et les perspectives à venir du programme Leonardo da Vinci, en soulignant comment la formation professionnelle en mobilité peut être formative pour les animateurs.
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PRADO, Nília Maria de Brito Lima, Gladistone Correia MESSIAS, Genário Oliveira SANTOS JUNIOR, Vinícius Santos NUNES, Maria Isabel SCHINONNI, and Raymundo PARANÁ. "PROSPECTIVE MONITORING OF DRUG USE: DRUG-INDUCED LIVER INJURY IN A PRIMARY HEALTHCARE CENTER." Arquivos de Gastroenterologia 56, no. 4 (October 2019): 390–93. http://dx.doi.org/10.1590/s0004-2803.201900000-73.

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ABSTRACT BACKGROUND: Drug-induced liver injury is still misunderstood in Brazil due to diagnostic difficulties or lack of reporting incidents. OBJECTIVE: To assess the frequency of adverse events related to the use of medicines in a primary healthcare unit, in a city locate southwestern of the state of Bahia, Brazil. METHODS: Prospective study conducted at the Primary Center for Specialized Health (CEMEA), February at August of 2013 in Vitoria da Conquista, Bahia, Brazil. Interviews were conducted with patients over 18 years old, and their clinical and laboratorial data were collected. The CIOMS scale was used to validate the cases. RESULTS: A total of 149 patients, mainly Afro-Brazilian women, received follow-up. Among these patients, three cases of hepatotoxicity were identified, and the medicines associated to drug-induced liver injuries were: nimesulide, budesonide and valacyclovir. CONCLUSION: Drug-induced liver injury is rare in primary healthcare units. It also allowed estimating the incidence of hepatotoxicity induced by allopathic medicines which are standardized by public healthcare authorities.
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Palluau, Nicolas. "Le destin socioéducatif des héritiers Kergomard (1914-1983)." Revue d'histoire du protestantisme 6, no. 4 (February 24, 2022): 499–525. http://dx.doi.org/10.47421/rhp6_4_499-525.

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En travaillant conjointement l’éducation par les méthodes actives et le désir de changement social, des descendants de Pauline Kergomard prolongent par leurs engagements militants au XXe siècle l’œuvre de la fondatrice des écoles maternelles républicaines. Ces hommes de la famille – son fils Jean Kergomard (1870-1954), un petit-fils Pierre Kergomard (1897-1981) puis un arrière-petit-fils Jean-René Kergomard (1926-2020) – inscrivent à leur manière leurs engagements dans la filiation de leur aïeule au sein de la floraison associative complémentaire de l’École publique : l’Art à l’école, les Éclaireurs de France, les Centres d’entraînement aux méthodes d’éducation active (CEMEA), la Jeunesse au Plein Air (JPA). Comme leur aïeule, l’engagement politique intéresse peu ces trois générations. Leur rapport au temple nourrit un protestantisme plus culturel que cultuel. Les solides amitiés protestantes avec les familles François, Steeg et Seydoux rapprochent une religiosité protestante déconfessionnalisée d’une forme de spiritualité laïque. Il s’agit d’un rapport au monde sous le sceau de l’éducation, tenant à distance la hiérarchie entre savoirs fondamentaux et pratiques d’éveil. L’initiative privée demeure des plus utiles à l’École publique, préparant, comme laboratoire, le terrain des réformes futures, raison pour laquelle ces héritiers s’engagent à la Maison pour Tous rue Mouffetard ou au camp-école du château de Cappy. Un rêve d’unité pédagogique et sociale qui n’empêche pas la famille de se déchirer sur l’antagonisme à propos de la République coloniale à travers la question algérienne.
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Friedrich, Carol, Monisha G. Scott, Nedra Karunaratne, Hong Yan, and Robert E. W. Hancock. "Salt-Resistant Alpha-Helical Cationic Antimicrobial Peptides." Antimicrobial Agents and Chemotherapy 43, no. 7 (July 1, 1999): 1542–48. http://dx.doi.org/10.1128/aac.43.7.1542.

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ABSTRACT Analogues based on the insect cecropin–bee melittin hybrid peptide (CEME) were studied and analyzed for activity and salt resistance. The new variants were designed to have an increase in amphipathic α-helical content (CP29 and CP26) and in overall positive charge (CP26). The α-helicity of these peptides was demonstrated by circular dichroism spectroscopy in the presence of liposomes. CP29 was shown to have activity against gram-negative bacteria that was similar to or better than those of the parent peptides, and CP26 had similar activity. CP29 had cytoplasmic membrane permeabilization activity, as assessed by the unmasking of cytoplasmic β-galactosidase, similar to that of CEME and its more positively charged derivative named CEMA, whereas CP26 was substantially less effective. The activity of the peptides was not greatly attenuated by an uncoupler of membrane potential, carbonyl cyanide-m-chlorophenylhydrazone. The tryptophan residue in position 2 was shown to be necessary for interaction with cell membranes, as demonstrated by a complete lack of activity in the peptide CP208. Peptides CP29, CEME, and CEMA were resistant to antagonism by 0.1 to 0.3 M NaCl; however, CP26 was resistant to antagonism only by up to 160 mM NaCl. The peptides were generally more antagonized by 3 and 5 mM Mg2+ and by the polyanion alginate. It appeared that the positively charged C terminus in CP26 altered its ability to permeabilize the cytoplasmic membrane of Escherichia coli, although CP26 maintained its ability to kill gram-negative bacteria. These peptides are potential candidates for future therapeutic drugs.
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Osei, CK, IK Dontwi, KG Otchere, and AA Singye. "Curriculum relevance and graduate career: a tracer study of Cemba, Cempa and industrial mathematics graduates." Journal of Science and Technology (Ghana) 35, no. 2 (October 16, 2015): 89. http://dx.doi.org/10.4314/just.v35i2.9.

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Dissertations / Theses on the topic "Cemea"

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COMERIO, LUCA ANDREA ALESSANDRO. "Le colonie di vacanza italiane nel periodo 1968-1990: una pedagogia in transizione tra spinte attivistiche ed eredità del passato." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/262891.

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Le colonie di vacanza hanno origine in Svizzera nella seconda metà dell'Ottocento e rapidamente si diffondono in gran parte dei paesi europei: nate nell’ambito della nuova sensibilità igienica e profilattica, orientate soprattutto alla lotta alla tubercolosi, queste iniziative rimangono caratterizzate fino al secondo dopoguerra da una prevalente impostazione sanitaria. Le colonie sono però anche il prodotto di una riflessione pedagogica che ha ad oggetto la dimensione en plein air e il viaggio come strumento educativo: i momenti all’aria aperta sono infatti sempre presenti nella storia di queste iniziative, non solo nel bagno collettivo in mare o nelle sedute di elioterapia, ma anche nelle passeggiate in una natura vista come mondo da esplorare e fonte di apprendimenti. In Italia le colonie richiamano alla mente soprattutto le esperienze del periodo fascista, contraddistinte da un'impronta militare e omologante, dai riti dell’alzabandiera e dalla ginnastica collettiva in formazioni rigidamente geometriche; si tratta di contesti nei quali l'individualità e l’iniziativa del bambino sono ignorate e annullate in una dimensione anonima. Nel dopoguerra, se la maggior parte delle colonie di vacanza italiane presenta caratteristiche ancora ispirate al modello sanitario, compaiono realizzazioni assai innovative, che si pongono anche come importante luogo di formazione e sperimentazione sul campo per gli insegnanti della scuola, portando in questa istituzione un vento di novità. Questa ricerca è focalizzata sulle esperienze delle colonie di vacanza Fiat e Ceméa nel periodo 1968-1990, anni nei quali si mette in discussione la funzione stessa delle colonie, nel quadro di una riflessione critica sul rapporto tra dimensione scolastica ed extrascolastica. Mentre le colonie Fiat nella seconda metà degli anni Settanta sono ancora rigidamente caratterizzate da un'impronta autoritaria, le colonie gestite dai Ceméa - movimento che arriva dalla Francia nei primi anni Cinquanta e che si ispira alle concezioni e alle pratiche dell’attivismo - sono realtà che si propongono come luoghi di apertura al nuovo, nelle quali gli educatori, liberi dai vincoli dell’istituzione scolastica, provano a seguire direzioni pedagogiche ancora inedite per il panorama italiano. L’obiettivo di questo lavoro è quello di descrivere i due casi specifici, cercando di riflettere sulle pedagogie, sia dichiarate sia implicite, evocate dalle prassi e sulle ragioni della permanenza di pratiche del passato accanto agli elementi cambiamento. Lo studio si richiama alla concezione di storia elaborata dalla scuola delle Annales, che prende in considerazione l’intera gamma delle attività umane e intende la storia come costruzione corale: si tratta di un elemento, quest'ultimo, che caratterizza anche le colonie, le quali, salvo poche eccezioni, non conoscono figure di spicco ma sono il prodotto del lavoro di una moltitudine di educatori, spesso maestri, “prestati” in estate all'attività nei centri di vacanza. Risorsa centrale di questa ricerca, accanto allo studio degli archivi e degli house organ, è l’utilizzo delle interviste come fonti storiche orali, sia per supplire alla relativa scarsità di documenti, sia per costruire una storia a più voci e “dal basso”, attraverso l’ascolto di quanti sono stati ospiti da bambini nelle colonie o vi hanno lavorato nel ruolo di educatori. Per quanto riguarda Fiat, la ricerca ricostruisce anche i tentativi di innovazione, nati all’interno di un’organizzazione in precedenza molto rigida, legata alla storia di un’azienda che in alcune epoche si è quasi sostituita alla funzione assistenziale dello Stato; per quanto invece concerne l’esperienza Cemea, lo studio pone in evidenza un’impostazione più libera, orientata al protagonismo del bambino e oggetto di una continua rielaborazione e riflessione critica da parte del personale coinvolto.
Holiday colonies originated in Switzerland in the second half of the nineteenth century and quickly spread to most of the European countries: born in the context of the recent hygienic and prophylactic sensibility, mainly oriented towards the fight against tuberculosis, these initiatives remained characterized until after the Second World War by a prevalent medical approach. The colonies, however, are also the product of a pedagogical reflection on the open-air dimension and on trip as an educational opportunity: outdoor moments are in fact always present in the history of these initiatives, not only in the collective bath in the sea or in the heliotherapy sessions, but also in the hikes in a nature seen as a world to explore and a source of learning. In Italy, the colonies remind us above all of the experiences of the fascist period, marked by a military and homologating imprint, by the rites of the flag raising and collective gymnastics in rigidly geometric formations; these are contexts in which the individuality and the initiative of the child are ignored and annulled in an anonymous dimension. After the Second World War, although most of the Italian colonies still had characteristics inspired by the sanitary model, very innovative projects appeared, which also served as an important place for training and experimentation in the field for school teachers, bringing a wind of innovation to this institution. This research is focused on the experiences of the Fiat and Ceméa holiday camps in the period 1968-1990, years in which the function of the camps is called into question, within the framework of a critical reflection on the relationship between the school and extracurricular dimensions. While the Fiat colonies in the second half of the 1970s were still rigidly characterized by an authoritarian imprint, the colonies run by Ceméa - movement that comes from France in the early 1950s and is inspired by the concepts and practices of Progressive education - are contexts that propose themselves as places of openness to the new, in which educators, free from the constraints of the educational institution, try to follow pedagogical directions that are still unexplored in the Italian panorama. The aim of the work is to describe the two specific experiences, reflecting on the pedagogies, both declared and implicit, evoked by the practices and on the reasons for the permanence of the past legacy alongside the elements of change. The study refers to the conception of history elaborated by the Annales school, which takes into consideration the entire range of human activities and elaborates an idea of history as a choral construction: it is an element, the latter, which also characterizes the colonies, which, with a few exceptions, do not have prominent figures but are the product of the work of a multitude of educators, often teachers, engaged in summer in holiday centers. The central resource of this research, together with the study of archives and house organs, is the use of interviews as oral historical sources, both to compensate for the relative scarcity of documents, and to build a story with several voices "from below", by listening to those who were guests as children in the colonies or have worked there as educators. As far as Fiat is concerned, the research also reconstructs the attempts at innovation, born within a previously very rigid organization, linked to the history of a company that in some periods almost replaced the welfare function of the State; as far as the Cemea experience is concerned, the study highlights a more free approach, oriented towards the child as protagonist of the activities and subject to continuous reworking and critical reflection by the staff involved.
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Vannini, Geneviève. "Les CEMEA et leur action en Europe et en Afrique de 1937 à la fin du XXe siècle. Une contribution originale à la diffusion de l'éducation nouvelle." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040007.

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Les Centres d’entraînement aux méthodes d’éducation active (CEMEA), nés en 1937 en réponse au cruel manque de cadres de colonies de vacances, connaissent très rapidement une expansion considérable.Animés d’un grand enthousiasme et d’une foi inébranlable en l’éducation nouvelle, les nombreux militants de cette grande association développent au cours du XXe siècle une activité riche et diversifiéedans tous les domaines touchant l’éducation, étendant leur influence bien au-delà des frontières de laFrance. Des associations CEMEA naissent d’abord en Europe, puis dans les DOM-TOM et en Afrique,formant des relais efficaces de promotion des nouvelles méthodes pédagogiques. La pédagogie active dustage de moniteurs de colonies de vacances, dont les grandes lignes sont fixées en 1937, reste à la base detoute action éducative. Si les formations d’animateurs de centres de vacances représentent encoreaujourd’hui un vaste secteur d’activité, au moins en France, le travail social et les actions en faveur desjeunes en difficulté prennent une importance croissante, aussi bien en Europe qu’en Afrique ou dans lesDOM-TOM. S’intégrant dans de vastes plans de développement, les CEMEA élaborent des programmespluriannuels de formation dans de nombreux pays. Les multiples activités internationales reflètent lesentreprises éducatives conduites en France. Mais la complexité des différents cadres institutionnels,politiques, économiques, culturels dans lesquels elles s’inscrivent oblige les CEMEA à préciserrégulièrement les principes qui sous-tendent leur action
The Centres d’entraînement aux méthodes d’éducation active (CEMEA) were created in 1937 as ananswer to the severe lack of managerial staff for children's holiday camps, and quickly enjoyed aconsiderable expansion. Driven by enthusiasm and a steadfast faith in the new educational methods, themany activists of this important association develop a rich and diversified activity throughout the XXthcentury in all fields regarding education, and largely expand their influence beyond the French borders.CEMEA associations are initially created in Europe, then in the French Overseas departments andterritories and in Africa, and thus constitute efficient intermediaries for the promotion of new pedagogicalmethods. The active educational method of holiday camp supervisors, whose guidelines are laid down in1937, remains the basis of all educational action. Although the training courses for leaders of holidaycentres still represent a large sector of activities until now, social work and actions towards young peoplein difficulty are increasing, in Europe as well as in Africa or in the Overseas departments and territories.The CEMEA, who integrate themselves in wide-ranging development plans, elaborate long-term trainingprogrammes in many countries. The many international activities reflect the educational undertakingsconducted in France. But the complexity of the various institutional, political, economical, and culturalframeworks they are part of compel the CEMEA to give regular precisions on the underlying principlesof their action
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Mendez, Velazco Lissette. "Riesgos Societarios Contingentes: Caso Cemex." Thesis, Universidad de las Américas Puebla, 2012. http://catarina.udlap.mx/u_dl_a/tales/documentos/lfc/mendez_v_l/.

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Vié-Wohrer, Anne-Marie. "Xipe totec, tlacaxipehualizti. Etude glyphique d'un complexe divin azteque : la fete, le dieu." Paris, EHESS, 1991. http://books.openedition.org/cemca/6805.

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L'ouvrage a pour but l'etude de l'image de xipe totec et de son rituel, rituel qui s'exprimait, des l'epoque postclassique ancienne, par une fete celebree durant le deuxieme mois de l'annee. Il est en partie la mise en pratique d'une methode cree par j. Galarza et son equipe pour l'analyse des images azteques, methode dont le fondement theorique est que ces images, qu'ils nomment pictographies, constituent une ecriture et qu'elles sont des "mots" susceptibles d'etre lus. L'ouvrage se limite au stade preparatoire ala lecture et non a la lecture proprement dite. Ce stade preparatoire est celui de l'analyse du dessin, et de la reunion de donnees susceptibles de la faciliter. Les donnees proviennent des textes en caracteres latins des xvieme et xviieme siecles et se presentent sous forme de recits et de mots indigenes. Pictographies, textes en caracteres latins et mots indigenes ont ete rassembles en repertoires
The dissertation is about the god xipe totec and its ritual which was giving rise to a festival performed during the second month of the year, since the ancient post-classical period. Part of the work puts into practice a method created by j. Galarza and his team, the object of which is the analysis of aztec images. The theoretical background of this method is the assumption that the images, which they call pictographs, are "words" which can be read as such. The present dissertation, however, limits its scope to the preparatory analusis of the data which, eventually, should lead to a full reading. The data consist of drawings, together with texts in latin characters (narrations and indian words) drawn from sources of the xvith and xviith centuries
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Capraro, Ilaria. "Operational Modal Analysis: the CEME Skywalk at UBC, Vancouver." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2012. http://amslaurea.unibo.it/4240/.

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Slender and lighter footbridges are becoming more and more popular to meet the transportation demand and the aesthetical requirements of the modern society. The widespread presence of such particular structures has become possible thanks to the availability of new, lightweight and still capable of carrying heavy loads material . Therefore, these kind of structure, are particularly sensitive to vibration serviceability problems, especially induced by human activities. As a consequence, it has been imperative to study the dynamic behaviour of such slender pedestrian bridges in order to define their modal characteristics. As an alternative to a Finite Element Analysis to find natural frequencies, damping and mode shape, a so-called Operational Modal Analysis is a valid tool to obtain these parameters through an ambient vibration test. This work provides a useful insight into the Operational Modal Analysis technique and It reports the investigation of the CEME Skywalk, a pedestrian bridge located at the University of British Columbia, in Vancouver, Canada. Furthermore, human-induced vibration tests have been performed and the dynamic characteristics derived with these tests have been compared with the ones from the ambient vibration tests. The effect of the dynamic properties of the two buildings supporting the CEME Skywalk on the dynamic behaviour of the bridge has been also investigated.
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Plata, Soto Cristian Rael Allerick, and Soto Cristian Rael Plata. "La internacionalizacion de las empresas multilatinas: el caso de CEMEX y ARCOR." Tesis de Licenciatura, Universidad Autonoma del Estado de Mexico, 2014. http://hdl.handle.net/20.500.11799/63996.

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El presente trabajo pretende una contribucion valiosa a la literatura economica al realizar un estudio analitico para que se conozcan los procesos de expansion internacional y las tendencias de inversion de las grandes empresas manufactureras multilatinas: CEMEX y ARCOR.
Consejo Nacional de Ciencia y Tecnología, código 177296
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Fulachio, Silvia Vallezi 1974. "As políticas de educação da infância no CEMEI do CAIC Prof. Zeferino Vaz." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250783.

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Orientador: André Luiz Paulilo
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-24T04:29:24Z (GMT). No. of bitstreams: 1 Fulachio_SilviaVallezi_M.pdf: 3036600 bytes, checksum: ce316ce95b09e086dc81cc69deadaebb (MD5) Previous issue date: 2013
Resumo: Esta pesquisa teve por objetivo compreender, através de uma perspectiva histórica, as práticas institucionais do CEMEI do CAIC Prof. Zeferino Vaz, em Campinas-SP, analisando as políticas públicas para a educação da infância que permearam o funcionamento da instituição. O estudo abrangeu o período de 1994, ano da inauguração do CAIC, até 2008, quando ocorreu a padronização normativa para a elaboração dos Projetos Pedagógicos. Para tanto, tomou como fonte documentos produzidos pelos profissionais da escola como os Projetos Pedagógicos, as atas do Conselho de Escola, e outros registros internos. Além disso, a análise estabeleceu relações entre esses documentos e as publicações do Ministério da Educação, legislações e normas que nortearam a implantação do CAIC no município. O estudo histórico dessa instituição escolar e dos processos educacionais vivenciados pelos seus profissionais, permitiram perceber que as políticas públicas para a educação da infância foram implementadas no interior da escola a partir de múltiplas apropriações. A preocupação com essas apropriações possibilitou entender que o tratamento dispensado à infância no ambiente escolar se relacionou com as representações dos profissionais acerca desse período da vida e do processo de sua educação. Buscando compreender as maneiras pelas quais a legislação foi apropriada e as representações sobre a infância configuradas, foi possível entender a escola como produtora de uma cultura própria e específica.
Abstract: The objective of this research was to understand the institutional practices of the CAIC CEMEI Prof. Zeferino Vaz, Campinas - SP, from a historical perspective, analyzing public policies for the childhood education that permeated the functioning of this institution. The study covered the period from 1994, the year of the inauguration of CAIC, until 2008, when the normative standardization occurred for the preparation of Pedagogical Projects. To do so, the documents produced by the school professionals were used as source, such as pedagogical projects, the minutes of the School Board and other internal records. Besides that, the analysis established relations hips between these documents and publications of the Ministry of Education, legislation and standards that guided the implementation of the CAIC in the municipality. The historical study of this school and the educational processes experienced by the professionals, allowed to realize that public policies for early childhood education have been implemented within the school from multiple appropriations. The concern with these appropriations allowed to understand that the treatment given to childhood in the school environment was related to the representations of professionals about this period of life and the process of their education. Trying to understand the ways in which the legislation was appropriate and representations of childhood set, it was possible to understand the school as a producer of a unique and specific culture.
Mestrado
Filosofia e História da Educação
Mestre em Educação
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Jasso, Ayala José Luis. "Determinación del óptimo de Rolling para el ADR de la empresa mexicana CEMEX S.A. de C.V." Tesis, Universidad de Chile, 2006. http://repositorio.uchile.cl/handle/2250/142035.

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Tesis para optar al grado de Magíster en Finanzas
través de la historia hemos visto como en el mundo se han desarrollado diversas técnicas de predicción con el propósito de obtener resultados más acertados sobre fenómenos futuros. Dichos esfuerzos nacen por las necesidades de las personas que buscan el disminuir lo más posible el riesgo sobre futuras situaciones o en la toma de decisiones. A través de la historia también hemos visto como las personas ha intentado de diversas maneras predecir eventos futuros tomando como base la mayor cantidad posible de información con el único propósito de tratar de predecir con mayor exactitud. En las finanzas hemos visto expuestas una diversidad de técnicas que predicen el futuro, las cuales en su mayoría tienen como común denominador que los elementos que suceden cotidianamente, no son aleatorios y que por el contrario pueden utilizarse para predecir el futuro en base a tendencias. Estas técnicas son las que ha ayudado través de los años a infinidad de personas dentro y fuera de las finanzas a tomar una decisión cuando de inversiones se trata. Como en todo, nos ha tocado ver diferentes técnicas que son muy pobres en sus resultados en cuanto a la exactitud de predicción y está técnica pude no ser la excepción, sin embargo lo que esta técnica nos puede proveer es el identificar cuáles son las variables más importantes a introducir para que influyan de manera preponderante en la variable de salida y por consiguiente nos puede asegurar una mejor predicción. Dicho de otra manera el planteamiento del problemas resultará clave para la capacidad predictiva. Un factor que vale la pena mencionar es que el modelo utiliza la información para determinar con mayor certeza las predicciones futuras. Es por eso que se han implementado técnicas en donde le modelo va agregando datos a medida que transcurre le factor tiempo y con esto lo hace más real. El estudio tiene por objetivo determinar el tamaño optimo de rolling, que maximice la eficiencia de un modelo ARIMAX medida a través del porcentaje de predicción de signos, medir la robustez de los resultados obtenidos, comparando la rentabilidad de estas estrategias de inversión con la de una estrategia pasiva, comprar mantener o “buy and hold” en los distintos escenarios (elegidos aleatoriamente), a fin de medir la importancia económica de los resultados y el cumplimiento o no de la hipótesis de mercados eficientes (Fama 1970), donde la eficiencia significa que el mercado refleja completa y correctamente toda la información relevante para la determinación de los precios de los activos. De acuerdo con esto último, si los precios accionarios reflejaran instantáneamente toda la información relevante para la toma de decisiones, éstos cambiarían rápidamente ante la aparición de nueva información. Luego, debido a que el surgimiento de nueva información es de carácter aleatorio, los cambios registrados por los precios accionarios también lo serían, invalidando el uso del análisis técnico ya que, en dicha situación, una regla de transacción basada únicamente en las series de precios históricos no puede ganar beneficios mayores que aquellos generados por una simple estrategia de comprar y mantener o “buyand hold” (Jensen & Benington, 1970) dado series anules. Por el contrario, varios estudios han concluido que existe evidencia significativa de que los precios accionarios no siguen un camino aleatorio y muestran que los retornos accionarios son predecibles en algún grado. Como todo en la vida existe controversia por las personas que creen en las predicciones así como otras personas que están en desacuerdo con las mismas, entonces al momento de explicar la predictibilidad de las variaciones de los retornos accionarios se postulan dos argumentos alternativos: (a) los mercados son ineficientes y los precios de los activos se mueven alrededor de su valor fundamental, y (b) en los mercados eficientes y la predictibilidad de las variaciones puede ser explicada por un equilibrio en los retornos. Al margen de la controversia presentada en el párrafo anterior, al observar los modelos que examinan la importancia de la información contenida en las secuencias de precios, Brown & Jennings (1989) y Grundy & McNichols (1989) consideraron modelos de expectativas racionales en los cuales un único precio no revela la información subyacente, pero una secuencia de precios de activos sí lo hace, demostrando que el análisis técnico de patrones de precios puede ser valioso ya que facilita el aprendizaje de los traders. Como resultado tenemos que la predicción de los retornos accionarios es una forma bien aceptada actualmente en las finanzas, las preguntas apuntan hacia cómo usar la información de una manera óptima para predecir la evolución futura de los precios de los activos y transar en los mercados. El presente estudio tiene por objetivo específico el enfocarnos a un inversionista que quiere colocar o retirar su capital en forma semanal en el ADR de la empresa mexicana CEMEX, tomando como estrategia en la toma de decisión, los resultados proporcionados por el modelo de predicción, el cual utiliza información públicamente disponible. Lo anterior, con la finalidad de medir la robustez de los resultados obtenidos y compararlos con tres estrategias de inversión pasiva (“buy and hold”). En este modelo, la base a utilizar es un multivariante autoregresivo, en donde se buscaran las diversas combinaciones de variables que contengan la mayor aportación de información para el pronóstico, así como encontrar el óptimo de Rolling en semanas que maximice la eficacia del modelo minimizando los errores. Se asume que el inversionista utiliza solamente información pública para generar los pronósticos, que las transacciones efectuadas no influyen en el comportamiento de precios y que establece su inversiones semanalmente. Se deberá considerar que los resultados podrán ser utilizados como evidencia independiente adicional a los modelos existentes de predicción.
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Stapleton, Ross Alan. "Personal computing in the CEMA community: A study of international technology development and management." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184767.

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The dissertation covers a spectrum of issues relating to the creation, acquisition and application of personal computers in the CEMA economies. Personal computing is examined through five stages, each a step in the process of integration of personal computing into the economies. They consider personal computing as: (1) Paradigm, how the Soviets and East Europeans view personal computing and how that relates to Western developments; (2) Technology, with discussion of indigenous capabilities of the CEMA members. Major topics are the Soviet microprocessor inventory, and the mechanisms whereby indigenous capabilities are increased, in particular via technology transfer; (3) Commodity, relating the technologies to actual products and production levels achieved. This stage also considers the availability of external sources (trade) for technology embodied as products; (4) Tool, discussing the products in application. The major application areas, including computer literacy education, are described. (5) Change, summarizing the current and expected social and economic effects of personal computing. The greatest emphasis is placed on the first three stages, which have progressed to the point where strong conclusions may be drawn. Achievements in personal computing application vary greatly across the CEMA community, and the coverage is directed to two case studies of Hungary and the USSR. Analysis of the last stage is necessarily largely speculative. Problems encountered in the promotion of personal computing, almost all arising out of economic and technological deficiencies, have rendered moot many questions related to the social effects of personal computing. The research shows that personal computing, in particular as it acts as a commodity, is largely alien to current CEMA economic management, and that the CEMA economies are having a difficult time in the creation or acquisition and support of PCs. This prevents their appearance in sufficient quantity to be useful as tools, or to effect change. The dissertation concludes with predictions of the nature of personal computing in the CEMA community over the next decade, and an analysis of the current and future relationship of the CEMA community to the rest of the world, especially for technology and commodity transfer from the developed West and newly-industrializing countries.
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Bufalo, Joseane Maria Parice. "Creche : lugar de criança, lugar de infancia : um estudo sobre as praticas educativas em um CEMEI de Campinas." [s.n.], 1997. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252787.

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Orientador: Ana Lucia Goulart de Faria
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-07-23T03:45:23Z (GMT). No. of bitstreams: 1 Bufalo_JoseaneMariaParice_M.pdf: 15144695 bytes, checksum: 535194dc86d55cfa496b1419679aba91 (MD5) Previous issue date: 1997
Resumo: Com a intenção de estar contribuindo para a formação dos profissionais de creche e para a construção da Pedagogia da Educação Infantil, investiguei práticas educativas que ocorrem em uma instituição-creche com crianças de 1 ano e 2 meses a 2 anos, tendo em vista que essas práticas envolvem educação e cuidado. Por meio de um estudo de caso, procurei destacar e reconhecer os elementos constitutivos do trabalho das monitoras de uma creche pública, em que o convívio das diferenças é ressaltado enquanto um aspecto positivo, mas não esquecendo que também outros aspectos estão juntos nessa positividade, como é o caso dos confrontos que fazem parte das relações pedagógicas. Esta pesquisa, ao longo dos primeiros capítulos verifica como está estruturado o CEMEI, quem são os seus personagens, como eles atuam, como é o espaço arquitetônico e qual a interlocução desse espaço com a pedagogia. Na seqüência dos outros capítulos, abordo qual a relação pedagógica que mais se evidencia no dia-a-dia da tunna analisada e como estas práticas educativas são planejadas e avaliadas pelas profissionais que atuam diretamente com as meninas e os meninos. A partir da análise dos episódios, dos documentos e das falas das profissionais foi possível verificar que a creche é um lugar de educação tanto das meninas e meninos como também, das mulheres adultas. Pois, todos produzem e consomem saberes no convívio das diferenças, com suas ambigüidades e proximidades e assim a Pedagogia da Educação Infantil vai sendo construída
Abstract: Intending to be contributing for the fonnation of day-care centers professionals and for the construction of Infantile Education Pedagogy, I have investigated educational practices that occur in a day-care center-institution with _ children from 1 year and 2 months to 2 years old, taking in consideratiQn that these practices involve education and care. Through a case ... study _ I tried to make salient _and recognize the constituting elements of a public day-care center monitor' s work, in which the differences _ intimacy is emphasized as a positive aspect, but not forgetting that also other aspects .. are together in this positiveness, as it is the case for the confrontations that are part of the pedagogic relations. This research, along the fIrstchapters, verifIes how the CEMEI is structured, who are its personages, how they act, how is the architectonic space and what is the interlocution between this space and pedagogy. In the other chapters sequence, I broach which is the pedagogic relation that mostly becomes evident in the analyzed group' s day by day and how these educative practices are planned and evaluated by the professionals that work directly with the girls and boys. From the analysis of the episodes, the documents and the teachers' rooms it waspossible to verify that the day-care center is a place of education so for the girls and boys as for the adult womem, since everybody produce and absorb knowledges. in the differences intimacy, with their ambiguities and proximities. This way, the Infantile Education Pedagogy goes being built
Mestrado
Ciencias Sociais Aplicadas à Educação
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Books on the topic "Cemea"

1

Gurusvāmi, Pulipāṭi. Cemma. Hyderabad: Vashishta Prachuranalu, 2001.

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Bali, Ali. Cemê elewîtîyê. Düsseldorf: [s.n.], 2005.

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Oro gris: Zambrano, la gesta de CEMEX y la globalización en México. México, D.F: Aguilar, 2007.

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Miguel, González Virgen, and Cemex, S.A. de C.V., eds. XV Premio obras CEMEX =: XV CEMEX Building Award. Monterrey, Nuevo León, México: CEMEX, 2006.

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Daniel, Martínez Martínez, and Cemex, S.A. de C.V., eds. XIX Premio Obras CEMEX =: XIX CEMEX Building Award. Monterrey, N.L., México: CEMEX, 2011.

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Nuevo León) Premio Obras CEMEX (17th 2008 Monterrey. XVII premio obras CEMEX: XVII CEMEX building award. Monterrey, N.L: CEMEX, 2008.

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Premio Obras CEMEX (14th 2004 Monterrey, Mexico). XIV Premio Obras CEMEX: = XIV CEMEX Building Award. Monterrey, Nuevo León, México: CEMEX, 2005.

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Daniel, Martínez Martínez, and Cemex, S.A. de C.V., eds. XVIII Premio Obras CEMEX =: XVIII CEMEX Building Award. Monterrey, N.L., México: CEMEX, 2010.

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Mexico) Premio Obras CEMEX (16th 2007 Monterrey. XVI premio obras CEMEX: XVI CEMEX building award. Monterrey, N.L: CEMEX, 2007.

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Mexico) Premio Obras CEMEX (20th 2012 Monterrey. XX Premio Obras CEMEX. Monterrey: CEMEX (Cementos de México), 2012.

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Book chapters on the topic "Cemea"

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Cuny, Lara. "Creating CEMA." In The History of the Arts Council of Northern Ireland, 1943–2016, 33–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13409-8_3.

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Cuny, Lara. "Politics, Sectarianism and CEMA/ACNI." In The History of the Arts Council of Northern Ireland, 1943–2016, 109–29. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13409-8_6.

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Luymes, Martin. "The Canadian Energy Efficiency Alliance (CEEA)." In Canadian Energy Efficiency Outlook, 251–55. 1 Edition. | Lilburn, GA : Fairmont Press, Inc., [2018]: River Publishers, 2020. http://dx.doi.org/10.1201/9781003151326-20.

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Flores, Gloria, Javier Bitar, Lafred Vieira, and Mitch Kirschner. "Cemex: Shifting Attitudes Between Staff and Customers." In Transforming Organisations Through Groupware, 80–88. London: Springer London, 1996. http://dx.doi.org/10.1007/978-1-4471-3052-9_9.

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Sonoda, M., H. Katoh, W. Vermaas, and T. Ogawa. "Cema Homologue in Cyanobacteria (PXCA) Involved in Proton Exchange." In Photosynthesis: Mechanisms and Effects, 3675–78. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-3953-3_856.

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Sonoda, M., H. Katoh, A. Katoh, H. Ohkawa, W. Vermaas, and T. Ogawa. "Structure and Function of Cema Homologue (PXCA) in Cyanobacteria." In The Chloroplast: From Molecular Biology to Biotechnology, 149–54. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4788-0_23.

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Cuny, Lara. "The Artistic Policy of CEMA/ACNI: Educating the People." In The History of the Arts Council of Northern Ireland, 1943–2016, 77–107. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13409-8_5.

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Cuny, Lara. "Establishing CEMA in the Political and Cultural Landscape of Northern Ireland." In The History of the Arts Council of Northern Ireland, 1943–2016, 55–74. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13409-8_4.

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Flores, Myrna, Daniel Guevara, and Martin Herrera. "Key Roles and Process to Foster Successful Firm – University Collaborations: The CEMEX Case." In IFIP Advances in Information and Communication Technology, 111–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40543-3_12.

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Anglade, A., D. Beyrand, G. Burle, and J. Roturier. "In-House Measurements of the Electricity Consumption of Home Entertainment Appliances: the CEMEDA Collaboration." In Energy Efficiency in Household Appliances, 332–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-642-60020-3_40.

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Conference papers on the topic "Cemea"

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Kamal, Mostafa Azad, Mohammad Zahir Raihan, Md Abdur Rahman Forhad, and Asma Shelly. "Employability Mismatch in Business Education through ODL: A Study on the Commonwealth MBA/MPA Program of Bangladesh Open University." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9770.

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This study investigates the skills catered through the Commonwealth MBA (CEMBA) and Commonwealth MPA (CEMPA) program of Bangladesh Open University (BOU) and their appropriateness in the context of the socio-economic transformation of Bangladesh. The study is driven by two pertinent research questions: R1. Are the skills catered by the CEMBA program relevant to the current needs of the job market? R2. What are the scopes for revisiting the CEMBA curriculum and making it meaningful in the current workplace contexts? The study found a significant skill mismatch in the Commonwealth MBA/MPA graduates. Therefore, the need for transforming the curriculum and instructional methods has been emphasized by the respondents.
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May, Michael J., Yaakov Cohen, Hovav Menachem, and Yogev Swisa. "CEMDA." In SAC '22: The 37th ACM/SIGAPP Symposium on Applied Computing. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3477314.3507009.

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Golia, Alexandre, Márcia Mary de Oliveira, Silva Passos, and Carlos Vitor Barcelos. "Caminhamento Elétrico Multieletrodos (Ceme) E Geoquímica." In II Simpósio Brasileiro de Geofísica. European Association of Geoscientists & Engineers, 2006. http://dx.doi.org/10.3997/2214-4609-pdb.198.sbgf064.

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Wu, Feng, Huan-yu Wang, Xiao-yun Zhao, Xiang-cheng Meng, Hui Wang, Hong Lu, Yu-qian Ma, et al. "Design of electronics of LEPD principle prototype onboard the CEMES satellite." In 2012 IEEE Nuclear Science Symposium and Medical Imaging Conference (2012 NSS/MIC). IEEE, 2012. http://dx.doi.org/10.1109/nssmic.2012.6551238.

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Riffe, Erika, Steven Shipman, and Erika Johnson. "2-CEME AND NOT 2-CEME: MULTI-PULSE TECHNIQUES AS APPLIED TO THE ROTATIONAL SPECTRA OF 2-CHLOROETHYL METHYL ETHER AND 1,2-EPOXYBUTANE." In 74th International Symposium on Molecular Spectroscopy. Urbana, Illinois: University of Illinois at Urbana-Champaign, 2019. http://dx.doi.org/10.15278/isms.2019.mj07.

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Perotti, Alberto G., and Branislav M. Popovic. "Non-orthogonal multiple access for degraded broadcast channels: RA-CEMA." In 2015 IEEE Wireless Communications and Networking Conference (WCNC). IEEE, 2015. http://dx.doi.org/10.1109/wcnc.2015.7127561.

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Azcárraga, Dr Alvaro, and Dr Luis V. Sánchez Muniosguren. "The Beginning of CEDEA ("EL ARENOSILLO" Experimentation Center). Technical and Scientific Accomplishments." In 57th International Astronautical Congress. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.iac-06-e4.4.01.

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Khan, Muhammad Owais, Bruce A. Wasserman, and David A. Steinman. "Sources of error in CEMRA-based CFD simulations of the common carotid artery." In SPIE Medical Imaging, edited by David R. Holmes and Ziv R. Yaniv. SPIE, 2013. http://dx.doi.org/10.1117/12.2006387.

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Dash, Manoj Kumar, and Manas Ranjan Panigrahi. "Promoting Educational Resilience through Technology Enhanced Learning for Sustainable Quality Education and Training in the Context of Higher Education in India: An Innovation under CEMCA." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4075.

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Ministry of Education, Govt of India (GOI) under the digital India initiatives encourages teachers of higher education making use of SWAYAM (online platform) effectively and efficiently for education, training and capacity building. University Grants Commission (UGC), GOI has been encouraging the teachers to submit proposals for designing and developing Massive Open Online Courses (MOOCs) for UG/PG levels & skill development of youth under SWAYAM. Therefore, teachers of higher education must be trained, oriented and exposed for capacity building to enable them to design and develop quality MOOC following guidelines of SWAYAM. CEMCA designed a two-week course to empower the teachers to learn about teaching with technology with a MOOC “Development of Online Courses for SWAYAM” using appropriate learning design, simple and accessible technology. The ultimate purpose was to enable the teachers to contribute effectively and efficiently promoting educational resilience through Technology Enhanced Learning (TEL) for sustainable quality education and training in India. It was implemented in collaboration with State Open Universities to train, orient and guide the teachers for developing quality MOOCs with a purpose to create a pool of skilled workforce in India to address to the needs and demands of higher education. With completion of 5 cycles of implementation of this MOOC in West Bengal, Uttarakhand and Andhra Pradesh, a research study was conducted to assess various dimensions of this initiative and evaluate its effectiveness. The findings of this study would help us to i) identify the expectations of teachers and their difficulties; ii) assess the level of knowledge, skill, and competencies acquired by the teachers; iii) review various components of the MOOC; iv) recommend improvement of this MOOC and the initiative. // The present paper focuses on this collaborative initiatives of CEMCA for promoting educational resilience in India The thrust was to facilitate TEL for sustainable quality education and training in the field of higher education. The study conducted with a sample of 200. Data collected through questionnaires, focus group discussion and panel discussion, analyzed separately to find real strengths and weaknesses of this initiative. It would help to identify the gaps in various stages of design, development and implementation of the MOOC. This study will also help us to know needs, expectations and requirements of target group. Findings and implications of the study would provide a strong base to CEMCA, Govt of India and partner institutions improving the interventions meeting the emerging need in higher education.
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Sheshunov, A. K., and V. N. Chernoglazov. "An Effect of Elastic–deformation Properties of the Plugging Mixtures on the Acoustic Wave Fields in Evaluating the Cemen." In Saint Petersburg 2010. Netherlands: EAGE Publications BV, 2010. http://dx.doi.org/10.3997/2214-4609.20145514.

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Reports on the topic "Cemea"

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Holmberg, C., S. Blau, and E. Burger. Connection Establishment for Media Anchoring (CEMA) for the Message Session Relay Protocol (MSRP). RFC Editor, August 2012. http://dx.doi.org/10.17487/rfc6714.

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CEMEX: Cement Manufacturer Saves 2.1 Million kWh Annually with a Motor Retrofit Project. Office of Scientific and Technical Information (OSTI), November 2005. http://dx.doi.org/10.2172/861049.

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