Relevant bibliographies by topics / DID

Academic literature on the topic 'DID'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "DID"

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Boss, Todd. "Your Dad Never Did, in the End." Ecotone 5, no. 1 (2009): 160–61. http://dx.doi.org/10.1353/ect.2009.0025.

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GAGE, TOM. "Steinbeck Knew My Dad Better Than I Did." Steinbeck Review 6, no. 2 (2009): 87–109. http://dx.doi.org/10.2307/41582118.

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GAGE, TOM. "Steinbeck Knew My Dad Better Than I Did." Steinbeck Review 6, no. 2 (2009): 87–109. http://dx.doi.org/10.5325/steinbeckreview.6.2.0087.

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GAGE, TOM. "Steinbeck Knew My Dad Better Than I Did." Steinbeck Review 6, no. 2 (September 2009): 87–109. http://dx.doi.org/10.1111/j.1754-6087.2009.01051.x.

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CHURCH, KENNETH WARD. "Emerging trends: I did it, I did it, I did it, but. . ." Natural Language Engineering 23, no. 3 (March 7, 2017): 473–80. http://dx.doi.org/10.1017/s1351324917000067.

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AbstractThere has been a trend for publications to report better and better numbers, but less and less insight. The literature is turning into a giant leaderboard, where publication depends on numbers and little else (such as insight and explanation). It is considered a feature that machine learning has become so powerful (and so opaque) that it is no longer necessary (or even relevant) to talk about how it works. Insight is not only not required any more, but perhaps, insight is no longer even considered desirable.Transparency is good and opacity is bad. A recent best seller, Weapons of Math Destruction, is concerned that big data (and WMDs) increase inequality and threaten democracy largely because of opacity. Algorithms are being used to make lots of important decisions like who gets a loan and who goes to jail. If we tell the machine to maximize an objective function like making money, it will do exactly that, for better and for worse. Who is responsible for the consequences? Does it make it ok for machines to do bad things if no one knows what’s happening and why, including those of us who created the machines?
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Chin, G. "PSYCHOLOGY: You Did It, It Did It." Science 316, no. 5829 (June 1, 2007): 1257b. http://dx.doi.org/10.1126/science.316.5829.1257b.

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Hughes, G. "Did Darzi deliver or did he dither?" Emergency Medicine Journal 25, no. 10 (October 1, 2008): 624. http://dx.doi.org/10.1136/emj.2008.064774.

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Schwartz, Peter J. "Why Did Goethe Marry When He Did?" Goethe Yearbook 15, no. 1 (2008): 115–30. http://dx.doi.org/10.1353/gyr.2008.0001.

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Jerrold, Laurance. "He did it…No, he did it." American Journal of Orthodontics and Dentofacial Orthopedics 143, no. 2 (February 2013): 291–92. http://dx.doi.org/10.1016/j.ajodo.2012.11.010.

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Brenner, Ira. "Deconstructing DID." American Journal of Psychotherapy 53, no. 3 (July 1999): 344–60. http://dx.doi.org/10.1176/appi.psychotherapy.1999.53.3.344.

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Dissertations / Theses on the topic "DID"

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Mzamo, Tebello. "I did not die." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7246.

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My novella is about a mine worker and his family. Set in both Lesotho and South Africa, it engages the effects of migrant labour on families in post-apartheid South Africa. Told through the eyes of the different family members, the narrative uses shifting points of view and moves fluidly through time to present an intimate but complex view of the lives of ordinary working class people. It incorporates witchcraft and ghosts to reveal the blurred lines between the realms of life and death. This collection is inspired by my own father who is a former mine worker. I am influenced by Joyce Carol Oates and Chibundu Onuzo's darkly realistic style, Veronique Tadjo’s explorations of migration and death, the family chronicles of Chimamanda Ngozi Adichie and Yvonne Adhiambo Owuor. I am also inspired by female fantasy and horror writers such as those collected in Ann and Jeff VanderMeer’s anthology, Sisters of the Revolution: A Feminist Speculative Fiction Anthology.
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Oliveira, Paulo Iorque Freitas de. "A estat?stica e a probabilidade nos livros did?ticos de matem?tica do ensino m?dio." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2006. http://tede2.pucrs.br/tede2/handle/tede/3352.

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Este estudo apresenta-se como a an?lise qualitativa e quantitativa dos conte?dos de Probabilidade e Estat?stica de uma amostra de livros did?ticos de Matem?tica destinados ao Ensino M?dio, editados entre 1992 e 2005. A import?ncia da pesquisa decorre da discuss?o de uma vis?o curricular na qual o livro did?tico constitui-se como um recurso fundamental, tanto para os alunos que o utilizam, quanto para os professores que, na maioria das vezes, o tomam como base para sua atua??o docente. A percep??o de que Probabilidade e Estat?stica s?o temas que n?o recebem tratamento relevante nos livros did?ticos do Ensino M?dio, apesar de sua aplicabilidade no dia-a-dia dos estudantes e de permitirem f?cil relacionamento com outras disciplinas, define o foco desta investiga??o e faz a an?lise convergir para os conceitos, propriedades e atividades propostas pelos livros did?ticos da amostra, com rela??o aos conte?dos de Probabilidade e Estat?stica apresentados nesses livros. Na an?lise, evidencia-se que os livros did?ticos d?o pouco destaque aos conte?dos de Probabilidade e Estat?stica, al?m de alguns deles apresentarem conceitos equivocados, falta de contextualiza??o dos temas e desconsidera??o da possibilidade de se usarem os recursos da calculadora e da Inform?tica na resolu??o de problemas, indo de desencontro ?s Orienta??es Educacionais Complementares aos Par?metros Curriculares Nacionais (PCN+).
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Bender, Eliane Andrea. "O livro did?tico de literatura para o ensino m?dio." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2007. http://tede2.pucrs.br/tede2/handle/tede/2234.

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A pesquisa, de natureza descritivo-anal?tica, verifica o conte?do de literatura nos livros did?ticos de Ensino M?dio, considerando teorias referentes ao texto liter?rio enquanto tal e outros estudos realizados de campo pedag?gico. Sendo um termo complexo, faz com que muitos estudiosos ainda busquem uma defini??o e, apresentando fun??o social especifica, seu papel pedag?gico tamb?m requer discuss?es e esclarecimentos. Tendo como base teorias de sociologia da literatura, considera-se que a literatura apresenta conte?do social sem perder sua caracter?stica pr?pria, a literariedade. E, desde que isso seja respeitado, pode ir para o ambiente escolar e contribuir para a constru??o do conhecimento. No Ensino M?dio, constitui-se enquanto componente curricular, possuindo um estatuto, mas h? a possibilidade de ser considerada uma sub-?rea do ensino de l?nguas. Essa quest?o faz-se presente nos livros did?ticos que, geralmente, estabelecem divis?es em Literatura, Gram?tica e Reda??o, dentro da ?rea denominada Portugu?s. A an?lise de tr?s livros did?ticos de literatura para o Ensino M?dio demonstra tend?ncia no seguimento de determinados c?nones, tanto em rela??o ? escolha dos autores como das obras. O conceito de literatura e a classifica??o em g?neros liter?rios s?o discutidos, mas sem aprofundamento. Apesar da intertextualidade apresentada, o conte?do parte de uma seq??ncia periodol?gica, que contextualiza as obras historicamente, mas de modo estanque. H? criatividade na exposi??o de textos e nas propostas de trabalho, estabelecendo-se rela??es entre a literatura e as demais modalidades art?sticas, faltando, por?m, uma contraposi??o entre a natureza de cada qual e propostas que fa?am com que sejam analisadas suas semelhan?as e diferen?as, podendo-se chegar, assim, a discuss?es sobre a especificidade do liter?rio
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Brand, Adele. "DiD Warehouse." Diss., University of Pretoria, 2003. http://hdl.handle.net/2263/29811.

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The warehouse will be seen as an outlet of décor elements and designer furniture as well as of South African and international décor shops and designs. A showroom of designer furniture (of well-known designers like Rietveld, Graves, Gehry, etc.) for the public and interested and affected parties will be provided. All the different functions must be integrated and the interaction between various designers and different décor elements will form an important aspect of the warehouse. DiD Warehouse must facilitate innovation and welcome new talents among collaborators along with the "design consumer", an informed and sensitive buyer who, by setting in motion a buying project of his own, is transforming distribution. Even retailers will have to change their attitude, and get rid of the "museum store" concept, that is, a space where the objects on display cannot be touched. The warehouse should be seen as an event place, which has a give-and-take relationship with the life and culture of the city and which attracts the visitor, plying him with emotions and services over and above a simple exchange of merchandise and money over a counter. Growth of any kind brings with it an ability to keep changing, doing away with moldy prejudices to make room for the new. Transformation, movement and lightness are, in the end, the words that best sum up the character of what the designer warehouse must be in the future. Time, scale and functional differences must be solved through the design and planning of spaces. The building will be seen as a "container". South African and international influences, as well as space perceptions of the Post-Modernist era, must be incorporated to set a precedent for the warehouse. A true South African influence and modern style will be reflected through the architecture. The furniture and décor elements will form part of the building and architecture, and must complement each other. DiD Warehouse will house historical and current designer furniture and décor elements, to ensure prospects, possibilities and opportunities for designers of the future. Local designers will get exposure to the international design industry, and a standard for each design and designer will be set. Differences versus similarities must positively reflect the diversity of South African and international design. Import and export of designer furniture and décor are going to be very important aspects in the administration and economical management of the warehouse. The architecture and interior design of the warehouse will complement each other and create the same feeling, that of inspiration, creativity, modern design, imagination, reality and exclusivity. a designer masterpiece as well. Every well-known architect has designed a piece of furniture in his/her life The building will reflect its function and the activities within the façade and architecture, and will aim to be time and the relationship between architecture and designer furniture is very important and dynamic. One of the most important functions of the building will be to launch careers and test ideas. The exterior (architecture and façade) will set a standard for what is inside the building and the warehouse will aim to set a precedent for future furniture development in South Africa. The building will strive to be a very important catalyst in generating designer décor and furniture. There is a demand for steady retail, which will revive the industrial and export sector. South Africa remains the powerhouse of the continent and medium to long-term prospects are good. This means that deals that can be successful today will become that much more attractive in the future. The warehouse must encourage other designers to make conscious use of design as a factor in the competitive process. Precedents will be the platform of the final product. The building must be adaptable and flexible to accommodate continuous changes in technology, fashion and the changing environment and way of living of each person. It must be flexible in terms of more possibilities, greater prospects and better investments. Young entrepreneurs must have the opportunity to show their designs. The warehouse will be educational in a theoretical, practical and visual way. Furniture design courses will be held from time to time as well as exhibitions held by entrepreneurs and "young-up-and-coming" designers. That will create contrasts in price and experience. The aim of the thesis is to design a modern designer furniture and décor warehouse (situated in a security business park) to fulfill the needs of the community and industry; to investigate well-known architects and furniture designers theoretical approaches and philosophy towards design; to ensure that DiD Warehouse will be one of its kind in South Africa; to set a market for our local talent and to reflect diversity in today's modern designer furniture and décor; to showcase local and international design for the public and to give everyone easy access to and from the building; and finally, to create a place (warehouse) from another century, not of the past but of the future - based on human relationships, master intelligence, respect and loyalty; which will hold the key to our future in design - the rediscovery of compassion.
Dissertation (MArch (Prof))--University of Pretoria, 2003.
Architecture
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BROWN, Ian, and Ian Brown@health wa gov au. "A CASE STUDY INVESTIGATION OF THE DEVELOPMENT AND TREATMENT OF ALTER PERSONALITIES IN DISSOCIATIVE IDENTITY DISORDER." Edith Cowan University. Community Services, Education And Social Sciences: School Of Psychology, 2006. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0027.html.

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Progress in the study and treatment of Dissociative Identity Disorder (DID) has been hampered by ideological debate regarding its validity. This is particularly the case when patient's suffering from DID also report ritualistic abuse. Part of the difficulty has been that past studies have not established independent checks to assess whether alters are artefacts introduced by therapeutic bias. This study addressed this issue by using independent judges to test the validity of a patient being treated for DID who claimed ritualistic abuse. The judges were 16 clinicians with an average of 21 years experience in their respective disciplines. The study also examined the development and treatment of alter personalities through a detailed examination of case material. The patient had been in continuous therapy with the author and treatment had been conducted using the self psychology model. The study involved three phases.
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Paredes, Carlos Andres Oñate. "Avaliação de impacto do Proagro Mais: um estudo de caso." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/11/11132/tde-07062016-153253/.

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Esta pesquisa avalia o impacto do \"Programa de Garantia da Atividade Agropecuária\" para agricultores familiares, conhecido como Proagro Mais. A relevância do trabalho fundamenta-se no considerável tamanho do Programa dentro do contexto das políticas de gestão de risco agrícola no Brasil. Além disso, é a primeira pesquisa desse tipo na literatura científica do país. A amostra é formada por produtores de milho do Estado do Paraná, tendo como linha base o ano de 2003, uma vez que é o ano anterior ao lançamento do Proagro Mais, e o ano de 2005 como ano de impacto. A base de dados utilizada neste estudo foi fornecida pelo Tribunal de Contas da União (TCU), cujas variáveis relevantes incluem características da cultura e dos agricultores familiares, como área financiada, atividades agrícolas complementares, educação e rendimento esperado. Adicionalmente, a partir de outras fontes públicas, foram adicionadas variáveis meteorológicas e regionais para controlar a localização da fazenda. O objetivo da pesquisa é avaliar o impacto do Proagro Mais sobre o montante de crédito por hectare concedido aos beneficiários do Programa. As metodologias usadas incluem o Propensity Score Matching (PSM), a Diferença das Diferenças (DID) e dois estimadores condicionais do DID com PSM usando dados em painel e repeated cross-section. As estimativas econométricas mostram que o Efeito Médio do Tratamento nos Tratados (EMTT) teve sinal negativo na maioria dos modelos revelando que, após o período de perda de rendimento, o grupo de controle teve um valor médio mais elevado de crédito por hectare do que os beneficiários do Proagro Mais. Os resultados sugerem a existência de mecanismos que poderiam complementar ou substituir o Proagro Mais como instrumento de gestão de risco agrícola, mas também podem sugerir que o Programa avaliado não cubra todos os riscos do setor.
This research evaluates the impact of the \"Farm Activity Guarantee Program for Smallholders\" or Proagro Mais. The relevance of this research relies on the considerable size of the program within the context of agricultural risk management policies in Brazil. This research is also the first of its kind in the scientific literature in Brazil. It was used a sample of small-scale corn producers from the State of Paraná. It was assumed 2003 as the baseline since it is the year prior to the launch of Proagro Mais, and 2005 as the endline. The database used in this study was provided by the Federal Accounting Court of Brazil (TCU). The relevant variables include crop and growers characteristics such as area financed, complementary agricultural activities, education, and expected yield. It was also added meteorological and regional variables from other public sources to control farm location. The main objective of the research is to evaluate the impact of Proagro Mais on the amount of credit per hectare granted to the beneficiaries of the Program. The methodology includes Propensity Score Matching (PSM), Difference-in-Difference (DID), and two conditional DID along PSM estimators, using longitudinal and repeated cross-sections data. The econometric estimates show that the Average Treatment Effect on the Tread (ATET) was negative. This suggests that after the yield loss period, the control group got a higher average amount of credit per hectare than Proagro Mais beneficiaries. Thus, the question that arises is whether there may be other agricultural risk management mechanisms more suited for smallholders than Proagro Mais, or whether the evaluated program could not achieve its main goal because it does not cover all risks faced by its beneficiaries.
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Lima, Sandra Maria Alves de. "A Transposi??o Did?dica dos G?neros do dom?nio do discursivo publicit?rios nos livros did?ticos." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16254.

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Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Concei??o in Ja?an? city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Para?ba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others
O texto publicit?rio tem sido objeto de muitas investiga??es, dado o seu universo multimodal que lhe constitui. Consubstanciado por meio de uma materialidade lingu?stica e discursiva que coloca em cena a persuas?o, a argumenta??o e a pot?ncia imag?tica de elementos multissemi?ticos, o texto publicit?rio atua como instrumento de poder, criando e destruindo, prometendo e negando (CARVALHO, 2007). A publicidade n?o s? nos convida a agir por ela, mas nos direciona a olhar para ela. Foi sob esse movimento de olhar de encanto e de interroga??es que nasceram as discuss?es levantadas nesta pesquisa. As investiga??es s?o direcionadas para o espa?o escolar, em especial, para os g?neros do dom?nio discursivo publicit?rio no Livro Did?tico de L?ngua Portuguesa (LDP). ? a partir desse ambiente que nasceu nossa pesquisa, cujo objetivo central ? analisar como se realiza a transposi??o did?tica dos g?neros textuais, descritos por Marcuschi (2008) como pertencentes ao dom?nio discursivo publicit?rio (centrando-se no g?nero propaganda), em livros did?ticos de ensino de L?ngua Portuguesa antes e depois do advento dos PCN. Os livros did?ticos (LD) tomados como refer?ncia para o estudo situam-se, historicamente, nos anos 90 do s?culo XX e 10 do s?culo XXI. Tais livros eleitos referem-se ?s 7? e 8? s?ries, atualmente correspondentes aos 8? e 9? anos do ensino fundamental. A escolha se justifica pelo fato de ser nos LDP dessas s?ries de ensino que a presen?a do dom?nio publicit?rio ? recorrente e didatizado . Al?m desse recorte, ocupamo-nos em analisar livros que circularam pr?ximo de n?s e de nossa realidade regional. Da?, elegermos livros que foram utilizados por duas escolas de ensino p?blico: Escola Municipal Ana Clementina da Concei??o (EMACC) do Munic?pio da cidade de Ja?an?, no Estado do Rio Grande do Norte; Escola Estadual de Ensino Fundamental e M?dio Carlota Barreira (EEFMCB) da cidade de Areia, Estado da Para?ba. Foram destaques, em nossa investiga??o, as seguintes categorias de an?lise: (1) Presen?a da propaganda nos LD; (2) Flutua??o terminol?gica: conceitos e nomenclaturas; (3) A complexidade da facilita??o de conceitos; (4) A natureza das propagandas: o que propagam. A partir de nossa an?lise, observamos como o tratamento dos g?neros textuais publicit?rios vem sendo inserido no LD e como ocorre, de modo geral, sua transposi??o did?tica. Centrando-se na quest?o da flutua??o terminol?gica, observamos a dificuldade dos autores dos LD em tra?ar limites entre os g?neros do dom?nio publicit?rio no LD. Todavia, isto poderia ter como consequ?ncia, tamb?m, a complexidade que h? no campo do saber cient?fico -em delimitar g?neros de um mesmo dom?nio. Para efetivar nossos estudos, foi necess?rio um di?logo profundo e sistem?tico com teorias relativas ao conceito de Transposi??o Did?tica , do te?rico Yves Chevallard (1991), pesquisas sobre os g?neros textuais Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), dentre outros e estudos que envolvem o campo da Publicidade e Propaganda -Sandmann (2002), Carvalho (2007) e outros
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Crutchfield, C., and Theresa McGarry. "Who Did It?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5467.

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Book Summary: Unsure of how to include creativity and project-based learning in grammar lessons? The 2nd edition of this best-selling book includes updated activities and new contributions that cover a wide range of teaching techniques -- from introducing a specific grammar point to providing meaningful, contextualized practice. Enable your students to internalize new material with engaging and motivating lessons they are sure to enjoy. The lessons are broken down by topic including: Noun Phrases; Comparatives and Superlatives; Relative and Adverb Clauses; Verb Tenses; Reported Speech and Questions: Interrogative and Embedded; Conditionals; Modal Verbs; Verb Complementation and more!
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Ogliari, Lucas Nunes. "O conte?do de fun??es na escola : rastros dos movimentos de reforma nos livros did?ticos de matem?tica do ensino fundamental." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2014. http://tede2.pucrs.br/tede2/handle/tede/3784.

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This doctoral thesis in Education presents a study that involves the history of mathematics education in Brazil and specifically the content of functions in secondary school. The objective of this thesis is to identify the elements relating to the content of functions in the Brazilian secondary school which added with the advent of curricular reforms in the teaching of mathematics and appear currently as traces in textbooks of elementary school (final years). The Reform movements explored in the thesis are: the Campos Reform, in 1931, the Capanema Reform, in 1942, and the Modern Mathematics Movement (MMM), in the 1950s and 1960s. The study has as object of analysis collections of textbooks published at the heart of these reform movements, especially the best-selling collections and/or the collections that best represented the established programs for teaching mathematics by virtue of the reforms, which are: Curso de Matem?tica Elementar, authored by Euclides Roxo , Matem?tica, by Cecil Thir? and Mello e Souza, Curso de Matem?tica, by Cecil Thir? and Mello e Souza, co-authored by Euclides Roxo, Matem?tica Ginasial, by Euclides Roxo, Cecil Thir? and Mello e Souza, and Matem?tica: Curso Moderno, authored by Osvaldo Sangiorgi. Ten collections of mathematics textbooks selected by the National Program for Textbooks (NPT) for the year 2014 are also analysed. Through the analysis of these collections in the light of ideas about the teaching of mathematics of each time, it can be concluded that the content of functions in elementary school (final years), currently presented in textbooks, consists of a superposition of elements related to reform movements that have established, in addition to a specific space to the content of functions in the curriculum of the course, the method used in their presentation, their notation, conceptualization and definition.
Esta tese de Doutorado em Educa??o apresenta um estudo que envolve a hist?ria do ensino de matem?tica no Brasil e, especificamente, o conte?do de fun??es na escola. O objetivo desta tese ? o de identificar os elementos referentes ao conte?do de fun??es no ensino secund?rio brasileiro que se somaram com o advento das reformas curriculares para o ensino de matem?tica e que se apresentam, atualmente, como rastros nos livros did?ticos de ensino fundamental (s?ries finais). Os movimentos de reforma explorados na tese s?o: a Reforma Campos, em 1931, a Reforma Capanema, em 1942, e o Movimento da Matem?tica Moderna (MMM), nas d?cadas de 1950 e 1960. O estudo traz como objeto de an?lise cole??es de livros did?ticos editadas no cerne desses movimentos de reforma, em especial as cole??es que tiveram maior vendagem e/ou as cole??es que melhor representaram os programas estabelecidos para o ensino de matem?tica em virtude das reformas, s?o elas: Curso de Matem?tica Elementar, de autoria de Euclides Roxo; Matem?tica, de Cecil Thir? e Mello e Souza; Curso de Matem?tica, de Cecil Thir? e Mello e Souza, com coautoria de Euclides Roxo; Matem?tica Ginasial, de Euclides Roxo, Cecil Thir? e Mello e Souza e Matem?tica: Curso Moderno, do autor Osvaldo Sangiorgi. S?o analisadas tamb?m as dez cole??es de livros did?ticos de matem?tica selecionadas pelo Programa Nacional do Livro Did?tico (PNLD) para o ano de 2014. Atrav?s da an?lise dessas cole??es, ? luz do ide?rio sobre o ensino de matem?tica de cada ?poca, ? poss?vel concluir que o conte?do de fun??es no ensino fundamental (s?ries finais), atualmente apresentado nos livros did?ticos, ? constitu?do por uma sobreposi??o de elementos referentes aos movimentos de reforma que estabeleceram, al?m de um espa?o espec?fico ao conte?do de fun??es no curr?culo da disciplina, a metodologia empregada na sua apresenta??o, a sua nota??o, conceitua??o e defini??o.
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Monteiro, Paolla Ungaretti. "(In)visibilidade das mulheres brasileiras nos livros did?ticos de hist?ria do Ensino M?dio (PNLD, 2015)." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2016. http://tede2.pucrs.br/tede2/handle/tede/6580.

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Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq
The research analyzes the representations of Brazilian women in the history textbooks, used in public high school in Brazil. The books analyzed are part of collections examined and approved by the Ministry of Education (MEC), through the National Textbook Program (PNLD). All copies are part of the latest version of the program for the school subject of History, called PNLD 2015. It is understood that textbooks are social components, products of history, from the past, and breeders and producers of society's values in the historical moment in which they are formulated. Also, builders of a future. Thereby they have relevant functions - referential function, instrumental function, ideological function and documentary function (CHOPPIN, 2004). They are the instruments most commonly used in the classroom for teaching (PENTEADO, 2010), and are a source of study and updating for teachers (MONTEIRO, 2009). For these reasons, we are interested in researching their significance from the perspective of Gender theories. Analyzing how the Brazilian women - with a time frame focused on Brazilian contemporary history, from the nineteenth century - has been represented in these books, their visibility and invisibility. Analyzing for example, how they are addressed in primary and secondary texts, local in distribution of content where they appear and their reproduced images. Because they're vehicle of values, ideologies, of a culture (BITTENCOURT, 2011), the approach through Gender and History of Women is necessary to think of the role of education, specifically the discipline of history in building a more equal society for women in Brazil. The theoretical framework is interdisciplinary: composed by authors of Gender, analyzing their reproductions in and out of the classroom, Education and History. It can be seen that there was a recognition of the History of Women in these textbooks, but also there was a relegation to a separate domain. In the books analyzed, the story has a pattern: is white, is about men, is heteronormative and upper classes whatever the season. What flee these characteristics briefly enters the great historical narrative.
O estudo analisa as representa??es de mulheres brasileiras nos livros did?ticos da disciplina de Hist?ria, utilizados na rede p?blica de ensino m?dio. Os livros selecionados fazem parte de cole??es examinadas e aprovadas pelo Minist?rio da Educa??o (MEC), atrav?s do Programa Nacional do Livro Did?tico (PNLD). Todos os exemplares s?o parte da ?ltima vers?o do programa para a disciplina de Hist?ria do PNLD 2015. Entende-se que os livros did?ticos s?o componentes sociais, produtos da hist?ria, do passado, e reprodutores e produtores de valores da sociedade no momento hist?rico em que s?o formulados. S?o tamb?m, construtores de um futuro, pois possuem relevantes fun??es ? Fun??o referencial, Fun??o instrumental, Fun??o ideol?gica e Fun??o documental (CHOPPIN, 2004). S?o os instrumentos mais utilizados em sala de aula para o ensino (PENTEADO, 2010), e, s?o fonte de estudo e atualiza??o para os professores (MONTEIRO,2009). Por tais raz?es, interessa pesquisar seu significado pela ?tica das teorias de G?nero. Focando no campo da Hist?ria das Mulheres, analisando como as mulheres brasileiras ? com um recorte temporal centrado na Hist?ria Contempor?nea Brasileira, a partir do s?culo XIX ? vem sendo representadas, suas visibilidades e invisibilidades. Analisa-se, por exemplo, a forma como s?o abordadas nos textos principais e secund?rios, os locais na distribui??o dos conte?dos onde aparecem e suas imagens reproduzidas. Por ser este ve?culo de valores, de ideologias, de uma cultura (BITTENCOURT, 2011), a abordagem atrav?s de um recorte de G?nero e Hist?ria das Mulheres ? necess?ria para pensarmos no papel da educa??o, mais especificamente da disciplina de Hist?ria, na constru??o de uma sociedade mais igualit?ria para as mulheres no Brasil. O referencial te?rico ? interdisciplinar: composto por autores de G?nero ,que analisam suas reprodu??es dentro e fora de sala de aula, da Educa??o e de Hist?ria. Pode-se constatar que houve um reconhecimento da Hist?ria das Mulheres nesses livros did?ticos, mas que tamb?m houve um relega??o a um dom?nio separado. Nos livros analisados, a hist?ria possui um padr?o: ? branca, ? sobre homens, ? heteronormativa e de classes abastadas seja qual for a ?poca. O que foge destas caracter?sticas adentra brevemente a grande narrativa hist?rica.
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Books on the topic "DID"

1

Natee. Did not! Did too! [Columbus, OH]: Ohio State Bar Foundation, 2002.

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Marsh, F. E. Why did Christ die? Grand Rapids, Mich: Kregel Publications, 1985.

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Betty, Donaldson, ed. How did they die? New York: St. Martin's Press, 1989.

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Shams, J. D. Where did Jesus die? 8th ed. [Tilford, England: Islam International Publications, 1989.

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I did tell, I did. London: HarperElement, 2009.

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Coneley, Marshall. I did try, honestly I did. Edinburgh: Pentland Press, 1992.

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Did someone you love die? New York, NY: Enslow Publishing, 2016.

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1943-, Armitage David, ed. When Dad did the washing. Harmondsworth: Puffin, 1992.

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The cat did not die. New York: Caravel Mystery Books, 2013.

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Fraser, Sandy. Katie did. New York: Zebra Books, 1997.

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Book chapters on the topic "DID"

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Knowles, Sam. "Curiosity did WHAT, did you say?" In Asking Smarter Questions, 101–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218470-4.

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Szende, Peter, Suzanne Markham Bagnera, and Danielle Clark Cole. "Did you hear what Lori did last night?" In Human Resource Management in Hospitality Cases, 136–37. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351233316-41.

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Kamen, Henry. "Did Spain Decline?" In Golden Age Spain, 40–56. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-80246-9_4.

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Holtzman, Nicholas S. "Did Narcissism Evolve?" In Handbook of Trait Narcissism, 173–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92171-6_19.

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Shaver, Peter. "Did Cognition Evolve?" In Cosmic Heritage, 153–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20261-2_14.

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Sheahen, Allan. "Did You Know?" In Basic Income Guarantee, 13–18. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137031594_4.

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Heger, Paul. "Did Enochians Exist?" In The Hebrew Bible in Light of the Dead Sea Scrolls, 402–12. Göttingen: Vandenhoeck & Ruprecht, 2011. http://dx.doi.org/10.13109/9783666535550.402.

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Elumalai, Aarthi. "Did You Know?" In Introduction to Python for Kids, 1–12. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-6812-4_1.

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Measey, John. "Who did what?" In How to Write a PhD in Biological Sciences, 223–24. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003212560-45.

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Mukhopadhyay, Ishita. "Did We Explain?" In India Studies in Business and Economics, 25–40. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-15-0841-7_3.

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Conference papers on the topic "DID"

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Tkaczyk, Dominika, Andrew Collins, and Joeran Beel. "Who Did What?" In JCDL '18: The 18th ACM/IEEE Joint Conference on Digital Libraries. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3197026.3203907.

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Coyle, David, James Moore, Per Ola Kristensson, Paul Fletcher, and Alan Blackwell. "I did that!" In the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208350.

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Antons, Jan-Niklas, Sebastian Arndt, Julia Seebode, Robert Schleicher, and Sebastian Möller. "Did you notice?" In CHI '13 Extended Abstracts on Human Factors in Computing Systems. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2468356.2468414.

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"Did you know that ..." In 2004 IEEE/SEMI Advanced Semiconductor Manufacturing Conference and Workshop. IEEE, 2004. http://dx.doi.org/10.1109/asmc.2004.1309628.

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Constandache, Ionut, Xuan Bao, Martin Azizyan, and Romit Roy Choudhury. "Did you see Bob?" In the sixteenth annual international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1859995.1860013.

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GIL, DAVID. "HOW DID PREDICATION EVOLVE?" In Proceedings of the 9th International Conference (EVOLANG9). WORLD SCIENTIFIC, 2012. http://dx.doi.org/10.1142/9789814401500_0018.

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Awad, Mohammed, and Ernst L. Leiss. "Did Technology Fail Us?" In ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209415.3209495.

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Dmitrenko, Dmitrijs, Emanuela Maggioni, Chi Thanh Vi, and Marianna Obrist. "What Did I Sniff?" In AutomotiveUI '17: ACM 9th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3122986.3122998.

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Merenda, Coleman, Hyungil Kim, Joseph L. Gabbard, Samantha Leong, David R. Large, and Gary Burnett. "Did You See Me?" In AutomotiveUI '17: ACM 9th International Conference on Automotive User Interfaces and Interactive Vehicular Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3122986.3123013.

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JOHANSSON, SVERKER. "DID LANGUAGE EVOLVE INCOMMUNICADO?" In EVOLANG 10. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603638_0015.

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Reports on the topic "DID"

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Mannino, Vito V. Cold War: When Did It Start? Why Did It Start? Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada389232.

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O'Rourke, Kevin, and Jeffrey Williamson. When Did Globalization Begin? Cambridge, MA: National Bureau of Economic Research, April 2000. http://dx.doi.org/10.3386/w7632.

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Joyce, Ted. Did Legalized Abortion Lower Crime? Cambridge, MA: National Bureau of Economic Research, June 2001. http://dx.doi.org/10.3386/w8319.

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Acemoglu, Daron, David Cutler, Amy Finkelstein, and Joshua Linn. Did Medicare Induce Pharmaceutical Innovation? Cambridge, MA: National Bureau of Economic Research, January 2006. http://dx.doi.org/10.3386/w11949.

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Flemming, Jens. What did the CNN learn? Westsächsische Hochschule Zwickau, November 2021. http://dx.doi.org/10.25366/2021.94.

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Edwards, Sebastian. The Mexican Peso Crisis? How Much Did We Know? When Did We Know It? Cambridge, MA: National Bureau of Economic Research, December 1997. http://dx.doi.org/10.3386/w6334.

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Berger, Allen, Margaret Kyle, and Joseph Scalise. Did U.S. Bank Supervisors Get Tougher During the Credit Crunch? Did They Get Easier During the Banking Boom? Did It Matter to Bank Lending? Cambridge, MA: National Bureau of Economic Research, May 2000. http://dx.doi.org/10.3386/w7689.

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Slusky, David, and Donna Ginther. Did Medicaid Expansion Reduce Medical Divorce? Cambridge, MA: National Bureau of Economic Research, February 2017. http://dx.doi.org/10.3386/w23139.

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Korenman, Sanders, Ted Joyce, Robert Kaestner, and Jennifer Walper. What Did the "Illegitimacy Bonus" Reward? Cambridge, MA: National Bureau of Economic Research, August 2004. http://dx.doi.org/10.3386/w10699.

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Sarah K Hlubik, Sarah K. Hlubik. When did we start the fire? Experiment, March 2018. http://dx.doi.org/10.18258/10881.

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