Relevant bibliographies by topics / PIBSA

Academic literature on the topic 'PIBSA'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "PIBSA"

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Lopes, Luciana Rodrigues Barreto, Vera Lúcia Pereira Soares, Maria Teresa C. Barcellos, and Claudia Regina Elias Mansur. "Desenvolvimento de surfatantes para aplicação na indústria de explosivos." Polímeros 24, no. 4 (August 2014): 474–77. http://dx.doi.org/10.1590/0104-1428.1270.

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A comercialização dos explosivos emulsionáveis, aí incluída a dinamite de ANFO, acarretou um aumento significativo no consumo mundial de explosivos entre 1960 e 1980, conseqüência da maior segurança no transporte e no preparo dos explosivos na forma de uma emulsão. Os surfatantes utilizados nestas emulsões são ésteres, amidas ou imidas derivadas do poliisobutileno com terminações de anidrido succínico (PIBSA). Neste trabalho, surfatantes derivados da reação do PIBSA com polioxietilenodiaminas foram sintetizados e caracterizados pelas técnicas de espectrometria no infravermelho e de cromatografia de exclusão de tamanho. Os surfatantes sintetizados foram avaliados quanto ao efeito das suas estruturas na redução da tensão interfacial do sistema água em óleo e todos foram capazes de reduzir a tensão interfacial deste sistema.
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Titov, Alexander. "Further Notes on Calicioid Lichens and Fungi From the Gongga Mountains (Sichuan, China)." Lichenologist 33, no. 4 (July 2001): 303–14. http://dx.doi.org/10.1006/lich.2001.0329.

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AbstractThree new species, Chaenothecopsis eugenia, Chaenothecopsis vinosa and Chaenothecopsis weiana are described from the Gongga Mountains in China. Chaenothecopsis pibsa is reported as new to Eurasia, and Chaenotheca sphaerocephala as new to Asia. Three genera, Cyphelium, Pyrgidium and Stenocybe, and 13 species are reported as new to China. Descriptions and illustrations of the new species are presented along with data on their habitat ecology and distribution.
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Tripathi, Sumit, Su Nee Tan, Amitabh Bhattacharya, and Rico F. Tabor. "Measuring and modelling the adsorption kinetics of polydisperse PiBSA-based emulsifiers using dynamic interfacial tension measurements." Colloids and Surfaces A: Physicochemical and Engineering Aspects 624 (September 2021): 126728. http://dx.doi.org/10.1016/j.colsurfa.2021.126728.

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Mata, Jitendra P., Philip A. Reynolds, Elliot P. Gilbert, and John W. White. "Extended Q-range small angle neutron scattering from inverse micellar solutions of PIBSA—Micelle and molecular scattering." Colloids and Surfaces A: Physicochemical and Engineering Aspects 418 (February 2013): 157–64. http://dx.doi.org/10.1016/j.colsurfa.2012.11.034.

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Zhang, Kaiming, and Ouqi Ni. "Effect of PIBSA-Based Surfactants on the Interfacial Interaction, Rheology, and Stability of Highly Concentrated Water-In-Oil Emulsion." Journal of Dispersion Science and Technology 36, no. 4 (November 14, 2014): 556–62. http://dx.doi.org/10.1080/01932691.2014.916622.

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Tan, Jianbo, Jun He, Xueliang Li, Qin Xu, Chundong Huang, Dongdong Liu, and Li Zhang. "Rapid synthesis of well-defined all-acrylic diblock copolymer nano-objects via alcoholic photoinitiated polymerization-induced self-assembly (photo-PISA)." Polymer Chemistry 8, no. 44 (2017): 6853–64. http://dx.doi.org/10.1039/c7py01652b.

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A series of well-defined all-acrylic poly(hydroxyethyl acrylate)-poly(isobornyl acrylate) (PHEA-PIBOA) diblock copolymer nano-objects were prepared by photoinitiated polymerization-induced self-assembly (photo-PISA).
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Hong, Myunghui. "A Study on ICT Competences of Turkey and KoreaFocus on PISA 2009 and PISA 2012." Journal of Korea Association of Information Education 18, no. 1 (March 30, 2014): 151–60. http://dx.doi.org/10.14352/jkaie.2014.18.1.151.

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Hernández Pardo, Ángela María. "Avances del PIPSA." Carta Comunitaria 25, no. 142 (February 20, 2017): 77. http://dx.doi.org/10.26752/ccomunitaria.v25.n142.71.

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Hernández Pardo, Ángela María. "Avances del PIPSA." Carta Comunitaria 25, no. 145 (October 26, 2017): 68. http://dx.doi.org/10.26752/ccomunitaria.v25.n145.240.

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El PIPSA (Programa Integral de Promoción de Salud del Adolescente) hace parte de las actividades de proyección social del Departamento de Medicina Comunitaria de la FUJNC. Continuamente se están desarrollando proyectos para los adolescentes y esta es una mención de una de ellas.
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Sigmundsson, Freyr Gauti, Fredrik Strömquist, and Bjarki Karlsson. "Pisa-heilkenni-sjúkratilfelli." Læknablaðið 2019, no. 05 (May 8, 2019): 231–35. http://dx.doi.org/10.17992/lbl.2019.05.232.

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Dissertations / Theses on the topic "PIBSA"

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Rajapakse, Achula, and s9508428@student rmit edu au. "Drop size distribution and interfacial area in reactive liquid-liquid dispersion." RMIT University. Civil Environmental and Chemical Engineering, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.163619.

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Emulsion explosives have become the preferred choice as blasting agents for numerous industries including mining, agriculture, and construction. One of the most important components in such an emulsion is an emulsifier, which controls the emulsification properties of the explosive. The present study involves the production of one such emulsifier, which is produced by reacting two immiscible liquids, PIBSA (polyisobutylene succinic anhydride) and MEA (monoethanolamine). The study examines the effect of design variable such as the impeller speed, impeller type and the dispersed phase volume fraction on interfacial area. Experiments were carried out in a 0.15 m diameter fully baffled stirred tank using a 6-bladed Rushton turbine impeller and a marine propeller. Drop size was determined using a microscope with a video camera and image processing system. The transient concentration of PIBSA was determined using FTIR analysis and used to estimate the volume fraction of the dispersed phase (ƒÖ). The effective interfacial area was calculated using the Sauter mean drop diameter, d32 and ƒÖ. Impeller speeds ranging from 150 to 600 rpm and dispersed phase volume fractions, ƒÖ ranging from 0.01 to 0.028 were examined in the experimental study. It was found that that the evolution of Sauter mean drop diameter, d32 has four different trends depending on ƒÖ and impeller speed. At high impeller speeds and high ƒÖ, d32 values decrease initially and reach constant values after a long period of time. This trend is consistent with the findings in previous investigations. Under certain operating conditions, d32 values increase initially with stirring time to reach a maximum value and then decrease to reach a steady state value. The presence of these trends has been attributed to the effect of changing physical properties of the system as a result of chemical reaction. Results indicate that, in general, Sauter mean drop diameter d32 decreases with an increase in agitation intensity. However a decrease in the dispersed phase volume fraction is found to increase d32. These trends are found to be the same for both impeller types studied. Comparing the drop size results produced by the two impellers, it appears that low-power number propeller produces s ignificantly smaller drops than the Rushton turbine. It was found that the concentrations of reactants decrease with time for all impeller speeds thereby leading to a decrease in interfacial area with the progress of the reaction. Interfacial area values obtained at higher impeller speeds are found to be lower in spite of lower d32 values at these speeds. Also, these values decrease with time and become zero in a shorter duration indicating the rapid depletion of MEA. The interfacial area values obtained with the propeller at a given impeller speed are lower as compared to those for Rushton turbine. They also decrease and become zero in a shorter duration as compared to those for Rushton turbine suggesting propeller¡¦s performance is better in enhancing the reaction rate.
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Matzke, Michael. "Daibert von Pisa : zwischen Pisa, Papst und erstem Kreuzzug /." Sigmaringen : J. Thorbecke, 1998. http://catalogue.bnf.fr/ark:/12148/cb37104715f.

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Texte remanié de: Diss.--Geschichtswissenschaftliche Fakultät--Tübingen--Eberhard-Karls-Universität, 1995.
Chronologie de la vie et des oeuvres de Daimbert de Pise. Bibliogr. p. 225-242. Index.
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Simas, Filho José Pedro. "Leituras do PISA." Florianópolis, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/96400.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Físicas e Matemáticas. Programa de Pós-Graduação em Educação Científica e Tecnológica
Made available in DSpace on 2012-10-26T11:39:05Z (GMT). No. of bitstreams: 1 310453.pdf: 3141096 bytes, checksum: a38aa58e5e1e3cb2b166887dee48f8ae (MD5)
Essa dissertação trata de aspectos do funcionamento da leitura em sala de aula de ciências, a partir de três textos do campo da ciência e da tecnologia, veiculados pelo Programa Internacional de Avaliação de Estudantes (PISA) objetivando compreender que sentidos sobre Ciências e Tecnologias são produzidos pelos estudantes. Analiso as condições de produção da leitura e dos discursos envolvendo esses textos, em situações de sala de aula, na escola fundamental, na disciplina de ciências. Para tanto, realizo uma pesquisa de cunho qualitativo, adotando como suporte teórico-metodológico a Análise de Discurso (AD) de linha francesa, com destaque para as questões que envolvem a linguagem do/no ensino de ciências, em particular, o que se refere à produção de sentidos sobre ciências e tecnologias em situação de sala de aula de ciências. Nessa perspectiva discursiva a linguagem é compreendida como não transparente, pois os sentidos para um texto não são dados e nem estão à espera de serem descobertos, pois estes são construídos pelos leitores dependendo das condições de produção dessas leituras. Dessa forma, a leitura dos textos do PISA vai além da mera decodificação de palavras e imagens. Assim, foi possível perceber na leitura dos estudantes uma relação entre paráfrase e polissemia envolvendo os sentidos sobre ciências e tecnologias. Com essa pesquisa pretendo produzir uma perspectiva crítica diante dos temas dos textos e da própria avaliação do PISA; contribuir para um ensino de ciências menos neutro e passivo diante das questões científicas e tecnológicas; incluir entre as discussões para o ensino de ciências, as questões de linguagem; colocar em pauta as interpretações possíveis para os textos do PISA e a partir daí discutir as implicações dessa perspectiva de linguagem em processos avaliativos como esse
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Loy, Mirna. "Mögliche Ursachen für die schichtbedingten Unterschiede bei der PISA-Studie (PISA 2000)." [S.l. : s.n.], 2004. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11126499.

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Höh, Marc von der. "Erinnerungskultur und frühe Kommune : Formen und Funktionen des Umgangs mit der Vergangenheit im hochmittelalterlichen Pisa (1050 - 1150) /." Berlin : Akad.-Verl, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2845738&prov=M&dok_var=1&dok_ext=htm.

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Meyerhöfer, Wolfram. "Untersuchungen zum PISA - Mathematik - Test." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/834/.

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Susic, Anisa. "Kan man lita på PISA? : En litteraturöversikt av kritik mot PISA-undersökningarna med fokus på matematik." Thesis, Linköpings universitet, Matematiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-134291.

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Sveriges resultat i matematik i PISA-undersökningarna har sjunkit i varje undersökning. Sverige har gått från att ha legat över OECDs medelvärde för matematik, till att ligga under det. Sedan dess uppstart i slutet på 90-talet har resultaten från PISA-undersökningarna fått mer och mer uppmärksamhet i media. Varje gång resultaten från den senaste PISA-undersökningen publiceras skrivs det otaliga artiklar med dramatiska rubriker, så som "Sverige sämst i klassen" och "PISA chock". Vad alla dessa artiklar har gemensamt är att de använder sig av resultaten av PISA-undersökningarna utan att ifrågasätta dem. Sällan ser man en artikel som kritiskt granskar PISA-undersökningarna. Därför är syftet med denna konsumtionsuppsats att undersöka och lyfta fram kritik riktad mot PISA-undersökningarna och dess huvudman OECD, specifikt kritik som avser innehåll och kvalitet av PISA-undersökningarna och dess tolkning och användning med särskilt fokus på matematik. Detta har gjorts genom en kvalitativ litteraturstudie. Resultatet visar att det finns goda skäl till att ifrågasätta PISA-undersökningarna. Syftet med PISA-undersökningarna är att undersöka effektiviteten av ett skolsystem. Metoden för att undersöka detta är ett standardiserat test som ej utgår ifrån deltagarländernas läroplaner. Litteraturen visar att syftet med PISA-undersökningarna inte går ihop med dess metod. Liknande motsägelser finns beskrivna i litteraturen om uppgifterna i PISA-undersökningarna. Uppgifter ska vara autentiska, tidsenliga och baserade i elevers vardag, men samtidigt får de inte favorisera någon kultur eller land så de bearbetas om till att vara kulturellt neutrala. Resultaten från PISA-undersökningarna ger ingen tydlig orsak-verkan effekt vilket gör att de inte är användbara inom utbildningspolitiken
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Berglund, Nilsson Mikael. "Fysisk aktivitet och PISA-resultat : En studie om relationen mellan elevers fysiska aktivitetsvanor och PISA-resultat." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5269.

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Sammanfattning Den här studien har använt data i form av OECDs PISA-resultat och OECDs enkätsvar, som också tillhör PISA, med syfte att undersöka relationen mellan PISA-resultat och olika former av fysisk aktivitet. PISA-testerna genomförs vart tredje år för OECDs medlemsländer, med syfte att jämföra olika länders skolsystem. Fysisk aktivitet argumenteras ha en effekt på akademiska resultat och just därför bör en ökning av fysisk aktivitet resultera i bättre resultat på PISA-tester. Syfte Denna studie menade att studera relationen mellan tre olika fysiska aktivitetsvariabler, antalet dagar med fysisk aktivitet i skolan per vecka, antal dagar med medelhög, samt högintensiv fysisk aktivitet per vecka och PISA-resultat. Metod Eleverna som genomförde PISA-testet fick svara på frågor under testperioderna om hur fysiskt aktiva de var. Dessa data, som finns öppet tillgängliga som medelvärden inom de olika svarsalternativen, jämfördes sedan med elevernas resultat på PISA-testet med One Way Measure ANOVA tester och Tukey HSD Post-Hoc tester för att se skillnader mellan antalet dagar inom varje fysisk aktivitetsvariabel. Resultat Studiens resultat visade på att en dag med medelhög och högintensiv fysisk aktivitet är bättre än ingen dag med fysisk aktivitet och att flera dagar är bättre än en dag fram till och med sex respektive fyra dagar. Elever som är har fler än 1-2 dagar med fysisk aktivitet i skolan presterar bättre än elever som inte har någon fysisk aktivitet alls eller som är fysisk aktiva fler än två dagar i veckan. Slutsats Den huvudsakliga slutsatsen är att ungdomar som utövar fysisk aktivitet presterar bättre på PISA-tester än dem som inte är fysiskt aktiva och att flera dagar än en dag med medelhög och högintensiv fysisk aktivitet är associerat med än bättre resultat, till och med 6 dagar.
Abstract This study has used data, taken from the OECD’s PISA-test results and questionnaire answers, in order investigate the relationship between PISA-results and different forms of physical activity. PISA-tests run every three years, in countries which are members of the OECD, in order to compare their national education systems. Physical activity is argued to have an effect on academic results and, therefore, an increase in physical activity should result in better results on the PISA-tests. Aim This study aims to look at how three different physical activity measures, the amount of days with physical activity in school, the amount of days with moderate physical activity and vigorous activity, respectively, is associated with the PISA scores for those specific groups. Method The students who completed the PISA-tests also got to answer questions regarding their physical activity habits. These physical activity data, available as means within each different answer, were compared to their group’s PISA-score. Analyses were done using One Way Measure ANOVA tests and Tukeys HSD Post-Hoc tests in order to see difference between numbers of days of physical activity. Results The result of the study showed that one day of moderate and vigorous physical activity is better than no physical activity and that an increasing number of days of physical activity is better up till 4-6 days of physical activity. Students who have 1-2 days of physical activity in school perform better than students who do not have any physical activity or more than two days of physical activity. Conclusions The overall conclusion is that youths who engage in physical activity reach better results on the PISA-tests than people who are not physically active and that an increasing number of days, up till 6 days with physical activity, is better than one.
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Wittenberg, John. "PISA och lärarprofessionens självbild : En diskursanalys av lärarprofessionens meningsskapande och den diskursiva kampen kring PISA-fenomenet." Thesis, Stockholms universitet, Statsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131032.

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Den internationella kunskapsmätningen PISA får en allt större uppmärksamhet och betydelse inom den skolpolitiska debatten i Sverige. I studien undersöks betydelsebildningen kring PISA-fenomenet inom den svenska lärarprofessionen och de subjektspositioner som konstrueras i den diskursiva kampen om betydelse, både inom lärarprofessionen och i relationen till politiken. De subjektspositioner som framträder diskuteras i relation till den kollektiva självbilden och lärarnas professionsidentitet. Detta har undersökts genom en diskursanalys av artikulationer i de lärarfackliga förbundens tidningar; Lärarnas tidning och Skolvärlden. Undersökningen har fokuserat på framställningen kring presentationen av PISA 2012 utifrån en tidsperiod mellan november 2013 och april 2014, där materialet består av artikulationer kring tecknet PISA i 21 olika texter. Analysen visar att det inte finns någon entydighet i betydelsebildningen. PISA-resultaten används både för att legitimera och dislegitimera skolpolitik, samtidigt som relevansen ifrågasätts i relation till en metodologisk och dekontextuell problematik. Resultaten visar också att det finns en antagonistisk dimension i relationen till politiken och i den diskursiva kampen kring betydelse. Vidare konstrueras tre olika subjektspositioner i form av den utsatta och pressade läraren, läraren som syndabock och den aktiva och kämpande läraren. Studien får betydelse genom att synliggöra de konflikter som finns kring betydelsebildningen av PISA och i relationen till politiken, men även genom att visa hur lärarnas självbild och professionsidentitet konstrueras i relation till PISA-fenomenet. Detta kan föranleda ytterligare studier kring diskursiva förskjutningar kring betydelsebildningen och vilken betydelse PISA-fenomenet får i relation till lärarnas professionsprojekt.
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Brismark, Ebba. "PISA och svensk utbildningspolitik : En innehållsanalys." Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-312819.

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Books on the topic "PIBSA"

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Tolaini, Emilio. Pisa. Roma: Laterza, 1992.

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Bazaġua, Tʻamaz. 6 piesa. Tʻbilisi: Gamomcʻemloba Intelekʻti, 2013.

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Ravi, Ravinder. Piasa baddal. Amritsar: Ravi Sahit, 1990.

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Buġaże, Laša. Politikuri piesa. Tʻbilisi: Sagamomcʻemlo cʻentri, 2002.

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Georgiev, Metodi Pop. Suzi: Piesa. Skopje: Dijalog, 2009.

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Każa, Boża. Ori piesa. Tʻbilisi: B. Każa, 2008.

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Ori piesa. Tʻbilisi: B. Każa, 2008.

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Radichkov, Ĭordan Dimitrov. Koshnit͡s︡i: Piesa. Sofii͡a︡: Bŭlgarski pisatel, 1985.

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Yu, Kwang-il. Paekakkwan pisa. [Pʻyŏngyang]: Kŭmsŏng Chʻŏngnyŏn Chʻulpʻansa, 1990.

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Claudio, Casini. Pisa liberty? Pisa: ETS, 2003.

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Book chapters on the topic "PIBSA"

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Bährle-Rapp, Marina. "PEG-10 Glyceryl Pibsa Tallate." In Springer Lexikon Kosmetik und Körperpflege, 408. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-71095-0_7581.

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Corbett, Martyn. "Pisa." In Byron and Tragedy, 189–216. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19158-1_4.

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von Engelhardt, Dietrich, Thomas Henkelmann, and Annette Krämer. "Pisa." In Florenz und die Toscana, 158–71. Basel: Birkhäuser Basel, 1987. http://dx.doi.org/10.1007/978-3-0348-6271-4_19.

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Abdulah, Azian T. S., Muhamad Zaini Mohd Zain, Shela G. Nair, Rusliza Abdulah, and Ihsan Ismail. "Pisa." In What Can PISA 2012 Data Tell Us?, 1–15. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-468-8_1.

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Popkewitz, Thomas S. "Pisa." In Pisa Under Examination, 31–46. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-740-0_3.

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Marôco, João. "Portugal: The PISA Effects on Education." In Improving a Country’s Education, 159–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_8.

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AbstractFrom the bottom of the league table for PISA 2000 Portugal has raised to the OCDE average being the only OECD member that showed, up to PISA 2018, consistent growth in reading, mathematics, and science. This chapter gives a brief description of the Portuguese Education system and how PISA outcomes have shaped Portuguese education policies. It identifies the policies that probably explain the improvement in PISA and pinpoints weakness of the Portuguese education system through the lenses of PISA.
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Oates, Tim. "England: England and PISA—The Long View." In Improving a Country’s Education, 83–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_4.

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AbstractThis chapter does not drill down in the minutiae of the PISA results for England. For that, readers can go to the NFER’s excellent report (Sizmur in Achievement of 15-year-olds in England: PISA 2018 Results DFE-RR961 2019) which comprises the UK Government’s commentary on the PISA outcomes. Rather, it tries to do something unique—it places the PISA results in the context of policy changes which may be associated with PISA outcomes, and seeks to explain the factors which determine the trends present in the PISA data. It looks briefly at the other administrations of the UK (Scotland and Wales in particular), but highlights the vital differences between those administrations. I maintain that ‘The UK’ cannot be treated as a unitary system.
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"Conversion (Related to PIBSA)." In Encyclopedia of Lubricants and Lubrication, 320. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-22647-2_200096.

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"Polyisobutylene Succinic Anhydride (PIBSA)." In Encyclopedia of Lubricants and Lubrication, 1380. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-22647-2_200361.

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"PISA." In Encyclopedia of Education and Information Technologies, 1258. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_300496.

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Conference papers on the topic "PIBSA"

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Huang, Xiangdong, Jianmin Wang, Raymond Wong, Jinrui Zhang, and Chen Wang. "PISA." In CIKM'16: ACM Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2983323.2983775.

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McCorry, Patrick, Surya Bakshi, Iddo Bentov, Sarah Meiklejohn, and Andrew Miller. "Pisa." In AFT '19: 1st ACM Conference on Advances in Financial Technologies. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318041.3355461.

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Kantor, Avner, and Sheizaf Rafaeli. "Open PISA." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3406721.

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Dua, Yash Raj, and Supriya Chakraborty. "Extension of PISA." In 2020 8th International Conference on Reliability, Infocom Technologies and Optimization (Trends and Future Directions) (ICRITO). IEEE, 2020. http://dx.doi.org/10.1109/icrito48877.2020.9197980.

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Belfi, J., N. Beverini, F. Bosi, G. Carelli, A. Di Virgilio, R. Graham, E. Maccioni, et al. "G-Pisa gyrolaser." In 2009 Joint Meeting of the European Frequency and Time Forum (EFTF) and the IEEE International Frequency Control Symposium (FCS). IEEE, 2009. http://dx.doi.org/10.1109/freq.2009.5168282.

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Hubwieser, Peter, and Andreas Mühling. "Playing PISA with bebras." In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670759.

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Jepsen, Theo, Daniel Alvarez, Nate Foster, Changhoon Kim, Jeongkeun Lee, Masoud Moshref, and Robert Soulé. "Fast String Searching on PISA." In SOSR '19: Symposium on SDN Research. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314148.3314356.

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Nolka, Eleni, and Chryssa Sofianopoulou. "GREEK AND PORTUGUESE MATHEMATICS EDUCATION AND PERFORMANCE, THROUGH THE PRISM OF PISA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end025.

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Greece and Portugal are two Southern European countries, with nearly the same population as well as a centralized educational system that follows the same vertical structure. Both countries were deeply affected by the economic crisis during the last decade. Despite being severely hit by the economic crisis, Portugal has advanced to the OECD average level in students’ mathematical performance in the Programme for International Student Assessment (PISA 2018), while Greece has performed below the OECD average. PISA, as one of the most influential international educational surveys, aims to evaluate educational systems and provides a valuable platform for comparisons. Portuguese students outperformed their Greek counterparts by 7 points in the first PISA 2000 and went on to widen the difference by 41 points in PISA 2018. In addition to having increased the average performance in Mathematics, Portugal has managed to reduce the percentage of low-achieving students and at the same time increase the percentage of high-achieving students. According to PISA 2018 reports, Portugal is the only member of OECD that has experienced significant improvement in mathematics performance of their students through its participation in PISA. In contrast, the performance of Greek 15-year-old students in mathematics has not improved and has remained below the OECD average since it participated in PISA. What national strategies have been set up and implemented in Portugal so as to foster student’s mathematical literacy competencies? A clear curriculum, students’ regular assessment, teachers’ training and the Action Plan for Mathematics. But despite that fact, the Mathematics performance of Greek 15-year-olds students in PISA in all cycles of PISA remains below the respective OECD average, in contrast with Portugal, that has registered a quantum leap (Crato, 2020). The main aim of this research is, through a recording of the Greek and Portuguese students’ mathematics achievements in PISA and at the same time of the Mathematics Education in both countries, through available policy documents and research reports, to comment on the current outcomes of the two educational systems and their students’ performance in Mathematics.
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Zhou, Xiaohua, and Morris Siu-Yung Jong. "From PISA 2009 to PISA 2018: Equity in Hong Kong Secondary Mathematics and Science Education." In 2020 International Symposium on Educational Technology (ISET). IEEE, 2020. http://dx.doi.org/10.1109/iset49818.2020.00067.

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Gokhale, Swapna S. "Do PISA Scores Relate to Happiness?" In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882045.

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Reports on the topic "PIBSA"

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Bos, María Soledad, Adriana Viteri, and Pablo Zoido. Latin America in PISA 2018: Basic Facts about PISA. Inter-American Development Bank, March 2020. http://dx.doi.org/10.18235/0002439.

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Bos, Maria Soledad, Emiliana Vegas, Adriana Viteri, and Pablo Zoido. Nota PISA #13: ¿Qué aprendizajes nos deja PISA para el Desarrollo? Inter-American Development Bank, December 2018. http://dx.doi.org/10.18235/0001477.

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Bos, María Soledad, Alison Elías, Emiliana Vegas, and Pablo Zoido. América Latina y el Caribe en PISA 2015: Datos básicos sobre PISA. Inter-American Development Bank, December 2016. http://dx.doi.org/10.18235/0000541.

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Bos, María Soledad, Adriana Viteri, and Pablo Zoido. Nota PISA #18: PISA 2018 en América Latina: ¿Cómo nos fue en lectura? Inter-American Development Bank, December 2019. http://dx.doi.org/10.18235/0002039.

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Postiff, Matthew, David Greene, Charles Lefurgy, Dave Helder, and Trevor Mudge. The MIRV SimpleScalar/PISA Compiler. Fort Belvoir, VA: Defense Technical Information Center, March 2000. http://dx.doi.org/10.21236/ada462001.

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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.

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Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Hillman, Kylie, and Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.

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Abstract:
Australia was one of nine countries and economies to participate in the 2018 TALIS-PISA link study, together with Cuidad Autónoma de Buenos Aires (Argentina), Colombia, the Czech Republic, Denmark, Georgia, Malta, Turkey and Viet Nam. This study involved coordinating the samples of schools that participated in the Program of International Student Assessment (PISA, a study of the performance of 15-year-old students) and the Teaching and Learning International Survey (TALIS, a study that surveys teachers and principals in lower secondary schools) in 2018. A sample of teachers from schools that were selected to participate in PISA were invited to respond to the TALIS survey. TALIS data provides information regarding the background, beliefs and practices of lower secondary teachers and principals, and PISA data delivers insights into the background characteristics and cognitive and non-cognitive skills of 15-year-old students. Linking these data offers an internationally comparable dataset combining information on key education stakeholders. This report presents results of analyses of the relationships between teacher and school factors and student outcomes, such as performance on the PISA assessment, expectations for further study and experiences of school life. Results for Australia are presented alongside those of the average (mean) across all countries and economies that participated in the TALIS-PISA link study for comparison, but the focus remains on what relationships were significant among Australian students.
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Bottazzi, Laura, and Annamaria Lusardi. Stereotypes in Financial Literacy: Evidence from PISA. Cambridge, MA: National Bureau of Economic Research, November 2020. http://dx.doi.org/10.3386/w28065.

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Swingle, R. F. II. Tank farm organic PISA study final report. Office of Scientific and Technical Information (OSTI), July 2000. http://dx.doi.org/10.2172/758794.

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Hincapié, Diana, and Valentina Martinez. Colombia en PISA 2015: Avances y tareas pendientes. Inter-American Development Bank, August 2017. http://dx.doi.org/10.18235/0000883.

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