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Schorvitz, Eric Burton 1971. "Experimental tests of fundamental economic theories." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288813.
Повний текст джерелаАнотація:
Chapter one of this dissertation provides an experimental test of a joint hypothesis implied by the constant relative risk averse model of first price sealed bid auction theory and standard risk preference theory. This test will be used to determine whether observed risk attitude is solely a characteristic of the individual (as conventional economic theory has it) or jointly a characteristic of the individual and the environment (as some cognitive psychologists maintain). It also presents a simple adjustment to first price auction experiments which causes "throw away" bidding behavior to be dramatically decreased and makes empirical estimation more precise. Standard theoretical search models assume that agents behave as if they search optimally. The second chapter of this dissertation reports the experimental results of a test of whether agents maximize their payouts by optimally searching for the best of n candidates in what has been called the "Secretary Problem." The novelty of this design is that the optimal search rule is invariant to agents' risk attitudes. This is made possible by implementing a binary payout schedule in which stopping at the best candidate pays a positive amount and stopping at any other candidate pays nothing. On average, subjects chose the best candidate slightly less often than an optimal searcher, while the El-Gamal and Grether (1995) estimation procedure suggests that subjects were either using a sub-optimal rule or just randomly guessing.
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Erickcek, Adrienne L. Kamionkowski Marc Kamionkowski Marc. "The consequences of modifying fundamental cosmological theories /." Diss., Pasadena, Calif. : California Institute of Technology, 2009. http://resolver.caltech.edu/CaltechETD:etd-05292009-132414.
Повний текст джерела
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MAX, Kevin. "Beyond the Standard Theories of Fundamental Interactions." Doctoral thesis, Scuola Normale Superiore, 2021. http://hdl.handle.net/11384/104450.
Повний текст джерелаАнотація:
Beyond the Standard Theories of Fundamental Interactions.
The status quo of fundamental physics is the Standard Model (SM) of particle
physics and General Relativity (GR). While both theories separately
are able to describe a wide range of phenomena in their respective domain
to high accuracy, there are problems which arise solely when the two are
coupled. Examples include the cosmological constant problem, baryogenesis
or the absence of a suitable dark matter (DM) candidate in the SM.
In this thesis, several solutions are presented and discussed. One is Bimetric
Gravity, a modification of GR which breaks the assumption that one
single, massless spin-2 object acts as its force carrier. Original results are
presented on the phenomenology of the massive graviton, where we analyse
the modified propagation of gravitational waves and set competitive bounds
on the graviton mass. Furthermore, the cosmological history of the model is
investigated, incorporating data from baryon acoustic oscillations, quasars,
supernovae and the cosmic microwave background. As a competing theory,
we review Conformal Gravity, which is put to the same cosmological tests.
A complementary approach to the solution of the DM problem is a Dark
Sector beyond the SM. We motivate and present a detailed analysis of the
physics of Dark Sectors, which obey an approximate scale invariance. Using
effective field theory techniques and properties of operators fixed by conformal
symmetry, we are able to put model-independent bounds on a class
of Dark Sectors. Their phenomenology is tested against a large array of
terrestrial and celestial observations.Oltre le Teorie Standard delle Interazioni Fondamentali. Lo status quo della fisica fondamentale è il Modello Standard (SM) e la Relatività Generale (GR). Mentre entrambe le teorie sono in grado di descrivere separatamente una vasta gamma di fenomeni nel loro rispettivo dominio di validità con elevata precisione, ci sono problemi che sorgono solo quando le due sono accoppiate. Come esempio, si consideri il problema della costante cosmologica, la bariogenesi o l’assenza di un candidato di materia oscura (DM) nello SM. In questa tesi vengono presentate e discusse diverse soluzioni. Una è la teoria di Bimetric Gravity, un’estensione naturale della gravità massiva, una modificazione della GR che modifica l’ipotesi di un gravitone di spin-2 senza massa. Saranno presentati risultati sulla fenomenologia del gravitone massivo, dove analizziamo la propagazione modificata delle onde gravitazionali e stabiliamo dei limiti competitivi sulla massa del gravitone. Inoltre, viene studiata la storia cosmologica di Bimetric Gravity, incorporando dati delle oscillazioni acustiche barioniche (BAO), dei quasar, delle supernovae e della radiazione cosmica di fondo. Come teoria concorrente, esaminiamo la Gravità Conforme, che viene sottoposta agli stessi test cosmologici. Un approccio ortogonale alla soluzione del problema della DM è un Settore Oscuro oltre lo SM. Motiviamo e presentiamo un’analisi dettagliata della fisica dei Settori Oscuri, che obbediscono ad un’invarianza approssimativa di scala. Utilizzando tecniche di teoria di campo efficace e proprietà degli operatori fissate dalla simmetria conforme, siamo in grado di porre dei limiti indipendenti dal modello su una classe di Settori Oscuri. La loro fenomenologia è testata con una vasta gamma di osservazioni terrestri e celesti.
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PEIXINHO, MANOEL MESSIAS. "THEORIES AND METHODS OF INTERPRETATION THE FUNDAMENTAL HUMAN RIGHTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6263@1.
Повний текст джерелаАнотація:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROA proposta de uma tese de doutorado sobre teorias e métodos de interpretação dos direitos fundamentais exige uma investigação propedêutica de premissas basilares. Os direitos fundamentais devem ser investigados a partir de uma análise conceitual que procure dissipar as polissemias conceituais e estabeleça a precisão terminológica do tema pesquisado. Outrossim, num segundo momento, a delimitação conceitual há que ser expandida historicamente como exigência de um debate teórico fundamental à compreensão das garantias clássicas liberais. As teorias e os métodos de interpretação dos direitos fundamentais têm origem nos direitos alemão e espanhol e têm fontes secundárias os contributos oriundos das tradições americana e francesa. É cientificamente relevante a recepção dessas teorias e métodos para a interpretação dos diretos fundamentais no Brasil, desde que não haja uma transposição acrítica de metodologias estrangeiras, com o conseqüente desconhecimento das especificidades inerentes aos valores presentes no constitucionalismo brasileiro.
A doctorate thesis proposal about the fundamental human rights theories and methods of interpretation demands one propaedeutic investigation of the basilar premises. The fundamental human rights must be investigated from a conceptual analysis which objective is to dissipate the meaningful concepts and establish the terminological precision of the researched theme. Secondly, the conceptual delimitation should be historically expanded as a fundamental theory debate for the comprehension of the classical liberal guarantees. The fundamental human rights theories and methods of interpretation lay its origin in the German and Spanish rights, having as secondary sources the contributions which have come from the American and French traditions. It is scientific relevant the reception of these theories and methods of interpretation for the fundamental human rights interpretation in Brazil, as long as there isn`t a transposition out of critic from foreign methodologies, without the consequent acknowledgement of the inherent peculiarities for the present values in the Brazilian constitutionalism.
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Allard-Tremblay, Yann. "Epistemic theories of democracy, constitutionalism and the procedural legitimacy of fundamental rights." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3465.
Повний текст джерелаАнотація:
The overall aim of this thesis is to assess the legitimacy of constitutional laws and bills of rights within the framework of procedural epistemic democracy. The thesis is divided into three sections. In the first section, I discuss the relevance of an epistemic argument for democracy under the circumstances of politics: I provide an account of reasonable disagreement and explain how usual approaches to the authority of decision-making procedures fail to take it seriously. In the second part of the thesis, I provide an account of the epistemic features of democracy and of the requirements of democratic legitimacy. I develop a revised pragmatist argument for democracy which relies on three presumptive aims of decision-making: justice, sustainability and concord. In the third and last section, I first argue for the desirability of constitutionalism. I then explain why constitutionalism, as it is usually understood, is incompatible with my procedural epistemic account of democratic legitimacy. In the last chapter, I offer a two-pronged solution to the apparent incompatibility of constitutionalism and epistemic democracy. I first argue for the appropriateness of political constitutionalism, as opposed to legal constitutionalism, in understanding the relationship between rights and democracy. I then provide an account of rights protection and judicial review compatible with epistemic democratic legitimacy. Finally, I use the notion of pragmatic encroachment to explain how constitutional laws can achieve normative supremacy through the increased epistemic credentials of the procedure.
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Fletcher, Jeffrey Alan. "Fundamental Conditions for the Evolution of Altruism: Towards a Unification of Theories." PDXScholar, 2004. https://pdxscholar.library.pdx.edu/open_access_etds/1881.
Повний текст джерелаАнотація:
In evolutionary theory the existence of self-sacrificing cooperative traits poses a problem that has engendered decades of debate. The principal theories of the evolution of altruism are inclusive fitness, reciprocal altruism, and multilevel selection. To provide a framework for the unification o f these apparently disparate theories, this dissertation identifies two fundamental conditions required for the evolution of altruism: 1) non-zero-sum fitness benefits for cooperation and 2) positive assortment among altruistic behaviors. I demonstrate the underlying similarities in these three theories in the following two ways. First, I show that the game-theoretic model of the prisoner’s dilemm a (PD) is inherent to all three theories. While the PD has been used extensively to model reciprocal altruism, I demonstrate that the n-player PD captures fundamental aspects o f multilevel selection and inclusive fitness in that NPD model parameters relate simply to Simpson’s paradox, the Price covariance equation, and Hamilton’s rule. The tension between hierarchical levels that defines a PD reflects the tension between Abstract levels o f selection that is explicit in multilevel selection theory, and im plicit in the other two theories. Second, Ham ilton’s rule from inclusive fitness theory applies to the other theories. As mentioned, I demonstrate that this rule relates to multilevel selection via the NPD. I also show that Queller’s generalization of Hamilton’s rule applies to the conditional strategies of reciprocal altmism. This challenges the selfish-gene viewpoint by highlighting the fact that it is the phenotypes o f others, not their genotypes, that is critical to the evolution o f altruism. I integrate the PD and H am ilton’s rule as follows: the evolution o f altruism in general involves PD situations in which Hamilton’s rule specifies the necessary relationship between 1) the degree of non-zero-sumness within the PD and 2) the degree of positive assortment among altruistic behaviors. Additional contributions of this research include a demonstration that randomly formed associations can provide the necessary positive assortment for strong altruism to evolve, the development of a new selection decomposition that is symmetrical to the Price equation, and a game-theoretic analysis showing the essential similarity of weak and strong altruism under selection.
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Espiro, Javier Ignacio Lorca. "Sobre o estado fundamental de teorias de n-gauge abelianas topológicas." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/43/43134/tde-09102017-161306/.
Повний текст джерелаАнотація:
O caso finito de teorias topológicas de 1-gauge, quando nenhuma simetria global está presente, é bastante bem compreendido e classificado. Nos últimos anos, as tentativas de generalizar as teorias de 1-gauge através das chamadas teorias de 2-gauge abriram a porta para novos modelos interessantes e novas fases topológicas, as quais não são descritas pelos esquemas de classificação anteriores. Nesta tese, vamos além da construção de 2-gauge, e consideramos uma classe de modelos que vivem em maiores dimensões. Esses modelos estão inseridos em uma estrutura de complexos de cadeia de grupos abelianos, forçando a generalizar o conceito usual de configurações de gauge. A vantagem de tal abordagem é que, a ordem topológica fica manifestamente explcita. Isto é feito em ter- mos de uma cohomologia com coeficientes em um complexo de cadeia finita. Além disso, mostramos que a degenerescência do estado fundamental suporta um conjunto conve- niente de números quânticos que indexam os estados e que, além, foram completamente caracterizados. Consequentemente, nós também mostramos que muitos dos exemplos abelianos de teorias de 1 -gauge 2-gauge são recuperados como casos especiais desta construção.The finite case of 1-gauge topological theories, when no global symmetries are present, is fairly well understood and classified. In recent years, attempts to generalize the latter situation through the so called 2-gauge theories have opened the door to interesting new models and new topological phases, not described by the previous schemes of classifica- tion. In this paper we go even beyond the 2-gauge construction by considering a class of models that live in arbitrary higher dimensions. These models are embedded in a structure of chain complexes of abelian groups, forcing to generalize the usual notion of gauge configurations. The advantage of such an approach is that, the topological order is explicitly manifest when the ground state space of these models is described. This is done in terms of a cohomology with coefficients in a finite chain complex. Furthermore, we show that the ground state degeneracy underpins a convenient set of quantum num- bers that label the states and that have been completely characterized. We also show that abelian examples of 1-gauge 2-gauge theories are recovered as special cases of this construction.
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da, Silva Ramos Cristhiane, and cristhiane ramos@rmit edu au. "Establishing fundamental theories for internet atlas realisation with application in the Brazilian primary education system." RMIT University. Mathematical and Geospatial Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070109.100627.
Повний текст джерелаАнотація:
This thesis addresses a research programme that aimed to provide an open standard methodology for publishing Brazilian local primary school atlases on the World Wide Web. It also aims to contribute to the use of computer laboratories provided to Brazilian primary schools by the Brazilian government. Using a local school atlas as the source of information, a Web-based prototype of the School Atlas of Rio Claro (SP) was developed in SVG (Scalable Vector Graphics). SVG is a vector-based standard for publishing interactive graphics on the Web validated by the Web Consortium. This prototype was tested with a group of Brazilian primary school teachers. The test was conducted with fourteen teachers, all of them were familiar with the paper version of the School Atlas. During weekly meetings, the participants took notes to discuss and reflect about the practices held in school with local maps. The main test carried out with teachers was to prepare a paper activity based on the atlas content. The idea behind this activity was to foster teachers to leave a passive role as mere users and interact with the product in a more active fashion. In order to enable them to take full advantage of simple digital tools they were briefly trained to capture screen, use image editing software (they were instructed on the use of Paint, an image editing application available in Windows), and to copy text from the atlas. The results demonstrated that the teachers were keen to interact with the product and, although reproducing some common practices of paper atlas use, they revealed a deep interest on the use of the Internet as a medium for education and the prototype itself. A second test was carried out with a group of atlas developers. They were given a time frame of two weeks to develop an SVG-based atlas using the methodology proposed in this research. They completed the task within the time frame proposed however they indicated that more specific training should be desirable; this finding indicates the need to introduce digital map publishing as a subject to be taught in geosciences undergraduate courses in Brazil. It is believed that open standard methodology proposed here can be applied to other cities also developing local atlases for early geographical education.
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Anand, Alok. "A fundamental approach using theories of elasticity to study texture-related mechanical properties of foods." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62683.pdf.
Повний текст джерела
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Ireland, Lewis George. "Stellar models with magnetism and rotation : mixing length theories and convection simulations." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34350.
Повний текст джерелаАнотація:
Some low-mass stars appear to have larger radii than predicted by standard 1D structure models; prior work has suggested that inefficient convective heat transport, due to rotation and/or magnetism, may ultimately be responsible. In this thesis, we explore this possibility using a combination of 1D stellar models, 2D and 3D simulations, and analytical theory. First, we examine this issue using 1D stellar models constructed using the Modules for Experiments in Stellar Astrophysics (MESA) code. We begin by considering standard models that do not explicitly include rotational/magnetic effects, with convective inhibition modelled by decreasing a depth-independent mixing length theory (MLT) parameter αMLT. We provide formulae linking changes in αMLT to changes in the interior specific entropy, and hence to the stellar radius. Next, we modify the MLT formulation in MESA to mimic explicitly the influence of rotation and magnetism, using formulations suggested by Stevenson (1979) and MacDonald and Mullan (2014) respectively. We find rapid rotation in these models has a negligible impact on stellar structure, primarily because a star’s adiabat, and hence its radius, is predominantly affected by layers near the surface; convection is rapid and largely uninfluenced by rotation there. Magnetic fields, if they influenced convective transport in the manner described by MacDonald and Mullan (2014), could lead to more noticeable radius inflation. Finally, we show that these non-standard effects on stellar structure can be fabricated using a depth-dependent αMLT: a non-magnetic, non-rotating model can be produced that is virtually indistinguishable from one that explicitly parameterises rotation and/or magnetism using the two formulations above. We provide formulae linking the radially-variable αMLT to these putative MLT reformulations. We make further comparisons between MLT and simulations of convection, to establish how heat transport and stellar structure are influenced by rotation and magnetism, by looking at the entropy content of 2D local and 3D global convective calculations. Using 2D “box in a star” simulations, created using the convection code Dedalus, we investigate changes in bulk properties of the specific entropy for increasingly stratified domains. We observe regions stable against convection near the bottom boundary, resulting in the specific entropy in the bulk of the domain exceeding the bottom boundary value: this could be a result of physical effects, such as increased amounts of viscous dissipation for more supercritical, highly stratified cases, but may also be influenced by the artificial boundary conditions imposed by these local simulations. We then turn to 3D global simulations, created using the convection code Rayleigh, and investigate these same properties as a function of rotation rate. We find the average of the shell-averaged specific entropy gradient in the middle third of the domain to scale with rotation rate in a similar fashion to the scaling law derived via MLT arguments in Barker et al. (2014), i.e., |⟨ds/dr⟩| ∝ Ω^4/5.
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Filho, Fernando Teixeira da Silva. "Estudo do modelo CPN-1em (2+1)D não comutativo supersimétrico com o campo básico na representação fundamental." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/43/43134/tde-17122007-122342/.
Повний текст джерелаАнотація:
Nesta tese estudamos o modelo CP^(N-1) em (2+1) dimensões do espaco-tempo, onde o campo básico está na representacão fundamental. Diferentemente do caso em que o campo básico está na representacão adjunta, já estudado na literatura, o modelo por nós estudado se reduz ao modelo supersimétrico usual no limite comutativo. Analisamos a estrutura de fase e calculamos as correcões dominantes e subdominantes na expansão 1/N. Provamos que a teoria é livre de singularidades infravermelhas não integráveis e é renormalizável na ordem dominante. A funcão de vértice de dois pontos do campo básico é calculada e renormalizada de uma forma explicitamente supersimétrica na ordem subdominante.In this thesis we sutudy the noncommutative supersymmetric CP^(N-1) model in (2+1) space-time dimensions, where the basic field is in the fundamental representation which, differently to the adjoint representation already studied in the literature, goes to the usual supersymmetric model in the commutative limit. We analyse the phase structure of the model and calculate the leading and subleading corrections in the 1/N expansion. We prove that the theory is free of non-integrable IR/UV infrared singularities and is renormalizable in the leading order. The two point vertex function of the basic field is also calculated and renormalized in an expliciitly supersymmetic way up to subleading order.
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Taschetto, Diana. "Worlds and strings: ontology and epistemology in fundamental physics." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-12072018-142239/.
Повний текст джерелаАнотація:
This work is divided into two major topics: many-worlds (or multiverse) theories in cosmology and Richard Dawids string theory-based epistemology, or non-empirical confirmation theory, as he calls it. The former is discussed in part I and the latter in part II of this dissertation. These topics are not intertwined in this work, as are not the essays that compose each chapter: in part I, first chapter, probability arguments that are presented in the literature as indications a multiverse must exist are accessed, whereas the second chapter is concerned with analyzing the metaphysical view that motivates many-world theory building, namely, the need to find unconditioned explanations in physics. Non-empirical confirmation theory is built upon three arguments, the No Alternatives Argument, the Meta-Inductive Argument from the Success of Other Theories in the Research Program and the Unexpected Explanatory Coherence Argument. Each compose a chapter in part II of this work, as they encode different philosophical issues that require for their assessment different tools from the philosophers arsenal. Skeptical conclusions are drawn at the end of each chapter. The wide spectrum of questions this work touches are designed to give at least slight indication that critical exploration of foundational theories made upon grounds familiar to philosophers can be found as internal to scientific practice itself, if that practice is concerned with the discovery, refinement and revision of fundamental theories.Este trabalho divide-se em dois grandes tópicos: teorias de muitos mundos (ou multiverso) em cosmologia e a epistemologia não-empírica, embasada na teoria das cordas, de Richard Dawid. O primeiro é discutido na parte I e o segundo compõe a parte II deste trabalho. Tais tópicos não estão ligados, e a problemática desenvolvida em cada capítulo deste trabalho é, em larga medida, independente das demais: no primeiro capítulo da parte I argumentos probabilísticos indicados a literatura em prol da existência de muitos mundos são analisados, enquanto no segundo capítulo os pressupostos metafísicos que motivam a construção de teorias de muitos mundos em cosmologia, a saber, o fundamentalismo que busca explicações não-condicionadas para os fenômenos com os quais lida a física, são discutidos. A teoria da confirmação não-empírica de Dawid, tema da segunda parte deste trabalho, tem por base três argumentos, a saber, o argumento das alternativas inexistentes, o argumento meta-indutivo do sucesso de outras teorias no programa de pesquisa e o argumento da coerência explanatória inesperada. Cada um destes argumentos é tema de um capítulo neste trabalho, posto que desvelam problemáticas filosóficas distintas que requerem, por sua natureza, ferramentas de análise diferentes. Conclusões céticas são indicadas ao final de cada capítulo. O amplo espectro de questões que aborda este trabalho é desenhado com o propósito de fornecer ao menos vaga indicação de que a exploração crítica de teorias fundamentais, levadas a cabo a partir de vieses familiares ao filósofo, pode ser vista como interna à própria prática científica, se esta prática é preocupada com a descoberta, refinamento e revisão de teorias fundamentais.
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Bierwagen, Gláucia Silva. "Uma proposta de uso do blog como ferramenta de auxílio ao ensino de ciências nas séries finais do ensino fundamental." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20012012-085003/.
Повний текст джерелаАнотація:
Esta dissertação tem por objetivo explicitar como o trabalho com o blog, utilizando outras ferramentas tecnológicas como o e-mail, Google Docs, HQ digital online podem auxiliar aos alunos produzirem atividades na disciplina de Ciências do Ensino Fundamental do ciclo II, com a temática da sexualidade. As atividades buscaram estimular habilidades como reflexão, autonomia, pesquisa, raciocínio lógico, trabalhar de modo cooperativo e ler e escrever utilizando diferentes gêneros textuais. Busca ainda contemplar a participação ativa destes alunos na construção do seu aprendizado por meio das ferramentas tecnológicas citadas anteriormente. Para o desenvolvimento do trabalho buscou-se abordar fundamentos teóricos socioculturais como os dos pesquisadores Vygostky (formação de conceitos espontâneos e científicos, zona de desenvolvimento proximal, funções psicológicas superiores e mediação simbólica), Bakhtin (enunciação, gêneros discursivos e polifonia) e Wertsch (teoria da ação mediada, ferramentas culturais, domínio e apropriação de conhecimentos). Para a elaboração da estrutura física do blog buscou-se apoiar na concepção de trabalho por projetos (desenvolvendo-se o tema da sexualidade) e na metodologia WebQuest (utilizando-se alguns elmentos da mesma como: pesquisa na internet, desenvolvimento de tarefas, divulgação das atividades realizadas pelos alunos, passo a passo de atividades). Conceitua e aborda historicamente as TIC e blogs na educação e no ensino de Ciências. Relaciona as TIC com o ensino de Ciências e a legislação educacional. Apresenta outras ferramentas tecnológicas que podem ser associadas ao uso do blog como: Windows Movie Maker, Youtube, Gmail, Google Docs, HQ digital online. O presente trabalho mostra como foi todo o processo de desenvolvimento de um blog (com o nome Aprender Ciências Sexualidade) feito por uma professora da rede pública em uma escola na cidade de São Paulo, mostrando como a mesma aplicou o uso deste blog com um grupo de alunos de uma 7ª série (8º ano, no atual ensino de 9 anos) e quais foram as principais atividades desenvolvidas por estes. A elaboração das orientações das atividades feitas pela professora para os alunos pode ser visualizada por meio de postagens e links no blog e as atividades realizadas pelos alunos por meio das postagens e links contidos nestas, também no blog. Esta pesquisa busca relacionar, analisar e discutir a elaboração do blog produzido pela professora e o uso do blog realizado por este grupo de alunos a partir dos pressupostos teóricos apontados anteriormente: teorias socioculturais, concepção de trabalho por projetos e metodologia WebQuest.This dissertation aims to explain how the work with the blog, using other technology tools such as email, Google Docs, Digital HQ can help students produce activities in the discipline of Natural Science at Elementary School II with the theme of sexuality. The activities sought to encourage skills such as reflection, autonomy, research, logical reasoning, working cooperatively and to read and write using different text genres. Search still see the active participation of students in shaping their learning these technological tools mentioned above. For the development of the work sought to address theoretical foundations of sociocultural researchers as Vygotsky (formation of spontaneous and scientific concepts, zone of proximal development, higher psychological functions and symbolic mediation), Bakhtin (enunciation, genres and polyphony) and Wertsch (theory of action mediated, cultural tools, mastery and appropriation of knowledge). In developing the physical structure of the blog was sought to support the design work for projects (developing the theme of sexuality) and methodology WebQuest (using some elements the same as Web search, job development, dissemination activities performed by the students, step by step activities). Conceptualizes and discusses historically and blogs on ICT in education and science teaching. ICT relates to the teaching of science and education legislation. There are other technological tools that can be associated with the use of the blog as Windows Movie Maker, Youtube, Gmail, Google Docs and Digital HQ. This paper shows how the whole process of developing a blog (with the name \"Learning Sciences - Sexuality\") made by a teacher in a public school in São Paulo city, showing how it applied the use of this blog with a group of students from a 7th grade (thirteen and fourteen old) and what were the main activities developed by them. The preparation of guidelines for activities done by the teacher for students can be viewed through the blog posts and links, and activities undertaken by students through the posts and links contained in these, also on the blog. This research seeks to relate, analyze and discuss the preparation of the blog produced by the teacher and the use of the blog done by this group of students from the theoretical assumptions outlined earlier, sociocultural theories, design work for projects and methodology WebQuest.
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Havlíčková, Klára. "Analýza spokojenosti zaměstnanců ve vybraném podniku." Master's thesis, Vysoká škola ekonomická v Praze, 2009. http://www.nusl.cz/ntk/nusl-16888.
Повний текст джерелаАнотація:
The thesis is concerned with problems of employee satisfaction in a small company regarding the system of remuneration, motivation, the possibility of career growth and human relations. In theoretical part there are summed up particular terms related to working satisfaction, motivation and output. There are briefly defined fundamental theories of working behavior motivation and the most important factors which have influence on working satisfaction. The subject of practical part is a concrete company where the analysis of employee satisfaction took place. Correctional measures are proposed at the base of the outcomes of the research.
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Shibalovich, Paul. "Fundamental theorem of algebra." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2203.
Повний текст джерелаАнотація:
The fundamental theorem of algebra (FTA) is an important theorem in algebra. This theorem asserts that the complex field is algebracially closed. This thesis will include historical research of proofs of the fundamental theorem of algebra and provide information about the first proof given by Gauss of the theorem and the time when it was proved.
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Rios, Maria da Soledade Vieira. "O projeto de intervenção pedagógica de língua portuguesa nas escolas municipais de Belo Horizonte: análise da trajetória dos alunos do 3º ano do 1º ciclo do ensino fundamental no período de 2010 a 2012." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/681.
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Esta dissertação analisa as contribuições do Projeto de Intervenção Pedagógica de Língua Portuguesa (PIP), ofertado para os alunos do 3º ano de Ensino Fundamental que apresentam defasagem na aprendizagem das habilidades de leitura e escrita. O PIP foi implementado pela Secretaria Municipal de Educação de Belo Horizonte em 2009, para atender os estudantes com defasagem na aprendizagem em Língua Portuguesa ampliando, posteriormente, para Matemática. Atualmente o PIP é ofertado por todas as escolas da RME/BH e suas diretrizes preveem, além de outras ações, a formação dos professores que atuam nesse projeto. Para analisarmos as contribuições do PIP no desenvolvimento das habilidades linguísticas, utilizamos os dados do Avalia BH dessa disciplina, acompanhando os resultados da proficiência desses alunos nos anos de 2010, 2011 e 2012, ou seja, no 3º, 4º e 5º ano do Ensino Fundamental. A partir da abordagem qualitativa, este estudo foi desenvolvido por meio da análise da documentação produzida pela Secretaria Municipal de Educação no contexto de implementação do PIP. Adotamos como referencial para a análise da trajetória do PIP a “abordagem do ciclo de políticas” defendido por Mainardes (2006) à luz da abordagem formulada por Stephen Ball e colaboradores. A pesquisa mostrou-nos que, ao compararmos os resultados do Avalia BH de Língua Portuguesa dos alunos que frequentaram o PIP e participaram dessa avaliação nos anos de 2010 a 2012, com os resultados dos alunos que não participaram do PIP, a proficiência dos dois grupos tende a cair na medida em que esses alunos vão avançando na etapa de escolarização. Além disso, durante o processo de análise do projeto observamos várias lacunas que de certa forma interferem na eficácia do projeto e que precisam ser melhoradas. Diante dessas constatações, elaboramos um plano de ação com algumas indicações que podem contribuir com a melhoria do Projeto de Intervenção Pedagógica da Rede Municipal de Ensino de Belo Horizonte.
This paper analyzes the contributions of the Project of Pedagogical Intervention Portuguese Language (PIP), offered to the students of the 3rd year of elementary school who have lag in learning the abilities of reading and writing. The IPP is implemented by the Municipal Secretariat of Education Belo Horizonte in 2009, to meet with students lag in learning Portuguese expanding later to Mathematics. PIP is currently offered by all schools of RME / BH and its guidelines provide for, among other actions, the training of teachers who work in this project. To analyze the contributions of PIP in the development of language abilities, we use data from BH Evaluates this discipline, monitoring the results of the proficiency of these students in the years 2010, 2011 and 2012, ie in the 3rd, 4th and 5th year of elementary school. The qualitative approach, this study was developed through analysis of documents produced by the Municipal Secretariat of Education in the context of implementation of the PIP. We adopted for the analysis of the trajectory of the PIP "of the policy cycle approach" defended by Mainardes (2006) in the light of the approach formulated by Stephen Ball and colleagues. Research has shown us that when comparing the results of BH Evaluates Portuguese Language students who attended and participated in this PIP evaluation in the years from 2010 to 2012, with the results of students who did not participate in the PIP, the proficiency of the two groups tends to decline as these students advance in the schooling stage. Moreover, during the process of analysis of the project noted several gaps that somehow interfere in efficacy of the project and need to be improved. Given these findings, we developed an action plan with some indications that can contribute to improving the Project of Pedagogical Intervention Municipal Education Network of Belo Horizonte.
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Segadas, Vianna Claudia Coelho de. "Students' understanding of the fundamental theorem of calculus : an exploration of definitions, theorems and visual imagery." Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10020309/.
Повний текст джерелаАнотація:
The aim of this research was to investigate students' understanding of the Fundamental Theorem of Calculus (FTC). The FTC was chosen as the basis of this research because it is one of the most important topics taught in calculus, establishing the link between the concepts of differentiation and integration. Data was collected from first year undergraduate students at the Federal University of Rio de Janeiro, in Brazil. The sample comprised students from three areas: mathematics, computer sciences and engineering. A pilot study was applied in 1994 and the main study in 1995 and 1996. Questionnaire, interviews based on responses to the questionnaire and computer-task based interviews were used. The data were analysed using both quantitative and qualitative methods. The results show that some of the students' obstacles to understanding the FTC are related to difficulties with the concepts of function, continuity, derivative and integral. The definitions of these concepts were not clear in their minds and they frequently made use of images that contained only partial aspects of the definitions or were based on some particular examples. This hampered the students when they met new examples that did not fit with their pre-formed images. It was also found that definitions and theorems were so fragmented in the students' minds that there was no way they could appreciate a proof, exemplified by the proof of the FTC. Their conceptions of proof reflected the fact that they were not used to thinking of proving as fundamental to generalising a proposition, and in examining a proof, it was difficult for them to see the central ideas behind it. These results are closely associated with students' habits: they tend not to pay attention to theoretical aspects, memorising algorithmic procedures without reflecting on their applicability.
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Singh, Jesper. "On the fundamental theorem of calculus." Thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-103809.
Повний текст джерелаАнотація:
The Riemann integral has many flaws, some that becomes visible in the fundamental theorem of calculus. The main point of this essay is to introduce the gauge integral, and prove a much more suitable version of that theorem.Riemannintegralen har många brister. Vissa utav dessa ser man i integralkalkylens huvudsats. Huvudmålet med denna uppsats är att introducera gauge integralen och visa en mer lämplig version av huvudsatsen.
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McCallum, Rupert Gordon Mathematics & Statistics Faculty of Science UNSW. "Generalisations of the fundamental theorem of projective geometry." Publisher:University of New South Wales. Mathematics & Statistics, 2009. http://handle.unsw.edu.au/1959.4/43385.
Повний текст джерелаАнотація:
The fundamental theorem of projective geometry states that a mapping from a projective space to itself whose range has a sufficient number of points in general position is a projective transformation possibly combined with a self-homomorphism of the underlying field. We obtain generalisations of this in many directions, dealing with the case where the mapping is only defined on an open subset of the underlying space, or a subset of positive measure, and dealing with many different spaces over many different rings.
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Cohen, Jeremy S. (Jeremy Stein) 1975. "Implementation and application of the fundamental theorem of probability." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/46277.
Повний текст джерелаАнотація:
Thesis (M.Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.Includes bibliographical references (leaves 64-65).
The "RIK" (Reasoning with Incomplete Knowledge) algorithm, a mathematical programming based algorithm for performing probabilistic inference on (possibly) incompletely specified systems of discrete events is reviewed and implemented. Developed by Myers, Freund, and Kaufman, it is a tractable reformulation of the computational approach implicit to the Fundamental Theorem of Probability as stated by De Finetti and extended by Lad, Dickey and Rahman. Enhancements to the original algorithm are presented and several applications of the algorithm to real-world systems including fault trees and belief networks are explored. The system is solved successfully for moderately large problems, providing practical information for system designers coping with uncertainty.
by Jeremy S. Cohen.
M.Eng.and S.B.
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Delbaen, Freddy, and Walter Schachermayer. "The fundamental theorem of asset pricing for unbounded stochastic processes." SFB Adaptive Information Systems and Modelling in Economics and Management Science, WU Vienna University of Economics and Business, 1999. http://epub.wu.ac.at/850/1/document.pdf.
Повний текст джерелаАнотація:
The Fundamental Theorem of Asset Pricing states - roughly speaking - that the absence of arbitrage possibilities for a stochastic process S is equivalent to the existence of an equivalent martingale measure for S. It turns out that it is quite hard to give precise and sharp versions of this theorem in proper generality, if one insists on modifying the concept of "no arbitrage" as little as possible. It was shown in [DS94] that for a locally bounded R^d-valued semi-martingale S the condition of No Free Lunch with Vanishing Risk is equivalent to the existence of an equivalent local martingale measure for the process S. It was asked whether the local boundedness assumption on S may be dropped. In the present paper we show that if we drop in this theorem the local boundedness assumption on S the theorem remains true if we replace the term equivalent local martingale measure by the term equivalent sigma-martingale measure. The concept of sigma-martingales was introduced by Chou and Emery - under the name of "semimartingales de la classe (Sigma_m)". We provide an example which shows that for the validity of the theorem in the non locally bounded case it is indeed necessary to pass to the concept of sigma-martingales. On the other hand, we also observe that for the applications in Mathematical Finance the notion of sigma-martingales provides a natural framework when working with non locally bounded processes S. The duality results which we obtained earlier are also extended to the non locally bounded case. As an application we characterize the hedgeable elements. (author's abstract)Series: Report Series SFB "Adaptive Information Systems and Modelling in Economics and Management Science"
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Kamo, Hiroyasu. "Computability in some fundamental theorems in functional analysis and general topology." 京都大学 (Kyoto University), 2006. http://hdl.handle.net/2433/143881.
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Salgueiro, Susan. "Competências e Fundamentos da Enfermagem Perioperatória." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Saúde, 2014. http://hdl.handle.net/10400.26/7476.
Повний текст джерелаАнотація:
Relatório de Estágio apresentado para cumprimento
dos requisitos necessários à obtenção do grau de
Mestre em Enfermagem PerioperatóriaEste relatório de estágio foi realizado em contexto perioperatório, no âmbito do Curso de Mestrado em Enfermagem Perioperatória, da Escola Superior de Saúde do Instituto Politécnico de Setúbal. O estágio, o relatório e o mestrado, tiveram como finalidade geral e concomitante: proporcionar conhecimentos e espaços de reflexão, análise e prática clínica, promotores do desenvolvimento e suporte de um conjunto de competências conduzindo à prestação de cuidados de enfermagem perioperatórios, centrados na pessoa e, baseados na evidência científica. Este relatório pretende apresentar os critérios que determinaram os objetivos de estágio, descrever as reflexões e a análise critica realizadas sobre a prática dos cuidados de enfermagem inerentes às especificidades das especialidades cirúrgicas e o desenvolvimento profissional de competências conducentes ao grau de Mestre em Enfermagem Perioperatória. Pretende ainda, apresentar o projeto individual desenvolvido através da Metodologia de Projeto, e concretizado, seguindo as etapas da Prática Baseada na Evidência. Através deste projeto, intitulado “Teorização na área de Enfermagem Perioperatória”, em que se realizou uma Revisão Integrativa de forma a responder à pergunta “Que teorização tem sido desenvolvida na área de Enfermagem Perioperatória?”; pudemos concluir que a teorização na área da Enfermagem Perioperatória não tem sido muito desenvolvida. Existe alguma evidência da aplicação de diversos tipos de Teorias de Enfermagem ao contexto perioperatório, nos quais se destaca o Modelo Perioperatório focado no Utente enquanto a única específica à área.
Abstract: This curricular internship report was accomplished in a perioperative context, as part of the Nursing Masters program of the Escola Superior de Saúde of Instituto Politécnico de Setúbal. The internship, the report and the Masters program have as a converging main goal the following: to provide the student with the know-how, reflection, analysis and clinical practice, which promote the development of competences that allow perioperative nursing health care. These should be based on scientific evidence but still be focused on the person undergoing surgery. The report aims to present the criteria which determined the internship objectives, describe the reflection and critical analysis conducted on nursing practice and the specificities inherent to the surgical specialties; and further professional development leading to the degree of Master of Perioperative Nursing. The report also aims to present the individual project developed through Project Methodology, in which Evidence Based Practice was applied. Through this project, entitled "Theorizing in the Perioperative Nursing area", in which an Integrative Review was conducted in order to answer the question "What theory has been developed in the area of Perioperative Nursing?”, it was concluded that theory in the Perioperative Nursing area hasn’t been greatly developed. There is some evidence of the application of various types of Nursing Theories to the perioperative period. It’s noteworthy to refer the Perioperative Patient Focused Model as the only theory specific to this area of nursing.
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Mathew, Panakkal J. "Three Topics in Analysis: (I) The Fundamental Theorem of Calculus Implies that of Algebra, (II) Mini Sums for the Riesz Representing Measure, and (III) Holomorphic Domination and Complex Banach Manifolds Similar to Stein Manifolds." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/math_diss/2.
Повний текст джерелаАнотація:
We look at three distinct topics in analysis. In the first we give a direct and easy proof that the usual Newton-Leibniz rule implies the fundamental theorem of algebra that any nonconstant complex polynomial of one complex variable has a complex root. Next, we look at the Riesz representation theorem and show that the Riesz representing measure often can be given in the form of mini sums just like in the case of the usual Lebesgue measure on a cube. Lastly, we look at the idea of holomorphic domination and use it to define a class of complex Banach manifolds that is similar in nature and definition to the class of Stein manifolds.
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Rocha, Vitail José. "Números complexos e o teorema fundamental da álgebra." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/3683.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
The objective of this work is to tell a little bit about the emergence and development of the Fundamental Theorem of Algebra, having as plot the historical context and the formalization of Complex Numbers, which mixes with this theorem. Considering the mathematical rigor in the construction of this subject, which o ered structure for the consolidation of this theorem. This work aims to achieve a more accessible demonstration, due to their necessary presence in high school, but in an axiomatic form.
O objetivo deste trabalho é contar um pouco sobre o surgimento e desenvolvimento do Teorema Fundamental da Álgebra, tendo como enredo o contexto histórico e formaliza ção dos Números Complexos, que se mistura com este teorema. Levando em consideração o rigor matemático na construção deste corpo, o qual ofereceu estrutura para a consolidação deste teorema. Este trabalho busca alcançar uma demonstração mais acessível, devido a sua presença necessária no Ensino Médio, mas de forma axiom ática .
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Bartolini, Gabriel. "On Poicarés Uniformization Theorem." Thesis, Linköping University, Department of Mathematics, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7968.
Повний текст джерелаАнотація:
A compact Riemann surface can be realized as a quotient space $\mathcal{U}/\Gamma$, where $\mathcal{U}$ is the sphere $\Sigma$, the euclidian plane $\mathbb{C}$ or the hyperbolic plane $\mathcal{H}$ and $\Gamma$ is a discrete group of automorphisms. This induces a covering $p:\mathcal{U}\rightarrow\mathcal{U}/\Gamma$.
For each $\Gamma$ acting on $\mathcal{H}$ we have a polygon $P$ such that $\mathcal{H}$ is tesselated by $P$ under the actions of the elements of $\Gamma$. On the other hand if $P$ is a hyperbolic polygon with a side pairing satisfying certain conditions, then the group $\Gamma$ generated by the side pairing is discrete and $P$ tesselates $\mathcal{H}$ under $\Gamma$.
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CUNEO, Alejandro Javier. "Math for freedom. An original proof of the fundamental theorem of algebra within the ambit of real numbers." Doctoral thesis, Università degli studi di Bergamo, 2013. http://hdl.handle.net/10446/28645.
Повний текст джерелаАнотація:
At the beginning of my work there’s a description of a particular philosophy of mathematics, the mathematics for freedom, which is used to ultimately justify thoughts and positions about the didactics of mathematics. The main remark is that didactics of mathematics won’t be incisive by remaining on general considerations and thus avoiding the specific features of each topic to be learned. The origin of the didactic hints relative to specific topics can only derive from a profound mathematical study of these topics. The last observation is naturally followed by an explanation and a classification of what a profound mathematical study of a topic is. For many elementary topics in mathematics there is not enough mathematical research already performed at high levels of profundity, and this causes a serious didactic difficulty. For this reason, didactical concerns can motivate mathematical research. This is the case of the fundamental theorem of algebra in the ambit of real numbers. The existing proofs of this result make use of the complex numbers. The use of complex numbers causes that the fundamental ideas on which the proofs rely become very difficult to be identified. This motivates the development of an original proof of this result that avoids the use of complex numbers. As expected the proof I developed enlightens on the fundamental ideas on which the result rests. The zero-level curves that correspond to the remainder of the division between a generic even-degree polynomial and a quadratic polynomial present an interweaved pattern in a region far away enough from the origin, and this implies the existence of an intersection of these zero-level curves and therefore also the existence of a quadratic polynomial dividing the given even-degree polynomial. The proof makes extensive use of the recursive properties of the algebraic expression of the remainder and of continuity.
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Costa, Allan Inocêncio de Souza. "Uma demonstração do teorema fundamental da álgebra." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8723.
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Não recebi financiamento
In this work we explain an elegant and accessible proof of the Fundamental Theorem of Algebra using the Lagrange Multipliers method. We believe this will be a valuable resource not only to Mathematics students, but also to students in related areas, as the Lagrange Multipliers method that lies at the heart of the proof is widely taught.
Neste trabalho expomos uma demonstração acessível e elegante do Teorema Fundamental da Álgebra utilizando o método dos multiplicadores de Lagrange. Acreditamos que este trabalho seria uma fonte valiosa não são para estudantes de Matemática, mas também para estudantes de áreas relacionadas, uma vez que o método dos multiplicadores de Lagrange é amplamente ensinado em cursos de exatas.
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Santos, Admilson Alves dos. "Trigonometria Hiperbólica: uma abordagem elementar." Universidade Federal de Roraima, 2014. http://www.bdtd.ufrr.br/tde_busca/arquivo.php?codArquivo=263.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA meta principal desta dissertação é apresentar uma construção da trigonometria hiperbólica e um estudo das funções trigonométricas hiperbólicas de forma que alunos de iniciacão científica e professores do Ensino Médio tenham melhor acesso à referida teoria. A construção da trigonometria hiperbólica será feita priorizando a aplicação de conceitos elementares da matemática. Será utilizado o ramo direito da hiperbóle x2-y2 = 1, fazendo uma comparação com a construção da trigonometria circular e tomando como ponto de partida um setor hiperbolico. Sera necessario calcular a area desse setor hiperbólico, o que poderia ser feito através de uma integral denida, porem outros recursos elementares serão adotados, atendendo ao objetivo principal deste trabalho. Apresentar-se-á também uma conexão entre a trigonometria hiperbólica e a trigonometria circular, que é extendida num momento posterior para funções trigonométricas circulares e trigonométricas hiperbolicas. As funções trigonométricas hiperbólicas e suas funções inversas serão estudadas analítica e graficamente. O estudo analítico seguirá de forma completamente elementar, porém o estudo gráfico será feito utilizando alguns elementos da teoria dos limites de funções Algumas aplicações da trigonometria hiperbólica serão mostradas. Para analizar, é apresentada a trigonometria hiperbólica no conjunto dos números complexos.
The main goal of this dissertation is to present a construction of hyperbolic trigonometry, and a study of hyperbolic trigonometric functions so that undergraduate students and high school teachers have better access to that theory. The construction of hyperbolic trigonometry will be prioritizing the application of elementary concepts of math. Will be used the right branch of the hyperbola x2 y2 = 1, making a comparison with the construction of circular trigonometry and taking as starting point a hyperbolic trigonometry sector. Will need calculate the area of this hyperbolic sector, which could be done through of a denite integral, but other basic features will be adopted, answering to main objective of this work. Also present a connection between circular trigonometry and hyperbolic trigonometry, which is extended after for circular trigonometric functions and hyperbolic trigonometric functions. The hyperbolic trigonometric functions and their inverse functions will be studied analytically and graphically. The analytical study will follow so completely elementary, however the graphic study will be done using some elements of the theory of limits of functions. Some application of hyperbolic trigonometry are displayed. Finally, the hyperbolic trigonometry is presented in the set of complex numbers.
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Schachermayer, Walter. "The fundamental theorem of asset pricing under proportional transaction costs in finite discrete time." SFB Adaptive Information Systems and Modelling in Economics and Management Science, WU Vienna University of Economics and Business, 2002. http://epub.wu.ac.at/1512/1/document.pdf.
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We prove a version of the Fundamental Theorem of Asset Pricing, which applies to Kabanov's approach to foreign exchange markets under transaction costs. The financial market is modelled by a d x d matrix-valued stochastic process Sigma_t_t=0^T specifying the mutual bid and ask prices between d assets. We introduce the notion of ``robust no arbitrage", which is a version of the no arbitrage concept, robust with respect to small changes of the bid ask spreads of Sigma_t_t=0^T. Dually, we interpret a concept used by Kabanov and his co-authors as "strictly consistent price systems". We show that this concept extends the notion of equivalent martingale measures, playing a well-known role in the frictionless case, to the present setting of bid-ask processes Sigma_t_t=0^T. The main theorem states that the bid-ask process Sigma_t_t=0^T satisfies the robust no arbitrage condition if it admits a strictly consistent pricing system. This result extends the theorems of Harrison-Pliska and Dalang-Morton-Willinger to the present setting, and also generalizes previous results obtained by Kabanov, Rasonyi and Stricker. An example of a 5-times-5-dimensional process Sigma_t_t=0^2 shows that, in this theorem, the robust no arbitrage condition cannot be replaced by the so-called strict no arbitrage condition, thus answering negatively a question raised by Kabanov, Rasonyi and Stricker. (author's abstract)Series: Working Papers SFB "Adaptive Information Systems and Modelling in Economics and Management Science"
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Klisińska, Anna. "The fundamental theorem of calculus : a case study into the didactic transposition of proof /." Luleå : Luleå Tekniska Universitet, 2009. http://pure.ltu.se/ws/fbspretrieve/2732706.
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Beirami, Ahmad. "Network compression via network memory: fundamental performance limits." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53448.
Повний текст джерелаАнотація:
The amount of information that is churned out daily around the world is staggering, and hence, future technological advancements are contingent upon development of scalable acquisition, inference, and communication mechanisms for this massive data. This Ph.D. dissertation draws upon mathematical tools from information theory and statistics to understand the fundamental performance limits of universal compression of this massive data at the packet level using universal compression just above layer 3 of the network when the intermediate network nodes are enabled with the capability of memorizing the previous traffic. Universality of compression imposes an inevitable redundancy (overhead) to the compression performance of universal codes, which is due to the learning of the unknown source statistics. In this work, the previous asymptotic results about the redundancy of universal compression are generalized to consider the performance of universal compression at the finite-length regime (that is applicable to small network packets). Further, network compression via memory is proposed as a compression-based solution for the compression of relatively small network packets whenever the network nodes (i.e., the encoder and the decoder) are equipped with memory and have access to massive amounts of previous communication. In a nutshell, network compression via memory learns the patterns and statistics of the payloads of the packets and uses it for compression and reduction of the traffic. Network compression via memory, with the cost of increasing the computational overhead in the network nodes, significantly reduces the transmission cost in the network. This leads to huge performance improvement as the cost of transmitting one bit is by far greater than the cost of processing it.
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Scucuglia, Ricardo. "A investigação do teorema fundamental do cálculo com calculadoras gráficas /." Rio Claro : [s.n.], 2006. http://hdl.handle.net/11449/91065.
Повний текст джерелаАнотація:
Orientador: Marcelo de Carvalho BorbaBanca: Mônica E. Villarreal
Banca: Telma de S. Gracias
Resumo: A informática vem gerando discussões sobre fundamentos da Matemática e reorganizando dinâmicas em Educação Matemática. Baseado nessa idéia, e em meu engajamento como pesquisador participante do GPIMEM, estruturei uma pesquisa onde discuto como Estudantes-com-Calculadoras-Gráficas investigam o Teorema Fundamental do Cálculo (TFC). Apoiado na perspectiva epistemológica Seres-Humanos-com-Mídias, que evidencia o papel das tecnologias no processo de produção de conhecimento, realizei experimentos de ensino com duplas de estudantes do primeiro ano da graduação em matemática, UNESP, Rio Claro, SP. A partir da análise de vídeos da primeira sessão de Experimentos de Ensino notei que a utilização de programas e comandos da Calculadora Gráfica TI-83 condicionou o pensamento das estudantes na investigação dos conceitos de Soma de Riemann e Integração (conceitos intrinsecamente inerentes ao TFC). Na segunda sessão, explorando exemplos de funções polinomiais com o comando de integração definida da Calculadora Gráfica, os coletivos pensantes formados por Estudantes-com-Calculadoras- Gráficas-Lápis-e-Papel estabeleceram conjecturas sobre o TFC. No processo de demonstração deste Teorema, foram utilizadas noções intuitivas e notações simplificadas, antes que fosse usada a simbologia padronizada pela Matemática Acadêmica. Essa abordagem possibilitou o engajamento gradativo das estudantes em discussões matemáticas dedutivas a partir dos resultados obtidos experimentalmente com as atividades propostas na pesquisa.
Abstract: Information technology has been generating discussion regarding the foundations of mathematics, and reorganizing dynamics in mathematics education. Based on this idea, and on my engagement as a researcher participating in GPIMEM, I designed a study in which I discuss how students-with-graphing-calculators investigate the Fundamental Theorem of Calculus (FTC). Based on the epistemological perspective of humans-with-media, which emphasizes the role of technology in the process of knowledge production, I conducted teaching experiments with pairs of students enrolled in the first year of the mathematics program at the State University of São Paulo (UNESP), Rio Claro campus. Based on analysis of video-tapes of the first teaching experiments session, I noted that the use of programs and commands of the TI-83 graphing calculator conditioned the students thinking in the inquiry into the concepts Riemann Sums and Integration (concepts intrinsically inherent to the FTC). In the second session, exploring examples of polynomial functions with the definite integration command by the graphing calculator, the thinking collectives composed of students-withgraphing- calculators-paper-and-pencil established conjectures regarding the FTC. In the process of demonstrating this theorem, intuitive notions and simplified notations were used before using the standardized symbology of academic mathematics. This approach made it possible for the students to become gradually engaged in deductive mathematical discussions based on the results obtained experimentally through the activities proposed in the study.
Mestre
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Bonelli, Valentina <1994>. "Leadership for children. Education and freedom: the importance of primary education as fundamental human right, in order to make the emancipation of the individual possible and to achieve the creation of a free and democratic society. Analysis of the development of this concept, born in the Enlightenment, achievements and defeats of these theories and progress of this goal up to the present days." Master's Degree Thesis, Università Ca' Foscari Venezia, 2019. http://hdl.handle.net/10579/15846.
Повний текст джерелаАнотація:
La seguente tesi vuole produrre un'analisi sull'importanza dell'educazione come diritto umano fondamentale. Grazie all'istruzione, infatti, è possibile dotare ogni essere umano dei mezzi necessari per sviluppare la sua propria indipendenza di pensiero, che gli permetterà di ragionare criticamente ed essere libero. Inoltre, grazie all'istruzione, ogni persona sarà consapevole dei propri diritti e doveri e potrà concorrere alla propria libertà e alla costruzione di una società più equa e giusta. Questa tesi si propone di ricercare le radici di questa affermazione (nell'Illuminismo e nella Rivoluzione Francese) e vedere come storicamente si è affrontato il problema mediante il diritto internazionale e le organizzazioni internazionali, fino a giungere alla società attuale e alle sfide tutt'ora aperte riguardanti la diffusione dell'istruzione elementare come diritto umano e come mezzo per il raggiungimento della libertà.
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Barbosa, Gabriela dos Santos. "O teorema fundamental da aritmética: jogos e problemas com alunos do sexto ano do ensino fundamental." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/11358.
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Previous issue date: 2008-12-16Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present thesis has the purpose of carrying out an interventionist study for the introduction of the Fundamental Theorem of Arithmetic (FTA) and main concepts associated to it to students of the 6th Grade of Basic Education. In the research we intend to answer the following question: What are the arguments used by students in the significance process of the Fundamental Theorem of Arithmetic? For that purpose, we carried out a study with 22 students of a private school situated in the north zone of Rio de Janeiro. The group had already been in touch, according to the school s formal point of view, with the concepts related to the Fundamental Theorem of Arithmetic: multiples, divisors, prime and compound numbers and prime factors decomposition. The research has as theoretical fundamental, the Conceptual Fields Theory proposed by Vergnaud (1983, 2001) and the ideas of Campbell and Zazquis (2002) related to the learning process of concepts associated with the Basic Number Theory, which TFA belongs to. The method used a study divided into three stages. The first stage was the collective use of an initial evaluation. The second addressed the intervention stage, which was divided into three activity groups, and inserted into them, there were two intermediary evaluations. And, at last, the third corresponds to the use, also collective, of a final evaluation, with the same questions as the initial evaluation. Data was analysed from two perspectives, one directed to quantitative analysis, where we tried to relate the percentages of rights, with the help of the statistic package SPSS (Statistical Package for Social Sciences). The second perspective was data analysis from the qualitative point of view, aiming at identifying the type of mistakes made by students, as well as their strategies to solve problem-situations. The results showed that students had developed their own scheme to deal with concepts in construction. In this process, even if implicitly, a series of mathematic concepts present in students actions; is the teacher s function to create favourable conditions for the students to explain them
A presente tese teve por objetivo realizar um estudo intervencionista para a introdução do Teorema Fundamental da Aritmética (TFA) e dos principais conceitos associados a ele com alunos do 6º ano do Ensino Fundamental. Na pesquisa, propomo-nos a responder a seguinte questão: De que argumentos os alunos se valem no processo de significação do Teorema Fundamental da Aritmética? Para tanto, realizamos um estudo com 22 alunos, advindos de uma turma de uma escola particular da zona norte do Rio de Janeiro. O grupo já havia tido contato, do ponto de vista formal da escola, com conceitos associados ao Teorema Fundamental da Aritmética: múltiplo, divisor, números primos e compostos e decomposição em fatores primos. A fundamentação teórica da pesquisa contou com a Teoria dos Campos Conceituais proposta por Vergnaud (1983, 2001) e as idéias de Campbell e Zazquis (2002) com relação à aprendizagem dos conceitos associados à Teoria Elementar dos Números, de que o TFA é parte integrante. O método constou de um estudo dividido em três etapas. A primeira referiu-se a aplicação coletiva de uma avaliação inicial. A segunda voltou-se para a fase de intervenção, que foi divida em três grupos de atividades intercalados por duas avaliações intermediárias. E, por fim, a terceira corresponde à aplicação, também coletiva, de uma avaliação final, com as mesmas questões da avaliação inicial. Os dados foram analisados em duas perspectivas: uma voltada à análise quantitativa, em que se buscou relacionar os percentuais de acerto, com a ajuda do pacote estatístico SPSS (Statistical Package for Social Science). A segunda perspectiva referiu-se à análise dos dados do ponto de vista qualitativo, visando identificar os tipos de erros cometidos pelos alunos, bem como suas estratégias na resolução de situações-problema. Os resultados mostraram que os alunos desenvolvem esquemas próprios para lidar com os conceitos em construção. Nesse processo, uma série de conceitos matemáticos está presente, ainda que implicitamente, em suas ações. É função do professor criar condições que favoreçam aos alunos explicitá-los
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Myers, Tracy S. (Tracy Scott). "Reasoning with incomplete probabilistic knowledge : the RIP algorithm for de Finetti's fundamental theorem of probability." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11885.
Повний текст джерела
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Holanda, Felipe D'Angelo. "Introduction to differential geometry of plane curves." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15052.
Повний текст джерелаАнотація:
CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorA intenÃÃo desse trabalho serà de abordar de forma bÃsica e introdutÃria o estudo da Geometria Diferencial, que por sua vez tem seus estudos iniciados com as Curvas Planas. Serà necessÃrio um conhecimento de CÃlculo Diferencial, Integral e Geometria AnalÃtica para melhor compreensÃo desse trabalho, pois como seu prÃprio nome nos transparece Geometria Diferencial vem de uma junÃÃo do estudo da Geometria envolvendo CÃlculo. Assim abordaremos subtemas como curvas suaves, vetor tangente, comprimento de arco passando por fÃrmulas de Frenet, curvas evolutas e involutas e finalizaremos com alguns teoremas importantes, como o teorema fundamental das curvas planas, teorema de Jordan e o teorema dos quatro vÃrtices. O que, basicamente representa, o capÃtulo 1, 4 e 6 do livro IntroduÃÃo Ãs Curvas Planas de HilÃrio Alencar e Walcy Santos.
The intention of this work is to address in basic form and introductory study of Differential Geometry, which in turn has started his studies with Planas curves. It will require a knowledge of Differential Calculus, Integral and Analytic Geometry for better understanding of this work, because as its name says in Differential Geometry comes from the joint study of geometry involving Calculation. So we discuss sub-themes as smooth curves, tangent vector, arc length through formulas of Frenet, evolutas curves and involute and conclude with some important theorems, as the fundamental theorem of plane curves, Jordan 's theorem and the theorem of four vertices. What basically is, Chapter 1, 4 and 6 of the book Introduction to Plane Curves HilÃrio Alencar and Walcy Santos.
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Scucuglia, Ricardo [UNESP]. "A investigação do teorema fundamental do cálculo com calculadoras gráficas." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/91065.
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A informática vem gerando discussões sobre fundamentos da Matemática e reorganizando dinâmicas em Educação Matemática. Baseado nessa idéia, e em meu engajamento como pesquisador participante do GPIMEM, estruturei uma pesquisa onde discuto como Estudantes-com-Calculadoras-Gráficas investigam o Teorema Fundamental do Cálculo (TFC). Apoiado na perspectiva epistemológica Seres-Humanos-com-Mídias, que evidencia o papel das tecnologias no processo de produção de conhecimento, realizei experimentos de ensino com duplas de estudantes do primeiro ano da graduação em matemática, UNESP, Rio Claro, SP. A partir da análise de vídeos da primeira sessão de Experimentos de Ensino notei que a utilização de programas e comandos da Calculadora Gráfica TI-83 condicionou o pensamento das estudantes na investigação dos conceitos de Soma de Riemann e Integração (conceitos intrinsecamente inerentes ao TFC). Na segunda sessão, explorando exemplos de funções polinomiais com o comando de integração definida da Calculadora Gráfica, os coletivos pensantes formados por Estudantes-com-Calculadoras- Gráficas-Lápis-e-Papel estabeleceram conjecturas sobre o TFC. No processo de demonstração deste Teorema, foram utilizadas noções intuitivas e notações simplificadas, antes que fosse usada a simbologia padronizada pela Matemática Acadêmica. Essa abordagem possibilitou o engajamento gradativo das estudantes em discussões matemáticas dedutivas a partir dos resultados obtidos experimentalmente com as atividades propostas na pesquisa.
Information technology has been generating discussion regarding the foundations of mathematics, and reorganizing dynamics in mathematics education. Based on this idea, and on my engagement as a researcher participating in GPIMEM, I designed a study in which I discuss how students-with-graphing-calculators investigate the Fundamental Theorem of Calculus (FTC). Based on the epistemological perspective of humans-with-media, which emphasizes the role of technology in the process of knowledge production, I conducted teaching experiments with pairs of students enrolled in the first year of the mathematics program at the State University of São Paulo (UNESP), Rio Claro campus. Based on analysis of video-tapes of the first teaching experiments session, I noted that the use of programs and commands of the TI-83 graphing calculator conditioned the students thinking in the inquiry into the concepts Riemann Sums and Integration (concepts intrinsically inherent to the FTC). In the second session, exploring examples of polynomial functions with the definite integration command by the graphing calculator, the thinking collectives composed of students-withgraphing- calculators-paper-and-pencil established conjectures regarding the FTC. In the process of demonstrating this theorem, intuitive notions and simplified notations were used before using the standardized symbology of academic mathematics. This approach made it possible for the students to become gradually engaged in deductive mathematical discussions based on the results obtained experimentally through the activities proposed in the study.
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Sacchetto, Lucas Kaufmann. "Fundamentos da geometria complexa: aspectos geométricos, topológicos e analiticos." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/45/45131/tde-18062012-194224/.
Повний текст джерелаАнотація:
Este trabalho tem como objetivo apresentar um estudo detalhado dos fundamentos da Geometria Complexa, ressaltando seus aspectos geométricos, topológicos e analíticos. Começando com materiais preliminares, como resultados básicos sobre funções holomorfas de uma ou mais variáveis e a definição e primeiros exemplos de variedades complexas, passamos a uma introdução à teoria de feixes e sua cohomologia, ferramenta indispensável para o restante do trabalho. Após um estudo sobre fibrados de linha e divisores damos atenção à Geometria de Kähler e alguns de seus resultados centrais, como por exemplo o Teorema da Decomposição de Hodge, o Teorema ``Difícil\'\' e o Teorema das $(1,1)$-classes de Lefschetz. Em seguida, nos dedicamos ao estudo dos fibrados vetoriais complexos e sua geometria, abordando os conceitos de conexões, curvatura e Classes de Chern. Terminamos o trabalho descrevendo alguns aspectos da topologia de variedades complexas, como o Teorema dos Hiperplanos de Lefschetz e algumas de suas consequências.The main goal of this work is to present a detailed study of the foundations of Complex Geometry, highlighting its geometric, topological and analytical aspects. Beginning with a preliminary material, such as the basic results on holomorphic functions in one or more variables and the definition and first examples of a complex manifold, we move on to an introduction to sheaf theory and its cohomology, an essential tool to the rest of the work. After a discussion on divisors and line bundles we turn attention to Kähler Geometry and its central results, such as the Hodge Decomposition Theorem, the Hard Lefschetz Theorem and the Lefschetz Theorem on $(1,1)$-classes. After that, we study complex vector bundles and its geometry, focusing on the concepts of connections, curvature and Chern classes. Finally, we finish by describing some aspects of the topology of complex manifolds, such as the Lefschetz Hyperplane Theorem and some of its consequences.
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Selli, Luis Fernando. "GeoGebra, recurso computacional a favor da aprendizagem matemática no ensino fundamental II." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/5958.
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Previous issue date: 2014-03-21Financiadora de Estudos e Projetos
This paper is related to the application of GeoGebra software in the following topics: Ratio, Proportion, Thales Theorem, Similarities, Similarity of Triangles, Pythagorean Theorem, Trigonometric Ratios in the Triangle Rectangle, Number and circumference. Initially all the contents were thought by traditional method, board and chalk. Therefore the GeoGebra software was applied. It was developed to teachers and students (9th grade) of an elementary school involved in these activities. Positive and negative results were showed but there is a perspective of improvement. All the stages are separately related to help the understanding. The object is the analyses about the importance and relevancy of using computerized mathematical tools during the learning process.
Este trabalho trata da aplicação do software GeoGebra nos seguintes temas: Razão, Proporção, Teorema de Tales, Semelhança, Semelhança de Triângulos, Teorema de Pitágoras, Razões Trigonométricas no Triângulo Retângulo, o número e a Circunferência. Cada conteúdo foi trabalhado inicialmente do modo tradicional, giz e lousa, e posteriormente com o uso do GeoGebra. Desenvolvido de modo inédito para o professor e para os alunos de 8ª série (9° ano) envolvidos nas atividades, mostra resultados positivos e negativos com perspectiva de melhoras. Todas as etapas estão relatadas separadamente e o desenvolvimento foi feito de modo a favorecer uma compreensão adequada sobre o trabalho com o objetivo de propiciar a análise sobre a importância e relevância do uso de ferramentas matemáticas informatizadas no auxílio da aprendizagem.
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Silva, Daniel Ferreira da. "Uma introdução à integral de Riemann contextualizada ao ensino médio /." São José do Rio Preto, 2019. http://hdl.handle.net/11449/191105.
Повний текст джерелаАнотація:
Orientador: Fabiano Borges da SilvaResumo: Neste trabalho apresentamos a definição da integral de Riemann por meio de somatórios de retângulos que aproximam pela falta e pelo excesso a região sob uma curva definida por uma função. Posteriormente mostramos que as funções contínuas definidas num intervalo fechado e limitado [a, b] são integráveis e fornecemos um exemplo de função não integrável. Finalmente apresentamos o Teorema Fundamental do Cálculo e uma abordagem para a teoria de integração que pode ser aplicada no contexto do Ensino Médio.
Abstract: ln this work we present the definition of the Riemann integral by summing rectangles that approximate the region under a curve defined by a function due to lack and excess. Then we show that continuous functions defined in a closed and limited interval [a, b] are integrable, and after we provide an example of an unintegrable function. Finally we present the Fundamental Calculus Theorem and an approach to integration theory that can be applied in the High School context.
Mestre
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Bank, Marie-Christine von der [Verfasser], and Anselm [Akademischer Betreuer] Lambert. "Fundamentale Ideen der Mathematik : Weiterentwicklung einer Theorie zu deren unterrichtspraktischer Nutzung / Marie-Christine von der Bank ; Betreuer: Anselm Lambert." Saarbrücken : Saarländische Universitäts- und Landesbibliothek, 2016. http://d-nb.info/1117539032/34.
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SANTOS, Luciana Pucci. "Diretrizes fundamentais para a gest?o da mudan?a sustent?vel em pequena empresa." Universidade Federal Rural do Rio de Janeiro, 2006. https://tede.ufrrj.br/jspui/handle/tede/1011.
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Previous issue date: 2006-04-17The present work deals with the subject the management of the sustainable organizacional change in small company in its environments, focusing the problem of its incapacity to support change processes. It was arisen assumption of that the complementary correlation enters the theories of organizacional learning: Fifth Disciplina, Occult Cognition of Santiago and Conex?es between the Phenomena basing conceptually the application of the methodology of Pesquisa-A??o for implantation of the management of the sustainable change in the case study, would result in lines of direction to this type of management. This is the assumption has as objective to revise lines of direction for the conduction of the management of the change and to adjust them it small company and to point a possibility of application of these, by means of the results gotten in the small studied company. In this intention, the adopted methodology was of a study of case carried through through the research-action as a method of conduction of applied empirical research. However, after the stages of intervention of the research-action in the company in study, verified considerable changes in the satisfaction of the collaborators and a new form of leadership supporting the new organizacional dynamics, of which it was possible to survey lines of direction for the conduction of the sustainable change in small company and to point suggestions to the studied company and the future studies.
O presente trabalho trata o tema da gest?o da mudan?a organizacional sustent?vel em pequena empresa em seus ambientes, focalizando o problema da sua incapacidade de sustentar processos de mudan?a. Levantou-se a suposi??o de que a correla??o complementar entre as teorias de aprendizagem organizacional: Quinta Disciplina, Cogni??o de Santiago e Conex?es Ocultas entre os Fen?menos embasando conceitualmente a aplica??o da metodologia de Pesquisa-A??o para implanta??o da gest?o da mudan?a sustent?vel no estudo de caso, resultaria em diretrizes a este tipo de gest?o. Esta suposi??o tem como objetivos revisar diretrizes para a condu??o da gest?o da mudan?a e adequ?-los a pequena empresa e apontar uma possibilidade de aplica??o dessas, por meio dos resultados obtidos na pequena empresa estudada. Neste intuito, a metodologia adotada foi a de um estudo de caso realizado atrav?s da pesquisa-a??o como um m?todo de condu??o de pesquisa emp?rica aplicada. Contudo, ap?s as etapas de interven??o da pesquisa-a??o na empresa em estudo, verificou-se mudan?as consider?veis na satisfa??o dos colaboradores e uma nova forma de lideran?a sustentando a nova din?mica organizacional, da qual foi poss?vel aferir-se diretrizes para a condu??o da mudan?a sustent?vel em pequena empresa e apontar sugest?es ? empresa estudada e a futuros estudos.
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Stegani, Ozilde Peter. "O teorema de Pitágoras no oitavo ano do ensino fundamental." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/5961.
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Previous issue date: 2014-05-23Financiadora de Estudos e Projetos
In this paper we reflect on a group of eight lessons applied in the eighth year of elementary school. In these classes, we treat the Pythagorean Theorem, seeking to justify this outcome appropriate to the student s eighth grade elementary school mode. We were interested in seeking justifications with historical content, to rescue, to the extent possible, a part of the history of the Pythagorean Theorem. We take care to seek a mathematical justification for each procedure adopted to develop pedagogical activities. Throughout the text brushing been several suggestions for improving the finished product, though it kept almost entirely in Appendix 1. Also critical to our work interweave throughout the text, seeking both personal growth as offering the opportunity for a better match of the final product to whom this is of interest. At the end we suggest some current applications of the Pythagorean Theorem. Finished the job in the classroom involving the class with the game of dominoes, adapted to the content studied, trying to leave a better final impression on the students. We describe the construction of pedagogical object, the math worked during such construction and finally its application in the classroom. We make four appendices. In the first present the final product. In the second we seek to exemplify the student s work. In the third and fourth work building Pythagorean triangles.
Neste trabalho procuramos refletir sobre um grupo de oito aulas aplicadas no oitavo ano do Ensino Fundamental. Nestas aulas, tratamos do Teorema de Pitágoras, buscando justificar este resultado de modo adequado ao aluno do oitavo ano do Ensino Fundamental. Foi de nosso interesse buscar justificativas com um teor histórico, de modo a resgatar, na medida do possível, uma parte da história do Teorema de Pitágoras. Tomamos o cuidado de buscar uma justificativa matemática para o cada procedimento pedagógico adotado ao desenvolver as atividades. Durante todo o texto fomos pincelando várias sugestões para melhorar o produto final, se bem que o mantivemos quase que totalmente no Apêndice 1. Também entremeamos críticas ao nosso trabalho durante todo o texto, buscando tanto um crescimento pessoal quanto ofertando a oportunidade de uma melhor adequação do produto final a quem este for de interesse. Ao final sugerimos algumas aplicações atuais do Teorema de Pitágoras. Terminamos o trabalho em sala de aula envolvendo a classe com o jogo de dominó, adaptado ao conteúdo estudado, buscando deixar uma melhor impressão final nos alunos. Descrevemos a construção deste objeto pedagógico, a matemática trabalhada durante tal construção e por último sua aplicação com em aula. Confeccionamos quatro apêndices. No primeiro apresentamos o produto final. No segundo buscamos exemplificar os trabalhos dos alunos. No terceiro e quarto trabalhamos a construção de triângulos pitagóricos.
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Anacleto, Grácia Maria Catelli. "Uma investigação sobre a aprendizagem do teorema fundamental do cálculo." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11280.
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Previous issue date: 2007-10-09This study aims to investigate the knowledge mobilized by students who have already studied the Fundamental Theorem of Calculus (FTC) regarding the concepts of differentiation and integration and its relationship. The FTC is one of the most important topic in any Calculus course according to Segadas (1998). The intention of the study is to evaluate if the mobilization of these concepts occurred in the proper manner for specific questions resolution where necessarily they have to be applied. The research was based on Douady s (1987) theoretical beliefs of the tool-object dialectic and change of frameworks. As support the study was carried through Segadas (1998) research on the understanding of the FTC by students at the end of the course of Calculus. A pilot-questionnaire was applied to students of a Computer Science course in a private University of São Paulo city. In this first inquiry we perceive the participant students had not received the FTC related content in the deep required for our research in this course. Thus we have decide restructure the questionnaire and apply it to a different group of students in the Mathematics Bachelors course where the FTC content was teach deeper due to greater teaching load in the same university. The research found the majority of the students have found difficulties to solve problems where the simple visualization of graphs would solve it without developing extensive algorithms. This findings shows the students obstacles to understand the FTC are related to an incomplete mobilization of differentiation, integration and continuity concepts since to solve the given questions they have only partially used these knowledge. Such fact is probably associated the students habits who do not tend to focus their attention to the conceptual aspects of the theorem but only memorizing the procedures algorithm without reflecting on its applicability. The theoretical fundamentals used revealed an efficient tool in the analysis of the protocols who led us to these conclusions
Este estudo teve por objetivo investigar os conhecimentos mobilizados por alunos que já haviam estudado o Teorema Fundamental do Cálculo (TFC) relativamente aos conceitos de derivada e integral e sua interelação. O TFC, segundo Segadas (1998), é um dos tópicos mais importantes em qualquer curso de Cálculo. Pretendemos com o trabalho avaliar se a mobilização desses conceitos se deu de forma adequada na resolução de questões específicas em que a aplicação desses conceitos era necessária. A pesquisa fundamentou-se nos pressupostos teóricos da dialética ferramenta-objeto e jogos de quadros de Douady (1987). Teve como base a pesquisa realizada por Segadas (1998) sobre a compreensão do TFC pelos alunos ao final do curso de Cálculo. Foi aplicado um questionáriopiloto a alunos do curso da Ciência da Computação de uma universidade particular da cidade de São Paulo. Percebemos nessa primeira investigação que alunos que participaram do estudo piloto não haviam recebido o conteúdo relativo ao TFC com a profundidade requerida pela nossa pesquisa. Reestruturamos o questionário e reaplicamos a um grupo alunos do curso de Licenciatura em Matemática desta mesma universidade, onde esta disciplina é ministrada com maior carga horária. Verificamos que a maioria dos alunos encontrou dificuldades para solucionar problemas em que a simples visualização de gráficos faria com que não necessitassem desenvolver longos algoritmos. Este resultado demonstra que os obstáculos dos estudantes para compreender o TFC estão relacionados com uma incompleta mobilização das noções de derivada, integral e continuidade, uma vez que utilizaram apenas parcialmente esses conhecimentos para a solução das questões apresentadas. Tal fato está provavelmente associado aos hábitos dos estudantes, que tendem a não focar atenção aos aspectos conceituais do teorema, apenas memorizando o algoritmo dos procedimentos sem refletir sobre a sua aplicabilidade. A fundamentação teórica mostrou-se uma ferramenta eficaz na análise dos protocolos que nos conduziram a essas conclusões
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Martins, Nikolay Steffens. "Entre a barganha e a deliberação : notas acerca dos fundamentos filosóficos das teorias da democráticas contemporâneas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/178748.
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A presente tese examina a disputa no interior da teoria democrática contemporânea entre as concepções agregativas de inspiração economicista e os modelos deliberativos. Argumenta-se que as concepções economicistas são incapazes de apreender adequadamente a dimensão coletiva da comunidade política, cuja natureza, na modernidade, é constitutivamente representativa. Nesse sentido, após a exposição crítica dos modelos agregativos, duas tarefas são levadas a cabo: (i) o escrutínio dos sentidos da representação e (ii) o exame das teorias deliberativas. O ponto de encontro dessas duas dimensões pretende revelar em que medida somente a partir duma concepção deliberativa é possível captarmos o processo de constituição da comunidade política a ser permanentemente recriada e representada através dos processos políticos. Nesse itinerário, distinguimos dois pares conceituais em torno dos quais se organizam os eixos centrais da pesquisa. Em primeiro lugar, para opor teorias economicistas e deliberativas, investigamos as definições de barganha e argumentação pública como princípios que organizam instituições, processos de formação de interesses, vontades e preferências cujo objetivo, no limite, é a promoção de decisões coletiva encerradas, em geral, pelo voto como mecanismo de fechamento dos procedimentos decisórios. Em segundo, examinamos o estatuto da representação a partir do par figuração simbólica e mandato. Por fim, demonstra-se como somente uma arquitetônica deliberativa é capaz de engendrar um processo de figuração da comunidade política que perpassa os mecanismos do governo representativo e as estruturas de participação política na esfera pública.This dissertation aims to examine the controversy in the contemporary democratic theory between the aggregative conceptions of economic theory of democracy and the deliberative models. It argues that the economic conceptions are incapable of adequately apprehend the collective dimension of political community, whose nature, in modernity, is constitutively representative. In this sense, after the critical exposition of the aggregative models, two tasks are carried out: (i) the scrutiny of the senses of representation and (ii) the examination of deliberative theories. The concurrence t of these dimensions intend to reveal to what extent we depend only on a deliberative conception to be able to capture the constitutional process of a political community as being constantly recreated and represented through political processes. In this itinerary, we distinguish two conceptual pairs that will serve as a center around which the research revolves.. First, in order to oppose economicists and deliberative theories, we investigate the definitions of bargaining and public deliberation understood as principles organizing institutions, and process of formation of interests, will and preferences whose objective is, at minimum, the promotion of collective decisions constrained, in general, by voting as a mechanism of closing the decision-making procedures. Second, we examine the statute of representation from the perspective of the pair symbolic figuration and mandate. Finally, we demonstrate how only a deliberative frameworks able to generate a process of figuration of a political community that supasses the mechanisms of government political participation in the public sphere.
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Müller, Christoph. "Bayesian learning in financial markets: price adjustments, fundamentals, and risk /." Münster : Verl.-Haus Monsenstein und Vannerdat, 2009. http://d-nb.info/995684332/04.
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Grande, André Lúcio. "Um estudo epistemológico do Teorema Fundamental do Cálculo voltado ao seu ensino." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10979.
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Previous issue date: 2013-12-05Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The Fundamental Theorem of Calculus (FTC) occupies a prominent position in the study of Differential and Integral Calculus (DIC) as it establishes a relationship which exists between the operations of integration and differentiation as inverse to each other in addition to its use in the calculation of definite integrals, especially in solving problems which involve area, volume and arc length, amongst others. However, in the context of Mathematics Education, regarding the teaching and learning of Calculus, researches conducted in Brazil and other countries like France, England and the United States, have shown misunderstanding on the part of the students regarding the lack of connection between the concepts of Integral and Derivatives in the study of FTC. Facing this scenario, this thesis aimed at conducting a didactic and epistemological study of FTC, presenting, as its result, the elaboration and analysis of teaching intervention of which main aim was to reveal and bring up the relationship between the operations of derivation and integration and under which conditions this relationship is established as this constitutes the essence of the theorem. As a theoretical frame of reference, one has used the ideas connected to the use of intuition and rigor in the construction of mathematical knowledge according to Henri Poincaré (1995) as well as the categorizations of intuition and the interrelations between its components: the formal, algorithmic and intuitive components in mathematical activities according to Efraim Fischbein (1991). The research presented is qualitative, presenting, as methodological procedures, the development of a teaching intervention as wells as the analysis of the solutions to questions proposed by fourteen students from a technological course in a public college in the state of São Paulo with the help of Geogebra Software. In order to analyze the resolutions, besides the already mentioned theoretical frame of reference, one has also adopted the works of Tall (1991) on the role of visualization of the teaching of Calculus and the interrelationships with intuition and rigor. As results, one highlights that exploring the concepts of integral, initially by the idea of accumulation and working simultaneously with the question related to the variation of this accumulation, has shown to be a suitable strategy so that students could understand the mutual relationship between integration and derivation as operations inverse to each other, as well as it allowed them to internalize such relationship as in the genesis of FTC which came after the study of these operations. Furthermore, one can conclude that the concept of function constituted the conducting principle which guided students on the understanding of FTC. Nevertheless, difficulties in understanding the continuity of a function, one of the central points of the theorem, was also an issue which came up in the results of the teaching intervention. Analysis has shown better results on students dealing with mathematical activities when the axis of interactions among formal, algorithmic and intuitive components is dealt with the axis regarding the question of visualization in the process of teaching and learning Calculus. At the end of tasks, one has observed that students have begun to show indications of concern in order to relate intuition with rigor in the building of mathematical knowledge
O Teorema Fundamental do Cálculo (TFC) ocupa uma posição de destaque no estudo do Cálculo Diferencial e Integral (CDI), pois estabelece a relação existente entre as operações de integração e derivação como inversas entre si, além da sua utilização no cálculo de integrais definidas, em especial na resolução de problemas envolvendo área, volume e comprimento de arco, entre outras. Entretanto, no âmbito da Educação Matemática, quanto ao ensino e aprendizagem do Cálculo, pesquisas realizadas no Brasil e em outros países, tais como França, Inglaterra e Estados Unidos evidenciaram a incompreensão dos alunos no tocante à falta de ligação existente entre os conceitos de integral e derivada no estudo do TFC em um curso de Cálculo. Diante desse panorama, esta tese teve por objetivo realizar um estudo didático e epistemológico do TFC, apresentando como resultado a elaboração e análise de uma intervenção de ensino que procurou fazer emergir a relação entre as operações de integração e derivação e sob quais condições essa relação se estabelece, o que constitui a essência do teorema. Como referencial teórico foram utilizadas as ideias ligadas ao uso da intuição e do rigor na construção do conhecimento matemático, segundo Henri Poincaré (1995), bem como as categorizações da intuição e as inter-relações entre os componentes: formal, algorítmico e intuitivo nas atividades matemáticas, de acordo com Efraim Fischbein (1991). A pesquisa é qualitativa, apresentando como procedimentos metodológicos a elaboração de uma intervenção de ensino, bem como a análise das resoluções das questões efetuadas por 14 estudantes do curso de Tecnologia de uma faculdade pública do Estado de São Paulo com o auxílio do software GeoGebra. Para análise das resoluções, além do referencial teórico citado, foram adotados os trabalhos de Tall (1991) sobre o papel da visualização no ensino do Cálculo e as inter-relações com a intuição e o rigor. Como resultados, destaca-se que explorar os conceitos de integral inicialmente por meio da ideia de acumulação, simultaneamente trabalhando-se com a questão da variação dessa acumulação, mostrou-se uma estratégia pertinente para que os estudantes compreendessem a relação mútua entre integração e derivação como operações inversas uma da outra, assim como permitiu que os estudantes interiorizassem que tal relação, como ocorreu na gênese do TFC, realizou-se posteriormente ao estudo dessas operações. Além disso, pode-se concluir que o conceito de função constituiu-se na linha condutora que norteou o entendimento dos estudantes sobre o TFC. Não obstante, as dificuldades da compreensão de continuidade de uma função, um dos pontos centrais do teorema, também foi uma questão que emergiu dos resultados da intervenção de ensino. A análise mostrou melhores resultados por parte dos estudantes nas atividades matemáticas, quando o eixo das interações entre os componentes algorítmico, formal e intuitivo é trabalhado em conjunto com o eixo relacionado à questão da visualização no ensino e aprendizagem do Cálculo. No final das tarefas, observou-se que os estudantes começaram a mostrar indícios da preocupação de relacionar a intuição com o rigor na construção do conhecimento matemático
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Cruz, Flávio Pereira da. "Argumentação e prova no ensino fundamental: análise de uma coleção didática de matemática." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/11291.
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Previous issue date: 2008-02-15Secretaria da Educação do Estado de São Paulo
This dissertation aims to analyze how the collection Mathematics and Reality approaches argumentation and proof when it refers to the Fundamental Theorem of Arithmetic and the Theorem of Pythagoras. It s inserted in the Project AProvaME (Argumentation and Proof in School Mathematics) that proposes the investigation of conceptions of argumentation and proof in the teaching of mathematics in schools in the state of São Paulo and to form a group of researchers to elaborate situations of learning involving arguments and proof to be investigated in the classroom. The analysis of the collection, in our research, is based on the work done by BALACHEFF et. al. (2001) which presents possible activities that may involve argumentation and proof classifying them into various types and levels. We have used this classification, when it refers to the Fundamental Theorem of Arithmetic and the Theorem of Pythagoras, to consider the theoretical text and the respective exercises presented in the collection that are related to argumentation and proof. We have noticed that the proposed activities may basically be classified as "tasks of initiation to proof." We conclude, in our analysis, that the collection is not designed to work with argumentation and proof to develop such skills in students when presenting the Fundamental Theorem of Arithmetic and the Theorem of Pythagoras, and also when proposing its activities. We propose, at the end of our work, dynamic activities that may complement those that are present in the collection, aiming to help in the development of new approaches on argumentation and proof in the classroom
Este trabalho tem o objetivo de analisar como a coleção Matemática e Realidade aborda argumentação e prova quando trata do Teorema Fundamental da Aritmética e do Teorema de Pitágoras. Ele está inserido no projeto AProvaME - (Argumentação e Prova na Matemática Escolar) que propõe a investigação de concepções de argumentação e prova no ensino de matemática em escolas do estado de São Paulo e formar grupo de pesquisadores para elaborar situações de aprendizagem envolvendo argumentação e prova para serem investigadas em sala de aula. A análise da coleção, em nossa pesquisa, tem como fundamento o trabalho desenvolvido por BALACHEFF et. al. (2001) que apresenta possíveis atividades que possam envolver argumentação e prova classificando-as em vários tipos e níveis. Utilizamos esta classificação para analisar, quando trata do Teorema Fundamental da Aritmética e do Teorema de Pitágoras, o texto teórico e os respectivos exercícios apresentados na coleção e que estejam relacionados com argumentação e prova. Constatamos que são propostas basicamente atividades que podem ser classificadas como de tarefas de iniciação a prova . Concluímos, em nossa análise, que a coleção não visa o trabalho com argumentação e prova para desenvolver tais competências nos alunos quando apresenta os temas Teorema Fundamental da Aritmética e Teorema de Pitágoras e também quando propõe as respectivas atividades. Propomos ao final de nosso trabalho, atividades dinâmicas que podem complementar as que estão presentes na coleção, com o propósito de contribuir na elaboração de novas abordagens sobre argumentação e prova em sala de aula
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Gobantes, Bilbao Maite. "Fundamentos teóricos de la entrevista en prensa." Doctoral thesis, Universidad de Murcia, 2008. http://hdl.handle.net/10803/10825.
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Fundamentos teóricos de la entrevista periodística escrita es una contribución a establecer las bases de este género periodístico desde un enfoque multidisciplinar. Esta tesis traza un estado de la cuestión de los estudios sobre este género y profundiza en las relaciones entre la entrevista y otras narrativas del mundo de las ciencias sociales y de la literatura de ficción y veri dicente. Con el objetivo de ampliar la perspectiva del objeto de estudio, se establecen varios presupuestos filosóficos de la entrevista en tanto que encuentro entre dos personas: de la cuestión de la intersubjetividad trascendental a las aportaciones de la pragmática lingüística, entendida como una filosofía del lenguaje. La tesis transita asimismo por los trabajos de diversos pensadores que han situado en el centro de sus investigaciones conceptos como "alteridad", "relación", "diálogo". La investigación propone así mismo una definición de entrevista en prensa, así como una nueva tipología de la entrevista basada en un criterio funcionalista.Theoretical foundations of the written interview in journalism are a contribution that sets the bases of this journalist genre from a multidisciplinary approach. This thesis questions the studies on this genre as well as penetrating into the correlation between the interview and other narratives of the world of social science, including fiction and non-fictional literature. Aiming at extending the perspective of the study, several philosophical points of view, those that defined interviews as the meeting of two people, were taking into consideration. From the question of the transcendental subjectivity, to the contributions of the pragmatic linguistics, understood as a philosophy of the language. This thesis evolves around the works of several philosophers who have placed concepts such as "alterity", "relationship" and "dialogue" in the center of their researches. The thesis proposes a definition of interview in press as well as a new typology of the interview based on functionalist criteria