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Modelos dinâmicos de resposta binária para dados em painel
(Universidade Federal de São Carlos, 2008-06-06) Silva, Eveliny Barroso da; Franco, Maria Aparecida de Paiva; https://lattes.cnpq.br/9165804999522227; https://lattes.cnpq.br/3911410872456214
A summary of the state of the art relative to regression models for binary response variable and panel data is presented in this work. Those models may include efects from several sources: specific variables of interest, heterogeneity between individuals and lagged values of the response variable. The original contributions of the author are simulation studies to compare two diferent approaches to maximum likelihood estimation of parameters of dynamic models with all three kinds of efects, and also a study of properties of such estimators in group sequential analysis, using the bootstrap methodology. Original codes were developed in R for implementation of simulation studies. The relevance of the subject and the non availability of appropriate codes in commercial software for fitting dynamic models for binary response justify the choice of the theme.
Ocorrência do gênero Stiropius Cameron, 1911 (Hymenoptera, Braconidae, Rogadinae) em Mata Atlântica ombrófila densa da região sudeste do Brasil
(Universidade Federal de São Carlos, 2008-06-06) Brunelli, Carlos Augusto Prates; Dias, Angélica Maria Penteado Martins; https://lattes.cnpq.br/8637344058859147; https://lattes.cnpq.br/1499078052053319
The collection and maintenance of the material used in this paper were financed by the Biota/ FAPESP project (process 1998/05083-0). The main objective of this study is to come to know the Stiropius Cameron, 1911 (Hymenoptera: Braconidae: Rogadinae) fauna in 8 localities in the Atlantic Rain Forest distributed by the Southeastern part of Brazil, aiming to amplify the taxonomic knowledge of the group mentioned before. The genus includes 18 described species, only one from Brazil. Using Malaise and Moericke traps and sweeping of the vegetation 44 units of the genus Stiropius were collected and identified as 31 different species: 5 were already described by ACHTERBERG (1995) in Central America and 26 new species: 7 in Sao Paulo State, 12 in Rio de Janeiro State and 7 in Espirito Santo State. The richness of species is significant when compared to the number of samples that were found, suggesting that the genus Stiropius constitutes a diverse group in the Atlantic Rain Forest and indicates the shortage and viability of new studies with the genus Stiropius, approaching the Rain Forest biome and the south-American continent in general, since reviews of the genus before this paper were carried only for North and Central America.
Ambiente de jogos educacionais de adivinhação baseados no conhecimento de senso comum
(Universidade Federal de São Carlos, 2008-06-06) Ferreira, Alexandre Mello; Silva, Junia Coutinho Anacleto; https://lattes.cnpq.br/6200743168568684; https://lattes.cnpq.br/3233743834638977
The use of computer games for education is getting more and more common, since they are considered a potential tool for facilitating the learning process, making it more comfortable and natural for students. However, the majority of the existent educational games neither allows content personalization nor offers any support for teachers to contextualize the game content to the socio-cultural reality of a certain group of students. The environment What is it? developed in this project allows teachers to co-author card-based quiz games and offers common sense support from a common sense knowledge base previously filtered by teachers, according to the desired student profile, making possible fit the content for the students needs. The environment is divided into three modules: (I) the editor s module, where teachers can create a game instance; (II) learner s module which is used by players to guess the secret word of a game card (for instance, AIDS), which is related to a topic (STD Sexually Transmitted Disease, for example) that is referred to one of the transversal themes proposed by SEF/MEC (for example, Sexual Education), inferring the word from the clues that are presented one by one; and (III) the evaluation module for teachers to analyze the performance of each student in playing the game and to make their conclusions. The environment also proposes a new way for collecting common sense knowledge through which mechanisms on the editor s and player s modules store all the interaction of teachers and students with the system, mapping the data gotten from the interaction in relations stored in the Open Mind Common Sense (OMCS-Br) knowledge base, which currently collects common sense knowledge in the form of natural language statements through voluntary contributions in the site of the project (http://www.sensocomum.ufscar.br). For assessing the environment, a case study was performed in two state schools one in São Carlos/SP and another in Foz do Iguaçu/PR that allowed to certify the interest of teachers and students in using this kind of educational tool and to collect opinions from teachers about using common sense knowledge for contextualizing the generated content. Moreover the potential for collecting new common sense statements through the game, contributing towards making the OMCS-Br common sense knowledge base grow faster, is demonstrated.
O desenvolvimento profissional de professoras iniciantes mediante um grupo colaborativo de trabalho
(Universidade Federal de São Carlos, 2008-06-06) Montalvão, Eliza Cristina; Mizukami, Maria da Graça Nicoletti; https://lattes.cnpq.br/6700042495733686
The early years of professional activity are the period in which new graduates face the challenge of completing their transition from students to teachers. Research has shown that this phase is characterized by intense learning and significant stress, often in unfamiliar contexts where the beginners are required to attain professional skills while maintaining a certain level of personal balance (Marcelo, 1998). Many interfering factors will affect the daily routine of beginning teachers, frequently leading to a number of obstacles to overcome. This work applies a qualitative approach in the detection and resolution of such difficulties from a collaborative perspective, using workgroup cooperation as a central strategy. It also investigates the contribution of workgroup strategy to the development of beginning teachers, and to the beginners ability to face and overcome arising problems. Theoretical references were taken from previous studies on the recent trends in teacher development, the knowledge basis of teaching and the processes of pedagogic reasoning. Collaborative research was performed with a group of four beginning elementary school teachers who attended weekly meetings over a one-year period. The full-length transcripts of all meetings served as the main source of pertinent data, supplemented by several written accounts produced by the participants themselves. Results show that, among the several challenges encountered by teachers in their day-to-day activities, classroom management issues can be considered as the primary source of difficulties. The group was effective in proposing solutions to reported problems and in contributing to the professional development of beginners. Works of this nature, however, can be limited by a number of factors, such as the time span between the establishment of a group and the moment it becomes truly collaborative (Grossman et al, 2001). Despite that fact, the group used in this study rendered meaningful results and showed that the theorization of day-to-day classroom experiences can constitute a powerful instrument for the professional development of teachers.