Samtal och interaktion vid matematisk problemlösning : En intervjustudie om hur lärare organiserar sin undervisning med matematiska problem

Syftet med denna studie var att undersöka hur lärare organiserar sin undervisning med matematiska problem. Undersökningen har gjorts med hjälp av fem observationer av undervisningstillfällen samt intervjuer med fem undervisande lärare i matematik. Resultatet från undersökningen visar att kommunikation utgör en stor del av undervisningen med matematiska problem. Lärarna skapar tillfällen till samtal och interaktion i sin undervisning genom hela problemlösningsprocessen trots att deras definition av matematiska problem skiljer sig. Gemensamt för lärarnas undervisning är att den, likt forskning, organiseras i olika faser vilket är ett begrepp som beskrivs ytterligare i bakgrunden av den här studien. Trots denna gemensamma fasindelning visar resultatet att undervisningen organiseras olika inom dessa faser, även i de fall där flera lärare har deltagit i samma typ av fortbildning inom problemlösning. Resultatet visar även att sociomatiska normer är något som påverkar lärarnas organisering av arbetet med matematiska problem samt att undervisning med matematiska problem förekommer i olika stor utsträckning.

Optimal provision of implicit and explicit incentives in asset management contracts

This paper investigates the importance of the fiow of funds as an implicit incetive provided by investors to portfolio managers in a two-period relationship. We show that the fiow of funds is a powerful incentive in an asset management contract. We build a binomial moral hazard model to explain the main trade-ofIs in the relationship between fiow, fees and performance. The main assumption is that efIort depend" on the combination of implicit and explicit incentives while the probability distrioutioll function of returns depends on efIort. In the case of full commitment, the investor's relevant trade-ofI is to give up expected return in the second period vis-à-vis to induce efIort in the first período The more concerned the investor is with today's payoff. the more willing he will be to give up expected return in the following periods. That is. in the second period, the investor penalizes observed low returns by withdrawing resources from non-performing portfolio managers. Besides, he pays performance fee when the observed excess return is positive. When commitment is not a plausible hypothesis, we consider that the investor also learns some symmetríc and imperfect information about the ability of the manager to generate positive excess returno In this case, observed returns reveal ability as well as efIort choices exerted by the portfolio manager. We show that implicit incentives can explain the fiow-performance relationship and, conversely, endogenous expected return determines incentives provision and define their optimal leveIs. We provide a numerical solution in Matlab that characterize these results.

On the construction of explicit exponential based schemes for Stiff SDEs

Trabalho apresentado Numerical Solution of Differential and Differential-Algebraic Equations (NUMDIFF-14), Halle, 7-11 Sep 2015

EXPLICIT SOLUTIONS FOR TRUNCATED COULOMB POTENTIAL OBTAINED FROM SUPERSYMMETRY

The Schrodinger equation with the truncated Coulomb potential is solved using the supersymmetric quantum mechanics formalism, with and without the cutoff in the angular momentum potential. We obtain some analytical eigenfunctions and eigenvalues for particular values of the cutoff parameter.

Public institutions and explicit and implicit environmental policies

Includes bibliography

Explicit and implicit knowledge of environment states induce adaptation in postural control

The aim of this study was to investigate the effects of explicit and implicit knowledge about visual surrounding manipulation on postural responses. Twenty participants divided into two groups, implicit and explicit, remained in upright stance inside a moving room. In the fourth trial participants in the explicit group were informed about the movement of the room while participants in the implicit group performed the trial with the room moving at a larger amplitude and higher velocity. Results showed that postural responses to visual manipulation decreased after participants were told that the room was moving as well as after increasing amplitude and velocity of the room, indicating decreased coupling (down-weighting) of the visual influences. Moreover, this decrease was even greater for the implicit group compared to the explicit group. The results demonstrated that conscious knowledge about environmental state changes the coupling to visual information, suggesting a cognitive component related to sensory re-weighting. Re-weighting processes were also triggered without awareness of subjects and were even more pronounced compared to the first case. Adaptive re-weighting was shown when knowledge about environmental state was gathered explicitly and implicitly, but through different adaptive processes. (C) 2014 Elsevier Ireland Ltd. All rights reserved.

Exploring Online Sexually Explicit Material: What is the Relationship to Sexual Coercion?

With the popularity of the Internet, it is easy to access sexually explicit material. Past research has demonstrated that exposure to sexually explicit material in traditional formats (i.e. magazines and videos) may have an influence on male attitudes and behaviors towards females, but these effects appear to be minimal and dissipate over the long term. Though the body of literature examining Internet sexually explicit material is smaller, researchers have found little to no effects on attitudes or aggressive behaviors immediately after exposure. However, research regarding exposure to online sexually explicit material has not included forensically relevant variables. Previous research has suggested that undergraduate males who report engaging in sexually coercive or aggressive behaviors differ in terms of personality, attitudinal, and behavioral variables from individuals who do not report this type of behavior. Therefore, the purpose of this study was to examine the same personality and attitudinal variables that have been studied in previous research, but to extend this research by including behavioral variables related to the viewing of online sexually explicit material. Male undergraduate students were provided with a link to take an online survey examining personality (empathy, sensation-seeking, and psychopathy), attitudinal (rape myth belief, acceptance of interpersonal violence, and hostility towards women) and behavioral (online sexual compulsivity and online behaviors with regard to sexual material) variables. The relationship between these variables and sexually coercive behavior was examined. Results indicate there is a significant relationship between some scales related to empathy and viewing sexually explicit or degrading material. Further results indicated that individuals who identified as having engaged in sexually aggressive behavior endorsed more items related to online sexually compulsive behaviors. Exploratory analyses revealed that the amount, as opposed to the type, of sexually explicit material viewed appears to be more related to adverse outcomes.

The place of (explicit) grammar within the methods and approaches of foreign language teaching: in the north, in the centre or on the margins?

This article analyzes the role that has been attributed to grammar throughout the history of foreign language teaching, with special emphasis on methods and approaches of the twentieth century. In order to support our argument, we discuss the notion of grammar by proposing a conceptual continuum that includes the main meanings of the term which are relevant to our research. We address as well the issue of "pedagogical grammar" and consider the position of grammar in the different approaches of the "era of the methods" and the current "post-method condition" in the field of language teaching and learning. The findings presented at the end of the text consist of recognizing the central role that grammar has played throughout the history of the methods and approaches, where grammar has always been present by the definition of the contents' progression. The rationale that we propose for this is the recognition of the fact that the dissociation between what is said and how it is said can not be more than theoretical and, thus, artificial.

Run-Time Evolution through Explicit Meta-Objects

Software must be constantly adapted due to evolving domain knowledge and unanticipated requirements changes. To adapt a system at run-time we need to reflect on its structure and its behavior. Object-oriented languages introduced reflection to deal with this issue, however, no reflective approach up to now has tried to provide a unified solution to both structural and behavioral reflection. This paper describes Albedo, a unified approach to structural and behavioral reflection. Albedo is a model of fined-grained unanticipated dynamic structural and behavioral adaptation. Instead of providing reflective capabilities as an external mechanism we integrate them deeply in the environment. We show how explicit meta-objects allow us to provide a range of reflective features and thereby evolve both application models and environments at run-time.