Testes cosmológicos aplicados a modelos de energia escura

A significant observational effort has been directed to investigate the nature of the so-called dark energy. In this dissertation we derive constraints on dark energy models using three different observable: measurements of the Hubble rate H(z) (compiled by Meng et al. in 2015.); distance modulus of 580 Supernovae Type Ia (Union catalog Compilation 2.1, 2011); and the observations of baryon acoustic oscilations (BAO) and the cosmic microwave background (CMB) by using the so-called CMB/BAO of six peaks of BAO (a peak determined through the Survey 6dFGS data, two through the SDSS and three through WiggleZ). The statistical analysis used was the method of the χ2 minimum (marginalized or minimized over h whenever possible) to link the cosmological parameter: m, ω and δω0. These tests were applied in two parameterization of the parameter ω of the equation of state of dark energy, p = ωρ (here, p is the pressure and ρ is the component of energy density). In one, ω is considered constant and less than -1/3, known as XCDM model; in the other the parameter of state equantion varies with the redshift, where we the call model GS. This last model is based on arguments that arise from the theory of cosmological inflation. For comparison it was also made the analysis of model CDM. Comparison of cosmological models with different observations lead to different optimal settings. Thus, to classify the observational viability of different theoretical models we use two criteria information, the Bayesian information criterion (BIC) and the Akaike information criteria (AIC). The Fisher matrix tool was incorporated into our testing to provide us with the uncertainty of the parameters of each theoretical model. We found that the complementarity of tests is necessary inorder we do not have degenerate parametric spaces. Making the minimization process we found (68%), for the Model XCDM the best fit parameters are m = 0.28 ± 0, 012 and ωX = −1.01 ± 0, 052. While for Model GS the best settings are m = 0.28 ± 0, 011 and δω0 = 0.00 ± 0, 059. Performing a marginalization we found (68%), for the Model XCDM the best fit parameters are m = 0.28 ± 0, 012 and ωX = −1.01 ± 0, 052. While for Model GS the best settings are M = 0.28 ± 0, 011 and δω0 = 0.00 ± 0, 059.

Engaging Students in the Implementation of Criterion Referenced Assessment in First Year Law

The Queensland University of Technology (QUT) University Academic Board approved a new QUT Assessment Policy in September 2003, which requires a criterion-referenced approach as opposed to a norm-referenced approach to assessment across the university(QUT,MOPP,2003). In 2004, the QUT Law School embarked upon a process of awareness raising about criterion-referenced assessment amongst staff and from 2004 – 2005 staggered the implementation of criterion-referenced assessment in all first year core undergraduate law units. This paper will briefly discuss the benefits and potential pitfalls of criterion referenced assessment and the context for implementing it in the first year law program, report on student’s feedback on the introduction of criterion referenced assessment and the strategies adopted in 2005 to engage students more fully in criterion referenced assessment processes to enhance their learning outcomes.

Is implementing criterion-referenced assessment worth the effort with gen Y?

Well implemented criterion-referenced assessment (CRA) requires dedicated time and effort, especially in describing realistic expectations of evidence of achievement to students in the form of criteria sheets (or grading rubrics). It is also takes time out of delivering content to teach students how to judge their own work using criteria sheets. In 2007, to engage third year Microbiology students in using criteria sheets for the first time in their degree, we devised an innovative assessment tutorial supported by online resources. We were sceptical of much of the literature that reported ‘agreed’ characteristics of our predominantly gen Y cohort, because of the older ages of the majority of authors. These authors claim gen Y has a propensity for digital media, overconfidence in their own abilities and a collaborative orientation. We rejected this stereotype when developing the tutorial. Evaluations by students were positive and there was no dramatic change to grades for the unit. These results are similar to those in the literature for non gen Y cohorts. This lends support to our claim that giving students control over their own learning, irrespective of their generational label, is worth the time and effort.

Blur limits for defocus, astigmatism and trefoil

We investigated the limits at which blur due to defocus, crossed-cylinder astigmatism, and trefoil became noticeable, troublesome or objectionable. Black letter targets (0.1, 0.35 and 0.6 logMAR) were presented on white backgrounds. Subjects were cyclopleged and had effectively 5 mm pupils. Blur was induced with a deformable, adaptive-optics mirror operating under open-loop conditions. Mean defocus blur limits of six subjects with uncorrected intrinsic higher-order ocular aberrations ranged from 0.18 ± 0.08 D (noticeable blur criterion, 0.1 logMAR) to 1.01 ± 0.27 D (objectionable blur criterion, 0.6 logMAR. Crossed-cylinder astigmatic blur limits were approximately 90% of those for defocus, but with considerable meridional influences. In two of the subjects, the intrinsic aberrations of the eye were subsequently corrected before the defocus and astigmatic blur were added. This resulted in only minor reductions in their blur limits. When assessed with trefoil blur and corrected intrinsic ocular aberrations, the ratio of objectionable to noticeable blur limits in these two subjects was much higher for trefoil (3.5) than for defocus (2.5) and astigmatism (2.2).

Assessing reflection skills in law using criterion-referenced assessment

This paper focuses on the assessment of reflective practice, an issue that has not been fully explored within legal education literature. While the issue of how reflective practice should be taught is one that requires careful consideration, it is beyond the scope of this paper to consider both the teaching and the assessment of reflective practice. Part II of this paper conceptualises reflective practice, and Part III explores the benefits of reflective practice in legal education and the use of reflective writing to assess experiential learning in a legal context. Part IV considers the diverse issues that arise in assessing reflective practice and whether there is an objective method for assessing reflection. Part V of the paper examines the assessment of reflective practice in the context of an exemplar undergraduate law subject that uses a reflective report to assess students’ experiential learning during a court visit.14 Finally, Part VI offers a rubric to facilitate criterion-referenced assessment of reflective practice and thereby provides a framework for assessing reflection skills. It is suggested that the rubric is transferable not only to other law subjects but also to subjects in other disciplines.

Does the summative assessment of real world learning using criterion-referenced assessment need to be discipline specific?

This paper synthesises the existing literature on the contemporary conception of ‘real world’ and compares it with similar notions such as ‘authentic’ and ‘work integrated learning’. While the term ‘real world’ may be partly dependent on the discipline, it does not necessarily follow that the criterion-referenced assessment of ‘real world’ assessment must involve criteria and performance descriptors that are discipline specific. Two examples of summative assessment (court report and trial process exercise) from a final year core subject at the Queensland University of Technology, LWB432 Evidence, emphasise real world learning, are authentic, innovative and better prepare students for the transition into the workplace than more generic forms of assessment such as tutorial participation or oral presentations. The court report requires students to attend a criminal trial in a Queensland Court and complete a two page report on what they saw in practice compared with what they learned in the classroom. The trial process exercise is a 50 minute written closed book activity conducted in tutorials, where students plan questions that they would ask their witness in examination-in-chief, plan questions that they would ask their opponent’s witness in cross-examination, plan questions that they would ask in reexamination given what their opponent asked in cross-examination, and prepare written objections to their opponent’s questions. The trial process exercise simulates the real world, whereas the court report involves observing the real world, and both assessment items are important to the role of counsel. The design of the criterion-referenced assessment rubrics for the court report and trial process exercise is justified by the literature. Notably, the criteria and performance descriptors are not necessarily law specific and this paper highlights the parts that may be easily transferred to other disciplines.

A strain criterion for pull-through failures in crest-fixed steel claddings

Crest-fixed steel claddings made of thin, high strength steel often suffer from local pull-through failures at their screw connections during high wind events such as storms and hurricanes. Adequate design provisions are not available for these cladding systems except for the expensive testing provisions. Since the local pull-through failures in the less ductile steel claddings are initiated by transverse splitting at the fastener holes, numerical studies have not been able to determine the pull-through failure loads. Numerical studies could be used if a reliable splitting criterion is available. Therefore a series of two-span cladding and small scale tests was conducted on a range of crest-fixed steel cladding systems under simulated wind uplift loads. The strains in the sheeting around the critical central support screw fastener holes were measured until the pull-through failure occurred. This paper presents the details of the experimental investigation and the results including a strain criterion for the local pull-through failures in crest-fixed steel claddings.