O legado da tradição clássica no século XIX: Castilho José, tradutor de Catulo

Seeking to contribute to the research of classical Greek and Roman translations into Portuguese and to the reception of these texts in Brazilian literature, this study intends to inventory, study and promote the work of translation of José Feliciano de Castilho, a distinguished Luso-Brazilian who has lived in Rio de Janeiro from 1847 until his death in 1879. Focusing on the poetic translations of Catullus, this study shows our intent to put together the learning of Latin language and approaches of history of translation

Programa Institucional de Bolsas de Iniciação à Docência – PIBID – e a formação inicial de professores

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O trabalho educativo com alunos portadores de deficiência intelectual

Thinking the school as an institution of equal access for every type of kid, youthful, and adult, to education, It was thought for this assignment to focus in inclusive education in defense of the right of all students to be together, learning and participating without any kind of discrimination. Knowing the large scope of the theme Inclusive Education , subdivided by MEC in four types of disabilities, as follows: auditory, visual, motor and intellectual. It was decided to approach here; intellectual disability, to be a disability that covers a vast number of limitations and that is largely present in the school environment. This work will sought to better understand this deficiency and the work with students carrying it into the classroom

The book is still on the table: uma análise do uso do livro didático de inglês na escola pública paulista

Pós-graduação em Planejamento e Análise de Políticas Públicas - FCHS

The Effects Improving Student Discourse Has on Learning Mathematics

In this action research study of my 8th grade mathematics classroom, I investigated how improving student discourse affects learning mathematics. I conducted this study because I wanted to give students more opportunities to develop and share their ideas with their peers as well as with me. My idea was to create a learning environment that encouraged students to voice their opinions. In order to do so, I needed to reassure and model with my students that they were in a classroom where it was safe to take risks, and they should feel comfortable sharing their ideas. By facilitating activities for students to complete in groups, asking students to prepare work to share with the class, and offering more opportunities for students to work with each other on discovering and exploring math skills being presented, I set the tone for abundant student discourse to take place in the mathematics classroom. I discovered that students became more comfortable with math skills the more opportunities they had to discuss the ideas in various settings. I also found that as the study went on, students discovered the importance of being able to share their mathematical ideas and valued the ability to verbalize their thoughts with others. As a result of this study, I plan to continue offering many opportunities for students to work in groups as well as to share their ideas with the class.

Cooperative Learning Groups in the Middle School Mathematics Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the inclusion of cooperative learning groups. Data was collected to see how cooperative learning groups affected oral and written communication, math scores, and attitudes toward mathematics. On the one hand, I discovered that many students enjoyed the opportunity to work within a group. On the other hand, there continues to be a handful of students who would rather work alone. The benefits outweigh the demands. Overall, students benefitted from the inclusion of cooperative learning groups. Oral explanations of solutions and methods improved during the study. Written expression also improved over this time period. As a result of this research, I plan to continue with the incorporation of cooperative learning groups in the middle school math classroom.

Weight gain in relation to night work among nurses

Objective: To investigate the relationship between working at night and increased body weight in nursing. In addition, we evaluated the differences in the proportion of variables sociodemographic, work and health, according to the work shift and their association with body mass index. Methods: Based on questionnaires, we obtained data from 446 nursing professionals about aspects of their job, health and lifestyle. We performed linear and logistic regression analysis. Results: Working at night is associated with a weight gain greater than (beta=0.24 kg/m(2)) working during the day (beta=0.15 kg/m(2)), as well as with aging (beta=0.16 kg/m(2)) and duration of working in nursing (beta=0.18 kg/m(2)). Night workers have a higher educational level, have been working for more years in nursing and also in the current shift, do not have diabetes and have reported longer sleep than day workers. There are also a higher number of smokers among the night workers than day workers. Logistic regression analysis also showed the more time to work in nursing and as an assistant was more likely to develop overweight/obesity. Conclusion: Working at the night contributes to more weight gain than the day shift, aging and duration of working in nursing.

Frequency and precision of feedback and the adaptive process of learning a dual motor task

This work investigated the effects of frequency and precision of feedback on the learning of a dual-motor task. One hundred and twenty adults were randomly assigned to six groups of different knowledge of results (KR), frequency (100%, 66% or 33%) and precision (specific or general) levels. In the stabilization phase, participants performed the dual task (combination of linear positioning and manual force control) with the provision of KR. Ten non-KR adaptation trials were performed for the same task, but with the introduction of an electromagnetic opposite traction force. The analysis showed a significant main effect for frequency of KR. The participants who received KR in 66% of the stabilization trials showed superior adaptation performance than those who received 100% or 33%. This finding reinforces that there is an optimal level of information, neither too high nor too low, for motor learning to be effective.

Robotics learning based on collaborative projects

[EN]Nowadays companies demand graduates able to work in multidisciplinary and collaborative projects. Hence, new educational methods are needed in order to support a more advanced society, and progress towards a higher quality of life and sustainability. The University of the Basque Country belongs to the European Higher Education Area, which was created as a result of the Bologna process to ensure the connection and quality of European national educational systems. In this framework, this paper proposes an innovative teaching methodology developed for the "Robotics" subject course that belongs to the syllabus of the B.Sc. degree in Industrial Electronics and Automation Engineering. We present an innovative methodology for Robotics learning based on collaborative projects, aimed at responding to the demands of a multidisciplinary and multilingual society.

A study of nitronyl and imino nitroxide radicals attached to heterocyclic cores

Stabile organische Radikale mit zusätzlichen Funktionalitäten wie Donor/Akzepotor Eigenschaften und Ligandeneignung für Übergangsmetallkomplexierung repräsentieren eine synthetische Herausforderung beim Streben nach der Konstruktion hochdimensionaler heterospin Strukturen. In diesem Hinblick wurden acht neue Hochspinbiradikal-Moleküle zusammen mit ihren Monoradikal- Pendants in dieser Arbeit hergestellt. Die Wahl der Liganden als organische Distanzhalter der Radikaleinheiten wurde auf stickstoffhaltige Heterozyklen (Pyridin und Pyrazol) gelenkt. Diese wurden weiterhin mit den stabilen Spinträgern Nitronylnitroxid- (NN) und Iminonitroxidfragmenten (IN) dekoriert. Ihre Synthese beinhaltete mehrstufige Umsetzungen (Brominierung, Iodierung, N- und Carbaldehyd Schutzgruppen, Stille-Kupplung, Grignard Reaktion, etc.) um die Mono- und Dicarbaldehyd-heterocyclenderivate als Schlüsselvorläufer der Radikaleinheiten zu gewinnen. Die Carbaldehyd-Zwischenstufen wurden Kondensationsreaktionen mit 2,3-Dimethyl-2,3-bis(hydroxylamino)-butan unterworfen (üblicherweise in Dioxan unter Argon für ~ 7 Tage), gefolgt von der Oxidation der Bis-hydroxylimidazolidin-Vorläufer unter Phasentransferkatalyse (NaIO4/H2O). Die Radikalmoleküle wurden mit verschiedenen spektroskopischen Methoden untersucht (FT/IR, UV/Vis/ EPR etc.) und ihre Einkristalle mit Röntgenstrahlbeugung gemessen. Die UV/VIS- Lösungsspektren zeigten in einem breiten Bereich verschiedener Lösungsmittelpolaritäten keine spezifische Wechselwirkung zwischen Lösungsmittel und Radikaleinheit, während ihre Stabilitäten in protischen Lösunsgmitteln wie MeOH stark abnahmen. Als Pulver konnten sie jedoch im Kühlschrank an der Luft für eine Jahr gelagert werden, ohne sich zu zersetzen. Die spektroskopischen Fingerabdrücke der Radikale wurden eindeutig identifiziert and erschienen stark abhängig vom Typ des pi-Ringsystems an das die Spinträger gekoppelt wurden. Basierend auf diesen Informationen wurde ein schnelles Protokoll etabliert, das eine direkte Zuordnung der Art der Radikale und ihrer Anzahl ermöglicht, sowie ihre Reinheit und Verunreinigungen zu definieren. In Lösung bestätigte die Analyse der EPR Spektren der Biradikale die starke Austauschwechselwirkung J zwischen den Radikalfragmenten über die Kopplungseinheiten (J >> an, an ist die Stickstoffhyperfeinkopplungskonstante). Dies wurde weiter unterstützt durch die Beobachtungen in gefrorener Lösung über die Nullfeldaufspaltungen und verbotenen Halbfeldübergänge (Δms = 2). Die Temperaturabhängigkeiten der Δms = 2 - EPR Signale wurden bis herunter auf 4 K gemessen und das exakte Vorzeichen und die Größe von J ermittelt. Diese Arbeit unterstreicht die Möglichkeit über synthetische Chemie eine Feineinstellung der „through bond“ Austauschwechselwirkung zwischen verwandten pi- und sigma- konjugierten Heterozyklen zu erreichen, in denen der S = 1 Grundzustand angenommen wird. Zusätzlich zeigten diese Resultate, dass die Übertragung der Spinpolarisation durch verschiedene Koppler sehr effektiv war.

Solutions to common issues in widefield microscopy: vignetting, mosaicing and depth of focus

In this thesis we have developed solutions to common issues regarding widefield microscopes, facing the problem of the intensity inhomogeneity of an image and dealing with two strong limitations: the impossibility of acquiring either high detailed images representative of whole samples or deep 3D objects. First, we cope with the problem of the non-uniform distribution of the light signal inside a single image, named vignetting. In particular we proposed, for both light and fluorescent microscopy, non-parametric multi-image based methods, where the vignetting function is estimated directly from the sample without requiring any prior information. After getting flat-field corrected images, we studied how to fix the problem related to the limitation of the field of view of the camera, so to be able to acquire large areas at high magnification. To this purpose, we developed mosaicing techniques capable to work on-line. Starting from a set of overlapping images manually acquired, we validated a fast registration approach to accurately stitch together the images. Finally, we worked to virtually extend the field of view of the camera in the third dimension, with the purpose of reconstructing a single image completely in focus, stemming from objects having a relevant depth or being displaced in different focus planes. After studying the existing approaches for extending the depth of focus of the microscope, we proposed a general method that does not require any prior information. In order to compare the outcome of existing methods, different standard metrics are commonly used in literature. However, no metric is available to compare different methods in real cases. First, we validated a metric able to rank the methods as the Universal Quality Index does, but without needing any reference ground truth. Second, we proved that the approach we developed performs better in both synthetic and real cases.

Il discorso politico culturale del Deutscher Geist in Gefahr di Ernst Robert Curtius

Nel 1932 Ernst Robert Curtius pubblica il pamphlet politico culturale Deutscher Geist in Gefahr nel quale chiarisce il suo pensiero di fronte alla grave crisi in cui versa la Germania. Egli si schiera contro le posizioni di destra del suo tempo, delle quali critica apertamente la boria nazionalista, il rozzo antisemitismo e la creazione di un mito nazionale elaborato come strumento di manipolazione dell’opinione pubblica. Ritiene inoltre inaccettabili le posizioni rivoluzionarie, tanto di destra quanto di sinistra, che vogliono liberarsi della tradizione umanistica europea e disprezzano la Zivilisation francese; allo stesso modo rifiuta l’ideale di un germanesimo eroico avulso dalla storia europea e respinge infine tutte le forme di nichilismo che si risolvono in un atteggiamento di indifferenza nei confronti della realtà, dei valori e della storia. Curtius accetta il sistema democratico come unica soluzione e ritiene che le decisioni politiche debbano mirare al bene di tutti i ceti sociali indipendentemente dagli interessi di partiti e di singoli gruppi. Rifiuta qualunque forma, anche culturale, di supremazia della Germania, aspira a un’Europa cosmopolita, le cui nazioni siano valorizzate nelle loro caratteristiche specifiche, ed è convinto che per la costruzione della pace gli europei debbano vivere, studiare e lavorare insieme imparando gli uni le lingue degli altri. Per Curtius l’Umanesimo della tradizione classica e la letteratura del Medioevo sono parte integrante della vita di ogni europeo e fonte di energie spirituali per affrontare in modo creativo il presente e il futuro.

René Sand (1877-1953) and His Contribution to International Social Work, IASSW-President 1946 – 1953

The extraordinary significance of the life and work of René Sand lies in his central position as a mediator, promoter and coordinator of social work on an increasingly international level during the interwar-period and it can hardly be overestimated. To approach the achievements of Sand’s life and work you have to work archaeologically as he does not seem to have left any traces in the literature on social history. In Germany, even within the field of social work his name is hardly known. His biographical sketch and his importance for the development of the profession of social work have fallen into oblivion. The situation is a little different in the French-speaking countries where a biography has been published (compare Anciaux 1988a, b, c) which contains a detailed record of Sand’s writings. Altogether this lack of interest is regrettable because it doesn’t consider that René Sand is exemplary and in some parts fundamental to the emergence of professional social work in the 1920s in Belgium and Europe. Professional social work was established by a consequent international orientation and an emancipation from neighbouring fields such as social medicine and hygiene. Therefore it is a rewarding task to draw attention to this pioneer of social work and make the public appreciate his work. I want to emphasize explicitly that in this portrait Sand’s achievements concerning social work will be the main focus, even if this is an inevitable reduction of his accomplishments in the field of medicine and social medicine.

Constructing a user experience user experience-based mobile learning environment

Mobile learning, in the past defined as learning with mobile devices, now refers to any type of learning-on-the-go or learning that takes advantage of mobile technologies. This new definition shifted its focus from the mobility of technology to the mobility of the learner (O'Malley and Stanton 2002; Sharples, Arnedillo-Sanchez et al. 2009). Placing emphasis on the mobile learner’s perspective requires studying “how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills, and experience” (Sharples, Arnedillo-Sanchez et al. 2009). The demands of an increasingly knowledge based society and the advances in mobile phone technology are combining to spur the growth of mobile learning. Around the world, mobile learning is predicted to be the future of online learning, and is slowly entering the mainstream education. However, for mobile learning to attain its full potential, it is essential to develop more advanced technologies that are tailored to the needs of this new learning environment. A research field that allows putting the development of such technologies onto a solid basis is user experience design, which addresses how to improve usability and therefore user acceptance of a system. Although there is no consensus definition of user experience, simply stated it focuses on how a person feels about using a product, system or service. It is generally agreed that user experience adds subjective attributes and social aspects to a space that has previously concerned itself mainly with ease-of-use. In addition, it can include users’ perceptions of usability and system efficiency. Recent advances in mobile and ubiquitous computing technologies further underline the importance of human-computer interaction and user experience (feelings, motivations, and values) with a system. Today, there are plenty of reports on the limitations of mobile technologies for learning (e.g., small screen size, slow connection), but there is a lack of research on user experience with mobile technologies. This dissertation will fill in this gap by a new approach in building a user experience-based mobile learning environment. The optimized user experience we suggest integrates three priorities, namely a) content, by improving the quality of delivered learning materials, b) the teaching and learning process, by enabling live and synchronous learning, and c) the learners themselves, by enabling a timely detection of their emotional state during mobile learning. In detail, the contributions of this thesis are as follows: • A video codec optimized for screencast videos which achieves an unprecedented compression rate while maintaining a very high video quality, and a novel UI layout for video lectures, which together enable truly mobile access to live lectures. • A new approach in HTTP-based multimedia delivery that exploits the characteristics of live lectures in a mobile context and enables a significantly improved user experience for mobile live lectures. • A non-invasive affective learning model based on multi-modal emotion detection with very high recognition rates, which enables real-time emotion detection and subsequent adaption of the learning environment on mobile devices. The technology resulting from the research presented in this thesis is in daily use at the School of Continuing Education of Shanghai Jiaotong University (SOCE), a blended-learning institution with 35.000 students.

Promoting research-user collaboration: an assessment of funding schemes: Fifth NCCR North-South Report on Effectiveness

Donors increasingly require that the research they fund be of benefit for society and the environment. To this end, researchers addressing complex and uncertain problems should work together with research users. This is not always easy: researchers are expected to collaborate with non-academic partners, but are not funded for the additional work. Collaborative research projects often cannot tap the full potential of user engagement. Therefore, specific institutional and organisational conditions are necessary that foresee or even foster research–user engagement; funding schemes are one possible solution. Right from the start, the NCCR North-South programme introduced Partnership Actions for Mitigating Syndromes of Global Change (PAMS). This evaluation assesses the types of collaboration supported by PAMS, as well as the value of PAMS as a funding scheme for collaboration. It compares PAMS with similar funding schemes of other universities, research programmes, or projects, and contains recommendations.