Towards insightful algorithm selection for optimisation using meta-learning concepts

In this paper we propose a meta-learning inspired framework for analysing the performance of meta-heuristics for optimization problems, and developing insights into the relationships between search space characteristics of the problem instances and algorithm performance. Preliminary results based on several meta-heuristics for well-known instances of the Quadratic Assignment Problem are presented to illustrate the approach using both supervised and unsupervised learning methods.

A transferência da família real portuguesa para o Brasil: explicação histórica em estudantes brasileiros e portugueses

Based on the relationship between the concept of Historical Consciousness, as Jörn Rüsen and Reinhart Koselleck proposed, and the concept of Historical Explanation, proposed by Isabel Barca, the article presents an analytical course that allows you to check levels of explanation in historical narratives produced by students Brazilian and Portuguese from the interpretation of sources related to a historical fact: the transfer of the Portuguese royal family to Brazil (1808).

Por um ensino de história com sentido para a vida

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Biology Teachers'Conceptions of the Diversity of Life and the Historical Development of Evolutionary Concepts

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

A situated approach to historical thinking in the Australian Curriculum : History

This paper focuses on the importance of foregrounding an emphasis on the development of historical thinking in the implementation of the Australian Curriculum: History as a way of making the study of history meaningful for their students. In doing so, it argues that teachers need to take up the opportunity to situate the study of Asia as a significant component of the curriculum’s ‘Australia in a world history approach’. In the discussion on the significance of historical thinking, the paper specifically addresses those seven historical concepts articulated in the new history curriculum by drawing from the international scholarship in the field of history education on the ways in which children and adolescents think about historical content and concepts.

Cavaleiros das trevas: um estudo mítico das histórias em quadrinhos de super-heróis

As histórias em quadrinhos são um gênero narrativo que, nos últimos anos, alcançou enorme espaço. Este trabalho aborda, primeiramente, o problema da linguagem dos quadrinhos, a partir de sua articulação híbrida entre texto e imagem. Posteriormente, apresentamos alguns elementos que constituem a estética dos quadrinhos. Estudamos também as estruturas mitológicas imanentes ao gênero super-herói para desenvolver uma história arquetípica das histórias em quadrinhos. Assim, o problema dos arquétipos é abordado de forma mais abrangente, associada a conceitos filosóficos, propriamente narrativos e históricos com relação ao objeto de arte história em quadrinhos. Por último, fazemos uma análise de um caso particular, demonstrando como um arquétipo é trabalhado nesse gênero narrativo

A revolução como projeto autonomista

Essa pesquisa tem como objetivo principal ajudar na compreensão da constante mutação das formas de dominação e de resistência. Para tanto decidimos realizar uma investigação em torno de três noções: projeto, autonomia e revolução. Percebemos que essas noções se modificaram ao mesmo tempo em que se transformaram as práticas e os sujeitos coletivos que as reivindicam. Ou seja, se olhar para essas coletividades aponta para a reformulação de algumas noções, é necessária essa reformulação para uma melhor compreensão dos sujeitos em luta. Nosso enfoque teórico-metodológico levou em conta três características: são conceitos em disputa, históricos e que envolvem projeções. Com isso em mente, percebemos a importância da interpretação do significado atribuído pelos próprios sujeitos e de pensar a história também como o âmbito do possível. As reformulações que decidimos compreender foram realizadas por coletividades próximas ao autonomismo, concepção política que coloca como central a construção de relações autônomas. Para melhor compreensão dessas formulações nos detivemos profundamente sobre o projeto dos zapatistas nos últimos anos. Como conclusão, chegamos a uma concepção de revolução que se afasta das formulações mais clássicas. Nesse outro significado é central o cotidiano, o processual e a capacidade de todos os indivíduos agirem autonomamente.

La revolución como metáfora política: para una comprensión de la revolución fascista de Benito Mussolini

Asumiendo que existe una tendencia de la opinión pública y académica por relacionar la idea de revolución con procesos netamente de izquierda, se propone comprender el término como concepto y como metáfora con el fin de alejarlo de la polarización ideológica. En esta investigación se abordan los conceptos políticos y su relación con las metáforas a partir de unos principios teóricos básicos: la idea de Koselleck de que los conceptos tienen historia, y la idea de Blumenberg de que muchos conceptos fundamentales son potentes porque en el fondo son metáforas. Posteriormente se observa cómo las diferentes posturas políticas han adoptado o rechazado la idea de revolución como parte de sus proyectos políticos. Finalmente, el caso del fascismo se presenta como un escenario clave para comprobar la trascendencia del concepto y las implicaciones de su uso en términos discursivos y prácticos

Teaching and learning history in primary schools : pedagogical shifts, complexities and opportunities

From 2011 the teaching and learning of History will be expanded into all primary schools (Kindergarten – Year 6) throughout Australia under a National Curriculum, including the formal preschool/kindergarten year. History as one of four core subjects will replace current studies of society and environment curriculum taught in primary schools across. The curriculum implementation process will involve a cultural and pedagogical shift as primary teachers make adjustments to the discipline of History. This article begins with an outline of the current curriculum context. An analysis of the New South Wales Human Society and Its Environment and the Australian Curriculum: History Draft Consultation documents follows. The findings indicate that the History Draft Consultation lacks clear guidance for teachers and has a number of shortcomings compared to the NSW HSIE syllabus. There are opportunities, however, for primary teachers because of the broad similarities of content knowledge in both documents and the embedded historical concepts in the NSW syllabus document.

O processo ensino-aprendizagem de história no ensino fundamental: seus limites, suas possibilidades

Study about the teaching-learning process in History, which intents to point limits and possibilities to this process, starting from its characterization and analysis and understanding of the concepts of history, time, society and culture, used by teachers and students. The field research was performed in the Municipal School of Basic Education Zumbi dos Palmares, located in the city of João Pessoa, Paraíba State, in the period between 1996 and 2006. To achieve the objective of the study, a number of research instruments were used, amongst which, interviews, questionnaires and exercises emphasizing conceptual learning. The theoretical-methodological premises of the qualitative research justify the use of these various instruments, and serve as base for the interpretation and analysis of the data. This study demonstrated that some limits and possibilities that are found in the teaching-learning process in History are originated in the school context of the 1st phase of basic education and remain in the 2nd phase of this education level, partly, because of the understanding that teachers and students have regarding the concepts of history, time, society and culture

Educação Ambiental: referências teóricas no ensino superior

Este artigo trata dos pressupostos teóricos presentes na formação dos educadores ambientais nos cursos de graduação. Esses pressupostos definem um quadro teórico analisado a partir do referencial metodológico do materialismo histórico-dialético. Esse quadro teórico pode ser organizado em concepções naturais, racionais e históricas da relação homem-natureza e da educação e suas análises sugerem princípios metodológicos de organização curricular nesses cursos.

Negro e amargo: vestígios da história no romance do café

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice.

The effect of mobile technology as an active student response system on the acquisition of U.S. history content of secondary students with specific learning disabilities

Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. ^ This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. ^ A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases, both interventions were equally effective. During both interventions, all of the participants increased their percentage correct and increased their rate of correct responses. Most of the participants decreased their rate of errors. ^ The results of this study suggest that teachers of students with SLD should consider a post lesson review in the form of mobile devices as an ASR system or studying from handwritten notes paired with existing evidence-based practices to facilitate students’ knowledge in U.S. history. Future research should focus on the use of other interactive applications on various mobile operating platforms, on other social studies subjects, and should explore various testing formats such as oral question-answer and multiple choice. ^

The Totalizing and Silencing Features of Meta‐Narratives and Master Concepts

This paper is organized in the following way. First I deal with Hardt’s and Negri’s Empire; the second section of the paper focuses on Beck´s World Risk Society; the third main section of this paper tackles the functional differentiation argument posed by Buzan and Albert. By way of conclusion, the final section of this paper briefly discusses alternatives to grand-narratives and master concepts.