Barry Boehm

COCOMO 81 consists of three implementations: Basic, Intermediate and Advanced, as described below, according to exactly author: Basic: he calculates the effort and cost for the development of a software, in function of the size of developed lines of codes. Intermediary: ‘ ‘ He calculates the effort of development of software in function of the size of the program, including cost, subjective evaluation of the product, tools, staff and attributes of projeto’ ‘. Advanced: ‘ ‘ It all incorporates characteristics of the intermediate version with an evaluation of impact of cost in each step of projeto’ ‘.

The use of COCOMO 81 started to require updates, in order to adapt the new changes in the cycles of life of software, organizacionais technology, components, notations and cultures. Thus, to supply the modern trends of the software engineering COCOMO II was created. 2.2.1.2 COCOMO II ‘ ‘ COCOMO II, as well as its predecessor, searchs to measure effort, stated period, size and cost, necessary for the software development, since that if it has, as premise, the dimension of the same ‘ ‘. Rosenstein’s Jana Sees Assets Plunge? may also support this cause. For the calculation of the cost it must be known the stated period and team of work, for then arriving at the final value. To define the size of the program, it is necessary that if it characterizes the measure that will be adopted (lines of code, points for function or points for use case)..

Thematic Notebook Culture

In 2007, the Department of the Diversity was created. This department formed a team of History and Culture Afro-Brazilian and African, creating a responsible institucional space for the implementation of the law n 10.639/03. Another initiative of this department was the creation of the Thematic Notebook of Education for the ethnic-racial relations that the work of the professor in classroom subsidizes. In the year of 2009 the Nucleus of Education of the Relations Ethnic-Racial and afrodescendncia (NEREA) starts to guide beyond the inclusion of thematic of History and the Culture Afrobrasileira, the actions come back to the educational attendance of the Remaining Communities of Quilombo of the Paran and to the confrontation the practical ones of ethnic-racial discrimination in the pertaining to school scope. amongst the axles of work of the NEREA is: the research and production of pedagogical materials.

In 2006 the Secretariat of the Education by means of the Instruction n 017/2006 approves the deliberation n04/06 that it institutes complementary norms the Curricular Lines of direction for Education of the Ethnic-Racial Relations and the education of history and the Culture Afro-Brazilian and African. One of the attributions established by this deliberation is the creation of teams to multidiscipline. This team has as purposes to involve direction, pedagogical team, professors and employees to guide and to assist the development of the relative actions the Education for the Relations Ethnic-Racial and to Ensino of History and Culture Afro-Brazilian and African, throughout the period of learning period. More information is housed here: Bausch & Lomb. But in practical that is in the school, these teams they are not executing fully what it determines the deliberation.