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1
Berio, Luciano. „Text of Texts“. Bärenreiter Verlag, 1998. https://slub.qucosa.de/id/qucosa%3A36791.
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2
Wilson, Christin M. L. „Variation and Text Type in Old Occitan Texts“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331136026.
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3
Weiss, Katherine. „Dieter Leisegang: Texts as Memory, Texts as Memoir“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2262.
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4
Shaw, Martin. „Session texts“. Thesis, University of Plymouth, 2010. http://hdl.handle.net/10026.1/981.
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Jack, Alison M. „Texts reading texts, sacred and secular : two postmodern perspectives“. Thesis, University of Edinburgh, 1997. http://hdl.handle.net/1842/30307.
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The language, themes and imagery of the Bible have been read and re-written in texts across time. In the Revelation of John, the Hebrew Bible echoes and is re-invented just as, in James Hogg's The Private Memoirs and Confessions of a Justified Sinner (1824), many explicit and implicit readings and interpretations of the Bible are offered. In this thesis, these readings of the Bible, and the ways in which Revelation and Hogg's Confessions have themselves been read, are considered from two postmodern perspectives. The validity of reading the Bible as literature is defended in the Introduction to the thesis by demonstrations that many of the problems which might prevent such a reading, such as the multiplicity of available manuscripts and the undefined role of the author/editor, also have to be overcome by those working in the field of literary studies. In the following chapters I suggest that postmodern ideas of marginalisation and deconstruction offer new contexts in which to read both Revelation and Hogg's Confessions. In Part 1 of the thesis (Chapters 2 and 3), I argue that readings of the Confessions which are sensitive to the "ex-centricities" of the text enable new readings of Revelation from the same perspective. In Part 2 (Chapters 4 and 5), I suggest that readings of Revelation from the perspective of deconstruction open up new possibilities for readings of the Confessions. Chapter 2 argues that Hogg's understanding of the Bible and its interpretations may be regarded as marginal in a postmodern sense. Readings of the Bible offered in the Confessions, and in other examples of Hogg's work, demonstrate this "ex-centricity". When, in Chapter 3, Revelation is read in a way which highlights its marginalised status within society, its readings of the Hebrew Bible take on new significance. Both texts are shown to offer readings which are subversive and sceptical of the claims of the dominant master narratives of their time. The insights of postmodernism illuminate these previously silenced "ex-centricities". In Part 2 of the thesis, various modern readings of Revelation and the Confessions are discussed, and their inadequacies are demonstrated from the perceptive of deconstruction. In Chapter 4, a reading of Revelation from the perspective of the "abyss" makes possible a reading of the Confessions in which Robert's assumed culpability is questioned and Gil-Martin's role is redeemed. When the burden of explanation of every ambiguity in the novel is lifted, the horror of the text stands without any natural and supernatural explanation, and is placed within the locus of everyday experience. A new reading of Revelation is offered in Chapter 5 which foregrounds the nightmarish aspects of the text, and re-considers the conflicting roles assigned to the Christ character. When Revelation is read as a nightmare, the text is robbed of its status as scripture. When the text's apparent message about the necessity of choosing God over Satan is deconstructed, the boundary between the lost and the saved is blurred.
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Kavanagh, Judith. „The Text Analyzer: A tool for knowledge acquisition from texts“. Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10149.
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The world is being inundated with knowledge at an ever-increasing rate. As intelligent beings and users of knowledge, we must find new ways to locate particular items of information in this huge reservoir of knowledge or we will soon be overwhelmed with enormous quantities of documents that no one any longer has time to read. The vast majority of knowledge is still being stored in conventional text written in natural language, such as books and articles, rather than in more "advanced" forms like knowledge bases. With more and more of these texts being stored on-line rather than solely in print, an opportunity exists to make use of the power of the computer to aid in the location and analysis of knowledge in on-line texts. We propose a tool to do this--the Text Analyzer. We have combined methods from computational linguistics and artificial intelligence to provide the users of the Text Analyzer with a variety of options for finding information in documents, verifying the consistency of this information, performing word and conceptual analyses and other operations. Parsing and indexing are not used in the Text Analyzer. The Text Analyzer can be connected to CODE4, a knowledge management system, so that a knowledge base can be constructed as knowledge is found in the text. We believe this tool will be especially useful for linguists, knowledge engineers, and document specialists.
7
Unaldi, Aylin. „Investigating reading for academic purposes : sentence, text and multiple texts“. Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/279255.
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This study examines the nature of reading in academic environments and suggests ways for a more appropriate assessment of it. Research studies show that reading in academic settings is a complex knowledge management process in which information is selected, combined and organised from not a single, isolated text but from multiple information sources. This study initially gathered evidence from students studying at a British university on their perceived and observed reading purposes and processes in three studies; a large scale questionnaire, longitudinal reading diary study and finally individual interviews in order both to establish whether the prominent reading skills used by them were as put forth in the studies on academic reading, and to examine in detail the actual cognitive processes (reading operations) used in reading for academic purposes. The study draws on the reading theories that explain reading comprehension and focuses specifically on different levels of careful reading such as sentence, text and multiple texts in order to explicate that increasingly more complex cognitive processes explain higher levels of reading comprehension. Building on the findings from the three initial studies, it is suggested that reading tests of English for Academic Purposes (EAP) should involve not only local level comprehension questions but also reading tasks at text and multiple texts levels. For this aim, taking the Khalifa and Weir (2009) framework as the basis, cognitive processes extracted from the theories defining each level of reading, and contextual features extracted through the analysis of university course books were combined to form the test specifications for each level of careful reading and sample tests assessing careful reading at sentence, text and intertextuallevels were designed. Statistical findings confirmed the differential nature of the three levels of careful reading; however, the expected difficulty continuum could not be observed among the tests. Possible reasons underlying this are discussed, suggestions on reading tasks that might operationalise text level reading more efficiently and intertextual level reading more extensively are made and additional components of intertextual reading are offered for the Khalifa and Weir (2009) reading framework. The implications of the findings for the teaching and assessment of English for Academic Purposes are also discussed.
8
Keith, Karin, und Renee Rice Moran. „Using Text Sets to Scaffold Student Reading of Complex Texts“. Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1012.
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Tribble, Chris. „Writing difficult texts“. Thesis, Lancaster University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287113.
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Gomes, Luís Manuel dos Santos. „Parallel texts alignment“. Master's thesis, FCT - UNL, 2009. http://hdl.handle.net/10362/2051.
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Trabalho apresentado no âmbito do Mestrado em Engenharia Informática, como requisito parcial para obtenção do grau de Mestre em Engenharia InformáticaAlignment of parallel texts (texts that are translation of each other) is a required step for many applications that use parallel texts, including statistical machine translation, automatic extraction of translation equivalents, automatic creation of concordances, etc. This dissertation presents a new methodology for parallel texts alignment that departs from previous work in several ways. One important departure is a shift of goals concerning the use of lexicons for obtaining correspondences between the texts. Previous methods try to infer a bilingual lexicon as part of the alignment process and use it to obtain correspondences between the texts. Some of those methods can use external lexicons to complement the inferred one, but they tend to consider them as secondary. This dissertation presents several arguments supporting the thesis that lexicon inference should not be embedded in the alignment process. The method described complies with this statement and relies exclusively on externally managed lexicons to obtain correspondences. Moreover, the algorithms presented can handle very large lexicons containing terms of arbitrary length. Besides the exclusive use of external lexicons, this dissertation presents a new method for obtaining correspondences between translation equivalents found in the texts. It uses a decision criteria based on features that have been overlooked by prior work. The proposed method is iterative and refines the alignment at each iteration. It uses the alignment obtained in one iteration as a guide to obtaining new correspondences in the next iteration, which in turn are used to compute a finer alignment. This iterative scheme allows the method to correct correspondence errors from previous iterations in face of new information.
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Vargach, Oleg. „Texts automated translation“. Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15230.
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Riggs, Leyva Rachael. „Dance Literacy in the Studio: Partnering Movement Texts and Residual Texts“. The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420672347.
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Lee, Kwong-hung, und 李廣雄. „Bilingual texts: a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehensionand on English vocabulary acquisition“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958011.
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Karakira, Steve, of Western Sydney Macarthur University und Faculty of Education. „Lexis versus text : the case for translating English legal texts into Arabic“. THESIS_FE_XXX_KARAKIRA_ S.xml, 1997. http://handle.uws.edu.au:8081/1959.7/19.
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The thesis explores the nature of the difficulties involved in translating legal texts, focusing mainly on translating English legal texts into Arabic. It shows that these difficulties fall into two categories, structural and terminological. the latter being more problematical. The language of law is distinct, rigid, precise and too formal. The difficulty arises when a translator's exposure to the cultural and legal environments of his working languages is unbalanced. This could lead a translator to misunderstand not only the significance of the specialised terms used, but also the distinctive features of syntax and register of the original language text. The other, and more significant, difficulty arises from the lack of equivalence at the term level in the two languages. The research was conducted in two parts. In the first part, original legal texts in both English and Arabic were analysed, and the linguistic exponents extracted and compared. In the second part of the research, the development process of the English and Arabic legal terminology were considered, and the differences in terminology imposed by the different nature of the legal environments explored, including the adversarial versus inquisitorial systems. An empirical study concludes the thesis. It consists of a questionnaire and a list of legal terms which twenty translators were asked to complete. The results of the research are quite controversial. The argument is that difficulties involved in legal translations are more conceived than real in so far as textual, syntactic and structural features are concerned. The similarities between English and Arabic legal texts in this respect are striking. The confusion and indecisiveness which usually reign when translating English legal texts into Arabic will be alleviated through providing examples from contemporary Arabic legal texts, accompanied by textual and linguistic analyses. The real difficulty is in the field of terminology. However, a corpus of terms in the criminal code is discussed, focusing on terms with direct application to the Australian situation. This should be of direct benefit to Arabic translators and interpreters in Australia and other English-speaking countries.Master of Arts (Hons) (Translation)
15
Bourbonnière, Adéline Astrid. „An investigation into text comprehensibility in dynamic electronic texts, hypertext and hypermedia“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32903.pdf.
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Karakira, Steven. „LEXIS versus text : the case for translating English legal texts into Arabic /“. [Campbelltown, N.S.W. : The Author], 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030709.084948/index.html.
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Bier, Leanne Doreen. „Texts and beginning readers“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 164 p, 2008. http://proquest.umi.com/pqdweb?did=1500055131&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Rambridge, Kate. „Authors, texts & communities“. Thesis, University of Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274638.
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Кобякова, Ірина Карпівна, Ирина Карповна Кобякова und Iryna Karpivna Kobiakova. „Verbalization of humorous texts“. Thesis, Published by International Academy of Science and Higher Education, 2013. http://essuir.sumdu.edu.ua/handle/123456789/32400.
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Стаття присвячена розгляду проблеми гумору і шляхів його перекладу в тексті
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/32400Статья посвящена проблеме юмора и способам его перевода в текстах При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/32400
The article in question deals with the problem of humour and its way of rendering in translational texts When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/32400
20
Campbell, William James. „Meaning in legal texts“. Thesis, Campbell, William James (1990) Meaning in legal texts. Masters by Research thesis, Murdoch University, 1990. https://researchrepository.murdoch.edu.au/id/eprint/42483/.
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The aim of this minor dissertation is to contribute to recent attempts at theorizing and re-evaluating legal texts. From this broad perspective, the concepts of "dehiscence", "iterability", "parasitism" and "undecidable contamination" provide a useful way of understanding how meaning in legal judgments is circulated and valorised. Significant parts of the process of meaning construction in legal judgments rely on propositional stipulation and imaginative projection and so also do our acts of meaning construction which we perform on all legal texts. These include prosodic contour, relating parts of the discourse inter-textually to other discourses and a heterogeneity of positions of the speaker and the presented world. All of the constructs associated with the process of meaning construction demonstrate the broad nature of meaning in legal judgments beyond prescribed ways of reading.
Further, mode and time act as narrative filters in legal discourse. The differences between narrative discourse and the world it evokes provide a setting for an imaginative rather than a strictly prescribed world. The imaginative process of reading becomes an “enonciation" which tells something about the judge and his world as well as about the legal system at large.
The re-ordering of time in legal judgments leads to useful interpretations of the meaning of these judgments. As the pace in the judgments slows down and tracks impinge on the centres of consciousness the judge is using, meaning is accomplished.
Like literary statements, legal judgments can be interpreted as secondary structures or modelling systems of natural language. In these systems, structural elements of legal judgments become semanticised. Legal judgments are multiply encoded and this generates polysemy and play and thus informational complexity. The mobility of meaning in legal judgments is demonstrated by use of Saussure's syntagmatic and paradigmatic axes of analysis. These flexible tools lead us to a deautomatisation of the text. Repetition is closely associated with the syntagmatic and paradigmatic axes of analysis and can be likened to a source which gives them an existence.
One can also observe a decentering of the subject in legal judgments as the symbolic order encoded in them is expressed. Play and cultural experience is involved in the continuing individual and collective formation of subjectivity by legal texts.
The verbal presence of what is excluded in legal judgments activates and attracts unconscious material, draws it towards experience and exposes it to possible change. In this process, the boundaries of subjectivity are altered.
A "free area" of speech is present in legal judgments in which the boundaries between the primary and secondary processes are suspended. Thus imaginary functions serve to master a problem or deficiency in legal judgments. These functions enable imaginary characters or "alien voices" to come to utterance when the judge detaches himself from his own speech. Monologic speech gives way to polyphony.
The use of this "free area" in legal judgments improves their capacity for dialogue. It adds richness and creative ambiguity to them freeing as it does the polyphonic and polysemic potential normally hidden behind institutional ways of reading the law.
21
Kelly, Tessa Claire. „Angela Carter's scarred texts“. Thesis, Bangor University, 1999. https://research.bangor.ac.uk/portal/en/theses/angela-carters-scarred-texts(aa8bede4-844a-41c1-a22c-9642e3768a70).html.
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This thesis aims to describe a poetics of Angela Carter's fiction. It examines the way in which Carter's novels and some of her short stories mobilise the reader into speculation about possible ontologies, provoking them to think beyond the binary oppositions which sustain Western metaphysical thought. The thesis focuses upon Carter's "originary" symbol, the first motif in her first novel, which is a scar. In Chapter One, I argue that the scar is a re-presentation of the mythical wound of female castration which actually works to challenge patriarchal discourses on femininity and female sexuality, introducing feminist theories in order to fully explain the gaps in such discourses. Each of the five chapters which construct the thesis traces the way in which the scar/womb/wound image opens up different but related issues surrounding sexuality representation, signification and transgression. Shadow Dance, The Magic Toyshop, The Infernal Desire Machines of Doctor Hoffman, The Passion of New Eve, The Bloody Chamber, Nights at the Circus and Wise Children are all considered as interrogatory texts in dialogue with one another and with other literature and theories, effecting a breakdown between disciplines and generic categories, yet simultaneously creating a dynamic "new" form of textuality which can be viewed as potentially transfon-native.
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Lee, Kwong-hung. „Bilingual texts : a study of the effects of providing L1 Chinese terms in L2 English texts on text comprehension and on English vocabulary acquisition /“. [Hong Kong] : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709788.
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Graillet, Olivia E. Sanchez. „Text mining applied to biological texts: beyond the extraction of protein-protein interactions“. Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486501.
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Biologists exchange findings through an ever increasing number of on-line journal articles. Thus, tools that help to discover information in the extensive biological literature are desirable. This has led to increasing interest in text mining techniques. Protein interactions are of great importance in many biological processes, and therefore of great interest to biologists. The majority of the existent text mining approaches ~oncentrate on the extraction of positive protein interactions from the literature. However, it is also useful to know if a given set of proteins reportedly does not interact. Such additional information may, for instance, help biologists to avoid redundant experiments.
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Barth, Elaine Maria Luz. „The effects of text structure instruction on efl reader's understanding of expository texts“. reponame:Repositório Institucional da UFSC, 1990. https://repositorio.ufsc.br/xmlui/handle/123456789/157653.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina. Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T16:51:35Z (GMT). No. of bitstreams: 1 80067.pdf: 4788847 bytes, checksum: e2967ec153e31fb0d4401ad3f98eadc2 (MD5) Previous issue date: 1990
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Nurse, Derek. „Historical texts from the Swahili coast“. Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-94902.
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Between 1977 and 1980 I collected a nuber of texts on the northern Kenya coast Most were tape recorded by myself fiom oral performances, a few were written down or recorded by others Most of the current collection consists of texts gathered so, plus: the Mwiini material, provided by Chuck Kisseberth, originally provided or recorded in Barawa by M I. Abasheikh, and the Bajuni \"contemporary\" verse, taken form a publicly available cassette-recording by AM. Msallarn in the 1970.
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Karagol, Yusuf. „Event Ordering In Turkish Texts“. Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612623/index.pdf.
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In this thesis, we present an event orderer application that works on Turkish texts. Events are
words denoting an occurrence or happenings in natural language texts. By using the features
of the events in a sentence or by the helps of temporal expressions in the sentence, anchoring
an event on a timeline or ordering events between other events are called event ordering.
The application presented in this thesis, is one of the earliest study in this domain with Turkish
and it realizes all needed sub modules for event ordering. It realizes event recognition in
Turkish texts and event feature detection in Turkish texts. In addition to this, the application
is realizing temporal expression recognition and temporal signal recognition tasks.
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Frey, Connie Jean. „Improvisation, ? motions for living texts“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32709.pdf.
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Frood, Elizabeth. „Biographical texts from Ramessid Egypt /“. Leiden [u.a.] : Brill, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016286767&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Lorsung, Éireann. „Love : an approach to texts“. Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/27889/.
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This dissertation responds to the question, "What would it be like, what would it mean, to approach texts lovingly?" in terms of the work of 20th-century theorists, writers, and thinkers such as Jacques Derrida, Roland Barthes, Luce Irigaray, Helene Cixous, Gilles Deleuze and Felix Guattari, Brian Massumi, Jean-Luc Marion, E. E. Cummings, Rainer Maria Rilke, Teresa Brennan, and W. J. T. Mitchell. In order to demonstrate the appropriateness and place of love in the philosophical canon, the dissertation combines a consideration of affect with these writers' work. Beginning with an exemplary reading of Cy Twombly's painting The Ceiling, the then dissertation adapts Mitchell's question "What do pictures want" to an approach to texts, as defined with reference to Barthes. An introduction and literature review trace the places love in texts by Plato, Freud, Lacan, Cixous, and a host of writers who fall under the rubric of 'affect theorists'. Because an approach to texts is the dissertation's focus, a chapter is spent discussing the possibilities for deconstruction to be part of such an approach. Derrida's work is constellated with that of Cixous, Irigaray, Marion, and Brennan in order to emphasise the integrity of sensory and affective information to such an approach. The writing of Rilke and Cummings provides examples of an authorial approach to texts that can inform a readerly one, and serves to further expand the canon of texts that suggest the possibility of this approach. The final chapter is a second exemplary reading of the story of Moses and the burning bush. Deliberately aiming to stretch the expectations of scholarly work, I combine the anecdotal, the affective, and the textual as modes of engaging with and ways of knowing about love.
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Properzi, Mauro. „Emotions in Mormon canonical texts“. Thesis, Durham University, 2010. http://etheses.dur.ac.uk/208/.
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In this study Mormon theology has been brought to interact with the socio-scientific study of emotion. The expressed purpose of this dialogue has been to construct an introductory Latter-day Saint (or LDS) theology of emotion which is both canonically based and scientifically informed. Specifically, this examination has highlighted three widely accepted general outcomes which emerge from the socio-scientific study of emotion, namely the necessity of cognition for their emergence, the personal responsibility attached to their manifestation, and their instrumentality in facilitating various processes of human development and experience. In turn, both the basic theological structure of Mormonism and its unique canonical texts have been examined to determine the extent to which LDS theology is compatible with such a three-fold definition of emotion. As a result it was established that at this basic level of explanation science and Mormon theology undoubtedly share a common perspective. In reaching this conclusion unique LDS texts have been examined with specific reference to their description of six common emotions: hope, fear, joy, sorrow, love, and hate. For each of these emotional phenomena, which have further been classified into three separate groups of emotion types, the extensive report of textual evidence has consistently confirmed an implied presence of the outlined three-fold model of emotion. Furthermore, specific attention to the Mormon theology of Atonement and to its significant role for the LDS framing and regulating of emotions has enlarged this theological examination to include a wider exploration of such areas as epistemology, cosmology, soteriology, and anthropology of Mormonism. In this light, the theological and socio-scientific study of emotions in the LDS social/theological context may benefit from further academic research which could extend in the many possible directions of focus that have been suggested in the conclusion.
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Miller, P. W. „Vocabulary and reading medical texts“. Thesis, Swansea University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638194.
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In both first language and foreign language contexts there has been considerable debate as to the exact nature of the relationship between readers' levels of vocabulary knowledge and their ability to comprehend texts. This research examines this relationship in detail and in particular addresses three specific issues: a) How important is vocabulary knowledge for Spanish speakers reading medical texts in English?; b) What levels of vocabulary knowledge are required by these readers for this task?; and c) What other factors influence the levels of vocabulary knowledge needed for successful text comprehension? Six experiments were carried out to investigate these questions. The results revealed that the importance of vocabulary knowledge varied considerably across the different experiments. No support was found for the contention that it is possible to establish for all readers and texts fixed levels of vocabulary which must be attained to ensure successful text comprehension. Three factors were identified as having a major impact on the levels of vocabulary knowledge needed by readers. These included the actual reading comprehension test method used to assess text comprehension, the levels of background knowledge available to the readers and the degree of domain-specificity of the texts being read. Although these three groups of variables each exerted an effect on the levels of vocabulary knowledge required for text comprehension individually, their effect can only be fully understood if the clear interaction which takes place between them is also taken into account. These results clearly confirm current theoretical models which see text comprehension as a complex process involving the interaction of multiple components. They also serve to underline the need to critically evaluate notions which at first sight seem commonsensical but which on closer analysis do not capture the full complexity of the processes being analysed.
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Cowie, James Reid. „Automatic analysis of descriptive texts“. Thesis, University of Strathclyde, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387066.
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Lockwood, Frederick George. „Activities in distance learning texts“. Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278758.
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FUKUDA, FERNANDO HIDEO. „INTELLIGENT SYSTEM FOR WEB TEXTS“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 1999. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7282@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta dissertação investigou a aplicação dos processos de KDD (Knowledge Discovery in Databases) e técnicas de inteligência artificial para a criação de uma ferramenta de avaliação de textos da WEB de acordo com um determinado perfil. O trabalho, na área de sistemas de computação, teve como objetivo o desenvolvimento de técnicas que em conjunto com técnicas de inteligência computacional podem automatizar a avaliação de textos através de uma ferramenta, bem como a construção de um protótipo desta ferramenta. As técnicas inéditas desenvolvidas nesta dissertação tiveram como objetivo avaliar automaticamente textos independente da língua utilizada nestes e sem o uso de técnicas de PLN (Processador de Linguagem Natural). Outro objetivo foi desenvolver este trabalho baseado em alguns conceitos, ferramentas, formas de documentação considerados em trabalhos anteriores como forma de dra continuidade ao desenvolvimento científico. O protótipo, SITEX - Sistema Inteligente para Textos WEB - foi desenvolvido e módulos que permitem utilizar a ferramenta que melhor se enquadre na solução de um problema. Um outro objetivo no desenvolvimento do protótipo foi a utilização da linguagem C++, a qual é largamente utilizada e conhecida entre os desenvolvedores de técnicas de inteligência artificial, permitindo com isso a integração e o desenvolvimento de outros módulos. As técnicas foram desenvolvidas tendo também como objetivo o tratamento de padrões da WEB, como o Protocolo TCP/IP, as linguagens HTML, DHTML, Javascript, VBscript, entre outros, o que permite a utilização destas na Internet, Extranet ou localmente. Os estudos de casos foram realizados com textos fornecidos pela WEB através de inscrições em jornais on-line e avaliados de acordo com três tipos de perfis. Os perfis utilizados nos estudos de casos foram: economia, esportes e informática. Os resultados dos estudos de casos comprovam a validade das técnicas descobertas e implementadas neste trabalho. A comparação dos resultados do SITEX com os resultados do TextAnalyst, produto de mercado para análise de texto da Web baseado em inteligência computacional, comprovam a qualidade das técnicas apresentadas nesta dissertação.
This dissertation investigated the application of KDD´s process and artificial intelligence techniques for the development of a WEB text evaluation tool according to a specific interest. The work, in computing systems area, had as objective the development of techniques together with computing intelligence techniques to automate the texts evaluation by a tool, as well the development of a prototype of this tool. The techniques developed in this dissertation had as objective evaluate taext automatically with independence of the language used and without using NLP (natural Language Processing) techniques. Another onjective was develop this work based on others works as a way to continue the scientific development. The prototype, SITEX - Intelligent System for WEB Texts - was developed by modules which provides the condition to choose the best tool to solve a problem. Another objectiv on the development of the prototype was to use the C++ language, which is largely used and well known by artificial intelligence techniques developers, providing in this way facilities for development and integration of others modules. The techniques was also developed with the objective for WWB standards treatment, as the TCP/IP protocol, lamguages as HTML, DHTML, javascript, Vbscript, and others, which provides the usage of theses techniques in the Internet, intranets, Extranets and locally. The case studies werw based on WEB texts provided by on- line newsletters subscriptions and evaluated according to three types of interests. The interests used in these case studies were: ecoonomy, sports and computing. The results found in this case studies shows the validity of the techniques developed in this work. The results os SITEX compared to the result of TextAnalyst, a well known product in the market for Web text analysis based on artificial intelligence, shows the quality of the techniques discovered in this dissertation.
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Kelsey, Marian Elizabeth Rose. „Jonah : co-texts and contexts“. Thesis, University of St Andrews, 2019. http://hdl.handle.net/10023/16669.
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Pensalfini, Robert J. „Jingulu grammar, dictionary, and texts“. Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10347.
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Sokolova, I. „Conceptual Design of Texts-Announcements“. Thesis, Хмельницький державний університет, 2002. http://essuir.sumdu.edu.ua/handle/123456789/63474.
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The paper is dedicated to analysis of conceptual model of texts-announcements, which reflects a derivative character of this type of texts. It is defined that text-announcement as an informative-advertising and a derivative type of texts is pragmatically directed to preparation of addressees for a newly published text reception.
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Nichols, Ian. „Hybrid texts and historical fiction“. Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/2060.
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The Bloodiest Rose is based on the premise that the fair copies of Shakespeare’s plays are discovered, and a production of his previously unknown Henry VII takes place in Sydney. It is an attempt to create a narrative which is factual, entertaining and truthful. The exegesis is an analysis of how fiction is able to form a framework by which the facts may be told differently, but still faithfully, as human truths.
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FILICE, SIMONE. „Learning relations between short texts“. Doctoral thesis, Università degli Studi di Roma "Tor Vergata", 2015. http://hdl.handle.net/2108/203176.
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A core problem in Machine Learning (ML) is the definition of meaningful representations
of input objects that provide the learning algorithm with enough information to
estimate an accurate model for solving a target task.
In Natural Language Learning, the traditional approach consists in modeling input
texts as feature vectors where each value encodes some linguistic aspects, e.g., lexical
information, syntax, semantics, etc. Feature-based systems can reach state-of-the-art
results on several Natural Language Processing (NLP); however, the definition of an
expressive feature set is usually a very expensive operation that requires a deep knowledge
of the linguistic phenomena characterizing a particular task. Furthermore, those
feature sets that are developed for a specific problem are usually not valid for a new
task, and fail to adapt to different languages or different domains.
The problem of modeling input data is even more acute when the input examples are
not individual objects, but pairs of objects. How can linguistic patterns characterizing
a valid answer for a given question be automatically discovered? How can rewriting
rules in paraphrasing be learnt? How can semantic and syntactic relations in textual
entailment be automatically captured?
Kernel methods are an elegant and efficient alternative to the feature-based approach:
instead of trying to design a synthetic feature space, kernels can directly operate
on structured data, implicitly generating an extremely large set of features. For
instance tree kernels compute the similarity between two sentences evaluating the tree
fragments shared by their corresponding syntactic parse trees. This operation equals to
a dot product in the implicit feature space of all possible tree fragments. The dimensionality
of such space is extremely large, and operating directly on it is not viable.
This thesis proposes a kernel-based learning framework that allows to efficiently
and effectively tackle NLP tasks that require to determine whether a particular seman-
tic relation holds between two texts. Pairs of texts will be modeled using expressive
structured representations, and novel kernels operating on such representations will be
described. Exploring inter-pair relations, the learning framework is able to automatically
induce complex pairwise patterns, such as rewriting or entailment rules.
A detailed empirical evaluation will be conducted on the tasks of Paraphrase Identification,
in which the problem is assessing if two sentences convey the same information,
and Recognizing Textual Entailment, where the task is understanding whether
a text implies a hypothesis. Furthermore, Answer Selection in Community Question
Answering will be investigated, proving how the proposed framework can learn complex
question-answering patterns. The state-of-the-art results achieved in these three
rather different NLP problems will demonstrate the flexibility and the generalization
capability of the proposed methods.
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Burns, Duncan Coe. „Contents, texts and contexts : a contextualist approach to the Ugaritic texts and their cultic vocabulary“. Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269335.
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Mahadi, Tengku Sepora bt Tengku. „Translation of legal texts from English into Malay : with examples from constitutional and didactic texts“. Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308630.
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Cederblad, Gustav. „Finding Synonyms in Medical Texts : Creating a system for automatic synonym extraction from medical texts“. Thesis, Linköpings universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149643.
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This thesis describes the work of creating an automatic system for identifying synonyms and semantically related words in medical texts. Before this work, as a part of the project E-care@home, medical texts have been classified as either lay or specialized by both a lay annotator and an expert annotator. The lay annotator, in this case, is a person without any medical knowledge, whereas the expert annotator has professional knowledge in medicine. Using these texts made it possible to create co-occurrences matrices from which the related words could be identified. Fifteen medical terms were chosen as system input. The Dice similarity of these words in a context window of ten words around them was calculated. As output, five candidate related terms for each medical term was returned. Only unigrams were considered. The candidate related terms were evaluated using a questionnaire, where 223 healthcare professionals rated the similarity using a scale from one to five. A Fleiss kappa test showed that the agreement among these raters was 0.28, which is a fair agreement. The evaluation further showed that there was a significant correlation between the human ratings and the relatedness score (Dice similarity). That is, words with higher Dice similarity tended to get a higher human rating. However, the Dice similarity interval in which the words got the highest average human rating was 0.35-0.39. This result means that there is much room for improving the system. Further developments of the system should remove the unigram limitation and expand the corpus the provide a more accurate and reliable result.
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Allie-Ebrahim, Ferial. „Students, texts and mathematics : an analysis of mathematics texts and the construction of mathematics knowledge“. Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/10064.
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Bibliography: leaves 149-155.This study deals with a systematic description of student production of mathematics texts and focused on written texts that appeared to be legitimate yet could not be upheld by a principled verbal description. A search of the literature on the analysis of students texts revealed that semiotic analysis, was not only scarce, but ideally suited to examining the social organisation of school mathematics practice. This study examines how student texts produced in response to typical school mathematics problems can, via a systematic analysis of texts, index the construction of mathematics knowledge. It outlines Dowlings' model of Social Activity Theory (1998) to produce a textual analysis which focuses on textual strategies to distribute message. These strategies and the message underpin the analysis. Practices that establish the message distributed indexes mathematics knowledge and curriculum practices. The notion of a mathematising gaze informing school practice was explored and was related to the construction of existing and pre-existing mathematics knowledge. To locate the effects of a mathematics gaze that could produce texts that lacked discursive elaboration in verbal discriptions, a comprehensive list of ideal types were developed to act as an interface between the empirical text produced that acted as a reading for constructive description of the theoretical terrain.
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Keith, Karin. „Digital Mentor Texts: Practical Methods for Using Digital Texts in the Reading and Writing Workshop“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4145.
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Miranda, Ynga Diana Milagro. „Experiencia de aplicación del ABP para la redacción de textos argumentativos en estudiantes de la Universidad Nacional de Tumbes“. Universidad Peruana de Ciencias Aplicadas (UPC), 2014. http://hdl.handle.net/10757/325538.
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El presente trabajo investiga la aplicación del Aprendizaje Basado en Problemas (ABP) como metodología didáctica innovadora, que propicia, como logro, la producción de textos argumentativos. El experimento se aplicó en los estudiantes de la Facultad de Ciencias Económicas de la Universidad Nacional de Tumbes. El ABP se sustenta en los principios del aprendizaje activo y colaborativo, caracterizándose por fomentar, al mismo tiempo, la adquisición de conocimientos y actitudes. Asimismo, promueve la investigación para solucionar problemas, la creación de productos, el pensamiento crítico, el trabajo en equipo, la comunicación y la tolerancia. En esta investigación, se aplicó una prueba de desarrollo de la producción textual a una muestra de 75 alumnos de primer ciclo de la Universidad Nacional de Tumbes. Al medir dicha capacidad, se comparó la diferencia entre dos grupos (experimental y de control), aplicando la metodología, en ambos, al iniciar sus estudios (pre-prueba) y al finalizar el experimento (postprueba). Los resultados confirmaron la hipótesis del trabajo: la aplicación del ABP incidió en la producción de textos argumentativos. La post-prueba determinó que el grupo experimental mejoró significativamente dicha competencia (en 28 por ciento respecto a su rendimiento inicial, y en 23 por ciento respecto al grupo de control). El estudio evidenció que el ABP, frente al tradicional, constituye un método más adecuado para desarrollar la capacidad de producir textos.Revisión por pares
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Babcock, Bryan C. „An exegetical analysis of [gōren] in biblical texts and its cognates in selected West Semitic texts“. Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p090-0320.
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Donovan, Samia Bazzi. „Discourse shifts in the translation of politically sensitive texts with relevance to English/Arabic media texts“. Thesis, Heriot-Watt University, 2006. http://hdl.handle.net/10399/1112.
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Lewis, Maureen. „Extending literacy : pupils' interactions with texts, with particular emphasis on the use of non-fiction texts“. Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/518.
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Thompson, Marilyn Joy. „Literacy challenges faced by students using scientific texts“. Thesis, Curtin University, 2011. http://hdl.handle.net/20.500.11937/142.
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Student perceptions of science text impact on their ability to read and understand; highly developed literacy skills are needed to understand the complex language, and scientific descriptions.Textbooks play a big role in science education: these include complex text features, such as diagrams, charts, tables etc and offer many distractions for students in understanding the information presented here. The skills are also different from those required to read and understand fiction text.The study investigated students’ perceptions and attitudes of changing text types (fiction to non‐fiction) in their transition to secondary school. It also identified challenges they faced in making meaning of science text. There was also a focus on the impact on student achievement as a result of targeted action with identified student groups around the use of non‐fiction text in the classroom.The findings included higher achievement gains for the targeted groups of students, and improved achievement for students in the study. Students were reported to be engaged more fully in the classroom and enjoying learning science as their skills developed. Students, however, appeared to show more enjoyment in reading fiction compared to non‐fiction text.
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Germani, Michelle Mariana [UNESP]. „A escrita no ensino superior: uma análise desenvolvida com alunos do quinto ano do curso de Direito“. Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151726.
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Dificuldades e problemas de escrita não são novidades. Todavia, grande é a preocupação por terem atingido as graduações. Assim, a pesquisa em questão tem como objetivo geral refletir sobre a escrita no Ensino Superior, e como objetivos específicos: analisar os textos produzidos por alunos concluintes de cursos de Direito de duas universidades, à luz dos critérios de correção de textos estabelecidos por Costa Val et al. (2009); apresentar o perfil do egresso previsto no Projeto Político-Pedagógico dos cursos, com ênfase na análise dos dispositivos que versam sobre a competência escritora; conhecer o perfil de leitura e de escrita do aluno por meio da elaboração e aplicação de questionário; correlacionar os problemas encontrados nas produções textuais com o perfil de leitura e escrita apresentado por meio dos questionários; identificar quais são os aspectos teórico-metodológicos que poderiam estar presentes nas disciplinas que enfocam a Língua Portuguesa, a partir das principais problemas diagnosticados na análise das produções textuais; e apresentar ações e práticas pedagógicas que os alunos e a pesquisadora consideram relevantes para aperfeiçoarem a escrita de textos a partir das respostas obtidas nos questionários. Para tanto, elegemos o curso de Direito como orientação de nosso percurso de análise, pois a prática tem revelado uma triste realidade sobre os profissionais recém-formados deste curso e alertado educadores para um grave problema: o despreparo do egresso para o exercício jurídico, em especial no que tange à competência escritora. Confirmado pela alta taxa de reprovação nos exames da Ordem dos Advogados do Brasil, inúmeros fatores colaboram para o agravamento desse cenário. Entre eles, podemos citar o surgimento desenfreado de faculdades de Direito e a queda do nível do Ensino Médio. São questões norteadoras desta pesquisa: o que revelam os textos produzidos pelos graduandos do curso de Direito? Quais as práticas das instituições investigadas para aprimorar a escrita dos alunos? As abordagens teóricas que amparam as reflexões ressaltam a importância de que os textos sejam analisados para além da dimensão gramatical, e discutem os desafios da escrita. As análises das produções textuais tomam por base a dimensão discursiva, a dimensão semântica e a dimensão gramatical apresentadas por Costa Val et al. (2009). A pesquisa se desenvolve em duas instituições de Ensino Superior, uma pública e outra privada, no interior do Estado de São Paulo, no curso de Direito, tendo como escopo a análise de produções textuais de alunos do 5º ano. A análise é de base qualitativa, com enfoque descritivo-analítico, utilizando-se como instrumentos de coleta de dados: questionários, produções textuais e o Plano de Ensino de disciplina que enfoque a Língua Portuguesa inserido no Projeto Político-Pedagógico das instituições. Os resultados apontam para problemas de escrita nas três dimensões elencadas como parâmetros para as análises (discursiva, semântica e gramatical) em maior proporção na Instituição de Ensino Superior Privada, sendo bastante preocupante a defasagem na dimensão discursiva ante à falta de consistência argumentativa dos alunos que ficam no lugar-comum ao redigir. Também, esta problemática nos remete à formação deficiente nos níveis de ensino precedentes quanto ao sujeito discursivo.
Difficulties and writing problems are not new. However, great is the concern that they have reached the universities. So, the research in question has as main objective to reflect on writing in higher education and as specific objectives: to analyze the texts produced by graduating students of law courses at two universities, according to the correction's criteria of texts established by Costa Val et al. (2009);to present the profile of egress expected at the political-pedagogical project of the courses, with emphasis on analysis of devices that deal with the writer competence; to know the profile of reading and writing of the student through the development and application of questionnaire; to relate the problems found in the textual productions with the profile of reading and writing presented through questionnaires; to identify what are the theoretical and methodological aspects that could be present in the disciplines that focus on Portuguese, from the main problems identified in the analysis of textual productions; and to present actions and pedagogical practices that the students and the researcher consider relevant to perfecting the writing of texts based on the replies obtained from the questionnaires. Therefore, we have chosen the juridical course to guide our analysis, because the practice has revealed a sad reality about the recent college graduates of this course and alerted educators to a serious problem: the lack of preparation of graduates for the juridical exercise, particularly regarding the competence writer. Confirmed by the high failure rate in the Order's Exams of Lawyers of Brazil, several factors contribute to the worsening of this scenario. Among them, we can mention the rampant rise of faculties of Law and the high school level fall. These are guiding questions of this research: what reveal the texts produced by the course of law's graduates? What are the practices of the institutions investigated to improve students' writing? The theoretical approaches that support the reflections emphasize the importance of the texts be analyzed beyond the grammatical dimension, and discuss the challenges of writing. The analysis of textual production are based on the discursive dimension, the semantic dimension and the grammatical dimension presented by Costa Val et al. (2009). The research develops in two higher education institutions, one public and one private, in the state of São Paulo, in the course of law, with the scope of the analysis of textual productions of students of the 5th year. The analysis is from qualitative basis, with descriptive and analytical approach, using as data collection instruments: questionnaires, textual production and the discipline’s Teaching Plan that focuses on Portuguese entered the Political-Pedagogical Project of the institutions. The results indicate writing problems in three dimensions listed as parameters for analysis (discursive, semantics and grammar), in a higher proportion in the Institution of Private Higher Education, and it’s quite worrying the gap in the discursive dimension at the lack of argumentative consistency of students staying in the commonplace to write. Also, this problematic refers us to the deficient formation in the previous levels of education as to the discursive subject.