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Pereira, Diego Fragoso. "Verbum interio em Agostinho de Hipona um estudo sobre a genealogia do conceito." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168937.
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Le mot uerbum est courrant chez saint Augustin d’Hippone. Il se trouve depuis les questions à propos de la théologie jusqu’à la philosophie du language et de l’esprit. En fait, au long de ses textes, Augustin donne divers sens au terme uerbum. Dans la théologie, Verbum est, proprement, la deuxième personne de la Trinité, le Fils. Il s’agit, donc, du Verbum Divinum ou Verbum Dei. Dans la philosophie du language, uerbum est une uox articulée et douée de signification, qui peut être entendue (prolatum), écrite (scriptum) ou pensée en silence (tacitum). Dans la philosophie de l’esprit ou, plus exactement, dans le language ou discours mental, uerbum est une cogitatio, qui se caractérise par le fait de n’appartenir à aucune langue et, conséquemment, c’est le même pour toutes. L’auteur appelle cela, parmi des diverses expressions, uerbum in corde. Quand Augustin commence sa production textuelle, pendant l’année à Cassiciacum, en 386, cette distinction des plusieurs sens du terme uerbum n’était pas tout-à-fait claire. Il y a eu un processus, avec quelques dévéloppements, à ce sujet. Claude Panaccio, dans « Le Discours Intérieur », suggère que le uerbum in corde chez Augustin apparaît pour la première fois dans son Epistulae ad Romanos inchoata expositio 23, rédigée en 393, se développe doucement au fil des années et parvient à son sommet, c’est-à-dire sa meilleure systématisation et organisation dans De Trinitate 15, écrit entre 419-426. Pourtant, nous proposons une interprétation différente : Verbum in corde apparaît pour la première fois dans les Soliloquia, de 386, et parvient au sommet de son développement déjà en 401, dans le Sermo 288, quand Augustin cherche à distinguer uox de uerbum. Entre 401 et 426, lors de la conclusion et publication du De Trinitate, on aurait la période où Augustin compléterait une notion déjà formée, au moins de manière générale. Pour cela, nous présentons la généalogie du concept de uerbum in corde et ses constructions alternatives variées, aussi bien que ses diverses caractérisations. Nous examinons, donc, des passages des oeuvres suivantes : Soliloquia, De fide et symbolo, Epistulae ad Romanos inchoata expositio, De doctrina christiana, Tractatus in Iohannis euangelium, quelques Sermones et De Trinitate. Enfin, le uerbum in corde d´Augustin n’est pas seulement le fondement des uerba prolata, scripta et tacita, mais aussi des actions humaines, soit les morales ou les productives. Tout ce qu’on dit ou fait est toujours précédé par un uerbum in corde.O tema do uerbum é recorrente nos textos de Agostinho de Hipona. Encontra-se em questões que vão desde a teologia até a filosofia da linguagem e a filosofia da mente. Ao longo de seus textos, Agostinho dá diversos sentidos para o termo uerbum. Na teologia, o Verbum é, propriamente, a segunda pessoa da Trindade, o Filho. Trata-se, pois, do Verbum Divinum ou Verbum Dei. Na filosofia da linguagem, uerbum é uma uox articulada e dotada de significado, que pode ser ressoante (prolatum), escrito (scriptum) ou pensado em silêncio (tacitum). Na filosofia da mente, ou mais especificamente, na linguagem ou discurso mental, uerbum é uma cogitatio, que se caracteriza por não pertencer à nenhuma língua e que, por conseguinte, é o mesmo para todas as pessoas. É o que ele chama, dentre diversas expressões, uerbum in corde. Quando Agostinho começa sua produção textual, durante o ano em Cassiciacum, em 386, essa distinção dos vários sentidos do termo uerbum não estava completamente clara. Claude Panaccio, em “Le Discours Intérieur”, sugere que o uerbum in corde de Agostinho aparece pela primeira vez na Epistulae ad Romanos inchoata expositio 23, redigida em 393, se desenvolve lentamente no decorrer dos anos e atinge seu ápice, sua melhor sistematização e organização no De Trinitate 15, escrito por volta de 419-426. Contudo, defendemos uma interpretação diferente: o uerbum in corde aparece pela primeira vez nos Soliloquia, de 386, e atinge o máximo de desenvolvimento já em 401, no Sermo 288, quando Agostinho procura distinguir a uox e o uerbum. Entre 401 e 426, quando da conclusão e publicação do De Trinitate, teríamos o período em que Agostinho complementaria uma noção que já estava formada, ao menos em suas linhas gerais. Por essa razão, apresentamos a genealogia do conceito uerbum in corde e suas variadas construções alternativas, bem como suas diversas caracterizações. Examinamos passagens das seguintes obras: Soliloquia, De fide et symbolo, Epistulae ad Romanos inchoata expositio, De doctrina christiana, Tractatus in Iohannis euangelium, de alguns Sermones e do De Trinitate. Concluímos que, o uerbum in corde agostiniano é não somente o fundamento dos uerba prolata, scripta e tacita, mas também das ações humanas, sejam elas morais ou produtivas. Tudo o que se fala ou se faz é sempre precedido por um uerbum in corde.
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Gomes, Neto Jose. "O aspecto verbal na literatura de Cordel." reponame:Repositório Institucional da UFSC, 2013. https://repositorio.ufsc.br/handle/123456789/106032.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Florianópolis, 1977.Made available in DSpace on 2013-12-05T18:56:31Z (GMT). No. of bitstreams: 1 321356.pdf: 6356753 bytes, checksum: 7b687b11ec040d874c3813b196d9f82c (MD5)
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Jiang, Lixin. "Core versus peripheral positions| An integrated model." Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587112.
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The notion of core versus peripheral entities can be found in a variety of disciplines. Common among various conceptualizations of core versus peripheral entities is the differentiation of power among countries, industries, and subunits. Yet, little research has examined the notion of core versus peripheral positions at the individual level. The purpose of my dissertation was to provide a unified definition of core versus peripheral positions in an organization. In short, core positions were defined as those that possess non-replaceable and critical resources with which an organization achieves its goals and missions, but without which many other organizational activities will stop immediately. To sum, employee position was assessed by criticality, non-substitutability, pervasiveness, and immediacy.
My dissertation also explored the advantages associated with being in core positions, including higher work, pay, and job security satisfaction, affective commitment, job involvement, power, job security perceptions, in-role performance, and organizational citizenship behaviors (OCBs), lower work stress and burnout, and fewer physical health complaints, as well as a disadvantage related to core positions, i.e., work overload. Last, I examined experienced meaningfulness (i.e., the work being done is meaningful) and perceived organizational worth (i.e., the organization values employee contributions) as the mechanisms explaining why core position linked to outcomes.
Study 1 with samples from the U.S. demonstrated the reliability and the convergent, discriminant, and incremental predictive validity of the core versus peripheral position scale. Surprisingly, non-substitutability was not significantly related to criticality and negatively related to pervasiveness and immediacy. Study 2 with samples from various Chinese organizations cross validated the core versus peripheral position scale. I used structural equation modeling to examine an integrated model. The best-fitting model indicated that being in a core position linked to perceived organizational worth, which, in turn, resulted in experienced meaningfulness, which, in turn, led to work, pay, job security satisfaction, affective commitment, job involvement, job security perception, in-role job performance, OCBs, stress, burnout, health complaints, but not to power and work overload. Finally, I discussed theoretical implications of the findings regarding organizational psychology in general and positive organizational scholarship in particular, and practical implications for organizations and employees.
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Cordes, Steffen [Verfasser]. "Endothelial dysfunction during Graft-versus-Host Disease / Steffen Cordes." Berlin : Freie Universität Berlin, 2018. http://d-nb.info/1155420799/34.
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Semêdo, Rafael de Almeida. "Alcínoo versus Odisseu na corte dos feácios: um jogo discursivo." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8143/tde-26022019-111534/.
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Dos Cantos 6 a 13 da Odisseia, Homero narra a estada de Odisseu em Esquéria, a terra dos feácios. Durante a recepção de Alcínoo ao herói, uma tensão sutil se desenvolve: enquanto o anfitrião deseja descobrir a identidade de seu misterioso convidado, o herói luta para manter-se anônimo e garantir sua condução para casa. Essa tensão se desenrola num jogo de palavras sutil e elegante, no qual se digladiam o mestre da astúcia, o polúmetis Odisseu, e aquele de forte mente, alkí-nóos, o perspicaz Alcínoo. A essa disputa dou o nome de jogo do discurso. Conforme aqui defendo, tal jogo toma forma abaixo da superfície das palavras, e seus dois participantes conversam muito mais por meio do não-dito do que pelo que de fato dizem. Para que uma análise desse jogo intelectual seja possível, proponho um resgate da figura de Alcínoo, cujo nome defendo significar alkí-nóos, força-mente, como figura astuta e perspicaz, o que vai de encontro à opinião difundida de que o rei dos feácios é anódino ou pouco inteligente. Conforme argumento, ele permanece atento às manobras retóricas de seu convidado, o qual busca a todo custo tecer discursos agradáveis e proveitosos (meilíkhioi kaì kerdaléoi mûthoi), num processo que culmina com sua cartada final: a narrativa das aventuras. Alcínoo, mesmo percebendo os recursos astuciosos e manipulativos de seu convidado, rende-se a seus talentos e regozija-se com sua performance.From Book 6 till the beginning of Book 13 in the Odyssey, Homer tells us of Odysseus sojourn in Scheria, the land of the Phaeacians. During Alcinous reception of the hero, a subtle tension develops between the two: while the host wishes to discover the identity of his mysterious guest, the hero strives to remain anonymous and secure his conveyance home. This tension unfolds in a subtle and elegant game of words in which the two oponents meet: the master of of tricks, Odysseus polúmetis, and the one of a strong mind, alkí-nóos, shrewd Alcinous. I call this contest the discourse game. As I wish to defend, such game takes place beneath the surface of words, and the participants maintain a conversation in which what remains unexpressed communicates more than what is actually said. For such an analysis to be possible, I propose to rescue Alcinous, whose name I claim to mean strength-mind, from the widespread opinion that the king is foolish or unintelligent. As I argue, he is very attentive to the rhetorical maneuvers of his guest, who is trying to fabricate pleasing and profitable speeches (meilíkhioi kaì kerdaléoi mûthoi), in a process that culminates with his final play: the narrative of the adventures. Alcinous, although detecting and understanding the crafty and manipulative purposes of his guest, surrenders to his talents as a storyteller and enjoys his performance.
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Alnajashi, Sumyah Abdullah Ibrahim. "The role of the verbal code in visual memory." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5004/.
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This thesis uses visual imagery tasks (mental rotation and mental subtraction) to examine verbal interference and verbal facilitation in visual memory. It demonstrates how task demands can mediate the verbal interference and verbal facilitation effects in visual imagery. Using the mental rotation paradigm, this thesis places a focus upon the method of stimulus presentation during the learning phase and the test. It demonstrates how a presentation method that emphasizes serial order (the temporal presentation method) can elicit positive effects of covert spontaneous naming during both encoding and retrieval. In contrast, a presentation method that emphasizes spatial information does not show a significant role for covert spontaneous naming during encoding or retrieval. Further, under temporal presentation conditions, explicit labelling during encoding (via the use of either self-generated or experimenter-generated labels) is found to show an interfering effect compared to covert spontaneous naming. Using experimenter-generated labels, it is found that re-presenting the explicit verbal labels as cues at retrieval removes the interfering effects of explicit labelling during encoding and enhances performance. In addition, reducing exposure to explicit verbal labels during encoding is found to be a possible method for removing the negative effect of explicit verbal labels during encoding. Finally, the positive effect of covert spontaneous naming and the negative effect of explicit labelling are replicated using a different mental subtraction paradigm. Overall, the findings indicate that task demands determine the role of the verbal code in visual imagery. Hence, there is no unified theory to account for the role of the verbal code in visual memory, but different theories can be applied under different conditions.
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Andersson, Ola. "Effects of Delayed versus Early Cord Clamping on Healthy Term Infants." Doctoral thesis, Uppsala universitet, Pediatrik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-198167.
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The aim of this thesis was to study maternal and infant effects of delayed cord clamping (≥180 seconds, DCC) compared to early (≤10 seconds, ECC) in a randomised controlled trial. Practice and guidelines regarding when to clamp the cord vary globally, and different meta-analyses have shown contradictory conclusions on benefits and disadvantages of DCC and ECC. The study population consisted of 382 term infants born after normal pregnancies and randomised to DCC or ECC after birth. The primary objective was iron stores and iron deficiency at 4 months of age, but the thesis was designed to investigate a wide range of suggested effects associated with cord clamping. Paper I showed that DCC was associated with improved iron stores at 4 months (45% higher ferritin) and that the incidence of iron deficiency was reduced from 5.7% to 0.6%. Neonatal anaemia at 2-3 days was less frequent in the DCC group, 1.2% vs. 6.3%. There were no differences between the groups in respiratory symptoms, polycythaemia, or hyperbilirubinaemia. In paper II we demonstrated that DCC versus ECC was not associated with higher risk for maternal post partum haemorrhage and rendered a comparable ratio of valid umbilical artery blood gas samples. In paper III, the Ages and Stages Questionnaire was used to assess neurodevelopment at 4 months. The total scores did not differ, but the DCC group had a higher score in the problem-solving domain and a lower score in the personal-social domain. Immunoglobulin G level was 0.7 g/L higher in the DCC group at 2–3 days, but did not differ at 4 months. Symptoms of infection up to 4 months were comparable between groups. Finally, in paper IV, iron stores and neurodevelopment were similar between groups at 12 months. Gender specific outcome on neurodevelopment at 12 months was discovered, implying positive effects from DCC on boys and negative on girls. We conclude that delaying umbilical cord clamping for 180 seconds is safe and associated with a significantly reduced risk for iron deficiency at 4 months, which may have neurodevelopmental effects at a later age.
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Roza, Edleide Santos. "Cordel, letramento literário e verbo-visualidade : três conceitos, um autor, uma história, um folheto." Pós-Graduação Profissional em Letras, 2018. http://ri.ufs.br/jspui/handle/riufs/10275.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESThis study, entitled: Cordel, literary literacy and verb-visuality: three concepts, an author, a history, a pamphlets, objectified to carry through the reading verb-appearance of the cordel pamphlets A mulher que se casou dezoito vezes…, of Valeriano Felix dos Santos, propitiating the literary literacy for pupils from the Eighth grade – Elementary Level – from Professor Luiz Antonio Barreto Basic School, tied to the Municipal Teaching Network, in Riachão do Dantas, in the State of Sergipe, native city of the mentioned author. Reasoned on the studies of Maranhão (1981), Terra (1981; 1983), Curran (1987), Abreu (1999), Bakhtin (1997; 2010), Roiphe (2011; 2013), Cosson (2014), among other authors, this work was structuralized around a didactic sequence that contains several activities and games that, for its performance, needed the simultaneous reading of the constitutive verbal and visual languages from the cordel pamphlets. The sequence was applied in the selected class and the students learned what cordel is, met another author from their land, read and analyzed his most significant work. They did the simultaneous both word and image for a more complete production of the senses present in the studied pamphlets, from the expectation of them to use this practice more effectively in their everyday life, when reading other texts constituted verb-visually, especially the cordéis. The obtained results were exposed in this report and the developed sequence was affixed to the pedagogical notebook – final product of this work.
Este estudo, intitulado "Cordel, letramento literário e verbo-visualidade: três conceitos, um autor, uma história, um folheto”, objetivou realizar a leitura verbo-visual do folheto de cordel A mulher que se casou dezoito vezes..., de Valeriano Felix dos Santos, propiciando o letramento literário a alunos da 8ª série, da Escola do Ensino Fundamental Professor Luiz Antônio Barreto, vinculada à Rede Municipal de Ensino, em Riachão do Dantas (SE), cidade natal do mencionado autor. Fundamentado nos estudos de Maranhão (1981), Terra (1981; 1983), Curran (1987), Abreu (1999), Bakhtin (1997; 2010), Roiphe (2011; 2013), Cosson (2014), dentre outros autores, o trabalho foi estruturado em torno de uma sequência didática que contém uma série de atividades e jogos que, para sua execução, necessitaram da leitura simultânea das linguagens verbal e visual constitutivas do folheto de cordel. A sequência foi aplicada na turma selecionada e os alunos aprenderam o que é cordel, conheceram mais um autor de sua terra e leram e analisaram sua obra mais significativa. Realizaram a leitura concomitante da palavra e da imagem para a produção mais completa dos sentidos presentes no folheto estudado, a partir do que se espera que passem a utilizar essa prática mais efetivamente no seu dia a dia, quando da leitura de outros textos constituídos verbo-visualmente, sobretudo os cordéis. Os resultados obtidos foram expostos neste relatório e a sequência desenvolvida foi aposta no caderno pedagógico, produto final desse trabalho.
São Cristóvão, SE
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Wilm, Johannes. "Nationalization of electricity and oil in core and periphery: Norway versus Mexico." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28696.
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The aim of this thesis is to find the historical differences of nationalization in a peripheral and in a central country. I will look at and compare the development and the processes of nationalization of the petroleum and hydropower industries in Mexico and Norway and how these differed from a world system perspective. The question of nationalization of resources and the countries' respective history in this field are oftentimes invoked in discourses in both countries. The latest examples thereof were the debate about the need to join the Agency for the Cooperation of Energy Regulators (ACER), a regulator that all EU members are part of without most even being aware that their country is participating in it, but that in the case of Norway's decision to join it in spring 2018 lead to massive campaigns involving trade unions and environmental organizations, and which the Norwegian Labor party have a large internal debate on whether joining an organization that regulated energy trade would have negative consequences for Norway1. In Mexico, the theme of oil is one of the favorite themes of newly elected President Andrés Manuel Lopez Obrador. He promised that he would stop any privatization efforts of either electricity or petrol sector should he win. Given that the question seems so important to each country, one has to wonder why the outcome is so different.
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Goncalves, Paulo Eduardo Machado. "Inseminação artificial versus monta natural em bovinos de corte: aspectos reprodutivos, produtivos e econômicos." Universidade Federal de Minas Gerais, 2008. http://hdl.handle.net/1843/BUOS-9KRK7N.
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The objective of this study was to evaluate pregnancy rates in two beef cattle production systems (natural mating and artificial insemination), the performance of progenies and its interrelated economic factors. I was used 205 days adjusted weaning weight, pregnancy rates and economic factors from a property located in Mato Grosso, from 2002 to 2006. When compared the pregnancy rates, for years 2002, 2003 and 2004, from inseminated mature cows (88.2%, 86.4%, 81.5%) with natural matings (90.2%, 87.2%, 87.0%), no differences (p> 0.05) between the two groups were registered. However in 2003, for primiparous cows, lower pregnancy rates in the artificial inseminated group (49.0%) was observed when compared to natural mating group (76.6%) p<0.05. I was registered higher 205 days weaning weight and average daily gain in calves from inseminated cows in relation to those from natural matings (p <0.05). No correlation (p>0.05) between 205 days weight or average daily gain and expected differences progenies, we observed in the group of inseminated animals. Pregnancy cost was estimated in US$8.00* for the inseminated group, corresponding to 2.23 times the estimated cost in the natural mating group. Both systems were profitable, with the AI surpassing by 4.78% the natural mating, probably due to the small number of experimental animals, mainly in the natural mating group, not allowing dilution of fixed costs.O objetivo do presente estudo foi avaliar as taxas de prenhez em dois sistemas de manejo produtivo de bovinos de corte (monta natural e inseminação artificial) bem como o desempenho das progênies obtidas e os fatores econômicos interrelacionados. Foram utilizados dados de pesagem a desmama, ajustados para 205 dias, taxas de prenhez e fatores econômicos de uma propriedade localizada na divisa do Mato Grosso com Bolívia, no período 2002 a 2006. Ao se compararem os índices de prenhez das vacas adultas inseminadas (88.2%; 86,4%; 81,5%) com as de monta natural (90.2%; 87,2%; 87,0%), não se observaram diferenças (p>0,05) entre os dois grupos, para os anos de 2002, 2003 e 2004. Porém no ano de 2003, na categoria de vacas primíparas, observou se baixa taxa de gestação para a inseminação artificial (49.0%) comparado à monta natural (76.6%) p<0,05. Foi observada superioridade para as variáveis peso aos 205 dias e ganho médio diário pré desmama (GMD) nos filhos dos animais inseminados em relação aos de monta natural (p<0,05). Não foi observada superioridade para as variáveis peso aos 205 dias e GMD, quando correlacionadas com as diferenças esperadas na progênie paternas dentre os grupos de animais inseminados. Observou-se custo por prenhez de R$20,81* para a inseminação artificial, o que correspondeu a 2,23 vezes o custo da monta natural. Ambos os sistemas se mostraram lucrativos, sendo que a IA superou em 4,78% a monta natural, possivelmente devido ao reduzido número de animais experimentais, notadamente no regime de monta natural, o que não permitiu a diluição dos custos fixos.
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Carvalho, Maria Cristina Mortean. "Concordância verbal e variação no ensino fundamental e médio." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2005. http://www.bibliotecadigital.uel.br/document/?code=vtls000108676.
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A língua portuguesa ensinada na rede oficial, não é a mesma língua materna utilizada pelos alunos ao entrarem na escola. A língua que as crianças levam para escola, muitas vezes desprestigiada e estigmatizada, gera, nos aprendizes, de um modo geral, preconceitos como o de não saberem e de julgarem a sua própria língua difícil. A essa realidade, Kato (1998) chama de diglossia. Para constatar a afirmação da autora, ocorrências de concordância verbal foram levantadas com a finalidade de verificar qual o parâmetro desse fenômeno utilizado pelas crianças quando entram na escola. Com a utilização da metodologia sociolingüística, buscou-se comparar a linguagem de alunos matriculados na 1ª série do ensino fundamental com a de alunos de 1ª série do ensino médio, com o objetivo de observar quais conteúdos, sobre a concordância verbal, a escola ensinou nesse período de 8 anos. Os dados colhidos, por meio de narrativas orais gravadas em áudio, foram tratados estatisticamente pelo programa computacional VARBRUL. No trabalho em pauta, os dados apontam que os alunos, ao realizarem a concordância verbal, o fazem de forma diversa da regra existente na gramática normativa ensinada comumente na escola, utilizando, na maioria das vezes, alterações fonéticas, trocando, por exemplo, prenderam por prendero. Há, também uma preferência pelo uso do singular e pelas 1ª e 3ª pessoas. Os alunos da 1ª série do ensino médio não se utilizam tanto da alteração fonética para realizar a concordância verbal na linguagem oral, no entanto, as ?violações? das regras de concordância verbal da norma padrão ficam mais evidentes e, em textos escritos, as alterações fonéticas não aparecem. Por meio de pesquisas realizadas com a metodologia sociolingüística, fica patente a importância da escola na aprendizagem da língua padrão, porém nem sempre a escola leva em consideração que o aluno já possui um domínio considerável de sua língua E, por outro lado, a variação lingüística e a linguagem oral (variante em que se dá comumente a variação) nem sempre são matéria de discussão e estudo na sala de aula. A partir dessas constatações, percebe-se a necessidade de ensinar, não o que os alunos já sabem, mas analisar e refletir sobre aquilo que eles já sabem para poder descobrir e dominar diversas modalidades da língua para ampliação dos seus horizontes lingüísticos.The Portuguese language taught in the official schools is not the same as the mother tongue used by the students as they start their education. The language these students bring to school, many times under-esteemed and stigmatized, generates in the students, and in a general sense, preconceptions such as that of not knowing their own language and that of judging it as difficult. This reality is called diglossia by Kato (1998). To confirm the author?s claim, occurrences of verb were collected in order to verify the parameter of such a phenomenon as used by these children when they start school. By means of the sociolinguistic methodology, we tried to compare the language of students enrolled in the first year of elementary education to that used by those from the 1st year of secondary education as to verify which contents concerning verb agreement had been taught during this period of eight years. The data, collected through the recording of oral narratives, were treated statistically with computer program VARBRUL. In this work, the data show that as students produce verb agreement they do it in a way diverse from the rule found in the normative grammar commonly taught in school, using, most of the times, phonetic alterations and changing, for example, prenderam to prendero. There is also a preference for the use of singular and 1st and 3rd persons. First year secondary students do not use so much phonetic alterations to make verb agreement in oral production; however, the violations of rules of verb agreement in standard norm are more evident and, in written texts, phonetic alterations are not present. Research works carried out with the sociolinguistic methodology evidence the importance of the school in the learning of the standard language; nevertheless, not always does the school take into consideration the fact that the student already has a considerable domain of his language. And, on the other hand, the linguistic variation and the oral language (variant in which variations commonly take place) are not always a subject of concern and study in the classroom. With these in mind one can perceive the need to teach not what the students know, but to analyze and reflect on what they already know in order to find out and dominate several modalities of language and expand the learners? linguistic horizons.
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Finburgh, Clare. "The poetics of the non-verbal : code and performance in Jean Genet's theatre." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/1348857/.
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This is an extensive study of the non-verbal in Genet's dramaturgy. Non-verbal forms constitute the plural, fragmented sum of theatrical possibility. Rhythms, movements, colours and shapes highlight the ritualised form of words and actions on and off stage. In Part One I define my understanding of Genet's theory of representation, and show how this theory informs his use of the non-verbal. On the one hand the discursive limits of Genet's reality forefront closure. On the other, within this closure an absence of transcendental meaning enables signs to be reconfigured and accorded a plurality of signification. A wealth of non-verbal scenic elements is codified and made to signify. But an antagonism between the triumphant liberation from inherent meaning and the inevitable falsity of representation underlies all Genet's theatre. Genet's reconfiguration involves transubstantiation, not substitution. It adds a supplementary layer of falsity to the sign. The co-presence of multiple layers of artifice effects a duality of belief and disbelief in the spectator, redefining the notion of theatricality. Non-verbal forms are of existential as well as theatrical import. Falsity is omnipresent. Genet thus destabilises and redramatises security, possession and identity. Part Two develops and illustrates the notion of the non-verbal elaborated in Part One through a predominantly stylistic study. I illustrate how performance on Genet's stage is a surface made of ritualised gestures and words, devoid of substance. Through constant polyphonic shifting characterisation is fragmented and unity of voice is denied. Central acoustic matrices are expanded forming homogenous blocks of repeated words, phonemes, stresses and prosodies. These blocks are juxtaposed with other rhythms creating chains of antagonistic structures that fracture traditional diegesis. Actors' gestures, tone, pitch, tempo and costume display a hybrid heterogeneity of styles which abolishes the monolithism of identity. The horizontal, vertical and diagonal lines constituting the set create a lattice network that fills a hypothetical vide with Genet's panoramic definition of reality. All these material signifiers resist metaphorical globalisation into themes or characters. They subsequently afford an opacity that fractures action into immediate acoustic and visual effects, and underscores form as surface detached from the oppressiveness of substance. And yet the absence of substance merely underscores the falsity of Genet's success. My concluding comments state that material, non-verbal artifice is freed from essentialist signification. It is therefore mobile, not static. The plural and liberated nature of the non-verbal enables Genet's singularity to be expressed, and in turn allows for the singularity of the spectator.
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Santos, Maria Alzira de Carvalho. "O verbal e o não-verbal em manual de pintura e caligrafia, de José Saramago : contribuições da semiótica para a fruição da leitura." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2010. http://www.bibliotecadigital.uel.br/document/?code=vtls000161001.
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Neste trabalho, temos por objetivo apresentar leitura intersemiótica de Manual de pintura e caligrafia, de José Saramago, de forma a contribuir para a construção da significação do romance. Essa leitura é resultante de análises e interpretações do texto romanesco constitu-ído pelas linguagens verbal e não-verbal, ou seja, da narrativa em si, segmentada em sete partes, e de nove objetos plásticos subordinados àqueles segmentos. Tal material é desti-nado, em especial, a cursos relacionados à formação de professores de Língua Portuguesa, como também, de forma indireta, a alunos da escola de ensino médio. As análises se supor-tam nos fundamentos da semiótica de Greimas e de seus seguidores. Para o caso dos tex-tos não-verbais, são também convidadas outras teorias, especialmente os estudos de Ru-dolf Arnheim. Estruturamos a apresentação da tese em três capítulos, além da introdução, da conclusão e da lista de referências. No capítulo 1, propomos refletir em torno da situação da leitura no Brasil. Baseamo-nos em estudos diversos, principalmente em documentos ela-borados pelo Ministério da Educação. Além disso, discutimos o tema naquilo que diz respei-to à leitura do texto literário, em especial, o de José Saramago. Para o caso do texto sara-maguiano, apresentamos alguns estudos críticos de sua obra. Faz parte também deste capí-tulo uma síntese do projeto semiótico de Greimas e reflexões acerca do fenômeno da inter-disciplinaridade. No capítulo 2, tratamos do tema da imagem sob os seguintes aspectos: da imagem como recurso expressivo, da hegemonia da imagem, do resgate da contemplação, da visibilidade e da visualidade, da alfabetização visual, da percepção visual e da semiótica plástica. No capítulo 3, apresentamos a análise propriamente dita de Manual de pintura e caligrafia, inicialmente, de forma geral, seguida pela análise dos segmentos, isto é, dos tre-chos verbais e visuais. Como forma de trazer à tona o fenômeno da intersemioticidade, tra-çamos em todas as análises um confronto entre as significações verbais e não-verbais. Veri-ficamos objetos plásticos dos seguintes pintores, todos citados no romance em estudo: Pie-ter Bruegel, Giorgione, Édouard Manet, Humberto Espíndola, Vitale da Bologna, Pablo Pi-casso, Francisco de Goya, René Magritte e Peter Paul Rubens.In this work, we aim to present an intersemiotic reading about the José Saramagos novel Manual of painting and calligraphy to contribute to the construction of meaning of romance. This reading resulted of analyses and interpretations of the romantic character text consti-tuted by the verbal and non-verbal languages, in other words, of the narrative itself, seg-mented in seven parts, and of nine plastic objects subordinated to those segments. Such material is destined, in special, to courses related to the Portuguese Language teachers formation, as well as, in the indirect form, to pupils of the school of secondary education. The analyses are supported in the bases of the Greimas semiotics and of his followers. For the case of the non-verbal texts, there are also other invited theories, specially the Rudolf Arn-heims studies. We structure the presentation of the thesis in three chapters, besides the in-troduction, the conclusion and the list of references. In the Chapter 1, we propose to consider around the situation of the reading in Brazil. We are based on different studies, principally on documents prepared by the Education Ministry. In addition, we discuss the subject in what it concerns by the reading of the literary text, in special, the José Saramagos ones. For the case of the José Saramagos text, we present some criticism studies of his work. This chap-ter includes also a synthesis of the Greimas semiotic project and reflections about the phe-nomenon of the interdisciplinity. In the Chapter 2, we treat the subject of the image under the following aspects: of the image like expressive resource, of the hegemony of the image, of the redemption of the contemplation, of the visibility and of the vision, of the visual literacy, of the visual perception and of the plastic semiotics. In the Chapter 3, we present the analysis properly stated of the Manual of painting and calligraphy, initially, in the general form, fol-lowed by the analysis of the segments, in other words, of the verbal and visual passages. As a form of bringing up the phenomenon of the inter-semioticity, we draw in all the analyses a confrontation between the verbal and non-verbal significations. We check plastic objects of the following painters, all cited in the novel in study: Pieter Bruegel, Giorgione, Édouard Ma-net, Humberto Espíndola, Vitale da Bologna, Pablo Picasso, Francisco de Goya, René Ma-gritte and Peter Paul Rubens.
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Pires, Gilcelia Santana. "Aquisição da morfologia verbal do portugues por um falante do finlandes : o papel do code switching." [s.n.], 1999. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269066.
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Orientador: Ester Mirian ScarpaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: O presente trabalho pretende descrever o processo aquisicional do português por uma falante adolescente nativa do finlandês. Em particular, objetiva-se verificar se há transferência de L1 para a L2 e qual seria o papel de uma outra L2, anteriormente adquirida na aquisição do português. A morfologia verbal apresentou-se como uma das dificuldades mais acentuadas no desenvolvimento da aquisição do português. Por esta razão, elegeu-se este fato lingüístico como o mais interessante para estudo. A observação do fenômeno de aquisição da morfologia verbal foi realizada em 3 fases. Na primeira fase, em que grande parte das estruturas verbais se caracteriza pela presença de formas não-finitas,detectou-se o uso de code switching (alternância entre códigos lingüísticos) como estratégia de aprendizagem, com uma função discursiva. Na segunda fase, observou-se que as estruturas verbais começam a se misturar entre formas finitas e não-finitas. Nesta fase, o uso de code switching permanece, apresentando uma função lingüística na aquisição da morfologia do verbo em português. Na terceira fase de observação dos dados, nota-se que as estruturas verbais apresentam flexão e concordância; as formas finita e não-finita são empregadas adequadamente; O uso de code switching não tem mais lugar nesta fase. A conclusão do trabalho é que, numa fase inicial, a aquisição ocorre baseada no mecanismo de transferência de L1 para L2. Enquanto que, na segunda fase, o uso de uma língua intermediária (o inglês) através do code switching mostra que a experiência do sujeito com aquisições anteriores de L2s pode servir como entrada de aprendizagem para mais uma L2, favorecendo uma aquisição num tempo relativamente curto e de forma sólida
Abstract: The present work intends to describe the acquisitional process of Portuguese by an adolescent native speaker of Finnish. As a main goal, it is intended to verify if there is language transfer from L1 into L2 and what would be the role of another second previously acquired language in the acquisition of Portuguese. Portuguese verbal morfology showed to be one of the most difficult problems in the development of acquisition of Portuguese. For this reason, this linguistic fact has been selected as the most interesting one to be studied The observation of the acquisition of Portuguese verb morfology was carried out in 3 stages. In the first stage, in which most of the verb structures are caracterized by the non-finite forms, the phenomenon of code switching ( an alternation between linguistic codes) was detected as a strategy of language learning with a discursive function. In the second stage, the verb structures begin to mix into non-finite and finite forms. In this stage, the use of code switching remains, now showing a linguistic function. The third stage shows that inflection and agreement are acquired; the finite and non-finite forms are used appropriately; the use of code switching does not have a place in this stage. The conclusion of the work is that, in an initial stage, the acquisition is based on language transfer from L1 into L2. In the second stage, the use of an intermmediate language (English) through both code switching and transfer demonstrates that the learner's previous experience with a previously acquired second language can serve as the facilitation strategy for a further third ou fourth language acquisition. Therefore, a solid acquisition process takes place in a relatively short time
Mestrado
Mestre em Linguística
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Faga, Barbara. "Formers versus zoners; how and why communities shift to form-based zoning." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53081.
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City design has long been recognized as predicated on power. Planners have the power to regulate the use and form of privately owned land—an enormous task. Zoning is the foundation of city planning. The caliber of cities' future development hinges on zoning. Over the last fifteen years, communities have been divesting themselves of their historic Euclidean zoning in favor of the newer concept of form-based code. However, changing an entire zoning code is an immense project that requires a massive investment of motivation, time, perseverance and money. Does changing code provide an answer to undesirable consequences of Euclidean zoning, or are the claims of form-based code advocates correct and their code the panacea for everything wrong with planning and development? This is a sweeping question and one that is asked in hundreds of planning offices by planners, urban designers, politicians and their communities. The primary question is why and how communities change from conventional Euclidean zoning to form-based code. This research examines the state of practice and the impact of form-based code on zoning. Issues critical to an examination of the theory and practice aspects of this investigation includes key questions: What motivates change? What difference does it make? Who are the primary motivators for change? What is the comparative analysis and the basis for change and the impact of form-based code?
Two protocols, including online surveys of planning practitioners and case studies of Cincinnati, Denver and Miami, are used to investigate the intended, and often unintended, outcomes and consequences that emerge with a zoning change within an established community.
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Salonen, Adam, and Ara Mohammad. "Practicing Octalysis : The comparison of an Octalysis analysis versus Metacritic’s reviews." Thesis, Uppsala universitet, Institutionen för speldesign, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324068.
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Weitzel, Richard Patrick. "microRNA-184 Regulation of NFAT1 in Umbilical Cord Blood CD4+ T-cells: Implications for Graft Versus Host Disease." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1277403551.
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Aslett, Helen J. "The function and form of the non-verbal analogue magnitude code in arithmetic processing." Thesis, University of York, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270065.
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Versoza, Cassiana Stersa. "Inclusão : do conteúdo do relato verbal de professores às práticas culturais." Universidade Estadual de Londrina. Centro de Ciências Biológicas. Programa de Pós-Graduação em Análise do Comportamento, 2013. http://www.bibliotecadigital.uel.br/document/?code=vtls000187220.
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A lei que prevê a obrigatoreidade da inclusão de alunos com necessidade educacionais especiais (NEE) na rede regular de ensino é um exemplo de intervenção deliberada em uma cultura, pois especifica uma prática cultural a ser adotada. Para isso, é necessário planejar contingências que sejam mantidas por agências de controle social a fim de produzir tal prática cultural. As atitudes dos professores em relação à inclusão são apontadas como uma das principais variáveis que garantem o sucesso do processo inclusivo. Nesse sentido, o objetivo deste trabalho foi descrever quais são as contingências relevantes para a formação de comportamentos favoráveis à inclusão em professores e para a implantação efetiva da inclusão na sociedade brasileira. Para isso, foram elaborados três artigos com objetivos específicos. O Artigo 1, teve como objetivo descrever as variáveis das quais a atitude social favorável à inclusão é função, identificando no ambiente as contingências relevantes para sua formação. Percebeu-se que a promoção de experiências planejadas de professores com alunos com deficiência é a maneira mais eficaz de ensinar esses comportamentos, já que é feito o planejamento dos antecedentes e consequêntes específicos necessários para a emissão da classe de comportamentos esperada, denominada atitudes favoráveis à inclusão. O Artigo 2 buscou analisar o conteúdo do relato verbal de professoras que atuam com alunos incluídos, buscando investigar a importância da história pessoal, da história profissional e da formação acadêmica para a formação de comportamentos favoráveis ou não à inclusão. Verificou-se que a formação acadêmica contribui de maneira teórica mas, de modo geral, não prepara os professores para atuarem em contexto de inclusão. Os comportamentos necesários para que o professor contribua para a inclusão efetiva de alunos com deficiência acabam por ser modelados ao longo da história profissional, muitas vezes após anos de experiência e, a depender dessa história profissional, esses comportamentos podem nem ser aprendidos. Por fim, o artigo 3 teve como objetivo descrever algumas contingências comportamentais entrelaçadas necessárias para que a inclusão de alunos com NEE no ensino regular possa ocorrer. Espera-se, com este trabalho, produzir informações que contribuam para a formação de professores voltada para a inclusão e para a identificação de antecedentes e consequentes necessários para que a inclusão ocorra de maneira mais eficaz.The law wich provides the obligation of the inclusion of people with special educational needs in regular education is an example of deliberate intervention in a culture, because it specifies a cultural practice to be adopted. For this it is necessary to plan contingencies that are maintained by agencies of social control in order to produce such a cultural practice. Teachers' attitudes toward inclusion are identified as one of the main variables that ensure the success of the inclusive process. For this, we prepared three articles with specific goals. Article 1, aimed to describe the variables of which the attitude toward inclusion is a function, identifying relevant environmental contingencies to their training. It was noticed that the promotion of planned experience of teachers with students with disabilities is the most effective way to teach these behaviors, as is done planning antecedents and consequences of specific required for the issue of class expected behaviors, called favorable attitudes toward inclusion. Article 2 seeks to analyze the content of the verbal report of teachers who work with students included in order to investigate the importance of personal and professional history and academic background to the formation of favorable or disfavorable behaviors toward inclusion. It was found that education contributes theoretical, but in the mots cases does not prepare teachers to work in the context of inclusion. Behaviors which would be required for the teacher to contribute to the effective inclusion of students with disabilities are being modeled throughout history professional, often after years of experience and, depending on this professional history, these behaviors will not be learned. Finally, Article 3 aims to describe some interlocked behavioral contingencies necessary for the inclusion of people with special educational needs in regular education can occur. It is hoped, with this work, produce information that contributes to the training of teachers toward inclusion and identifying antecedents and consequences needed for inclusion to occur more effectively.
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Marques, Edi Carlos Aparecido. "Diálogo na escola : ética do discurso habermasiana versus a violência escolar." Universidade Estadual de Londrina. Centro de Educação, Comunicação e Artes. Programa de Pós-Graduação em Educação, 2009. http://www.bibliotecadigital.uel.br/document/?code=vtls000148801.
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O presente trabalho analisa e defende a tese de que a aplicação da teoria da ética do discurso de Jürgen Habermas nas escolas brasileiras cria uma cultura discursiva capaz de enfrentar o problema da indisciplina e da violência estudantil, bem como restaura a práxis pedagógica das mesmas. Pois, leva-se em consideração que tal teoria, ao reintroduzir a racionalidade comunicativa nas interações pedagógicas, estabelece barreiras contra a permanência da racionalidade instrumental nas instituições educacionais. Esta visão é o resultado de uma investigação sistemática e reflexiva a propósito da literatura acerca da questão da indisciplina e da violência escolar no Brasil, da ética do discurso habermasiana e do pensamento pedagógico brasileiro que analisa as possíveis contribuições da filosofia de Habermas para o processo educacional formal. O autor, utilizando-se de uma metodologia hermenêutica-reconstrutiva, busca esclarecer como a ética do discurso pode intervir positivamente nas escolas e reestruturar os laços sociais entre os atores escolares, principalmente, entre os educadores e os educandos, que se encontram abalados em nossa sociedade. Para tanto, no primeiro capítulo, ele analisa e estabelece as definições conceituais de educação, de escola, de indisciplina e de violência escolar que orientam esta dissertação; investiga e interpreta os principais fatores sócio-históricos e pedagógicos, que induzem os estudantes a manifestarem comportamentos indisciplinados e violentos nos espaços escolares, bem como as principais conseqüências a que estão sujeitos os atores sociais que vivenciam a atmosfera de violência nas escolas brasileiras. No segundo capítulo, ele examina e descreve a teoria ética de Jürgen Habermas do discurso prático: o seu fundamento na teoria da ação comunicativa, os seus elementos estruturantes as pretensões de validade levantadas nos atos de fala, os princípios de universalização (U) e de discurso (D), a hipótese prática de situação ideal de fala, o conceito pragmático de mundo da vida e o conteúdo mínimo da moral discursiva. Por fim, ele pondera e expõe os aspectos positivos da introdução de uma cultura discursiva nas escolas, a partir do uso da ética do discurso como referencial teórico às interações pedagógicas, apresentando: as compreensões necessárias que os profissionais da educação devem ter a respeito do agir pedagógico e da lógica do desenvolvimento da consciência moral dos seres humanos para a aplicação da teoria ética de Habermas nos espaços escolares; as contribuições que podem ser alcançadas pelas escolas e seus profissionais em suas práxis educacionais e pelos educandos em seus processos de formação enquanto pessoas e cidadãos esclarecidos e emancipados; e, algumas experiências de gestões democráticas comunicativas ocorridas em três escolas paulistas já há algum tempo.This paper analyzes and defends the thesis that the application of the theory of discourse ethics of Jürgen Habermas in Brazilian schools creates a discursive culture capable of confronting the problem of student indiscipline and violence, as well as restoring the practice of teaching them. Because it takes into account that such a theory, when it reintroduces the communicative rationality in educational interactions, it sets up barriers against the permanence of instrumental rationality in educational institutions. This vision is the result of a reflective and systematic investigation concerning literature on the issue of indiscipline and school violence in Brazil, of Habermas's discourse ethics and the Brazilian pedagogical thinking that analyzes the possible contributions of Habermas's philosophy for the formal educational process. The author, using a hermeneutic-reconstructive approach, seeks to explain how discourse ethics can positively intervene in schools and restructure the social ties between the school players, especially between educators and students, who find themselves distressed in our society. In the first chapter, he analyzes and establishes the conceptual definitions of education, school, indiscipline and school violence that guide this dissertation, he investigates and interprets the main socio-historical and pedagogical factors, that induce students to express undisciplined and violent behavior in schools, as well as the main consequences the social players who experience the atmosphere of violence in Brazilian schools may face. In the second chapter, he examines and describes Jürgen Habermas's ethical theory of practical discourse: its foundation in the theory of communicative action, its structural elements - the validity claims raised in speech acts, the principles of universality ("U") and discourse ("D"), the working hypothesis of ideal speech situation, the pragmatic concept of life and world - and the minimum content of moral discourse. Finally, he ponders and exposes the positive aspects of the introduction of a discursive culture in schools, from the use of discourse ethics as theoretical reference to pedagogical interactions, by presenting: the necessary understanding that education professionals should have regarding the pedagogical act and the logical development of the moral conscience of human beings for the application of Habermas's ethical theory in schools, the contributions that can be achieved by schools and its educational professionals in their practice and the students in their formation process as individuals and emancipated and enlightened citizens, and some experiences of communicative democratic management which occurred in three schools in São Paulo some time ago.
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Salman, I. (Iflaah). "Students versus professionals as experiment subjects:an investigation on the effectiveness of TDD on code quality." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201504021273.
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Background: Most of the software engineering empirical studies use students as subjects for conducting experiments. This raises the concern that whether results acquired through students are applicable to the industry or not. The researchers argue that experiment with students lack realism. This situation not only causes the threats to the generalizability of the research results but also becomes a potential barrier to the adoption of novice research in industry.
Aim: The objective of the study is to investigate, whether students are representative of professionals in software engineering experiments. We are addressing the objective by investigating the difference in the code quality of the two subject groups — students and professionals — in the context of the effectiveness of Test Driven Development (TDD) on the internal code quality. The study tests two hypotheses; the first one aims to test the difference in the code quality of the two subject groups. The second one aims to test the difference in the code quality of tasks implemented following TDD and Test-Last Development (TLD) methodologies.
Method: The study follows a quantitative research approach with the experimentation methodology. The study involved graduate students from academia and professionals from the industry in their respective environmental settings. Both of the subject groups implemented tasks in TDD and TLD approaches. The treatments of the first hypothesis are professionals and students for studying the difference in the two subject groups. Furthermore, TDD and TLD are the treatments of the second hypothesis for assessing the difference in the code quality of the two methodologies.
Results: Students differed professionals when compared for TLD and TDD1 implementations. The results couldn’t show the difference for TDD2 task. The code quality differed as an effect of TDD for professionals in the cases of TLD vs. TDD1 and TLD vs. TDD2. Students’ data showed the difference in the code quality for TLD vs. TDD1 but couldn’t for TLD vs. TDD2 tasks. The null hypotheses were refuted with the p-value < 0.05.
Conclusion: The results of the study are confined to the context of TDD and to some extent with the experimental design. The future extension can be to compare the two subject groups by designing the same experiment. Additionally, comparison can also be studied in other areas of software engineering for a better generalizability of the comparison results.
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Held, Christine Katharina. "Resistive polymer versus forced-air warming : comparable heat transfer and core rewarming rates in volunteers /." [S.l.] : [s.n.], 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?sys=000277042.
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Schroder, Mirian. "O texto verbal e o texto imagético manuseados pelo enunciador do livro didático." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2003. http://www.bibliotecadigital.uel.br/document/?code=vtls000096687.
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O presente trabalho é uma pesquisa descritiva realizada sobre o material didático empregado na rede estadual de um município do interior do Paraná. O objetivo principal é o de refletir teoricamente sobre a apresentação simultânea de textos verbais e imagéticos em materiais didáticos, procurando demonstrar como as imagens, os textos e as escolhas do enunciador constituem operadores de práticas discursivas muito particulares. Com este propósito, contextualizamos teoricamente a leitura e os elementos que constituem o discurso, baseando-nos nos pressupostos teóricos da Análise do Discurso de linha francesa e da Teoria Semiótica greimasiana.This is a descriptive research about the teaching materials that is used by the state school system of a particular town of the countryside of the Paraná state. The main aim of this research is to do a theoretical reflection about the simultaneous presentation of verbal and visual texts within teaching materials. In this way, it was made an attempt to understand how the images, the texts, and the enunciator?s choices become operational instruments of very particular kinds of discursive practices. Being supported by such purpose, it was theoretically established the context of the reading, and the elements that compose the discourse. This theoretical context has as background the theoretical ideas of the French branch of the Discourse Analysis, and the Greimasian Semiotic Theory.
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Tanga, Júlio Cesar Michelucci. "Complementos sentenciais finitos de verbos causativos : um argumento favorável à hipótese SPLIT-VP." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2007. http://www.bibliotecadigital.uel.br/document/?code=vtls000121167.
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O presente trabalho tem por principal objetivo analisar a estrutura dos complementos sentenciais finitos de verbos causativos, notadamente ?fazer? e ?pedir?. O que o motivou foi o fato de, contrariando a inequívoca tendência de apagamento da preposição diante de complementos sentenciais finitos, tais orações serem, freqüentemente introduzidas por preposição (?fazer com que? e ?pedir para que?).No primeiro capitulo serão abordados os conceitos de preposição e objeto indireto. No segundo, será revisada a classificação, proposta por Rochette, dos verbos de acordo com suas propriedades semânticas,. Em seguida, serão expostos alguns dos principais argumentos que corroboram a tese do desmembramento do VP, para que, na seção subseqüente, se possa defender a principal idéia deste trabalho: a de que as preposições ?com? e ?para?, em tais orações, ocupam a posição AgrIOP, em que checam Caso dativo.This work intends to analyze the structure of finite sentential complements of causative verbs, mainly ?fazer? and ?pedir?. What motivated it was the fact that this kind of sentence is commonly introduced by preposition (?fazer com que? e ?pedir para que?), contradicting the undeniable tendency of non use of the preposition in such cases. In the first chapter, the concepts of preposition and indirect object will be discussed. In the second, it will be reviewed the classification, proposed by Rochette, of the verbs according to their semantic properties. Following, it will be exposed some of the main arguments that bear out the split-VIP thesis. In the last chapter, it will be defended the main idea of this work: it will be argued that such prepositions check dative Case in AgrIOP position.
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Trassi, Angélica Polvani. "Estilos intelectuais, raciocínio verbal, estratégias de aprendizagem e compreensão de leitura no ensino fundamental." Universidade Estadual de Londrina. Centro de Educação, Comunicação e Artes. Programa de Pós-Graduação em Educação, 2016. http://www.bibliotecadigital.uel.br/document/?code=vtls000212969.
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Essa pesquisa faz parte da Linha 2, Docência: Saberes e Práticas, e do Núcleo 2: Ação Docente, do Programa de Pós-graduação em Mestrado em Educação da Universidade Estadual de Londrina. Os estilos intelectuais são definidos como a forma por meio da qual uma pessoa prefere utilizar seu raciocínio para resolver problemas, tomar decisões e processar uma informação. Nesse sentido, o objetivo desse estudo foi investigar a relação entre os estilos intelectuais e as varáveis de inteligência, estratégias de aprendizagem e compreensão de leitura. Participaram da pesquisa 470 alunos do 2º ao 9º anos do Ensino Fundamental de escolas públicas, da região norte do Paraná. Os participantes foram solicitados a responder os seguintes instrumentos: Inventário de Estilos de Pensamento ? Revisado II (adaptado para a população brasileira), Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF) e Teste Cloze, de forma coletiva. Da amostra total foram selecionados 45 alunos, sendo cinco de cada ano escolar, que responderam as provas verbais da Escala Wechsler de Inteligência Abreviada (WASI). Os dados foram organizados em planilha e submetidos à análise estatística descritiva e inferencial. Os resultados apontaram que a amostra apresentou médias de pontuação maiores nos estilos legislativo e monárquico e que possui um QI verbal dentro da média. Na EAVAP-EF, os alunos tiveram maior pontuação nas subescalas Ausência de Estratégias Metacognitivas Disfuncionais e Estratégias Metacognitivas. E no teste Cloze, identificou-se nível de compreensão de leitura independente. No que tange a diferença entre os anos escolares, de forma geral, foi verificada a existência de diferenças estatisticamente significativas entre alunos do 2º ao 6º em relação aos alunos do 7º ao 9º anos. Para o raciocínio verbal, foi encontrada diferença estatisticamente significativa entre alunos do 5º e 7º ano. Na EAVAP-EF, verificou-se que alunos do 3º ano utilizam mais estratégias cognitivas e que alunos do 9º ano fazem mais uso de estratégias metacognitivas. No teste Cloze, estudantes do 2º ao 4º anos possuem menor nível de compreensão de leitura do que os anos seguintes. Por fim, foram obtidas correlações estatisticamente significativas, porém negativas entre QI verbal e o estilo conservador. Relações estatísticas e positivas foram alcançadas entre os estilos intelectuais e a EAVAP-EF. Observou-se também, correlações estatisticamente significativas, contudo negativas entre o teste Cloze e os estilos executivo, local, anárquico e conservador. Correlações estatísticas e positivas entre o teste Cloze e as estratégias metacognitivas e o QI verbal também foram estabelecidas. Por fim, obteve-se correlação entre o QI verbal e as estratégias metacognitivas. Considera-se que o estudo tende a contribuiu para levantar os estilos de aprendizagem de alunos, e consequentemente, aprimorar métodos didáticos dos professores. Contudo, mais estudos necessitam ser realizados a fim de investigar essas variáveis nesse tipo de amostra.This study is part of the research Line 2, Teaching: Knowledges and Practices, and Core 2: Docent Action, from the graduate level Masters in Education program at Londrina State University. Intellectual styles are defined as the means through which a person prefers to use his reasoning to solve problems, make decisions and process information. In this sense, the aim of this study was to investigate the relationship between intellectual styles and intelligence variables, learning strategies and reading comprehension. The participants were 470 students from 2nd to 9th grade of basic education at public schools from the northern area of Paraná. The participants were requested to answer the following instruments: Thinking Styles Inventory - Revised II (adapted for the Brazilian population); Learning Strategy Scale for Basic Education Students (EAVAP-EF) and Cloze Test, in a collective manner. Forty-five students out of the total sample were selected, five of each school grade, they replied to verbal tests of Wechsler Abbreviated Scale of Intelligence (WASI). Data were organized in spreadsheets and submitted to descriptive and inferential statistical analysis. The results showed that the sample had higher average scores in the legislative and monarchical styles and had a verbal IQ within the average. At EAVAP-EF, students scored higher on the subscales Absence of Dysfunctional Metacognitive Strategies and Metacognitive Strategies. And the Cloze test identified independent reading comprehension level. Regarding the differences between the school years, in general, it was verified the existence of statistically significant differences between students from the 2nd to the 6th grade in relation to the students from the 7th to the 9th grade. As for verbal reasoning, a statistically significant difference was found between students in the 5th and 7th grades. At the EAVAP-EF, it was verified that 3rd grade students use more cognitive strategies and that 9th grade students make more use of metacognitive strategies. In the Cloze test, students from grades 2-4 have lower levels of reading comprehension than those in subsequent years. Conclusively, statistically significant but negative correlations between verbal IQ and the conservative style were obtained. Statistical and positive relations were achieved between intellectual styles and the EAVAP-EF. Statistically significant but negative correlations between the Cloze test and the executive, local, anarchic and conservative styles could also be observed. Statistical and positive correlations between the Cloze test and metacognitive strategies and verbal IQ were also established. Lastly, a correlation was obtained between the verbal IQ and the metacognitive strategies. It is considered that the study tends to contributed to raise the learning styles of students, and consequently improve teaching methods of teachers. However, more studies need to be carried out in order to investigate these variables in this type of sample.
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Macedo, Rebeca Louzada. "Os verbos ter e haver : história, mudanças e ensino da língua portuguesa no Brasil." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2015. http://www.bibliotecadigital.uel.br/document/?code=vtls000204555.
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O presente trabalho objetiva verificar o uso do verbos ter e haver, analisando a variação e a mudança pelas quais estes passaram e a abordagem desse processo nas gramáticas normativas e descritivas, haja vista os professores e os manuais didáticos basearem-se nas gramáticas normativas para o ensino da Língua Portuguesa. Assim, a maneira pela qual essas gramáticas apresentam a variação e a mudança influencia, em muito, a abordagem nas salas de aula. No entanto, as gramáticas descritivas são apresentadas como alternativa para os dias atuais, por isso, investiga-se como os dois tipos de gramática abordam o processo de variação dos verbos ter e haver. Este estudo foi realizado, pois as pesquisas sobre variação e mudança na língua são profícuas, porém é preciso conhecer como estas chegam aos materiais de referência para o ensino e, consequentemente, ao ensino. Para o cumprimento do objetivo desta pesquisa, foram analisadas as ocorrências dos verbos ter e haver em duzentos e treze documentos do gênero carta oficial, redigidos em Paranaguá-PR, nos séculos XVIII e XIX e dez atas redigidas na mesma cidade, porém em fevereiro e março do ano de 2010, além disso, foram analisadas as abordagens sobre os mesmos verbos nas gramáticas publicadas por Rocha e Lima (1974), Cunha (1982), Castilho (2010) e Perini (2010).This paper aims to verify the use of verbs have and be, analyzing variation and change in which they passed and the approach of this process in the normative and descriptive grammars, given teachers and textbooks are based on the normative grammars for teaching of Portuguese. So the way in which these grammars present the variation and change influences, by far, the approach in the classroom. However, descriptive grammars are presented as an alternative to the present day, so if we investigate how the two types of grammar approach the process of change of the verbs have and be. This study was undertaken because research on variation and change in language is profitable, but it is necessary to know how these reach the reference materials for teaching and, consequently, to education. To fulfill the objective of this research, the occurrences were analyzed verbs have and be in two hundred thirteen documents the genre official letter, written in Paranaguá, in the eighteenth and nineteenth centuries and ten minutes drafted in the same city, but in February and March 2010 Moreover, these approaches were analyzed on the same verbs in the grammars and published by Rocha Lima (1974), Cunha (1982), Castilho (2010) e Perini (2010).
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Hernandes, Aislan Gabriel. "Rádio cognitivo : sensoriamento espectral baseado em consenso e compromisso tempo de sensoriamento versus vazão." Universidade Estadual de Londrina. Centro de Tecnologia e Urbanismo. Programa de Pós-Graduação em Engenharia Elétrica, 2017. http://www.bibliotecadigital.uel.br/document/?code=vtls000217290.
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A primeira parte desta Dissertação consiste da análise de várias técnicas de sensoriamento espectral (SS, spectrum sensing), tais como, detector de energia (ED, energy detector), filtro casado (MF, matched filter), detector cicloestacionário, detector de autovalores e detector baseado na covariância, todos aplicáveis ao SS em banda única (SB, single-band). Resultados numéricos permitem uma compara ção justa entre os detectores analisados considerando aplicações de sensoriamento espectral monobanda. Para SS em sistemas multibanda (MB, multi-band), há diversas técnicas que vêm sendo desenvolvidas nos últimos anos, tais como, sensoriamento de borda (edge) baseado em wavelets (WSS, wavelet spectrum sensing), compressed sensing (CS) e direction of arrival (DoA). Finalmente, para lidar com a agressividade do canal sem fio móvel, esquemas cooperativos podem ser utilizados em conjunto com rádio cognitivo (CR, cognitive radio). Os mais conhecidos protocolos para comunicação assistida por retransmissores ( relays) são o protocolo AF (amplify-and-forward) e o protocolo DF (decode-and-forward) empregados no relay e também aqueles que empregam combinações de sinais, tais como, soft combining, que podem ser MRC (maximal ratio combining) e EGC (equal gain combining) empregados no receptor e hard combining baseados em regras de escolha, tais como, AND, OR e majority. Na segunda parte deste trabalho é desenvolvida a solução de um problema de otimização que permite reduzir o tempo de sensoriamento (STO, sensing time optimization) e como resultado aumentar a vazão de um usuário secundário (SU, secundary user). O problema de otimização resultante é um problema côncavo e não linear (NLP, nonlinear program), que pode ser resolvido analiticamente e de forma direta. Resultados numéricos permitiram corroborar o tratamento de otimização analítico proposto. Na terceira parte deste trabalho, uma técnica de sensoriamento espectral cooperativo (CSS, cooperative spectrum sensing), chamada regra de consenso com pesos melhorada (IWAC, improved weighted average consensus) foi proposta sob a forma de regras de consenso, que permite o desenvolvimento de soluções distribuídas em vez de soluções centralizadas (utilizando regra de combinação hard ou soft), sendo que a última abordagem requer uma central de fusão (FC, fusion center). A técnica de consenso IWAC permite que o CSS local troque informações entre os SUs vizinhos e também leva em consideração a própria condição de canal do SU, obtendo-se assim vantagens sobre o CSS centralizado, e performance parecida com os demais CSS decentralizados baseados em regras de consenso existentes na literatura, tais como, consenso médio (AC, average consensus), consenso médio com pesos (WAC, weighted average consensus) e o consenso médio com pesos acurado (WAC-AE, weighted average consensus - accuracy exchange), boa velocidade de convergência para o mesmo custo computacional entre as regras com peso, porém com perda marginal de desempenho em alguns cenários específicos.The first part of this work consists of analyzing of various spectrum sensing (SS) techniques, such as energy detector (ED), matched filter (MF), cyclostationary detector, eigenvalue detector and covariance detector, all applied to single band spectrum sensing (SB-SS) systems. Numerical results allow the comparison between SB detectors. For SS in multiband systems (MB-SS), there are several techniques that have been developed in recent years, such as edge sensing based on wavelets (WSS), compressed sensing (CS) and direction of arrival (DoA). Finally, to deal with the aggressiveness of the wireless channel, cooperative SS schemes can be used in combination with cognitive radio (CR). The well-established cooperative protocols are those that use one or more relays with one hop, namely AF protocol and DF protocol and also those that employ combinations of signals, such as soft combining (MRC and EGC) and hard combining (AND, OR and majority). In the second part, it is presented the formulation and solution of a concave optimization problem that allows to reduce the sensing time (STO); as a result the proposed algorithm is able to increase the throughput of a secondary user (SU). Indeed, the formulated problem is a concave nonlinear optimization program (NLP). Numeric results allow one to check the solutions presented. In the third part of this paper, a Cooperative Spectral Sensing (CSS) technique called improved weighted average consensus (IWAC) was developed in the form of consensus rules, which allows the development of distributed solutions rather than centralized solutions (using the hard or soft combining rule), the latter approach requires a central of decisions (FC, fusion center). The IWAC consensus technique allows the local CSS to exchange information between neighboring SUs and also takes into account the SU channel condition itself, thus gaining advantages over the centralized CSS and similar performance to consensus-based decentralized CSS in the literature, such as, average consensus (AC), weighted average consensus (WAC) and weighted average consensus - accuracy exchange (WACAE), such as good convergence velocity for same computational cost among the rules with weight, but with a marginal performance loss under specific scenarios.
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Torsten, Lemon. "Conception versus Reality : A Case Study of SFI-teachers’ Codeswitching into English." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182672.
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The fact that people tend to alternate between languages for various communicative purposes seems to increasingly interest researchers all over the world. Thus, the linguistic phenomenon of codeswitching has been given more academic attention in recent years than ever before. This particular topic has also been infused by new research because of an ongoing pedagogic debate about whether languages other than the target language should be used in foreign languages classroom or not. The debate consists of two major opinions. On one side, adherents claim that use of non-target languages limits natural target language-input and therefore damages the learning process. On the other, it is argued that non-target languages may even be beneficial for the learning process since they carry many pedagogic opportunities with them otherwise gone lost. This paper aims to find out how, and to what extent, foreign language teachers at a Swedish for Immigrants-school codeswitch into English in class. Moreover, it is also of interest to investigate how they think about their own codeswitching and how their reasoning may reflect their codeswitching self-awareness. In search for answers to these questions, three teachers have been observed in class. Later, the teachers have been interviewed to reflect upon their own codeswitching. The study revealed clear differences in the teachers’ codeswitching and codeswitching-reasoning, However, similarities were also found, and that all three teachers shared the main objective to develop their students’ communicative competence. Moreover, they also proved to have a rather realistic picture their own codeswitching. Not only were they able to roughly estimate how, and how much, they each codeswitched. Their individual results also went in line with their reasoning to a high extent, suggesting that they all have a high degree of codeswitching self-awareness.
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AlSuhaibani, Reem Saleh. "Part-of-Speech Tagging of Source Code Identifiers using Programming Language Context Versus Natural Language Context." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1448502094.
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Vanden, Wyngaerd Emma. "Bilingual Implications: Using code-switching to inform linguistic theory." Doctoral thesis, Universite Libre de Bruxelles, 2021. https://dipot.ulb.ac.be/dspace/bitstream/2013/314230/5/Contrat.pdf.
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In the last few decades, there has been increased interest in the incorporation of data from bi- and multilingual individuals in linguistic theory: from second language acquisition and language attrition to heritage varieties and code-switching. This dissertation discusses a range of ways in which code-switching data can provide insight into the mechanisms that underlie linguistic structures. The data will be analysed within the framework of Minimalist Generative syntax and Distributed Morphology.The first part investigates grammatical gender assignment in code- switching between English, a language without grammatical gender, and two languages with grammatical gender: French and Belgian Dutch. These languages have comparable, but different gender systems. French has two genders: masculine and feminine, whereas Belgian Dutch adds a third: neuter. The study in this part of the dissertation compares gen- der assignment strategies in bilinguals with different profiles. In addition, the code-switching data provide evidence against the default status of neuter in Belgian Dutch.The second part focuses on word order and includes two studies: one on verb-second word order in Dutch-English code-switching and one on adverb placement in English-French and Dutch-English code- switching. The verb-second chapter identifies a lacuna in the traditional Generative analysis for verb second and uses the CS data to address this. The chapter on adverb position looks at placement of the adverb between the verb and its direct object, which is allowed in Dutch and French, but not in English. For all domains investigated, it is found that the finite verb predicts word order.Taken together, these studies demonstrate that bilingual data can shine a light on elements of the theory of grammar which remain in the shadows when only monolingual data is used.Les dernières décennies ont vu croître l’intérêt pour l’intégration à la réflexion en linguistique théorique des données produites par des locuteurs/trices bilingues ou multilingues, que celles-ci concernent l’acquisition d’une langue seconde, l’attrition, les langues d’héritage ou l’alternance codique. Le présent travail développe plusieurs exemples où les données issues de l’alternance codique éclairent les mécanismes qui sous-tendent les structures linguistiques. Les données recueillies sont interprétées dans le cadre de la syntaxe générative minimaliste et de la morphologie distribuée (« distributed morphology »).Dans un premier temps, nous analysons l’attribution du genre grammatical dans l’alternance entre l’anglais, d’une part, et le français et le néerlandais de Belgique, de l’autre. Alors qu’il n’y a pas en anglais de genre grammatical, le français et le néerlandais de Belgique marquent ce genre, mais de façon différente :si le français distingue deux genres, masculin et féminin, le néerlandais de Belgique y adjoint un troisième, le neutre. Dans cette partie de la thèse, nous dressons le profil des stratégies d’attribution du genre auprès de deux types distincts de bilingues et nous établissons également que le neutre n’est pas le genre par défaut en néerlandais de Belgique.Dans un second temps, nous nous penchons sur l’ordre des constituants. Dans une première étude, nous examinons l’ordre des mots avec « verbe second » (V2) dans l’alternance anglais-néerlandais. Nous abordons ensuite le placement de l’adverbe dans l’alternance anglais- français et anglais-néerlandais. Le chapitre consacré à V2 identifie une lacune dans la littérature générative et tire profit des données de l’al- ternance pour y proposer une solution. Le chapitre consacré à l’adverbe s’intéresse au placement de celui-ci entre le verbe et son objet, position licite en français et néerlandais mais pas en anglais. Dans ces deux études, il apparaît que c’est la langue du verbe à la forme finie qui prédit l’ordre des constituants.L’ensemble des recherches ici réunies démontre que les données bilingues mettent en lumière des aspects de la théorie grammaticale qui restent dans l’ombre lorsque le chercheur se limite à des données monolingues.
Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished
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Frauzino, Maysa de Fátima Moraes. "Significados de solubilidade manifestados por meio das representações verbal e gestual de estudantes do ensino médio." Universidade Estadual de Londrina. Centro de Ciências Exatas. Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática, 2018. http://www.bibliotecadigital.uel.br/document/?code=vtls000217540.
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A utilização de estratégias de ensino embasadas na Diversidade Representacional, além de conferir benefícios motivacionais, conduz o estudante a um melhor entendimento do conteúdo científico a ser trabalhado. Com isso, podemos inferir que este referencial pode ser didaticamente explorado na educação científica, com o intuito de promover a aprendizagem com um maior significado pois, como bem se sabe, a aprendizagem é caracterizada por um processo contínuo e organizado. Dentre as modalidades representacionais pretendidas e investigadas nesta pesquisa, destacam-se os modos verbais (oral e escrita), gestual (gestos e gesticulação) e a experimentação. Esta pesquisa, de cunho qualitativo, descritivo e interpretativo, foi realizada com estudantes do terceiro ano do Ensino Médio, de um Instituto Federal do Paraná. Dentre os objetivos centrais que abarcaram a pesquisa tem-se: descrever e analisar quais as divergências de aprendizagem de estudantes em relação ao conteúdo Solubilidade, mediante os modos representacionais verbal e gestual; buscar indícios de quais as maiores dificuldades encontradas pelos estudantes, quando estes saem da sala de aula e adentram o laboratório de química; entender qual a dinâmica estabelecida nesta pesquisa, quando da integração dos gestos e verbalização no laboratório; utilizar as categorias propostas por Kendon (2004) para identificar os gestos manifestados pelos estudantes no decorrer das atividades experimentais. O problema de pesquisa pretendido por nós, foi investigar quais os equívocos (falhas) e acertos manifestados por estudantes do Ensino Médio acerca dos conceitos de solubilidade, à luz de suas interações verbais e gestuais. Para a coleta de informações e análise dos resultados, a pesquisadora videogravou um total de seis aulas, sendo duas delas em sala e quatro no laboratório de química. A pesquisa compreendeu duas etapas distintas, categorizadas por: momento sala de aula e momento laboratório didático I e II. Os estudantes pertencentes ao estudo, fazem referência somente aos que participaram de ambas etapas. No momento laboratório didático I, tivemos a realização de quatro atividades experimentais em grupos e no momento II, os mesmos quatro experimentos, contudo, os estudantes foram analisados individualmente, isto é, um representante de cada grupo. O cerne deste estudo se concentrou nas interações discursivas entre professora e estudantes, entre os próprios estudantes e, em uma segunda instância, nas gesticulações, gestos instantâneos e interações discursivas de estudantes no ambiente empírico. Dentre os resultados encontrados têm-se que na sala de aula, os estudantes deram indícios de boa compreensão do conteúdo. Em relação ao trabalho realizado no laboratório pelos estudantes em grupo e individualmente, tivemos praticamente a manifestação dos mesmos equívocos e acertos, além de fortes tendências a generalizações. Ao correlacionarmos o momento sala de aula com os experimentos realizados nos momentos laboratório didático I e II, depreendemos que os estudantes que denotaram maior interatividade em sala de aula, também se sobressaíram verbal e gestualmente no decorrer das atividades experimentais. Uma outra observação oriunda de nossas análises foi que os estudantes pareceram interiorizar o conteúdo, porém, sem muito significado. Podemos atribuir tais inconsistências a fatores como: ao conhecimento assistemático dos estudantes muito arraigado em sua estrutura cognitiva; generalizações em demasia no tocante ao conteúdo; falta de atenção; não articulação entre os momentos sala de aula e laboratório; trocas e/ou integrações representacionais indevidas. Em outras palavras, a grande maioria dos estudantes não foram ensinados e consequentemente, inseridos em uma cultura de diversidade representacional. Esta dissertação procurou mostrar que as componentes verbal e gestual foram descritas e analisadas, no sentido de propiciar informações pertinentes que contribuam com a área educacional.The use of teaching strategies based on Representational Diversity, besides conferring motivational benefits, leads the student to a better understanding of the scientific content to be worked on. Thereby, we can infer that this referential can be didactically explored in science education, in order to promote learning with a greater meaning because, as is well known, learning is characterized by a continuous and organized process. Among the representational modalities sought and investigated in this research, we highlight the verbal (oral and written) and gestural (gestures and gesticulation) modes and experimentation. This research, which presents qualitative, descriptive and interpretive characteristics was carried out with students from the third year of high school, from a Federal Institute of Paraná. The main objectives of the research were: to describe and analyze the differences in students? learning regarding Solubility content, through verbal and gestural representational modes; to seek indications of the greatest difficulties encountered by the students as they leave the classroom and enter the chemistry laboratory; understand the dynamics established in this research, when integrating the gestures and verbalization in the laboratory; to use the categories proposed by Kendon (2004) to identify the gestures manifested by the students during the experimental activities. The research problem we sought was to investigate the misconceptions (failures) and correct answers shown by students of the High School about the concepts of solubility, in the light of their verbal and gestural interactions. In order to collect information and analyze the results, the researcher videotaped a total of six classes, two at the classroom and four at the chemistry laboratory. The research comprised two distinct stages, categorized by: classroom moment and didactic laboratory moments I and II. The students belonging to this study refer only to those who participated in both stages. At the didactic laboratory moment I, we had the perform of four experimental activities in groups, and at the didactic laboratory moment II, the same four experiments, however, the students were analyzed individually, that is, one representative of each group. The core of this study focused on the discursive interactions among teacher and students, among the students themselves and, in a second instance, on the gesticulations, instantaneous gestures and discursive interactions of students in the empirical environment. Among the results found, it was observed that in the classroom, the students gave indications of a good understanding of the content. In relation to the work done in the laboratory by the students in group and individually, we had practically the manifestation of the same misunderstandings and correct answers, in addition to strong tendencies to generalizations. When we correlated the classroom moment with the experiments carried out in the didactic laboratory moments I and II, we infer that the students who showed greater interactivity in the classroom also excelled verbal and gesturally during the experimental activities. Another observation from our analysis was that the students seemed to internalize the content, but without much meaning. We can attribute such inconsistencies to factors such as: to the unsystematic knowledge of students deeply rooted in their cognitive structure; generalizations regarding content; lack of attention; non-articulation between the classroom and laboratory moments; improper representational exchanges and/or representational integrations. In other words, the vast majority of the students were not taught and consequently embedded in a culture of representational diversity. This dissertation sought to show that the verbal and gestural components were described and analyzed, in order to provide pertinent information and contribute to the educational field.
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Burlé, Broder Andrés Jaime, and Silverman Alejandro Litman. "Futuro de la Ley de Amnistía frente al fallo. Almonacid Arellano y otros versus Chile." Tesis, Universidad de Chile, 2008. http://repositorio.uchile.cl/handle/2250/107865.
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Schneider, Florian. "Accounting for Domain Names based on German Commercial Code (HGB) and IFRS." Doctoral thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-165895.
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The goal of this dissertation was to conduct an analysis of domain name accounting according to HGB and IFRS, based on generic, qualified and personal domain names and in consideration of the effect of the relationship to brands and websites as related assets on their recognition, measurement and presentation in the balance sheet. In this regard, the focus of interest lied in clarifying the differences and similarities in domain name accounting, between the rather creditor-oriented HGB and the more capital market-oriented IFRS, between the major types of domain names and between theory and practice.
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Dusitnanond, Sirinya. "Revenue department versus board of investment : the challenges of the tax incentive system and FDI promotion in Thailand." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/8366.
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This thesis examines the use of tax incentives to promote foreign direct investment (FDI) in Thailand and the issues arising out of the way in which the Thai revenue system has chosen to implement these incentives. Thailand experiences sporadic political unrest, and has been affected by regional and global economic crises. Since FDI appears to increase economic growth and help the host country to achieve sustainable development, the Thai government has a clear policy to encourage FDI. Tax incentives have become a significant weapon in the Thai government’s arsenal for encouraging this aim. This thesis presents a detailed analysis of the tax incentives and the mechanisms used for their implantation. Analysis reveals that, unfortunately, the Thai government has also chosen to deliver the administration of tax incentives in to the hands of two separate bodies ─ the Revenue Department and the Board of Investment (BOI). This strategy is problematic because it creates unnecessary difficulties and uncertainty in the administration of incentives and promotes confusion among foreign investors. The jurisdictional problems inherent in the system of the dual allocation of tax incentive powers are highlighted in the landmark Minebea case, which involved conflicting interpretations by the Revenue Department and the BOI. In addressing these jurisdictional problems, this thesis examines norm conflict resolution principles in general and the lex specialis in particular, and argues that the Investment Promotion Act of 2001 (IPA 2001), being a special law, and so overrides the more general provisions of the Revenue Code. Two solutions are suggested in order to tackle the current problem: 1) to amend the IPA 2001 to specify methods of tax calculation and clearly define problematic terms and 2) to incorporate the tax incentive provisions provided for BOI-promoted companies into the Revenue Code. This is based on the premise that all tax matters, including tax incentives provisions, should be administered only by the revenue authority, i.e. the Revenue Department.
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Mantovani, Dante Henrique. "O ensaio como procedimento para construção de sentidos textuais : um estudo aproximativo entre o discurso verbal e o discurso musical." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2013. http://www.bibliotecadigital.uel.br/document/?code=vtls000184748.
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Objetiva-se, neste trabalho, cotejar processos de estruturação de sentidos no discurso verbal e no musical, a partir dos resultados advindos do uso do termo ensaio. Nesse sentido, o ensaio é entendido na escrita não apenas como gênero, mas como processo que possibilita o teste de ideias e o trânsito multiconstitutivo entre os vários campos do conhecimento de mundo de um autor ou um intérprete. Parte-se da circunscrição, na obra ensaística de Michel de Montaigne, de sua formação intelectual e as influências por ele incorporadas dos métodos de produção de conhecimento adotados na Antiguidade Clássica, a saber: a maiêutica socrática, a dialética platônica, a oratória latina e o subjetivismo o que irá constituir seu estilo. Em um segundo momento, aborda-se a gênese do ensaio, considerados os aspectos formativos na obra Ensaios. Nesse item são analisados como procedimentos de estruturação tópico-discursivos característicos da Língua Falada que subjazem à escrita montaigniana. Na terceira etapa, são observados pontos de permanência da obra de Montaigne na cultura ocidental; e, subsequentemente, nesse sentido, são extrapolados os métodos discutidos para análise de procedimentos discursivos na música de concerto, para cujo processo de construção de sentidos compartilhados concorre a figura do regente ou maestro.The aim of this work is to compare structuring processes of meaning in verbal speech and in music, from conceptualizing the term 'essay'. In this way, the essay is understood not only in writing as a genre, but as a process that enables the testing of ideas and multi-constituent transit between the various fields of world knowledge of an author or an interpreter. It starts by studying the essayist work of Michel de Montaigne, his intellectual formation and the influences he incorporated, which are the methods of knowledge production adopted in Classical Antiquity, namely the Socratic maieutic, Platonic dialectics, Latin oratory and skepticism - this will be his style. In the second part, there is a discussion about the genesis of the essay, considering the "strings intertwine" in its constitution on work "Essays," and analyzed with structuring procedures from discursive topic features of Spoken Language; this underlies Montaignes writing process. In the third stage, points are observed about the remainder of Montaignes work in western culture and, subsequently, accordingly, are extrapolated methods discussed above towards the analysis of discursive procedures in non-verbal language, especially in concert music, for which construction process of shared meanings occurs the figure of the conductor.
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Basso, Camila Regina. "Apropriações de conceitos de ecologia por meio da transcodificação entre representações 3D e verbal feitas por estudantes do ensino fundamental." Universidade Estadual de Londrina. Centro de Ciências Exatas. Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática, 2014. http://www.bibliotecadigital.uel.br/document/?code=vtls000192534.
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Os estudos acerca do ensino de Ciências vêm aumentando de forma constante, muitos deles preocupados em atender às necessidades e às dificuldades individuais dos alunos. Sob essa perspectiva, a presente pesquisa elaborou uma sequência de atividades multimodais, sustentada pelo Modelo de Formulação de Perguntas, para acompanhar as apropriações do conceito de Ecologia que levam a compreensao do equilibrio ecológico ao realizarem transcodificações entre representações 3D e verbal. Trata-se de uma pesquisa qualitativa realizada com aprendizes do Ensino Fundamental. As atividades multimodais foram favoráveis a apropriação dos conceitos pelos alunos, pois motivaram a participação, a curiosidade, a reflexão e o seus interesses dos estudantes. A transcodificação foi uma ferramenta funcional e possibilitou acompanhar e identificar que os alunos mostraram a apropriação de vários conceitos de ecologia, proporcionando um melhor desempenho na compreensão e em suas produções. As atividades possibilitaram a alguns estudantes a apropriação dos conceitos de equilíbrio ecológico e a outros iniciaram o processo de aprendizagem desses conteúdos.Studies looking into science teaching practices have been increasing constantly with many of them focusing on the individual needs and difficulties of the students. From this perspective, the present research developed a sequence of multimodal activities, supported by the Question Formulation Technique, in order to follow up the appropriations of the ecological concept that lead to understanding of the ecological balance when performing transcodification between 3D and verbal representations. This is a qualitative research performed with primary school students. The multimodal activities were favourable to this research since they motivated the students participation, curiosity, reflection and interest. Transcodification was a functional tool and enabled monitoring and identifying that learners showed an appropriation of several concepts of ecology, allowing them a better understanding and performance in their compositions. The activities enabled some pupils to better understand the concept of ecological balance and others to start their learning process.
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Oliveira, Rafael Carvalho de. "Morfometria computacional de órgãos de frangos de corte submetidos a duas dietas distintas: suplementação mineral quelada versus suplementação mineral tradicional." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/95/95131/tde-06102009-102826/.
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Estudou-se a suplementação de minerais quelatados na nutrição de frangos de corte avaliando-se o desempenho zootécnico, a constituição e a morfologia óssea, hepática e intestinal destes animais, por meio da utilização de técnicas matemáticas computacionais, como visão computacional, reconhecimento de padrões e análises estatísticas multivariadas. Adicionalmente aferiu-se a resposta imunológica das aves testadas valendo-se do teste de inibição de hemaglutinação para Newscastle. Finalmente, fez-se a quantificação da porcentagem de cinzas ósseas no osso seco desengordurado em cada tratamento com a finalidade de comparar estes resultados àqueles de análise de imagens. Foi realizado um experimento fatorial 22, sendo os fatores sexo, macho e fêmea, e tipo de ração, premix mineral quelatado versus premix mineral tradicional. As aves foram alojadas na granja experimental da Fazenda do Glória Fundação de Amparo a Pesquisa da Universidade Federal de Uberlândia e, durante o estudo, anotaram-se os índices zootécnicos de cada grupo. Aos 49 dias de idade, as aves foram sacrificadas para coleta de órgãos para histomorfometria e verificação do rendimento de carcaça. Obtidas as imagens histológicas e macroscópicas foram empregadas as técnicas computacionais incluindo aquelas desenvolvidas pelo Grupo de Pesquisa em Visão Cibernética do Instituto de Física de São Carlos - Universidade de São Paulo. Os resultados demonstraram que dentre as variáveis aferidas ou não houve diferenças estatísticas entre os tratamentos ou, quando ocorreu diferença, essa indicou melhores resultados entre os machos tratados e resultados inferiores para as fêmeas tratadas, exceto quanto à microscopia intestinal e a quantificação da degeneração hepática. Em relação a primeira variável tanto os machos tratados quanto as fêmeas tratadas apresentaram os melhores resultados, mas na variável degeneração hepática os resultados também foram semelhantes entre machos e fêmeas, mas, nesse caso, o uso de quelatos foi prejudicial levando-se em conta o maior grau de lesão hepática entre os animais tratados. Assim, concluiu-se que o uso de minerais quelatados, de acordo com o esquema de arraçoamento estudado, foi positivo para frangos de corte machos e não o foi para fêmeas. Tal evidência aponta para a afirmação que, na pesquisa do uso de quelatos, os machos e as fêmeas deverão receber atenção diferenciada, tendo em vista que parecem responder distintamente ao produto.This research studied the influence of chelated minerals in broilers chickens nutrition as well as the constitution and morphology of bone, liver and intestine of these animals, by means of the utilization of mathematical and computational techniques including computer vision, pattern recognition and statistical analysis. Additionally, the immunological response of the tested birds was investigated by using the haemagglutination inhibition test for Newcastle disease. We also measured the percentage of bone ash in dry and defatted bone in each handling with the purpose of comparing these results to those of images analysis. A factorial experiment was carried out, considering as factors sex, male and female, and kind of feed, while considering chelated minerals versus traditional minerals. The broilers were lodged in the Fazenda do Glória - FUNDAP-UFU experimental farm and, during this period, the performance indices of each group were estimated. At 49 days of age, the birds were sacrificed for collection of organs for histomorphometry and verification of the carcass. The obtained histological images were submitted to computational techniques analyses including some developed by the Cybernetic Vision Group of the Instituto de Física de São Carlos-USP. The results showed that the variables checked were diversely affected by the treatments. Better results were observed for treated males, with poorer performance obtained for treated females, except for intestinal microscopy and the quantification of the liver degeneration. Regarding intestinal microscopy, the treated males and females presented the best results. In which concerns the second variable, the results were similar between males and females, but in that case the groups that received chelated minerals presented bigger liver degeneration area than the control groups. Therefore, it was possible to conclude that the use of chelated minerals, according to the proposed breeder plan, was positive only for male broilers. Such evidence implies that, in the studies of chelated minerals, male and females should receive differentiated attention, having in mind that they respond differently to the products.
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Nascimento, Márcio Luiz do. "Primeira Geração Romântica versus Escola do Recife: trajetórias de intelectuais da Corte e dos intelectuais periféricos da Escola do Recife." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-07052010-124022/.
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Os trabalhos sobre intelectuais brasileiros atuantes no século XIX mostram-se contraproducentes quando dissociam o texto do contexto sociopolítico ou super valorizam capitais econômicos em detrimento dos capitais políticos e das relações sociais. Neste sentido, construímos uma análise que recupera texto e contexto e aproxima os capitais nas suas diferentes modalidades, confrontando dois grupos de peso intelectual: a Primeira Geração Romântica e a Escola do Recife. Seguimos por uma metodologia capaz unir, conjuntamente, à revelação do sentido por trás do enraizamento social e familiar dos escritores: as suas diferentes formações escolares; as expectativas profissionais dos grupos sociais aos quais pertenciam; e as aspirações traduzidas nas suas produções literárias. Os letrados do Recife conviviam com a dupla condição de marginalizados. Tanto eram excluídos políticos do establishement Imperial como operavam com baixos capitais econômicos e de relações sociais. Esta condição de intelectuais periféricos duplamente marginalizados explica em grande parte a reação contra o projeto político-literário romântico, iniciar-se primeiro entre os integrantes da Escola do Recife. Para eles, o modelo literário dos românticos, em particular o indianismo e o sertanismo, estava esgotado. Neste aspecto, os intelectuais da Escola do Recife apontavam a ausência dos grupos sociais urbanos na literatura romântica como emblemática da resistência dos românticos às novas transformações sociopolíticas, operadas no Brasil do século XIX, com o surgimento do indivíduo burguês.Work on Brazilian intellectuals active in the nineteenth century appear to be counterproductive when dissociate the text of the sociopolitical or economic capital super value at the expense of political capital and social relations. In this sense, we build an analysis that retrieves text and context and near the capital in its different modalities, comparing two groups of intellectual weight: the First Generation and the Romantic Group and Escola do Recife. We follow a methodology that can unite together, to the revelation of the meaning behind the social roots and family of writers: their different educational backgrounds, professional expectations of social groups to which they belonged, and aspirations as reflected in their literary productions. The learned of Recife lived with the double condition of the marginalized. Both were excluded from political Establishement Imperial as operating capital with low economic and social relations. This condition of intellectual peripherals doubly marginalized largely explains the reaction against the project romantic political-literary, start first among the members of the Escola do Recife. For them, the literary model of the Romantics, in particular the Indianismo and sertanismo, was exhausted. In this respect, the intellectuals of the Escola do Recife indicated the absence of urban social groups in the literature as a romantic symbol of resistance of the new romantic-political changes which are made in Brazil in the nineteenth century with the rise of the bourgeois individual.
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Barbalho, Maria de Lourdes. "A percepção dos alunos de ensino médio frente à regência dos verbos ir e chegar através das variantes a, em, para, pra." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2004. http://www.bibliotecadigital.uel.br/document/?code=vtls000100642.
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Esta pesquisa tem como objetivo sistematizar a percepção dos alunos frente às variantes a, em, para, pra que regem os verbos Ir e Chegar. Toma como base enunciados coletados de entrevistas aos alunos e pesquisados por eles em programas de televisão. Trata do assunto baseando-se nos traços semânticos que determinam o uso de uma ou de outra variante. Em essência, são utilizados os pressupostos teóricos da "Teoria da Variação". Busca-se reforçar que o ensino das teorias gramaticais pode tornar-se mais eficiente quando se parte, em primeira instância, do saber lingüístico internalizado do aluno. Descrevemos como principal objetivo desta pesquisa uma descrição sistemática das escolhas lingüísticas dos alunos de 1a e 3a séries do ensino Médio, quanto à regência dos verbos Ir e Chegar com as preposições a, em, para e pra, de maneira que possamos investigar a possível interferência de fatores lingüísticos e extralingüísticos na percepção de uma ou de outra variante como "a mais correta", "a mais fácil de entender", "a mais freqüente na fala dos outros" e "a mais freqüente em sua fala". Para concluir informamos que tanto os fatores lingüísticos quanto extra lingüísticos podem ter atuado como condicionantes no processo de percepção dos sujeitos, ao serem expostos à eleição das variantes a, em, para e pra.This research has as objective to systematize the perception of the students in face of the variants a, para, em, pra govern the verbs Ir Chegar. It´s based on collected researched by the students in television programs. It deals with the matter basing on the semantic features that determine the use of one or the other variant. In essence, the theoretical presuppositions of the "Theory of the Variation" are used. The aim to reinforce that the teaching of grammatical theories can become more efficient when it, in first instance, the internalized linguistic knowledge. We describe how the main objective of this research a systematic description of the linguistic choices of the students from 1ª and 3ª series of high school about the govern of the verbs Ir and Chegar with the prepositions a, em, para and pra so that we may investigate the possible interference of linguistic and extra linguistic factors in the perception of one or other variant like "the most correct", "the easiest to understand", "the most frequent in the speech of others" and "the most frequent in your speech". We inform, to conclude, that as the linguistic factors as extra linguistic may have acted like condition in the process of perception of the subject when on view to the election of the variants.
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Gomes, Edson José. "A regência dos verbos falar, sonhar, agradecer, pensar, colaborar e protestar do português e do francês sob a ótica da linguística contrastiva." Universidade Estadual de Londrina. Centro de Letras e Ciências Humanas. Programa de Pós-Graduação em Estudos da Linguagem, 2004. http://www.bibliotecadigital.uel.br/document/?code=vtls000100655.
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A presente pesquisa contrasta a regência verbal do Português Língua Materna (PLM) e o ?complément d?object indirect (COI)? do Francês Língua Estrangeiro (FLE) a fim de identificar o tipo de transferência, negativa ou positiva, que a primeira exerce sob a segunda. Para tal, foram escolhidos os verbos ?falar?, ?sonhar?, ?agradecer?, ?pensar? ?colaborar? e ?protestar? (?parler?, ?rêver?, ?remercier?, ?penser?, ?collaborer? e ?protester?, respectivamente). A escolha dos verbos acima deveu-se por apresentarem, entre outros, a regência completamente distinta em cada uma das línguas e, além disso, por serem mais utilizados durante o curso de Letras ? Português/Francês, da Universidade Estadual de Maringá (UEM). Inicialmente, foi realizado um estudo descritivo da regência verbal do português e do francês, no qual destacamos as particularidades de cada verbo pesquisado e, em seguida, ressaltamos os pontos divergentes e os possíveis erros que os alunos podem cometer devido às diferenças de ambas línguas. Para a coleta do material que serve de corpus à análise, elaboramos atividades que consistem em reformular frases do português para o francês, as quais foram aplicadas na 3ª, 4ª e 5ª séries do curso referido acima. Para tal, utilizamo-nos dos pressupostos teóricos estabelecidos pela Lingüística Contrastiva (LC), mais especificamente do modelo de Análise Contrastiva (AC) e de Análise de Erros (AE). Os resultados da análise revelam que, no que se refere ao elemento gramatical aqui pesquisado, o PLM exerce transferência negativa no FLE, uma vez que a maior parte dos informantes transferiram as preposições regidas na língua materna para a língua-alvo. Como conseqüência, verificamos formulações equivocadas como, por exemplo: ?Je rêve avec toi?, com a preposição ?avec?, ao invés de: ?Je rêve de toi?, com a preposição ?de?. Diante dos resultados obtidos, constatamos que a interferência do PLM tem provocado erros em FLE e que tais erros ocorrem com freqüência na interlíngua dos aprendizes. Por conseguinte, verificamos que a fossilização desses erros é uma possibilidade, por isso, recomendamos aos professores maior cautela quanto ao preparo de material didático no que tange ao COI.The present research contrasts the ?Portuguese verbal regency as the First Language (PFL)? and the ?complement d?object indirect (COI) from French as a Foreign Language (FFL), with the aim of identifying the type of transference, negative or positive, that the first one has over the second one. For that, the chosen verbs were ?to speak?, ?to dream?, ?to thank?, ?to think?, ?to collaborate? and ?to protest? (?parler?, ?rêver?, ?remercier?, ?penser?, ?collaborer? and ?protester? respectively). The choice of the verbs above happened for them to show among others, a completely different regency into each one of the languages and beside, for being more used during the Language Course ? Portuguese/French from Universidade Estadual de Maringá (UEM). First of all, it was made a descriptive study of the Verbal Regency of both languages Portuguese and French in which was emphasized the particularities of each researched verb and then, it was emphasized the diverged points and the possible mistakes that the students can make due the differences of both languages. For the material collecting that has been used as the corpus to the analysis, it was developed some activities that consist in reformulating sentences from Portuguese into French, which ones were applied at the 3rd, 4th and 5th levels of the course referred above. For that, it was used theorical purposes established by the Constractive Linguistics (CL), more specifically from the model of the Constractive Analysis (CA) and from the Mistaken Analysis (MA). The analysis results show that in what refers to the grammatical elements researched here, the PFL has a negative transference on the FFL once that the major part of the informers transferred the prepositions used in the first language for the target language. As a consequence, we verified mistaken formulations such as: ?Je rêve avec toi? with the preposition ?avec?, instead of ?Je rêve de toi? with the preposition ?de?. Due the gotten results, it was observed that the interference of the PFL has provoked mistakes on the FFL and such mistakes happen with a kind of frequenc into inter-language learners. Furthermore we verify that the ?fossilization? of these mistakes is a possibility, so we recommend to the teachers more prudence in preparing the didactic material in what touches the COI.
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Agrebi, Souad Le Maréchal Jean-François Trabelsi-Ayadi Malika. "De la représentation symbolique au langage lors de l'apprentissage de mécanismes en chimie organique dans l'enseignement supérieur." Lyon : Université Lumière Lyon 2, 2004. http://theses.univ-lyon2.fr/sdx/theses/lyon2/2004/agrebi_s.
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Reproduction de : Thèse de doctorat : Sciences de l'éducation : Lyon 2 : 2004. Reproduction de : Thèse de doctorat : Sciences de l'éducation : Tunis, Institut supérieur de l'éducation et de la formation continue : 2004.Thèse soutenue en co-tutelle. Titre provenant de l'écran-titre. Bibliogr.
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Lopes, Andrea Olympio de Mello Machado. "Escrita alfabética, suporte, comunicação e linguagens possíveis." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/4836.
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This research is about the alphabetic written sign and its transformations in the variety of media. Also about its origin in new supports, the decurrent significations, the language produced in them and by them, its common traces and new ways shown. So, some aspects must be analyzed: the hypotheses that the alphabetic written sign is not facing a process of extinction but only a process of transformation, manifestating itself in alternative medias and, therefore, starts making use of new supports and medias that, originally, did not preview its use. This fact brings some transformations in its original language and the appearing of dialects. The central purpose of this work is to identify and understand the current transformations of the alphabetic written sign through its behavior in the cultural environment and its manifestation in some different medias and supports, we mean, the characteristics of the verbal sign when, suffering the interference of other communicative characteristics, it abandons the double dimensional and contiguous structure of its spatiality and starts interacting with spatiality that confer them movement, a triple dimensional structure and other characteristics of cultural, cognitive and sign mediation. The corpus to be analyzed is composed by different supports that make use of the verbal sign that was collected through field research. To the analyses, the theoretical field adopted will be the Semiotics of Culture, approaching the concepts Semiosphere, Texts from Culture, Heteroglossia, Visual Culture, Modelization Systems, Discreet and Not-discreet Language. So, we intend to identify the role that the verbal assumes in the Occidental Culture, its current language and the new ways shown by and for them. The fundamental bibliography of this research is composed by the following theoretical fields: Semiotics of Culture, Theory of Communications, means of communication, Linguistics, Culture of Medias, Theories of Writing
Essa pesquisa trata do signo escrito alfabético e as transformações pelas quais vem passando em diversas mídias. O seu surgimento em novos suportes, as significações decorrentes, a linguagem produzida nestes e por estes, seus traços comuns e novos rumos apontados. Diante de tal fato foram testadas, dentre outras, as hipóteses de que o signo escrito alfabético não está passando por um processo de extinção, mas por um processo de transformação, passando a fazer uso de suportes novos e de mídias que, originalmente, não previam seu uso, implicando transformações na sua linguagem original e o surgimento de dialetos. O objetivo central desta pesquisa é identificar e compreender as atuais transformações do signo escrito alfabético através de seu comportamento no ambiente cultural e sua manifestação nas diferentes mídias e suportes, ou seja, as características do signo verbal quando, sofrendo a interferência de outras características comunicativas, abandona a estrutura bidimensional e contígua da sua espacialidade e começa a interagir com espacialidades que lhe conferem movimento, estrutura tridimensional e outras características de mediação sígnica, cultural e cognitiva. O corpus a ser analisado foi coletado através de pesquisa de campo e contemplou diferentes suportes que fazem uso do signo verbal. Para a análise, o campo de orientação teórico adotado foi o da semiótica da cultura, sendo trabalhados os conceitos de semiosfera, textos da cultura, heteroglossia, cultura visual, sistemas modelizantes, linguagem discreta e não-discreta. Pretende-se, assim, identificar o papel que o verbal desempenha na cultura ocidental, sua atual linguagem e os novos rumos apontados por e para ele. A bibliografia fundamental desta pesquisa é composta por obras dos seguintes campos teóricos: semiótica da cultura, teoria da comunicação, meios de comunicação, lingüística, cultura das mídias, teorias da escrita
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Piccolo, Alessandro. "Distributed ledger technology in the capital market : Shared versus private information in a permissioned blockchain." Thesis, Uppsala universitet, Avdelningen för datalogi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-326341.
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This master thesis explores how blockchain technologies can be utilized within the financial sector with focus on how to store both private and public information on the blockchain. The capital market is looking into ways of cutting down administrative work through streamlining the financial process by using blockchain technologies. Public key encryption together with hash functions and a consensus mechanism make up the basis for creating a shared trustless database system. The thesis was conducted by extensive research concerning cryptographic topics, and a literature study was made to compare existing solutions. This was done in order to come up with a new design which suggests how to utilize blockchain technologies in order to create private transactions. The design solves issues regarding key management and how to handle both private and public information on the blockchain. The proposed design is an extension of Visigon's existing permissioned blockchain, and it introduces different roles within the peer to peer network as well as a concept of having regulating nodes that together with the involved bank's nodes handle the process of private transactions. Private transactions are encrypted by using symmetric keys and thereafter recorded on the blockchain. In conclusion blockchain technology might not be the most suitable database system for banks to keep transactions private. Future solutions should consider the best attributes of blockchain technologies and create a new system with the single purpose of being a tool for the financial market.
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Domingos, Everton. "Respostas agudas e crônicas da pressão arterial entre exercício resistido tradicional versus exercício resistido com restrição de fluxo sanguíneo : uma revisão sistemática com meta-análise." Universidade Estadual de Londrina, Universidade Estadual de Maringá, 2018. http://www.bibliotecadigital.uel.br/document/?code=vtls000218503.
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O exercício resistido com restrição de fluxo sanguíneo (RFS) e baixa intensidade é uma alternativa aos protocolos tradicionais de exercícios de alta intensidade visando obtenção e manutenção de força muscular, principalmente para populações com limitações à alta carga. Entretanto, estudos envolvendo respostas da pressão arterial (PA) a essa estratégia de exercício ainda são inconsistentes. Nesse sentido, o objetivo deste estudo foi realizar uma revisão sistemática da literatura sobre os efeitos do exercício resistido com RFS nas respostas de PA agudas e crônicas e, por meio da meta-análise, identificar variáveis associadas. Métodos: As buscas foram realizadas nas bases PubMed, SPORTDiscus e Web of Science, resultando em 2581 referências. Após análises baseadas nos critérios de inclusão e exclusão, 18 referências foram selecionadas para compor a revisão sistemática e meta-análise. A PA foi o desfecho principal para as análises de efeito agudo, efeito hipotensivo e efeito crônico ao exercício resistido com RFS. O effect size (ES) foi calculado utilizando o modelo de efeito randômico. A influência de variáveis moderadoras, transformadas em work-rest ratio (WRR), foi verificada pela meta-regressão. ANOVA baseada em teste Q foi usada para identificar possíveis diferenças em subgrupos. Resultados: Quando o exercício tradicional foi realizado com alta carga, ocorreram valores mais elevados (P<0,01) para a PA diastólica (PAD) no exercício com RFS (ES=17,84) em relação ao exercício tradicional (ES=5,53). No exercício tradicional realizado com baixa carga, a PA sistólica (PAS) apresentou diferença entre esse exercício e o exercício com RFS para pessoas hipertensas (ES=48,05 vs 69,83; P=0,03) e pessoas treinadas (ES=20,14 vs 32,30; P=0,02). Para a PAD, também foram observadas diferenças em pessoas hipertensas (ES=28,37 vs 43,66; P=0,04) e pessoas treinadas (ES=17,54 vs 24,47; P=0,03). A meta-regressão mostrou associação significativa apenas para a PAS e o WRR tanto no exercício com RFS (slope=50,55; P=0,03) quanto no exercício tradicional (slope=30,77; P=0,02). Para o efeito hipotensivo, houve diferença na medida de 30-60 minutos pós-exercício (P=0,02), na PAS, entre exercício com RFS (ES=-5,13) e exercício tradicional (ES=-3,76), e na PAD (P=0,03), entre o exercício com RFS (ES=-4,70) e o exercício tradicional (ES=-3,04). Pessoas hipertensas também apresentaram diferença entre os dois tipos de exercício na PAS (P<0,01), enquanto pessoas normotensas mostraram diferença na PAD (P=0,01), com maior efeito hipotensivo na RFS. A meta-regressão mostrou associação significativa, com efeito hipotensivo, para a PAD e o WRR apenas no exercício resistido tradicional (slope=-0,11; P<0,01). Conclusão: O exercício com RFS apresentou maiores valores de PAD em relação ao exercício tradicional com alta carga; e maiores valores de PAS e PAD em relação ao exercício tradicional com baixa carga, principalmente em pessoas hipertensas. Dessa forma, a prescrição da RFS deve ser feita com cautela quando o controle da PA for necessário durante o exercício.Low-intensity resistance exercise with blood flow restriction (BFR) is an alternative to the traditional protocols of high intensity exercises to improve and maintain muscle strength, especially for populations with limitations to high intensity exercise. However, studies involving blood pressure (BP) responses to this exercise strategy are still inconsistent. In this sense, the aim of the present study was to perform a systematic review of the literature on the effects of resistance exercise with BFR on acute and chronic BP responses and, through the meta-analysis, to identify associated variables. Methods: Searches were performed at PubMed, SPORTDiscus and Web of Science databases resulting in 2581 references. After analysis based on the inclusion and exclusion criteria, 18 references were selected to compose the systematic review. BP was the main outcome for the acute effect, hypotensive effect and chronic effect of resistance exercise with BFR. The effect size (ES) was calculated using the random effect model. The influence of moderator variables, transformed into work-rest ratio (WRR), was verified by meta-regression. Q-test based ANOVA was applied to identify differences in subgroups. Results: The results showed higher values (P<0,01) for the diastolic BP (DBP) in the exercise with BFR (ES=17,84) in comparison to the traditional exercise with high load (ES=5,53). The systolic BP (SBP) was different between the traditional exercise with low load and exercise with BFR for hypertensive (ES=48,05 vs 69,83; P=0,03) and trained subjects (ES=20,14 vs 32,30; P=0,02). The DBP also showed difference between the traditional exercise with low load and exercise with BFR in hypertensive (ES=28,37 vs 43,66; P=0,04) and trained subjects (ES=17,54 vs 24,47; P=0,03). The meta-regression showed a significant association only for SBP and WRR in both BFR (slope=50,55; P=0,03) and traditional exercise (slope=30,77; P=0,02). For the hypotensive effect, there was a difference in 30-60 minutes post-exercise measure (P=0,02) on SBP between exercise with BFR (ES=-5,13) and traditional exercise (ES=-3,76), and in DBP (P=0,03) between exercise with BFR (ES=-4,70) and the traditional exercise (ES=-3,04). Hypertensive subjects also showed difference between the two types of exercise in SBP (P<0,01) while normotensive individuals showed a difference in DBP (P=0,01) with a higher hypotensive effect in the BFR exercise. The meta-regression showed a significant association, with hypotensive effect, for DBP and WRR only in traditional resistance exercise (slope=-0,11; P<0,01). Conclusion: The exercise with BFR presented higher values of DBP in relation to the traditional exercise with high load; and higher values of SBP and DBP in relation to the traditional exercise with low load, especially in hypertensive people. Therefore, BFR prescription should be made with caution when BP control is necessary during exercise.
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Scalco, Patrícia Fernanda. "A natureza da tutela cautelar na corte internacional de justiça e o poder de indicar medidas cautelares: efetividade jurisdicional versus soberania estatal." reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/135786.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências Jurídicas, Programa de Pós-Graduação em Direito, Florianópolis, 2015.Made available in DSpace on 2015-10-27T03:06:56Z (GMT). No. of bitstreams: 1 335764.pdf: 1176536 bytes, checksum: 2dbc47b5a994227a3ecec8dfed66d769 (MD5) Previous issue date: 2015
No objetivo de compreender qual a natureza da tutela cautelar da Corte Internacional de Justiça, a presente dissertação aborda as principais teorias internacionalistas que objetivam responder a esta problemática. O artigo 41 do Estatuto prevê a possibilidade de adotar medidas cautelares se, as circunstâncias assim requerem a fim de evitar danos irreparáveis, no entanto, a indicação das medidas, na maioria dos casos, ocorre antes da Corte Internacional de Justiça determinar se possui jurisdição sobre o mérito da disputa, gerando obrigações aos Estados sem o consentimento destes. Ante a problemática delineada, busca-se compreender se a tutela cautelar é um instrumento processual ou possui caráter autônomo de competência a partir da compreensão da relevância da jurisdição sobre o mérito para adotar as medidas cautelares e a concepção do conceito prima facie de jurisdição.
Abstract : In order to understand the nature of the injunctive relief by the International Court of Justice, this thesis addresses on the main internationalist theories that aim to respond to this issue. The article 41 of the Statute provides the possibility to adopt provisional measures if circumstances so require in order to avoid irreparable damage; however, an indication of the measures, in most part of the cases, occurs before the International Court of Justice determines whether it has jurisdiction over the merits of the case, creating obligations on the States without their consent. Before the outlined problem, is sought to understand whether injunctive relief is a procedural tool or if it has an autonomous character of competence to the understanding of the jurisdiction relevance on the merits to adopt provisional measures and concept of the prima facie jurisdiction.
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Fan, Ying. "Serial verb constructions in Mandarin Chinese and Jinjiang Southern Min." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/serial-verb-constructions-in-mandarin-chinese-and-jinjiang-southern-min(965bd89d-af9a-446a-9cbe-19d90a0d9344).html.
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This study identifies two syntactically distinguishable types of Serial Verb Constructions (SVCs) in Mandarin Chinese (MC) and Jinjiang Southern Min (JSM), corresponding to the nuclear and core distinction made in Role and Reference Grammar (Foley and Van Valin 1984, Foley and Olson 1985, Van Valin and LaPolla 1997). This distinction is also made on the basis of a general consensus of the cross-linguistic classifications of the processes of monoclausal multi-verb construction formation (e.g., Butt 1993, 1997, Baker and Harvey 2010): namely, predicate fusion and argument fusion. In this study, I propose two sets of diagnostics to establish the distinction; these go beyond the range covered in previous studies (e.g., Olson 1981, Foley and Olson 1985, Crowley 2002, Chang 2007). In the first set of diagnostics in this study, seven inter-clausal diagnostics are considered as the threshold where the behaviours of bi-clausal structures and SVCs split. These diagnostics include independent negation, passivisation of the object of V2, independent modification by temporal adverbial, independent marking of viewpoint aspect, independent modification by manner adverbial, prosodic structure and the Coordinate Structure Constraint (Ross 1967) that is employed in a more restricted manner. In the second set of diagnostics, four intra-clausal diagnostics are adopted to make the distinction between nuclear and core SVCs, which include passivisation of O1, insertion of intervening material, coordination within the SVC, and obligatory topicalisation of undergoer argument. Of particular interest is the possibility that the same string of verbs may occur in superficially similar, but structurally different, SVCs: for example, the Cause-Effect SVC and the Excessive SVC. The diagnostics employed in this study are proposed as a novel method to establish the distinction between the SVCs and the bi-clausal structures, and more importantly, between core and nuclear types of SVC. Contributing to the originality of the new method of diagnosing the status of the SVCs proposed in this study, I add five novel diagnostics, such as passivisation of the object of V2, independent marking of viewpoint aspect, tone sandhi between adjacent verbs, coordination within the SVC and obligatory topicalisation of the undergoer argument, in addition to those that have been employed in the literature. I restrict myself to data of MC and JSM in discussing the rationale of the diagnostics. However, this novel method of identifying SVCs is expected to be cross-linguistically applicable with consistent results, while at the same time allowing for the possibility of cross-linguistic differences in the semantic sub-types of SVCs identified in each language.
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Elsässer, Christoph [Verfasser], and Ingeborg [Akademischer Betreuer] Levin. "Exploration of 10Be ice core records using a climatological model approach: Cosmogenic production versus climate variability / Christoph Elsässer ; Betreuer: Ingeborg Levin." Heidelberg : Universitätsbibliothek Heidelberg, 2013. http://d-nb.info/1177811316/34.
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Farias, Junior Jorge França de. "Um estudo sobre arte verbal : da performance do cordel do fogo encantado ao ethos da cultura popular do Sertão do Moxoto em Pernambuco." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270430.
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Orientador: Anna Christina Bentes da SilvaDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Mestrado
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Будник, Анатолій Федорович, Анатолий Федорович Будник, Anatolii Fedorovych Budnyk, and К. Хоу. "Методика опрацювання дискурсу в іншомовній аудиторії." Thesis, Сумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48435.
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Становлення та розвиток у іноземних студентів тільки
знань вербального коду і правил його використання виявляється
недостатнім для успішного спілкування з носіями тої чи тої
мови. Необхідним є і оволодіння додатковими знаннями, що
належать невербальному коду культури тої національно-
лінгвокультурної спільноти, мовою якої здійснюється
комунікація.
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Liseling, Nilsson Sylvia A. "Kod kulturowy a przekład : Na podstawie wybranych utworów Astrid Lindgren i ich polskich przekładów." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-69164.
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The dissertation examines how the Swedish cultural code, contained in books by Astrid Lindgren, was transferred into the Polish linguistic and cultural domain. The research reveals how the Polish cultural filter affected the image of Swedish reality in the translations. The analysis took into account the transfer of both verbal and visual aspects of the cultural elements. A smooth transfer was achieved in the following sphere: changes in the linguistic code between interlocutors from different social strata; the way in which people from the privileged classes were addressed; the transfer of the verbal folklore of children. The folklore of Swedish and Polish children was shown to be more or less congruent, which may indicate the existence of a universal, transnational children’s code. The reconstruction of intertextual references was achieved in relation to the Bible. References to world literature succeeded in crossing the cultural border only partially. The complexity of the cultural code of the original led to an exoticization of the translated text. The colloquial language and dialect of the original, reflecting the structure of Swedish society failed to find its way into the translations. Emotionality in the form of expression, typical of Polish culture, caused the translations to be characterized by the use of diminutives. The emphasis on the emotional element is also visible in the enormous diversification of the verba dicendi in the translations, which also makes the text more expressive. The linguistic and stylistic conventions of the target language (i.e. Polish) caused the translations to depart from Lindgren’s simple and repetitive style. The addition of footnotes in the translations demonstrates the strong didactic tendencies in literature for children in Polish culture. They did not enrich the text of the translation, however, with any new information. The transfer of the visual element in the first translations was characterized by polonization and folkoricization. Scenes that show children at work and portray village life were subjected to a form of purification, so that the small-town milieu—in contrast to the village—was shown to advantage through its visualization. The typical rural buildings and the costumes of their inmates were transmitted via a strategy of folkloricization: by drawing on the relatively well-regarded peasant culture of the Podhale region of Poland.