Thèses sur le sujet « Grande stile »
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1
Daino, L. « Una stilistica dell’usuale : gli esordi poetici di Giovanni Raboni tra ‘stile semplice’ e ‘grande stile’ (1950-1965) ». Doctoral thesis, Università degli Studi di Milano, 2010. http://hdl.handle.net/2434/236945.
Texte intégralRésumé :
La ricerca si concentra sulla fase giovanile della parabola poetica di Giovanni Raboni, e in particolare sulla composizione di Gesta Romanorum (i cui testi risalgono ai primi anni Cinquanta) e di Le case della Vetra (pubblicato nel 1966). La principale prospettiva metodologica adottata è quella della stilistica e degli studi storico-linguistici applicati all’interpretazione dei fenomeni letterari. Uno degli obiettivi primari del lavoro è quello di indagare quale soluzione Raboni abbia proposto al problema capitale di dare forma a un linguaggio poetico non sovrapponibile e in molti casi nemmeno accostabile al codice lirico tradizionale, e tuttavia dotato di un quid in grado di distinguerlo dalla lingua di grado zero.
Il primo capitolo (Lo stile semplice in poesia), che rappresenta la premessa teorica e storico-linguistica del lavoro, individua nei rivolgimenti della seconda metà degli anni Cinquanta, che hanno fatto dell’italiano una “lingua di tutti”, la premessa fondamentale della poesia di Raboni. Questi, infatti, si è precocemente inserito nella schiera dei poeti che hanno cercato di dare una risposta positiva agli stimoli provenienti da quella realtà in rapida mutazione, anzitutto avvicinando il linguaggio dei propri versi a quella che si stava imponendo come lingua comune.
Nel secondo capitolo a ciascuna delle sezioni di Le case della Vetra è dedicato un paragrafo, nel quale una poesia (Risanamento; Canzone; Città dall’alto) è eletta a campione significativo a cui è possibile applicare la prospettiva d’indagine illustrata nelle pagine d’apertura. Viene in questo modo mostrato il lento cammino di Raboni verso una simulazione sempre più accorta del parlato in poesia.
Il terzo capitolo illustra le ragione di fondo delle opzioni stilistiche precedentemente descritte. Il primo fattore significativo è individuato nella particolare attenzione che il giovane Raboni riservava alla letteratura modernista anglosassone. La ricerca si giova anche di un prezioso materiale finora pressoché ignorato dalla critica: i saggi letterari pubblicati da Raboni nella seconda metà degli anni Cinquanta e nei primi anni Sessanta, che contengono originali e acute letture e forniscono utili indicazioni per la comprensioni delle scelte raboniane in poesia. Il secondo fattore decisivo è individuato nella fenomenologia di Edmund Husserl filtrata attraverso i lavori di Enzo Paci, alla cui rivista, «aut aut», Raboni in quegli stessi anni collaborava intensamente. Tale ascendenza intellettuale dalla scuola fenomenologica rimarrà a fondamento del lavoro raboniano fin verso la metà degli anni Ottanta, quando il poeta milanese si è progressivamente avvicinato al marxismo critico di Franco Fortini.
L’appendice della tesi affronta il nodo testuale costituito da Gesta Romanorum, un libro del quale Raboni non ha mai fornito una versione completa e attendibile. Muta l’approccio metodologico del lavoro, che ora si sposta sul piano della ricostruzione filologico-testuale. Vengono dapprima individuate tutte le liriche riconducibili a questo magmatico libro apparse a stampa nel corso di un cinquantennio. Viene inoltre dato conto di un ritrovamento effettuato nel corso della ricerca: tra le carte di Carlo Betocchi, conservate presso l’Archivio Contemporaneo Bonsanti di Firenze, ho ritrovato il dattiloscritto inedito – risalente al 1953 e considerato perduto sia Raboni, sia dalla critica raboniana – che contiene la prima e più articolata testimonianza del nucleo di Gesta Romanorum. Il fondo Betocchi contiene anche un’altra fondamentale testimonianza della poesia giovanile di Raboni: una plaquette di quindici testi intitolata La Passione secondo San Luca, fino a oggi ignota, ma nella quale va riconosciuta la più compiuta e matura testimonianza della prima produzione raboniana.
2
Filipec, Goran. « Paganini au piano : Franz Liszt, Ferruccio Busoni, Michael Zadora, Mark Hambourg, Ignaz Friedman et la « grande manière » ». Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL137.
Texte intégralRésumé :
Dans l’art de la musique instrumentale, il y a certainement eu des moments de développement extraordinaires. La plus grande révolution dans le domaine du violon aura probablement été Paganini, avec ses innovations dans le cadre de la technique, de la texture et des effets timbriques du violon. Dans le domaine du piano, Liszt, suite à sa rencontre avec le violon assimilateur et imitateur du Génois, reforma son jeu et reconçut le pianisme de l’époque. Dans cette mission, il fut accompagné par des améliorations techniques à l’instrument. L’art du jeu du piano, qui hérita de Paganini le côté assimilateur et imitateur, qui abandonna le salon et s’installa dans les grandes salles, fut reconnu comme la « grande manière » ou le « grand style ». Ces termes, provenant principalement de l’art de Liszt, qui fut apparemment son premier représentant, se réfèrent à un style pianistique particulier, basé sur de grands effets acoustiques et de nouvelles techniques d’exécution. Le corpus de l’étude est constitué des œuvres de Liszt d’après Paganini, telles que les Études d’exécution transcendante d’après Paganini, les Grandes Études de Paganini, La Grande Fantaisie de bravoure sur La Clochette et les œuvres en relation avec Paganini des générations suivantes de pianistes de la « grande manière ». Celles-ci incluent les versions des études de Liszt réalisées par Ferruccio Busoni, son Introduzione e Capriccio (Paganinesco), les arrangements des Caprices de Paganini par Michael Zadora, les Variations sur un thème de Paganini de Mark Hambourg et les Études d’après un thème de Paganini op. 47b d’Ignaz Friedman. L’étude tente de tracer la « grande manière » dans les formes pianistiques appliquées dans les œuvres citées ainsi que d’identifier les particularités du « pianisme » des auteurs concernésIn the art of instrumental music there were moments of extraordinary evolution. The greatest revolution in the domain of the violin was probably the appearance of Paganini and his innovations in the technique, the texture of violin writings and the exploitation of the timbrical effects of the instrument. In the domain of the piano, Liszt, after having heard the assimilating and imitating violin of the Genovese, reformed his playing and transformed the pianism of his époque. In that mission, he was accompanied by technical improvements of the instrument. The art of piano playing, which inherited from Paganini the assimilating and imitating tendencies and left the salon in favor of big halls, was recognized as the “grand manner” or the “grand style” grand style’, first represented by Liszt. These terms, mainly originating from the conceptual grandeur of his art, refer to a particular pianistic style, based on big acoustic effects and new techniques of execution. The corpus of the present study is constituted by the works after Paganini by Liszt, including the Études d’exécution transcendante d’après Paganini, the Grandes études de Paganini, La Grande fantaisie de bravoure sur La Clochette, and the works related to Paganini of the following generations of pianists of the « grand manner”. These include the arrangements of Liszt’s studies of Busoni, the Introduzione e Capriccio paganinesco, the Variations sur un thème de Paganini of Mark Hambourg and the Paganini-Studies op. 47b of Ignaz Friedman. The study tempts to trace the “grand manner” in the pianistic forms applied in the cited works, and to identify the specificities of the pianism of the concerned authors
3
Lafrenière, Guy. « Les oeuvres de grand style selon Friedrich Nietzsche / ». Thèse, Trois-Rivières : Université du Québec à Trois-Rivières, 2007. http://www.uqtr.ca/biblio/notice/tablemat/30077954TM.pdf.
Texte intégral
4
Lafrenière, Guy. « Les oeuvres de grand style selon Friedrich Nietzsche ». Thèse, Université du Québec à Trois-Rivières, 2007. http://depot-e.uqtr.ca/1726/1/030077954.pdf.
Texte intégral
5
Odorico, Silvia <1982>. « Stile sul palcoscenico : percorso iconografico delle grandi attrici italiane della seconda metà dell'Ottocento ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3147.
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Jacques, David. « The grand manner : changing style in garden design, 1660-1735 ». Thesis, Courtauld Institute of Art (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327573.
Texte intégral
7
Cosma, Olivier. « Recherches sur le grand style dans les discours de Cicéron ». Lyon 3, 2001. http://www.theses.fr/2001LYO31018.
Texte intégralRésumé :
La notion de "grand style" (genus graue) s'inscrit dans une longue tradition rhétorique gréco-latine ici esquissée. L'apport de Cicéron lui-même est important et gradué : si le "De Oratore" contient déjà de nombreux outils pour l'étude du numerus et des figures, l'Orator les précise en leur donnant une touche plus personnelle pour ce qui est des jugements de goût. Ce dernier traité indique en outre que trois discours : le "Pro Caecina", le "De Imperio Cn. Pompei", et le "Pro Rabirio perduellionis reo" sont des représentants respectifs des style simple, moyen et grand. L'idée de base est de contrôler cette assertion au moyen des figures et du numerus, en estimant - en conformité avec la thèse cicéronienne - que le grand style résultera d'une quantité maximale de figures, et du numerus le plus beau. Ce dernier est jugé à partir des clausules, à partir des considérations développées par Cicéron dans l'Orator. L'étude prend pour base des extraits des deux premiers discours, mettant déjà en évidence l'opposition, au sein d'une même oeuvre, de passages écrits en style plus ou moins "grand". La présence, dans l'un et l'autre, de développements importants ne ressortissant pas au genus graue indique, sans qu'il y ait donc nécessité d'une prise en compte de leur texte exhaustif, qu'ils n'appartiennent pas à ce niveau de style. En revanche, la totalité du développement (Réfutation) du "Pro Rabirio" est étudiée et fait appaître globalement un niveau de style au moins égal à celui des extraits jugés élégants des deux autres discours. Une clé quantitative est ainsi possible pour la classification stylistique de tout discours. Une brève application est menée sur la quatrième Philippique et sur un extrait de la seconde : elle nous convaincra de l'appartenance de ces discours au grand style, tout en montrant l'insuffisance de cette seule notion pour caratériser le Beau. Il appardiendraà un prochain travail de tenter de définir de nouveaux outils pour appréhender celui-ci.
8
Lespinats, Sylvain. « Style du génome exploré par analyse textuelle de l'ADN ». Phd thesis, Université Pierre et Marie Curie - Paris VI, 2006. http://tel.archives-ouvertes.fr/tel-00151611.
Texte intégralRésumé :
Les séquences d'ADN peuvent être considérées comme des textes écrits dans un alphabet de 4 lettres. Des techniques inspirées de l'analyse textuelle permettent donc de les caractériser, entre autres à partir de fréquences d'apparition de courtes suites de caractères (les oligonucléotides ou mots). L'ensemble des fréquences des mots d'une longueur donnée est appelé « signature génomique » (cet ensemble est spécifique de l'espèce, ce qui justifie le terme de « signature »). La signature d'espèce est observable sur la plupart des courts fragments d'ADN, ce qui donne à penser qu'elle résulte d'un « style d'écriture ». De plus, la proximité entre espèces du point de vue de la signature génomique correspond bien souvent à une proximité en terme taxonomique. Pourtant, l'analyse des signatures génomiques se confronte rapidement à des limitations dues à la malédiction de la dimension. En effet, les données de grande dimension (la signature génomique a généralement 256 dimensions) montrent des propriétés qui mettent en défaut l'intuition. Par exemple, le phénomène de concentration des distances euclidiennes est bien connu.Partant de ces constatations, nous avons mis en place des procédures d'évaluation des distances entre signatures de façon à rendre plus manifeste les informations biologiques sur lesquelles s'appuient nos analyses. Une méthode de projection non-linéaire des voisinages y est associée ce qui permet de s'affranchir des problèmes de grande dimension et de visualiser l'espace occupé par les données. L'analyse des relations entre les signatures pose le problème de la contribution de chaque variable (les mots) à la distance entre les signatures. Un Z-score original basé sur la variation de la fréquence des mots le long des génomes a permis de quantifier ces contributions. L'étude des variations de l'ensemble des fréquences le long d'un génomes permet d'extraire des segments originaux. Une méthode basée sur l'analyse du signal permet d'ailleurs de segmenter précisément ces zones originales.
Grâce à cet ensemble de méthodes, nous proposons des résultats biologiques. En particulier, nous mettons en évidence une organisation de l'espace des signatures génomiques cohérente avec la taxonomie des espèces. De plus, nous constatons la présence d'une syntaxe de l'ADN : il existe des « mots à caractère syntaxique » et des « mots à caractère sémantique », la signature s'appuyant surtout sur les mots à caractère syntaxique. Enfin, l'analyse des signatures le long du génome permet une détection et une segmentation précise des ARN et de probables transferts horizontaux. Une convergence du style des transferts horizontaux vers la signature de l'hôte a d'ailleurs pu être observée.
Des résultats variés ont été obtenus par analyse des signatures. Ainsi, la simplicité d'utilisation et la rapidité de l'analyse des séquences par signatures en font un outil puissant pour extraire de l'information biologique à partir des génomes.
9
Lopez-Gydosh, Dilia J. « Felisa Rincon De Gautier : Puerto Rico's first lady of politics : grande dame style, 1946-1968 ». The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1104428915.
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10
Minchella, Delphine. « L’engagement politique des femmes en Écosse au XVIIIe siècle : image sociale et style féminin ». Paris 4, 2007. http://www.theses.fr/2007PA040093.
Texte intégralRésumé :
De ce siècle si riche et si mouvementé, les Ecossais d’aujourd’hui ne semblent avoir retenu aucun nom particulier de femme, si ce n’est celui de Flora MacDonald. Il faut bien reconnaître que sur la scène sociale la femme apparaissait comme un personnage secondaire, presque fondu dans le décor. Si sa présence était nécessaire - n’était-ce que pour assurer la perpétuation de la famille - elle semblait n’exister qu’à travers son rapport à l’homme, et qu’elle fût épouse, sœur ou fille, elle était systématiquement placée sous tutelle masculine. Pourtant, contre toute attente et malgré ce manque patent de reconnaissance et de liberté, il semblerait que des femmes aient nourri un intérêt pour les affaires de leur pays. En effet, quelques accessoires féminins du dix-huitième siècle, comme ces éventails ou encore ce ruban décoré de soldats jacobites, attestent que leurs détentrices avaient des opinions politiques, et que de surcroît elles tenaient à ce que cela se sache. Si intéressées fussent-elles par la politique, les femmes n’avaient pas leur place dans les partis de l’époque. Néanmoins, la politique écossaise du dix-huitième siècle ne se résumait pas aux seules affaires du parlement. En effet, les révoltes étaient de véritables modes d’expression, et elles constituaient l’un des rares moyens qui permettaient au peuple de faire entendre sa voix. La question est donc de savoir si des femmes écossaises y prirent part, et si tel fut le cas, comment elles procédèrent et quel rôle elles jouèrent. Le cas des femmes qui participèrent au mouvement jacobite est bien plus complexe, car les actions des partisans des Stuart allaient bien au-delà de l’appel à l’insurrectionThe eighteenth century was a time of social struggle and a time of political instability in Scotland : The Act of Union of 1707 dissolved both parliaments of England and Scotland, and replaced them with a new Parliament of Great Britain, based at Westminster, the former home of the English Parliament. Moreover, Jacobitism, a political movement dedicated to the restoration of the Stuart kings to their thrones (created after the deposition of James II and VII in 1688 when he was replaced by his daughter Mary II jointly with her husband and first cousin William of Orange) provoked two major rebellions in 1715 and in 1745 and, contrary to the traditional political parties, the Jacobite community did not reject women’s help for it was perpetually trying to attract new supporters. Yet, the only Scottish woman of that century who became famous for her political involvement was Flora MacDonald (1722-1790), a young and common Highlander who helped Charles Edward Stuart, the Jacobite Prince of Wales, escape Benbecula in the Outer Hebrides as he was hunted by the Duke of Cumberland at the head of the Government force. Quite surprisingly, Flora MacDonald was not jacobite, as other Scottish women were (such as Jenny Cameron or Lady Ann MacKintosh) so, the object of this study is to understand why Flora is still remembered today (and considered as a real national pride in Scotland) and not the "real" Jacobite heroines who did fight for their Cause. So, it brings about the following questions : did Scottish women feel concerned by political issues ? What were their roles ? What were their social class ? What about their participation in street riots ?
11
McCann, Edward W. Jr. « Cognitive Effect Indicators : The Impact of Student and Teacher Styles on Course Grades ». Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32109.
Texte intégralRésumé :
This study was descriptive, correlative and explanatory. It summarized the problem solving and learning styles of students enrolled in the spring 2008 Virginia Polytechnic Institute and State University Agricultural Technology program, identified relationships between problem solving and learning styles, and used problem solving and learning styles to explain studentsâ end of course grades. Ninety-three students and six faculty members elected to participate in the study.
There were differences between degree options in terms of orientation to change. Second year students were likely to be internal processors. There were not significant differences among the population in ways of deciding. However, Agricultural Technology teachers were more task oriented problem solvers, while their students were people oriented. Teachers were more field independent than the students. There were no relationships between problem solving and learning style. There was a high degree of association between student ways of deciding and manner of processing.
Student and teacher problem solving and learning styles were used to explain 11% of the variance in studentsâ end of course grades for the six teachers in the study. Student orientation to change, student manner of processing, teacher manner of processing and teacher ways of deciding scores produced a model that significantly explained end of course grades. Suggestions for further research included identifying other career areas with stylistic trends and further identifying the impact cognitive effect has on student behavior.
Master of Science
12
Makhanya, Winfred Nonhle Zabathembu. « The personal experience essay in isiZulu as reflection of the writing competence of grade 12 learners ». Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52001.
Texte intégralRésumé :
Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores the application of various approaches to teaching communicative writing skills in senior phases of learning. The main aim is to investigate how these approaches are adopted to instil competence in the communicative writing skills of grade 12learners ofisiZulu first language. Various approaches to writing skills are discussed and explored in order to make suggestions to educators' effective ways of teaching and learning communicative writing skills. Assessment criteria for written work are also presented to guide educators on how the written work is assessed. In order to ensure that the communicative writing skills are taught and learned effectively up to norms required by the Department of Education; the approaches to teaching communicative writing skills are discussed in relation to both the critical outcomes and the specific outcomes for the learning field Languages, Literacy and Communication as specified in the Curriculum 2005 (1997). The idealized writing curriculum proposed by Grade and Kaplan (1996) is also presented in relation to the specific outcomes that need to be achieved in the Languages, Literacy and Communication learning field. The aim of presenting this writing curriculum is to enable the educators to teach communicative writing skills effectively and to be able to compete in the urban, technological, international world that requires competent writers. In order to investigate the needs and problems that appear to constitute obstacles in teaching and learning communicative writing skills effectively, survey interviews were conducted with the respective educators; and written reports were requested from the educators who were participating in facilitating the process of writing the IsiZulu essays of Grade 12 learners for analysis. In this study, these essays are analysed and assessed. The findings based on this research are presented explicitly to identify the obstacles that educators and learners experience during the writing practices. Recommendations are made as regards positive and constructive changes in the teaching and learning of the communication writing skills in the senior phases of learning in South Africa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die toepassing van verskeie benaderings tot die onderrig van kommunikatiewe skryfvaardighede in die senior fase van leer. Die hoofdoelstelling van die studie is om In ondersoek te doen na hoe benaderings wat aanvaar word aanleiding kan gee tot die verwerwmg van taalvaardigheid, m die besonder, kommunikatiewe skryfvaardighede deur graad 12 eerstetaalleerders van isiZulu. Verskillende benaderings tot skryfvaardighede salondersoek word ten einde aanbevelings te maak oor doeltreffende wyses waarop onderwysers kommunikatiewe onderrig en leer kan bewerkstellig. Assesseringskriteria VIr skriftelike werk sal aangebied word ten einde taalonderrigpraktisyns riglyne te gee aangaande die assossering van kommunikatiewe skryfvaardighede. Ten einde te verseker dat kommunikatiewe skryfvaardighede doeltreffend onderrig en aangeleer word tot op die peil vereis deur die Departement van Onderwys, sal die benaderings tot die onderrig van kommunikatiewe skryfvaardighede bespreek word met betrekking tot sowel die kritieke uitkomste as die spesifieke uitkomste van die leerveld Tale, Geletterdheid en Kommunikasie, soos gespesifiseer in Kurrikulum 2005 (1997). Die voorgestelde skryfkurrikulum van Grabe en Kaplan (1976) salook bespreek word met betrekking tot die spesifieke uitkomste wat bereik moet word in die leerveld Tale, Geletterdheid en Kommunikasie. Die doelstelling van die bespreking van hierdie skrytkurrikulum is om onderwysers in staat te stelom kommunikatiewe skryfvaardighede doeltreffend te onderrig ten einde leerders in staat te stelom mededingend te wees in die huidige stedelike, tegnologiese, internasionale wêreld wat vaardige skrywers vereis. Ten einde die behoeftes en probleme te ondersoek wat hindernisse is in die doeltreffende onderrig en leer van kommunikatiewe taalvaardigheid, is onderhoude gereël met verskillende onderwysers, en skriftelike rapporte is aangevra van onderwysers wat deelgeneem het in die fasiliteringsproses van die skryf van isiZulu opstelle deur graad 12 leerders vir die doeleindes van die analises gedoen in hierdie studie. Die bevindinge gebaseer op die navorsing gedoen in hierdie studie word eksplisiet aangebied ten einde die hindernisse te identifiseer wat onderwys ervaar tydens die praktyk van skryfonderrig. Aanbevelings word gemaak rakende positiewe en konstruktiewe vernaderinge in die onderrig en leer van kommunikatiewe skryfvaardighede in die senior fase van leer in Suid- Afrika.
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Isik, Ebru. « Predicting 9th Grade Students ». Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610240/index.pdf.
Texte intégralRésumé :
The aim of the study was to investigate how well the geometry achievement is explained by field dependency/ independency cognitive styles, spatial orientation, spatial visualization and attitude toward geometry.
The sample of the study was composed of 378 ninth grade students (183 male and 195 female) from five different lycees in EskiSehir. The types of schools participating in the study were General High School, Anatolian High School, Commercial Vocational High, and Anatolian Fine Art High School.
The data were collected by using four instruments, which were Group Embedded Figure Test ( GEFT ) , Spatial Ability Tests, Geometry Achievement Test (GAT) and Geometry Attitude Scale (GAS). GEFT developed by Witkin, Oltman, Raskin and Karp ( 1971 ) was used to determine students&rsquocognitive styles. Another test, The Spatial Ability Test developed by Ekstrom and colleagues (1976) was composed of four sub-tests. Two of them were aimed to measure spatial orientation, which were Cube Comparison and Card Rotation test. The others were developed to measure spatial visualization, which were Paper Folding and Surface Development tests. The Turkish version of the tests translated by Delialioglu (1996) used in the study. In order to measure geometry achievement, GAT was developed by researcher. GAS developed by Bulut, iSeri, Ekici and Helvaci (2002) was used to measure the dimension of like/dislike geometry, usefulness of geometry and anxiety about geometry. The data conducted from the research sample through the tests and scale was analyzed by using regression analysis. The multiple regression analysis indicated that students&rsquo
cognitive styles were the most significant variable in explaining their geometry achievements. The other predictive variables also made statistically significant contribution in explaining the variance in geometry achievement. Four predictive variables of the study were entered the regression model, and explained the % 47 of the variance in geometry achievement. The findings of the study suggested that students&rsquo
field dependency/ independency cognitive style had high importance in learning geometry
and it should have taken into the consideration in teaching geometry.
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Paredes, Olvera Juan. « Archaeological Research at Cerro Trinidad. Over a hundred years of its presence in Peruvian Archaeology ». Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/113351.
Texte intégralRésumé :
As part of a public archaeological project in the Chancay district, archaeological excavations were carried out in an area of four hectares on the slopes of the Cerro Trinidad site. e preliminary results showed that under the modern harbor of Chancay there is a thick archaeological occupation which could have been a ceremonial urban center between the Formative Period (White on Red style) until the Period I of the Regional Developments (Playa Grande style). Based on an aerial photograph analysis it was possible to determine the total extend of the Cerro Trinidad site as well as the previous excavations done by Max Uhle and Gordon R. Willey. Similarly, it was posible to locate an un-known archaeological site located on the Chancay Bay.Con motivo de un trabajo de evaluación arqueológica en el distrito Chancay, se realizaron excavaciones arqueológicas de sondeo en un área aproximada de cuatro hectáreas en las faldas del cerro Trinidad, valle de Chancay. Estas excavaciones hallaron que debajo del actual puerto de Chancay se conservan evidencias arqueológicas de importancia, que muestran la verdadera dimensión y magnitud del sitio arqueológico de Cerro Trinidad constituyéndose en un centro urbano ceremonial de regulares dimensiones e importancia desde el Periodo Formativo Superior (estilo Blanco sobre Rojo), hasta el I Periodo de los Desarrollos Regionales (estilo Playa Grande). Esta información se contrastó con una fotografía aérea de 1943, cuando el asentamiento prehispánico no estaba cubierto por la ocupación actual. Con esto se obtuvo información importante como la localización de las excavaciones previamente efectuadas por Max Uhle y Gordon Willey, así como los contextos que ellos registraron. Del mismo modo, se ha registrado un tipo de asentamiento no denido hasta el momento, localizado en la misma bahía de Chancay.
15
Rogy, Elisabeth. « Contribution à l'élaboration d'une grammaire des tabloids. Analyse du style et du discours ». Strasbourg 2, 1997. http://www.theses.fr/1997STR20021.
Texte intégralRésumé :
La présente thèse de doctorat contribue à l'élaboration d'une grammaire des tabloids britanniques par la mise en évidence d'éléments linguistiques caractéristiques du style de ces quotidiens ainsi que par l'étude de ce que ces différents éléments révèlent du discours de ce type de presse. Les données qui ont été soumises à interprétation résultent de l'application d'une méthode d'investigation à un échantillon de cent textes représentatifs du phénomène tabloid. Cette méthode, élaborée pour les besoins du présent travail est principalement quantitative. Elle comprend le repérage d'un ensemble de traits linguistiques dans les textes du corpus et le traitement statistique des fréquences d'occurence obtenues pour chacun de ces traits dans le but d'évaluer leur degré de pertinence. Sept traits linguistiques distinctifs du style tabloid ont ainsi pu être identifiés. L'examen des résultats de cette investigation révèle que : - le nombre relativement réduit de ces marqueurs est du à des contraintes liées au mode et au registre - ces éléments ont pour caractéristique commune le fait qu'ils constituent des indices du modèle de l'oralité présents dans des textes écrits - la co-occurrence de ces marqueurs a pour conséquence de créer l'illusion d'un discours de type conversationnel et informel - au plan idéologique, ce type de discours a pour effet de poser une certaine vision du monde comme admise et de proposer aux lecteurs des valeurs auxquelles ils sont implicitement amenés à adhérerThis dissertation contributes to the elaboration of a tabloid grammar in so far as it identifies linguistic elements which can be considered as markers of tabloid style and studies them in the perspective of characterizing the discourse of this type of press. The study makes use of a quantitative method of investigation, designed expressly for this project, to identify these distinctive linguistic features. This original method was applied to a sample of a hundred texts selected in tabloid dailies. The interpretation of the results of this quantitative analysis led to the following conclusions : - the distinctive linguistic features of tabloid style are relatively few (7) because of constraints of register and mode - they share the characteristic of cueing the orality model in written texts - the effect ot the co-occurrence of theses markers is to create the illusion of conversational and informal discourse - the ideological consequence of promoting oral models in written newspaper texts is to present one particular view of the world as self-evident and to implicitely perpetuate the values associated with it
16
Atar, Kockar Burcin. « The Contribution Of Cognitive Style And Prior Knowledge On Sixth Grade Students' ». Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612647/index.pdf.
Texte intégralRésumé :
The purpose of this study is to investigate the contribution of cognitive style and prior knowledge on 6th grade students'knowledge acquisition in polygons in drama based learning environment. The sample of the study was composed of 112 sixth grade students from a public school in Altindag district of Ankara. There were 9 drama based lesson plans lasting 16 lesson hours in the study. The data was collected through Group Embedded Figure Test (GEFT), and three types of knowledge tests: Declarative Knowledge Test (DecKT), Conditional Knowledge Test (ConKT), and Procedural Knowledge Test (ProKT). GEFT developed by Witkin, Oltman, Raskin and Karp (1971) was used to determine cognitive styles of the students as field dependent (FD), field independent (FI), and field mix (FM). Three types of knowledge tests developed by Erdogan (2007) were used as pretests and posttests. The quantative analysis was carried out by using standard multiple regression analysis. The results revealed that students&rsquo
cognitive style was the most predictive variable in explaining students&rsquo
declarative, conditional and procedural knowledge Moreover, students&rsquo
prior declarative knowledge explained statistically significant amount of variance in students&rsquo
declarative and procedural knowledge acquisition, while students&rsquo
prior conditional knowledge explained statistically significant amount of variance in students&rsquo
declarative, conditional, and procedural knowledge acquisition. On the other hand, students&rsquo
prior procedural knowledge failed to explain declarative, conditional, and procedural knowledge acquisition of students.
17
Casey, Ronald W. « An investigation of the relationship between cognitive style and revised compositions of fourth grade students ». Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/434660.
Texte intégralRésumé :
The purpose of this study was to examine the effect of revision and no-revision upon the quantity and quality of written expression of fourth grade students. The study was additionally designed to observe if the relationship between the above variables was affected by a third variable, cognitive style.Data from 120 fourth grade students was analyzed in a two way multivariate analysis of variance. One independent variable consisted of two levels: revision/no revision. The other independent variable, cognitive style, consisted of four levels: reflective, fast/accurate, impulsive, slow/inaccurate. Equal numbers of subjects of each of the four levels of cognitive style were randomly assigned to revision or no-revision levels.There was no significant difference between non-revised and revised compositions across all dimensions of cognitive style considering the length and quality of the written product as the criteria for performance. Revised compositions were neither significantly longer nor rated significantly higher in quality than non-revised compositions.There was no significant difference between the cognitive style of students when composition length was examined. No category of cognitive style wrote significantly longer compositions than any other category.However, when the rated quality of the compositions was considered, there were two significant differences observed among the cognitive style groups. Students with a fast/accurate cognitive style wrote compositions that were rated significantly higher in quality than students who had an impulsive style. Also, fast/accurate students wrote significantly better compositions than students with a slow/inaccurate cognitive style. Reflective students did not differ significantly from any other group.The procedures used in this study to require fourth grade students to revise their compositions might not have provided for stimuli to exceed the assumed revising that occurs during the writing process itself. However, this study provided some support to the position that individual differences in processing information, i.e., cognitive style, had an effect on written expression.
18
Bruno, Luca Paolo <1989>. « (Grand) Narratives blossom still : bishōjo, character database and political narratives in the Muv Luv franchise ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/11668.
Texte intégralRésumé :
Japanese pop-culture, especially moekyara-based culture such as anime/manga/videogames, has been described as being not driven by overarching narratives, but rather by the appeal of characters constituted by elements which engender affection in the audience (Azuma 2007, 2009, Kacsuk 2016). These elements constitute a database, an ensemble of unordered items which reference their host culture and which can be (apparently) freely aggregated, producing new characters which are capable of exerting fascination and empathy in the audience. While Azuma has written about the disappearance of narrative, what can be observed is that narrative has not, in fact disappeared because, as the character are placed in various contexts, their constitutive database elements undergo a process of re-contextualization that highlights their employment of characters as agents of mediation between their audience and what is beyond them, as they constitute an interface of objects and spaces that relays signs between other semiotic actants (Nozawa 2013) as what lies in the background (the narrative world) is re-articulated through the database elements. This potentiality can be employed to communicate themes and concepts (which can range from commercial slogans to political statements) that are not codified into the database. The Muv Luv franchise, as a case study, shows this process in effect, as political statements are articulated through a character’s constitutive elements.
19
Kurniawan, Meinanda. « Monitoring style drift : evidence from U.S. Equity funds ». Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/64687/2/Meinanda_Kurniawan_Thesis.pdf.
Texte intégralRésumé :
This thesis examines the stewardship and investment style monitoring by managers and boards of U.S. equity funds. Results indicate that complying with a fund’s declared style, especially in value-growth dimension, remains a challenge for fund managers and boards, and that style-based investors should be aware of the risk of style drift since fund managers and boards do not always monitor the fund’s investment style as stated in the prospectus. Results also show that the quality of fund stewardship, as reflected by fund board quality, corporate culture, manager compensation, regulatory history, and fees are effective in ensuring that fund managers and boards perform their fiduciary obligation by increasing monitoring of the fund investment style.
20
Green, Laura Brueggeman. « Fourth graders' literal and inferential reading comprehension : effects of readability and answer format / ». Thesis, Connect to this title online ; UW restricted, 2000. http://hdl.handle.net/1773/8212.
Texte intégral
21
(aydogan), Delialioglu Fatma. « The Roles Of Gender And Learning Styles On Tenth Grade Students& ». Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/764654/index.pdf.
Texte intégralRésumé :
This study was designed to investigate the roles of gender and learning styles on tenth grade students’
kinematics graphing skills. The study was conducted in 14 representative cities throughout seven different geographical regions over Turkey with a total of 989 tenth grade students in last four weeks of the spring semester of 2002-2003 school year. Findings of the kinematics graphing skills test indicated that general performances of the students were very low and many students have difficulties in interpreting kinematics graphs. When the data were analyzed using Analysis of Covariance (ANCOVA), while controlling the effects of students&
#8217
age, previous physics course grades and previous mathematics course grades, the results indicate that there was no significant difference among the kinematics graphing skills test scores of students having different learning styles. Similarly, no significant difference was found between the kinematics graphing skills test scores of female and male students. However, a significant interaction was observed between gender and learning styles on students&
#8217
kinematics graphing skills test scores. The most common learning style type was assimilator for the participants of this study. Accommodator female students&
#8217
kinematics graphing skills test scores were higher than that of female students having other learning styles and converger male students&
#8217
kinematics graphing skills test scores were higher than that of male students having other learning styles on kinematics graphing skills test. Bivariate correlations revealed significant positive correlations between students previous physics course grades, previous mathematics course grades, and age and their kinematics graphing skills test scores.
22
Amos, Zachary Scott. « The relationship of readability on the science achievement test a study of 5th grade achievement performance / ». Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237770679.
Texte intégral
23
Eastman, Vicki L. « Small group instruction : reading instruction utilizing learning style preferences and the reading achievement of first grade students ». CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560834.
Texte intégralRésumé :
Two overlapping situations in the American educational environment have given fuel for this study: the NAEP reported that 34% of fourth grade students read below grade level and NCLB mandated that all children read on grade level by 2014. First grade students from a Midwestern elementary school participated in an after school reading club that met daily. This reading experience was different from others because these first grade students were grouped by learning style preferences. Meanwhile, many classroom teachers respond to the challenge of differentiating reading instruction based solely on students’ reading ability levels creating a forever “reading below grade level” for struggling readers placed in low reading groups.
The primary purpose of this study was to explore reading instruction utilizing learning style preferences of first grade students. An overarching question for this study, “How might reading instruction (nurture) aligned with the child’s learning style preference (nature) impact the child’s reading achievement?” To investigate this question the researcher created a supplemental reading experience after school by grouping children by their learning style preference to differentiate instruction. Utilizing the right kind of quality instruction with the right level of intensity and duration with the right children at the right time created an effective preventive program (Torgesen, 1998). That is differentiated instruction! A pretest and posttest assessment
was conducted using running record reading assessments focusing on the total number of errors recorded.
This quantitative research design, randomized pretest-posttest control group analyzed the collected data using a one-way analysis of variance (ANOVA). The results of the one-way ANOVA analysis showed there was no significant difference in the posttests of the learning style treatment and the leveled reading control groups. Further analysis of the data revealed there was a significance comparing the pretest to the posttest within the treatment group and within the control group. This was important and implied grouping children by learning style preference for reading instruction may be an effective form of differentiation for small group reading instruction.Department of Elementary Education
24
Lamana, Finn Kim. « The Relationships among Shyness, Shame, and Attachment Style with Respect to College Student Persistence and Grade Point ». Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278448.
Texte intégralRésumé :
The purpose of this study was to investigate the relationships between attachment style, shyness, shame, and college persistence and grade point average. While considerable research was conducted to examine these variables in children, less is known about how these variables interact in a college setting. This study used a quantitative, non-experimental correlational design to analyze these variables in relation to college freshman students at a for-profit university, with locations throughout the United States. Over 2,000 freshman students between 18 and 40 received e-mails via the university’s communication department asking them to participate in this study by responding to three surveys. Participants completed The Experiences in Close Relationships to measure attachment style, the Cheek and Buss Shyness scale to measure shyness, and the Compass of Shame scale to measure shame. Persistence was measured by examining whether students were registered and attending classes the semester following the survey distribution. Students also completed a demographic survey. In all, 143 participants completed surveys, with a final sample of 99 once the data were analyzed for transfer credit and outliers. Results were examined using logistic regression analysis to determine relationships between attachment style, shyness, shame, and persistence. A multiple linear regression analysis was used to analyze relationships between the predictor variables and cumulative grade point average. Results of this study indicated that there were no significant relationships between the predictor variables and persistence and grade point average. A discussion of results explores possible explanations including recommendations for future research in regards to attachment style, shyness, shame and their impact on college student success.
25
Fongoqa, Nobatwa Virginia. « The personal perspective essay in Xhosa as reflection of the writing competence of grade 12 learners ». Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53143.
Texte intégralRésumé :
Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This study explores a theoretical framework of language competence with reference to the teaching and learning of writing in Xhosa grade 12. The teaching of writing attempts to develop writing skills and to assist learners to see writing as a process involving various stages such as thinking, researching, planning, writing and re-writing. Furthermore, this study aims at demonstrating how to develop the learners to express themselves in a formally ordered way, as required in a given context for a specific purpose and audience. The study is strongly influenced by two approaches, one associated with the processes of writing, and the other called the genre approach, but the study also draws on a number of writing models. Examples of written essays by the learners of Xhosa in grade 12 are presented and analysed. This study examines four essays, each for which properties relating to the language competence component is analysed according to the questions posed by Grabe and Kaplan (1996). Writing is one of the most important communicative skills in life of the individual and it is an integral part of the school curriculum. This study concludes with some recommendations, which might help to solve certain problems relating to essay writing in the teaching of languages in Curriculum 2005 ..
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek 'n teoretiese raamwerk van taalvermoë met verwysing na die onderrig en aanleer van skryfvaardigheid in Xhosa vir graad 12 leerders. Die onderrig van skryfvaardigheid het as doelstelling die ontwikkeling van leerders se skryfvermoëns en die leiding van leerders om skryf te sien as 'n proses wat talle fases behels, soos nadenke, beplanning, navorsing, skryf en herskryf. Die studie poog voorts om aan te toon hoe leerders ontwikkel kan word om hulleself uit te druk in 'n formeelgevorderde wyse, soos vereis in 'n bepaalde konteks en vir 'n bepaalde gehoor. Die studie is sterk beïnvloed deur twee benaderings, een gekoppel aan die prosesse van skryf, en die ander, bekend as die genre-benadering, maar die studie betrek ook 'n aantal modelle van skryfvaardigheid. Voorbeelde van skriftelike stukke deur leerders van Xhosa eerste taal in graad 12 word ontleed. Die studie ondersoek vier opstelle, elke waarvoor eienskappe rakende die taalvaardigheidskomponent, ontleed word volgens vrae gestel deur Grabe en Kaplan (1996). Skryfvaardigheid is een van die belangrikste kommunikasievaardighede in die lewe van 'n individu, en dit vorm 'n integrale deel van die skoolkurrikulum. Die studie sluit af met 'n aantal aanbevelings wat 'n bydrae kan maak tot die oplos van bepaalde probleme rakende skryfwerk in taalonderrig in Kurrikulum 2005.
26
Van, Heerden Lesley Lynne. « An investigation into the readability of the grade 10 physical science textbooks : a case study ». Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1013365.
Texte intégralRésumé :
In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
27
Lewis, Teresa. « The impact of learning-style based instruction on student engagement and reading comprehension in a third grade classroom ». Thesis, Wichita State University, 2013. http://hdl.handle.net/10057/6825.
Texte intégralRésumé :
The researcher examined various strategies in an attempt to increase student engagement and academic achievement in the classroom. A study was conducted on 23 students in a third grade reading classroom in a midwestern, suburban elementary school with a population of 863 students. The researcher assessed each student's learning style: visual, auditory, kinesthetic, and tactual. Half of the students were placed in a group matching their dominant learning style, while half were randomly chosen to be placed in a group other than their dominant learning style. The researcher implemented differentiated learning plans for each learning style group and documented their engagement as well as academic progress. It was determined that the learning style based instruction was very successful for some students but not for others. Student engagement showed a wide range of results for the matched students as well as the unmatched students. Most students' academic gains as measured by weekly reading tests were small; however, the students who were strong in the visual learning style made the highest gains. The researcher concluded that the results did not justify the extra resources needed to implement learning-style based instruction in the classroom setting.Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
28
Henry, Christophe. « Aux sources du style : l'imitation et le culte des grands maîtres dans la peinture française de 1708 à 1799 ». Paris 1, 2002. http://www.theses.fr/2002PA010597.
Texte intégralRésumé :
Cette thèse de doctorat s'est efforcée autant que possible de démontrer que l'imitation des grands maîtres, en tant que. Théorie de la création, constituait un débat singulier dans l'espace de la pensée française de l'art des XVIIe et XVIIIe siècle. Appuyée sur de vénérables fondements hérités de l'Antiquité et de la Renaissance, l'imitation des maîtres fait l'objet d'une critique et d'une redéfinition auxquelles prennent part les savants comme les peintres, à dessein de faire de ce principe, encore mâtiné d'incohérences vers 1650, une véritable méthodologie de la création picturale. Dans un premier temps néanmoins (1650-1700), cette méthode encore contestée semble. Avoir été particulièrement destinée à la sauvegarde de prérogatives corporatives, au sein d'une Académie Royale désireuse de redéfinir la pratique de la peinture et la perception des oeuvres. Mais très rapidement, et au prix de quelques querelles mouvementées, l'imitation savante des grands maîtres est distinguée de l'imitation servile ou monolithique d'un seul maître. De fait, c'est une grande part de la pratique obscure des peintres, et notamment les jeux idiomatiques de. "réflexion " (référence), de citation ou de " larcins " (emprunts) qui se trouve réintégrée dans le corpus des pratiques appréciées, dès lors que l'artiste n'en abuse pas, et qu'elles peuvent être justifiées du point de vue de l'esprit. À l'appui de l'affirmation sociale d'un public particulièrement soucieux de satisfactions visuelles et sensibles, une certaine substitution de la référence à la représentation est bien ce qui caractérise au premier chef la peinture du milieu du XVIIIe siècle, et cela dans des proportions qui eurent d'évidentes conséquences qualitatives. Ce basculement du statut interne des oeuvres ne fut pas perçu comme une catastrophe artistique/
29
Mendonça, Maria Luiza Andrade. « Ocorrência sazonal e reprodução de Himantopus mexicanus (Aves : Charadriiformes) em salinas do Estuário do Rio Apodi-Mossoró, nordeste brasileiro ». Universidade Federal Rural do Semi-Árido, 2016. http://bdtd.ufersa.edu.br:80/tede/handle/tede/642.
Texte intégralRésumé :
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The disorderly coastal occupation has caused the destruction of natural wetlands and induced many populations of shorebirds to use alternative habitats for feeding, resting and breeding. The objectives of this study were to describe and monitor the seasonal occurrence and the breeding of black-necked stilts (Himantopus mexicanus) in artificial saline at Estuary Apodi-Mossoró, RN, Brazil – an alternative habitat used by Nearctic and Neotropical shorebirds. Censuses of individuals, nests and eggs of the black-necked stilt were conducted between August 2012 and December 2015, in an area of ~145ha, at the municipality of Areia Branca (04°57'S; 37°08'W). In addition, an experiment was conducted using artificial nests to identify potential terrestrial nest predators in the study area, and to analyze if the predation rates vary between microhabitats and among the most widely used materials for nest building. The studied population of black-necked stilt presented a defined seasonal occurrence, with individuals coming in study area in March and remained until October of the years 2012, 2013, 2014 and 2015. During three breeding seasons monitored (2013, 2014 and 2015), a total of 47 active nests was recorded, exclusively located in dikes of evaporators ponds of the saline. Coating materials used for natural nests building were shells, salt crystals and vegetation fragments, found in soil near nesting sites. The majority of natural monitored nests was depredated (93.6%). From the experiment with artificial nests was also verified high predation rates in the study area, regardless of microhabitat within the saline or the material used for nest confection. Mammals and birds, including domestics, were the potential predators of artificial nests in saline. The exclusion of domestic animals in saline and surroundings evaporation ponds could be an initial strategy to reduce the high predation rates of shorebirds nests in salines at northeastern Brazil
A crescente ocupação costeira desordenada tem acarretado a destruição de áreas úmidas naturais, levando muitas populações de aves limícolas a utilizarem habitats alternativos para alimentação, descanso e reprodução. Os objetivos deste estudo foram descrever e monitorar a ocorrência sazonal e a reprodução do pernilongo-de-costas-negras (Himantopus mexicanus) em salinas artificiais do Estuário do Rio Apodi-Mossoró, Rio Grande do Norte, Brasil – um habitat alternativo utilizado por aves limícolas Neárticas e Neotropicais. Neste estudo foram realizados censos de indivíduos, ninhos e ovos do pernilongo-de-costas-negras, entre agosto de 2012 e dezembro de 2015, em uma área de ~145ha, localizada em Areia Branca, RN (04°57’S; 37°08’O). Adicionalmente, foi conduzido um experimento utilizando ninhos artificiais para identificar os potenciais predadores de ninhos de Aves que nidificam no solo na área de estudo, e avaliar se as taxas de predação variam entre os microhabitats encontrados dentro das salinas e entre os materiais mais utilizados na confecção dos ninhos pelas aves neste ambiente. A população de pernilongo-de-costas-negras estudada apresentou ocorrência sazonal definida, com indivíduos chegando na área de estudo principalmente em março e permanecendo até outubro dos anos de 2012 a 2015. Durante três estações reprodutivas monitoradas (2013 a 2015) foi registrado um total de 47 ninhos ativos, localizados exclusivamente nas ilhotas dos tanques evaporadores da salina. Os materiais de revestimento utilizados para a confecção dos ninhos naturais foram conchas, cristais de sal e fragmentos de vegetação, encontrados em solo próximos aos locais de nidificação. A maioria dos ninhos naturais monitorada foi predada (93,6%). A partir do experimento com ninhos artificiais também foi possível verificar elevadas taxas de predação na área de estudo, independente do microhabitat dentro da salina ou do material utilizado para confecção do ninho. Mamíferos e aves, incluindo animais domésticos, foram os potenciais predadores dos ninhos artificiais na salina. A exclusão de animais domésticos em tanques de evaporação de salinas e adjacências poderia ser uma primeira estratégia para reduzir as elevadas taxas de predação de ninhos de aves limícolas que utilizam salinas como habitat alternativo para reprodução no nordeste do Brasil
2017-03-21
30
Aydinyer, Yurdagul. « The Effect Of Project-based Learning On 7th Grade Students ». Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/3/12611730/index.pdf.
Texte intégralRésumé :
The aim of this study was twofold: (a) to investigate whether seventh grade students&rsquoconditional and procedural knowledge acquisition in, attitude towards, active learning strategies in, and learning value of geometry improve differentially for students having different cognitive styles in project-based learning and (b) to examine how project-based learning affects them. Participants were 97 seventh-grade students in a private school in Ankara. The students were classified into three groups: Field dependent (N=31), field middle (N=35), and field independent (N=31), based on the raw scores of the participants from the Group Embedded Figures Test. Only one treatment (i.e., project-based learning) was conducted for the study, lasting 30 lesson hours. Pre-test and post-test design for the students having three different cognitive styles was utilized. A mixed methods design integrating both quantitative and qualitative data was used for this study. The data were collected through Conditional and Procedural Knowledge Tests, Active Learning Strategies in and Learning Value of Geometry Questionnaire, Geometry Attitude Scale, interview responses, and classroom observation field notes. The quantitative analyses were carried out by using Mixed Design (one between factor and one within factor) Multivariate Analysis of Variance (MANOVA). The results revealed that there is no significant interaction between time and group. There was a substantial main effect for time and follow up analyses for this effect showed that the students achieved large learning gains for all dependent variables. In addition, the main effect of group was not significant. According to interview responses and classroom observation field notes, those quantitative results were attributable to the influence of contextualizing, visualizing, and collaborating geometry concepts with their peers and teacher during benchmark lessons and developing and sharing artifacts for each of the cognitive style group.
31
Mutshaeni, Humbulani Nancy. « An analysis of factors influencing Grade 12 results ». Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-172624/.
Texte intégral
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Skiöld, Olov. « Att animera med stil : Hur graden av en animationsstilisering påverkar tolkningen av 3D-modellerade karaktärer ». Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-19810.
Texte intégralRésumé :
Detta arbete utforskar hur två olika 3D-animerade karaktärer upplevs baserat på hur den visuella stilen blandas med animationsstilen, och ifall en sådan blandning kan orsaka negativa intryck. För att besvara detta har en realistisk och en stiliserad 3D-modell animerats i både sina egna och den andras animationsstil. Den realistiska stilen är baserad på motion capture-inspelningar, medan den stiliserade har överdrivna och elastiska fysiska egenskaper. Dessa animationer användes sedan i en kvalitativ undersökning med intervjuer. Resultaten pekade mot att den realistiska modellen upplevdes som minst attraktiv i rörelse, och gav obehagliga intryck när den försökte röra sig stiliserat. Den stiliserade modellen fick bättre respons och ansågs röra sig mer naturligt. Dessa resultat stämmer överens med Mori’s (1970/2012:99) teorier om den kusliga dalen. Utifrån resultatet föreslås slutligen vidare utveckling av arbetet som innefattar större omfång av bidragande variabler både från genomförandet och från undersökningen.
33
Corek, Cigdem. « Is Jewelry Still A Craft ? The Role Of Trust And Work Ethic In Jewelry6 Sector : The Case Of Istanbul Grand Bazaar ». Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613034/index.pdf.
Texte intégralRésumé :
In this master study, the sustainability of local craftsmanship as affected by trust and work ethic will be discussed in the specific case of the jewelry sector in the Grand Bazaar. The case study is presented relying on interviews. The research theme is evaluated in sub-categories which contain socio-demographic structure, work ethic of masters and apprentices, Grand Bazaar and the jewelry sector. The effects of trust, work ethic, and obedience on craftsmanship are discussed. Basically, informal relations form the foundation for the work and trade relations especially in craft based jewelry sector. The Grand Bazaar in Istanbul was chosen because it is the most important place for the craft-based jewelry sector in Turkey. This study first poses a general question by asking whether or not the jewelry sector in Istanbul (the Grand Bazaar) is still a craft. The analysis of the concepts of trust, work ethic, obedience, and social networks are operationalized and provide the frame for the main examination. The investigation of this topic will give clues about the organizational structure, working conditions of sector members and the production process of the sector.
In the first part of this study, the concept of craftsmanship is described. This is done by giving special reference to the concepts of artisanal knowledge and work ethic. The discussion is settled in a short analysis of globalization processes. The past and future of the jewelry sector in the Grand Bazaar and guild system is discussed. In the second part, the case study is presented, relying on interviews with craftsmen in the jewelry sector in the Grand Bazaar.
34
Karlebach, David Geoffrey. « A cognitive framework for deriving and interpreting learning style differences among a group of intermediate grade native and non native pupils ». Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27248.
Texte intégralRésumé :
This study investigates a framework for deriving and interpreting cognitive performance differences between 32 Native and 32 non Native intermediate grade Merrit B.C. pupils. Seven processing factors were identified and operationalized by twenty-two measures. Bottom-up attentional processing was defined as incidental attention to dominant or culturally relevant stimulus characteristics (e. g. attention to color). Top-down visual attentional processing was defined as goal—directed attention to stimuli characteristics activated by the identification of response characteristics and under the control of concrete/active planning associated with visual-motor modelling or feedback. Top-down verbal attentional processing was defined as goal-directed attention to stimuli characteristics activated by the identification of response characteristics and under the control of verbal/logical planning associated with verbal instructions or feedback. Simultaneous processing was defined as receding of separate stimulus characteristics into meaningful wholes in which all the elements are mutually surveyable and meaning is associated with the whole rather than the separate parts. Successive processing was defined as receding of separate stimulus characteristics into temporal, sequence-dependent forms with meaning accessed by the order. Concrete/active processing was defined as generation, selection and monitoring of goal-directed behavior associated with visual/motor feedback. Verbal/logical processing was defined as generation, selection and monitoring of goal-directed behavior associated with verbal feedback.
A cognitive process task analysis was used to generate a target matrix for the 22 tasks used in the study. Separate orthogonal procrustes solutions were used to generate error matrices for both Native and non Native groups. An examination of the mean error rates for both groups suggests the preliminary efficacy of the framework. An extensive review of the literature provides the necessary precision in language for deriving instructional implications from the framework. Native and non Native learning strengths and weaknesses, based on these seven processing factors, are discussed and related to changes in instructional tasks demands designed to optimise strengths. A Native learning style is identified with the pattern of modelling mediation characteristic of the "observational" learning environment.Education, Faculty of
Graduate
35
Coleman, Susan J. « An investigation of the relationships among physical and emotional learning style preferences and perceptual modality strengths of gifted first grade students ». Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53678.
Texte intégralRésumé :
Little research has been conducted on the learning styles of very young children and on the planning of specific instructional strategies to incorporate those styles. This is especially true regarding the learning styles of gifted primary grade students. Incorporating learning style information into the curriculum for the gifted is a means of providing differentiated instruction to identified children.
The purpose of this study was to determine whether first grade students identified as gifted display different learning style preferences and modality strengths from nongifted first grade students. Two instruments, the Learning Style Inventory: Primary (LSI:P) and the Swassing-Barbe Hodality Index (SBMI), were administered to two groups of first grade students, gifted and nongifted.
The findings of this study indicated that first grade students identified as gifted differed from nongifted students on the following variables: mobility, perception, structure, and short term memory. The groups were similar on the following variables: intake, time, motivation, responsibility and persistence, and modality strength. The study also indicated no relationship between perceptual modality preference and strength for first grade students.Ed. D.
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Brady, Bro Timothy J. « The Effects of Grammar and Style Checking Software on the Writing of 9th Grade Basic Students in a Process Centered Writing Lab ». NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/421.
Texte intégralRésumé :
Contrary to expectations, the initial introduction of computers into the writing process did not result in a significant improvement in the quality of writing high school students. Forty-eight 9th grade high school students, who performed at a level of at least one year below grade level on the Scholastic Testing Service High School Entrance Exam, were selected for the study.
The control group received traditional writing instruction and the teacher functioned in the traditional manner, allowing students to write on their own and grading papers and offering suggestions only after the papers had been completed. In the experimental group, the students also did all the writing on the computer, but had more latitude in selecting the topics they wrote about and used a grammar and style checking program (Grammatik 4.0) to offer suggestions to assist them in their writing. The teacher was available to the students at all times, functioning more as a coach and co-writer than a judge and evaluator of their papers. Both groups wrote for three forty-five minute class periods each week for one semester (18 weeks). Pre- and post-study samples of their writing were evaluated on the integration variable using the "Handbook for Planning an Effective Writing Program," published by the California Department of Education (1993). In addition, samples were evaluated for specific grammatical errors according to definitions in the "Handbook for Planning an Effective Writing Program." Analysis of the data at the a = 0.10 level indicated that the experimental group produced significantly better writing than the control group, although the improvement on the control group was greater than would have been predicted by earlier research. It suggests that, when used in an environment designed to provide immediate assistance to these writers, in a program run by an instructor who functions more as a coach than a judge, where sufficient time is provided for extensive student writing, there may be significant improvement in the student’s writing skills. Further research is needed to determine if writers of all ability levels would benefit from this technique.
37
Schweizer, Maurya Lynn. « The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing : An Analysis of Fifth and Eighth Grade Students' Writing ». Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26243.
Texte intégralRésumé :
Current assessment practices for writing are moving away from the traditional objective test and towards performance-based assessment. The use of picture prompts to elicit writing samples is a common practice but it adds a level of complexity to the writing process. Writing tasks which use pictures to elicit writing samples require the writer to interpret the picture, create meaning from the picture, and then transfer the visual information into a verbal mode of expression.
The purpose of this study is to examine the characteristics of style and color of picture prompts while holding content constant. Four independent variables were investigated: style, (photograph, drawing), color (color, black and white), content (delivery man with a box, cliff rescue), and grade-level (fifth, eighth). Ratings of the students' stories served as the dependent variable. Each story was scored by two raters on three dimensions: narrative, descriptive, and events. These scores were added together to obtain a total score. The overall design was a four factor repeated measures ANOVA with grade level, style, and color as between subject factors and content as a within subject factor. A total of six ANOVAs were conducted, one each for the total score, narrative component, descriptive component, events component, prior events item, and after events item.
Results of the ANOVA for total scores indicate that the main effect for content was significant, as was the content by style interaction. The main effects for color and style were not significant, nor did these factors yield significant interactions. Similar results were obtained in the analysis of the narrative and descriptive components. The main effect of content was not significant on the event component due to reversal of mean scores on the two items comprising this component. When ANOVAs were conducted on the two items comprising this component, the main effect for content was significant for both items. Also of interest is that the main effect for grade level was significant for the total scores, descriptive component, events component, and prior events, but was not significant for the narrative component or after events item.Ph. D.
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JANSON, DAVID C. « ASSESSMENT PRACTICES OF THIRD AND FIFTH GRADE SCIENCE TEACHERS : A COMPARISON TO THE STYLE/FORMAT, PROCESS, AND CONTENT OF OHIO'S PROFICIENCY TESTS ». University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022677315.
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Barberi, C. E. « INTERVENTO DI PROMOZIONE DELLA SALUTE SUGLI STILI DI VITA PER IL PERSONALE DIPENDENTE DI UN GRANDE OSPEDALE MILANESE : VALUTAZIONE DELL'EFFICACIA DI UNA TECNICA DI COUNSELING MOTIVAZIONALE BREVE ». Doctoral thesis, Università degli Studi di Milano, 2017. http://hdl.handle.net/2434/486800.
Texte intégralRésumé :
In the last 20 years epidemiological studies in the Western Countries have shown a gradual increase of overweight-obese cases and a similar increase in chronic-degenerative illnesses spread. These conditions cause sick leaves and relevant limitations of working abilities. A growing life expectancy, then, leads to reconsider the senior worker’s position in the job marked, with a working population exposed also to risk factors typical of a non-working-age population.
The Work Health Promotion is the most common way to spread the adoption of healthier habits to reduce illnesses and deaths rate caused by several pathologies, thus contributing to keep a worker more efficient and fit.
In the past years, the different initiatives and projects with the purpose of realizing a better health promotion obtained a limited outcome because they used a prescriptive or just an informative approach. The innovative nature of this WHP project is the new way of taking into account workers’ awareness and motivation: patients have to become responsible for their own wellness.
“Ospedale InForma” is a WHP pilot project which aims to spread the consciousness of a healthy lifestyle through leaflets and diffuse the technique of a minimal motivational counselling.
The first aim of the study is to evaluate if this method could be successful in changing workers’ behaviour. Other studies have already used counselling techniques, but without describing them in a clear and precise way, and therefore making it difficult to be repeated. The second aim of this study goes in this direction: set up and define guidelines for future WHP projects in different working realities.
The employers of Fondazione IRCCS Cà Granda Ospedale Maggiore Policlinico in Milan have been considered a proper sample for this study regarding: number, availability, supervision, different working positions and shifts.
The project was set up as follows:
Step 1 - Contact the employees in their periodic visit and record the following data: age, sex, job and shifts, BMI, glycaemia, total cholesterol, triglyceride, TYG index [ln (triglyceride * glycaemia /2)] and triglyceride/cholesterol HDL ratio.
Step 2 – Conduct an interview based on a food questionnaire using the technique of a nutrition motivating minimal counselling and hand out a list of general advices for a correct life style. If necessary, suggest a follow-up after 6 months.
Step 3, 4, 5 – Improve healthy behaviour through the use of detailed leaflets, healthier dishes introduced in the canteen, healthy food vending machines and providing opportunities and tools for physical activities at work. Use of questionnaires to assess the appreciation of food changes in the canteen.
The recruitment phase and the first set of interviews were concluded in July 2015.
At the end of this phase, 1002 employees took part in the project, i.e. 75,85% n.855 (85,32%) of them were invited to a follow up after 6 months.
The sample, aged 45 (SD 10,3), is made up of 73,25% of women, 26,65% of men. 44,48% of men and 32,82% of women are overweight-obese.
The most represented jobs are: nurses (33,9%), auxiliaries (15%), medical technicians (14,9%), medical doctors 14,7%.
Night shift workers are 45% of the sample, day shift are 14,1% and 39,2% are day workers. The biochemical parameters analysed, TyG index and triglyceride/cholesterol HDL ratio, are on average in the standard.
The NSAS questionnaire outputs showed that eating habits are not different per shift (p=0,9) or age (p=0,504) while they are different per sex (p=0,006) – better among women - and different per job (p<0,001) – better among medical technicians and doctors.
In subjects returned for the follow up (n.364), lifestyle habits have improved (p-value<0,0001) as well as the use of antioxidant foods (p-value< 0,0001), even if there was no reduction in BMI (p-value 0,7).
In follow up, those who have not reached the agreed aim because they have not changed their habits, got the worse questionnaire scores (total score p<0,0001) and antioxidant score (p=0,0013). The analysis of the biochemical parameters shows that, on average, there are no significant statistic differences.
Those who have not modified their lifestyle got worse values compared to the ones who improved their habits. This is especially true for total cholesterol (p= 0,0296) and triglycerides (p=0,0039). The most feasible behavioural change agreed was an increase of fruit and vegetables consumption (27,13%).
Overall, 51,65% of the employees reached their goal, 17,86% of them partially succeeded in their objective, 30,49% failed it. 69,51% follow-up subjects modified their habits.
Regarding the questionnaire proposed in the canteen, 9 months after the beginning of the project, 70% of people involved modified their habits as a consequence of the given indications and the consequently to indications given and new proposed meals.
The study has limitations related to the absence of a control group, the small number of subjects who presented at follow-up and the small number of subjects with blood tests before and after the realized project.
This study could be defined as a good practice in Health Promotion. The scores obtained through the Dors assessment grid and the motivational minimal counselling technique, together with the changes brought to the working environment, could be signs of healthy changes in workers’ lifestyle.
The structure of the project seems to be easy enough to be used in different workplaces and supplemented by the Healthy Surveillance System. The strong points are: basic and economical measures to evaluate health and lifestyle and the possibility of reproducing the experience with no additional costs. The absence of exclusion criteria could increase the interest in the project, making it useful in different working environments. The study appears to be a valid preliminary contribution to future operative guidelines.
It could be advisable to proceed with the project as it could become a systematic program to make employees aware of a better lifestyle. Then, a one-year-after follow up could assess the effectiveness of the given suggestions and give useful feedbacks to improve future assistance.
One possible development of this study would be to evaluate the project’s applicability to other work environments in order to verify its usefulness in creating effective guidelines.
40
Giacoponi, Liliana. « "Pisa. Solitudine di un impero". La ricezione della cultura medievale nell'opera di Rudolf Borchardt ». Doctoral thesis, 2019. http://hdl.handle.net/2158/1173435.
Texte intégralRésumé :
Lo studio analizza criticamente l’ambiziosa opera "Pisa. Ein Versuch", composta da Borchardt negli anni dell’esilio italiano e pubblicata nel 1938. La ricerca ha indagato la peculiare ricezione del Medioevo e della sua cultura nell’opera borchardtiana, restituendo importanza al vasto panorama di studi filologici e storici sottesi al testo e, attraverso una solida contestualizzazione, ha evidenziato al contempo l’isolamento intellettuale dell’autore. Colloqui con esperti e docenti delle università di Firenze, Bonn, Parigi e Pisa hanno permesso di definire lo spessore delle competenze linguistiche, filologiche, storiche, letterarie e di storia dell’arte che Borchardt dispiega nel testo e che non erano state debitamente considerate. Grazie alle indagini archivistiche è stato possibile enucleare il peso della lettura filologica delle liriche dei trovatori provenzali che l’autore affianca a una notevole riflessione sull'opera di Giovanni Pisano. La ricerca ha colto così il respiro europeo nel quale si inserisce l’opera borchardtiana. La dissertazione, suddivisa in sei capitoli, esordisce con l’analisi di un testo sulle città italiane in cui l’autore prende posizione a favore di un’immagine dell’Italia la cui intrinseca natura può essere colta soltanto ai margini del processo di modernizzazione. La ricerca ha inoltre sottolineato quanto rilevante sia stata l’ascendenza humboldtiana nella definizione del rapporto fra ambiente naturale e civiltà umana, così cruciale in Borchardt.
Lo studio esamina quindi la connessione fra stile architettonico, stile di vita, arte figurativa e poesia mettendo in luce come l’autore comprenda questi aspetti quali diretta emanazione della civiltà imperiale romana. A questo assunto la ricerca collega l’imponente impresa traduttiva affrontata da Borchardt nel trasporre la Commedia dantesca in un tedesco arcaico che dovrebbe restituire l’alterità di Dante rispetto alla cultura moderna. Quindi la dissertazione ricostruisce la genesi di "Pisa, Ein Versuch" a partire dai saggi e dagli interventi pubblicistici della seconda metà degli anni Venti, che convergono nel progetto di fondazione di una nuova “Mittelalterliche Altertumswissenschaft”. Nel circoscrivere i lineamenti di questa nuova disciplina viene opportunamente esaminato il decisivo influsso esercitato da Stefan George sul pensiero e sulla sensibilità poetica di Borchardt. Nella sezione centrale della tesi prende forma la visione borchardtiana di Pisa città imperiale che l’autore oppone al campanilismo comunale inserendola così in una prospettiva sovranazionale tutta proiettata verso il futuro e l'Europa. Al centro di questa analisi troviamo le figure di Arnaut Daniel, Giovanni Pisano e Federico II imperatore del Sacro Romano Impero. Un suggestivo spunto di lettura ha permesso di contrapporre la visione della romanità imperiale, quale ereditata da Pisa, alla coeva visione fascista della romanità, alla quale mai si piegherà il filologo e lo studioso. Nell’ultima sezione viene ricostruita l’immagine del Medioevo proposta da Borchardt che se risente fortemente della lezione di Stefan George e delle sollecitazioni del George- Kreis, si riallaccia tuttavia alla lettura novalisiana dell’Europa medievale. Al contempo lo studio evidenzia in che modo l’analisi che Borchardt propone della Pisa medievale sospinta ai margini del percorso storico, assume tratti fortemente personali: Pisa e la sua “Causa victa” costituiscono di fatto una proiezione autobiografica dell’autore che mette in risalto la vicenda dell’uomo e dell’intellettuale Borchardt nella sua sempre più dolorosa solitudine, fino alla morte che lo coglierà durante la deportazione.
This study investigates the ambitious work "Pisa. Ein Versuch" that Rudolf Borchardt composed during the years of the Italian exile and published in 1938. The research aims at returning the significance this writing deserves providing a critical analysis of the peculiar reception of the Middle age and its contemporary culture in Borchardt’s work, focusing on the large philological and historical background underlying the text. The study presents an unavoidable and solid contextualization highlighting the intellectual isolation of the author. Conversations with experts and Professors of the Universities of Florence, Paris Sorbonne, and Bonn enabled establishing the depth of the linguistic, philological, historical and literary knowledge the author deploys in this text, which had not been brought into focus so far. Thanks to a precise archival survey the study has shown the importance of the extraordinary reflection on the Provencal Troubadours that Borchardt carries out by linking their poems to the masterpiece by Giovanni Pisano, hosted in the Duomo of Pisa. The study has thus demonstrated the European profile of Borchardt’s work. The research is divided in six chapters, the first chapter provides both a textual and contextual analysis of a writing Borchardt dedicates to Italian towns, where he strongly identifies the possibility of discovering the true nature of the Italian landscape only at the edge of the incessant modernisation process. The inquiry has highlighted how crucial was for Borchardt the influence of Humboldt’s vision with relation to the definition of natural habitat and human civilization.
Furthermore, the research examines all the references Borchardt develops in a network where he associates the Italian architectural style with the Italian life-style, figurative art with poetry and shows to what degree all these aspects of the Italian culture and life are derived from the Imperial Roman society. The connection with the Latin culture conducts the research to examine the impressive work of translating the “Divina Commedia” into a medieval archaic German, language that Borchardt himself created, in order to highlight the alterity of Dante in relation to modern culture. The study reconstructs the genesis of the text “Pisa. Ein Versuch” starting from the essays and the public speeches Borchardt held during the second half of the Twenties, all of which converge on the project of the constitution of a new “Mittelalterliche Altertumswissenschaft”. In specifying the features of this new discipline, the study provides an extensive examination of the influence exercised by Stefan George on the thought and on the poetic sensitivity of Borchardt. The central section of the research outlines and discusses Borchardt vision of Pisa as imperial town, opposing the communal parochialism to a multinational or extranational vision that projects Pisa into the future and towards Europe. At the centre of this idea are the characters of Arnaut Daniel, Giovanni Pisano and the Holy Roman Emperor Frederick II.
A suggestive reading made possible a confrontation aimed at opposing the conceptual framework of the imperial Romanitas as inherited by Pisa, to the contemporary fascist vision of the Romanitas whose historical ideal the philologist and cultivated author would never accept. The last section of the study discusses the image of the Middle age that Borchardt proposes in his book, showing that if the influence of George and the George-Kreis is clearly evident, Borchardt’s ideal is much more connected to the notion of medieval Europe as evoked by Novalis. At the same time, however, he marks a break with the external influences, proposing a personal interpretation of the story of Pisa, a town that political events has driven to the margins of history and now takes on personal aspects of the author: Pisa and its “Causa victa” embody the biographical condition of the author, evidencing the human drama of Borchardt both as an intellectual and as a man in his more and more sorrowful loneliness, until death took him during the deportation towards Germany.
41
Hoffenberg, Muriel Shirley. « Adaptive action style in the prediction of mastery in grade one ». Thesis, 2015. http://hdl.handle.net/10539/16795.
Texte intégral
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Liou, Ruo-Nan, et 劉若男. « A study of mathematics reading, metacognition and cognition style for sixth-grade students ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/18036373891481498298.
Texte intégralRésumé :
碩士國立臺中教育大學
教育測驗統計研究所
98
The purpose of this study is to investigate the relationship among mathematics reading, metacognition and cognition style for the sixth-grade students. Three hundred nine six-graders from seven different elementary schools located in Taiching, Nantou, Zhanghua were selected for this study. The tools used in the study were “Mathematics Reading Test for Sixth-Grade Students” designed by the researcher and “Group Embedded Figures Test” designed by Chun-Lan Ding (2003). The main purpose is to receive the sixth-graders’ ability of mathematics reading and metacognition, and the relation between each other. The cognition style of each student would be realized as well. Furthermore, the researcher explores the characteristics of field-independent and field-dependent students in mathematics reading and metacognition. The results of this study are as follows: 1. In the performance of mathematics reading and metacognition, the students perform best in “reading comprehension”. The next is the “prior knowledge of mathematics”, and the “mathematics-specific skills” is the worst. 2. The students’ ability of mathematics reading and metacognition is significantly interrelated. 3. The students’ ability of metacognition can effectively explain the ability of mathematics reading. 4. The field-independent students are superior to the field-dependent students in the ability of mathematics reading. 5. The field-independent students are superior to the field-dependent students in the ability of metacognition. 6. Comparing the difference of mathematics reading, metacognition and cognition style between boys and girls. (1) There is no significant difference of mathematics reading between boys and girls. (2) There is significant difference of “metacognition of mathematics-specific skills” between boys and girls. Boys perform better than girls. (3) There is no significant difference of cognition style between boys and girls. The results of the study can offer the consultation for teaching diagnosis and teaching design. Some recommendations for further research are provided by the researcher.
43
Liang, Chan-Chi, et 梁展綺. « A Study on Mathematics Reading, Metacognition and Cognition Style for Fifth-Grade Students ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/35622970478040968872.
Texte intégralRésumé :
碩士國立臺中教育大學
教育測驗統計研究所
98
The purpose of this study was to investigate the relationship among mathematics reading, metacognition and cognition style for the fitth-grade students. Three hundred and three fifth-graders from six different elementary schools located in Taiching, Zhanghua were selected for this study. The tools used in the study were “Mathematics Reading Test for Fifth-Grade Students” and “Group Embedded Figures Test”. The main purpose was investigate fifth-graders’ ability of mathematics reading and metacognition, and its relationship. The researcher explored the characteristics of field-independent and field-dependent students in mathematics reading and metacognition. The results of this study were as follows: 1. In the performance of mathematics reading, the students performed best in “reading comprehension”. The next was the “prior knowledge of mathematics”, and the “mathematics-specific skills” was the worst. In the performance of metacognition, the students performed better in “reading comprehension” and “prior knowledge of mathematics”. 2. The students’ ability of mathematics reading and metacognition was significantly interrelated. It showed three pair of the canonical factor between mathematics reading and metacognition. 3. The students’ ability of metacognition could effectively explain the ability of mathematics reading. 4. The field-independent students were superior to the field-dependent students in the ability of mathematics reading. 5. The field-independent students were superior to the field-dependent students in the ability of metacognition about reading comprehension and prior knowledge of mathematics. The results of the study could offer the references for diagnostic and teaching design. Some recommendations for further research were provided by the researcher.
44
郭欣梅. « A Study of Relationship among the Grand-parenting Style,Grandparent-grandchild Relationship and Attitudes Towards Aged People of the Senior Grade Primary School Students from Grandfamilies in Yunlin County ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/61175895352692632337.
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Chung, Jen-hui, et 鍾仁惠. « A Study between Mothers’ Parenting Style and Self-Concept of Senior Grade Elementary Students ». Thesis, 2005. http://ndltd.ncl.edu.tw/handle/68819004842613069689.
Texte intégralRésumé :
碩士國立高雄師範大學
教育學系
94
Abstract The main purpose of this study is to discuss the differences between mothers’ parenting styles and self–concept of the senior graders at elementary schools. This study adopts questionnaire as the research method, and investigates high graders in the elementary schools in Kaohsiung County at the 2005 school year, including 274 girls and 262 boys asked to respond to a set of quantitative instruments such as the "Personal Background Inventory, ” “Ｍothers’ Parenting Style Scale" and the "Self-Concept Scale”. The acquired data are analyzed by the statistic accesses including the descriptive statistics, χ² test, t-test and one-way ANOVA. The findings of this research are as follows: 1. Most high graders in the elementary school are aware of “authoritative” parenting style from their mothers. 2. Students with different genders are aware of significantly different mothers’ parenting styles: more daughters are aware of “authoritative” parenting style, more sons are aware of “neglecting” parenting style. 3. Students with different birth order are aware of significantly different mothers’ parenting styles: older children are more aware of “authoritative” parenting style than the middle and the single children; middle children are more aware of the “neglecting” parenting style than the oldest or the youngest children. 4. Students who come from families with different children numbers are aware of the significantly different mothers’ parenting styles. If there are two children in the family, the students are more aware of more “authoritative” parenting style than the students who have four children in the family; if there are four children in the family, students are more aware of the “neglecting” parenting style than the students who is the single child in the family. 5. The current levels of the self–concept of high graders are in the good conditions. 6. Students with different genders have significantly different self–concept in the family in the physical and school dimensions: girls have better self–concept in family and school dimensions; however, boys have better self–concept in the physical dimension. 7. Students with different birth orders have different self–concept in the school dimension: the eldest and youngest children have higher self–concept in the school dimension than the single ones. 8. Students who come from families with different children numbers have different self–concepts. If there is only one child in the family, students have higher self–concept in the appearance dimension than the students who have four children in the family. 9. Students' mothers with different educational backgrounds have different self–concepts completely and separately; if students’ mothers with college graduate, they have better self–concept in the school dimension. 10. Students with different mothers’ parenting styles have different self–concepts wholly and hierarchically ; if students are aware of “authoritative” parenting style, they have the best self–concept completely and separately. According to the above findings, the research provides the theoretical suggestions to the follow-up studies.
46
Chen, mei-ching, et 陳美卿. « The Effects of Mosston’s Inclusion Style on Badminton Learning Among the Fifth Grade Students ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/03413807654512891972.
Texte intégralRésumé :
碩士國立臺北教育大學
體育學系碩士班
94
The purpose of this study was to investigate the learning effects of inclusion style among the fifth grade students, and to examine the decision making of the students. The participants were 35 students（18 boys and 17 girls） who were in the fifth grade in a primary school and took part in 6 lessons of badminton teaching . The quantitative data were collected by cognitive, objective and subjective badminton backhand grip skill and affective test and analyzed by independent t-test, paired-samples t-test and analysis of variance. The qualitative data were collected by criteria sheets, teaching journals, videotaping, and semi structured interviews and analyzed using constant comparison method. The results were as follows: (1) For male students, there were no significant learning effects on, but there were significant learning effects on .For female students, there were no significant learning effects on cognitive and affective, but there were significant learning effects on objective and subjective skill. (2) There were no significant learning effects on cognitive, objective skill, subjective skill and affective for both male and female students were the same. (3) Most of the students chose their tasks according to difficulty levels, and they tended to choose the easier ones to increase the chances of success. When they were given the opportunity to choose another task, the students would change the order of their choices according to the possibility of success and how challenging are the tasks.
47
ZHANG, LIN-QI, et 張琳娸. « A Study of Vocabulary Style of Polysyllabic Words in Middle Grade Elementary Mandarin Textbooks ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/94069595694807305721.
Texte intégralRésumé :
碩士國立臺中教育大學
語文教育學系碩博士班
99
A Study of Vocabulary Style of Polysyllabic Words in Middle Grade Elementary Mandarin Textbooks Abstract This study is in the range of the elementary Mandarin textbooks for three and four graders, published by Kang Hsuan, Han Lin, Nan-i in the winter and fall of 2010. It also targeted on the polysyllabic words of the text of the twelve textbooks. To investigate the vocabulary style of polysyllabic words of the text, the researcher used analysis synthesis method. By doing statistic of vocabulary classification and proportional distribution, those of the vocabulary style were shown in the research. Furthermore, comparing the vocabulary construction type and analyzing the phenomenon of the vocabulary style between different grades and versions was the purpose. The results of this study are: 1. The three versions were based on the vocabulary style of parallel compound words. 2. Onomatopoeia words, parallel compound words, master-slave compound words, verb-object compound words, verb- complement compound words were mostly seen in Han Lin version. 3. Alliteration and repetitive rhyme words, transliterated loan words, section reduced words were mostly seen in Kang Hsuan version. 4. Master-slave compound words, monosyllabic words, derived words, repeating words were mostly seen in Nan-i version. 5. According to twelve vocabulary construction types, sequence made by the amount of polysyllabic words is as followed: parallel compound word, master-slave compound word, repeating word, derived word, verb-object compound word, verb- complement compound word, monosyllabic word, transliterated loan word, alliteration and repetitive rhyme word, section reduced word, onomatopoeia word, and subject- predicate compound word. Finally, according to the result of the statistic of the vocabulary construction types in this study, the researcher tries to propose suggestions for education authorities, textbook editors, teachers and further researchers.
48
CHIU, AN-CHI, et 邱安琪. « Robert Wilson's Late Style by Contrapuntal Reading:Taking 1433 - The Grand Voyage as an Example ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/zatbzz.
Texte intégralRésumé :
碩士國立臺北藝術大學
戲劇學系碩(博)士班
107
1433-The Grand Voyage uses Zheng He's imagination as a cultural carrier. Robert Wilson uses a highly personal signature style to deconstruct the dialectical relationship between history and power. The marginality of his theatre works can be linked to the performing art of Noh .The ritual and intermediary of 1433-The Grand Voyage , revealing the state of existence of Asian society. The aesthetics of Noh ,that Wilson often use in his work ,is more than a cultural collage. In contrast to the script of Guo Bao-kun, The descendants of Zheng He, it demonstrating the self-disintegration of contemporary Asian society. 1433-The Grand Voyage , as a way of Wilson’s contemporary Asian theater practice , it re-excavating the special context of Asian culture due to it distinctive geography , shaping the subjectivity of Asian theater through a Western vision. Tang Mei-yun's performance enriched the diversity of cross-sectoral cooperation. Liu Ruo-yu's original script , together with Wilson's style, interweaving with personal mood and poetic dreams fits the inner core of contemporary Asian audiences. The thesis intends to reproduce its creative intentions and cultural attitudes. The unusual imagery of the works of 1433 - The Grand Voyage add a strong humanistic touch to Wilson's late style.
49
Lai-Yen, Lu, et 呂賴艷. « Maternal narrative style –Case studies on the 'seven grades ' of motherhood story ». Thesis, 2014. http://ndltd.ncl.edu.tw/handle/fd4trn.
Texte intégralRésumé :
碩士東吳大學
社會學系
102
This study aims to investigate the practice of dual-career families meaning of motherhood for women, and to construct a preliminary picture of motherhood practices. The research adopts semi-structures is-depth interview to discuss the real mother life experiences of six mothers,a further analyze their constrction process and interpretation of motherhood realization,to seek the understanding of the figure of theses mothers. The result of this research are as following: 1.First, the initial recognition of motherhood - founded on the original family mother and interactive experience. 2.The gender stereotype of the division of family roles 3.As the children grow older, maternal role will be to coordinate re- Keywords：Mothering，Narrative，Dual career family
50
Chen, C.-hung-Hui, et 陳崇慧. « The Effects of Teachers’Classroom Management Style and Emotional Education on First-Grade Students’ Emotional Intelligences ». Thesis, 2006. http://ndltd.ncl.edu.tw/handle/qbs26a.
Texte intégralRésumé :
碩士朝陽科技大學
幼兒保育系碩士班
94
The Effects of Teachers’ Classroom Management Style and Emotional Education on First-Grade Students’ Emotional Intelligences Abstract The purposes of the study were to understand the relationship between the first grade teachers’ classroom management style and their students’ emotional intelligences, and to examine the effects of emotional courses on students’ emotional intelligences. This study used quasi-experimental design and four first grade teachers, two of the teachers were interventional classroom management style and the other two were interactive, as well as their students from Taichung County participated in the study. One of interventional classroom management style classes and one of international classroom management style classes are experimental .Students in the experimental groups participated in ten weeks of the emotional education courses, 40 minutes per week, but others in the control group did not. “Self-Report Scale of Children’s Emotional Intelligence” and ”Situational Test of Children’s Emotional Thinking” were used to measure students’ emotional intelligences one week before the experiment and one week after the experiment. The data collected from the study were analyzed by one-way ANCOVA to examine the effects. The findings of the study are stated as follows: 1. The scores of the four classes of students’ emotional intelligences were above the average, and the score of emotion-reflection was the highest, as well as the score of the emotion-appraisal was the lowest. 2. Emotional intelligences of first-grade boys and girls in elementary school were significantly different. Emotional intelligences of the girls were significantly higher than boys. 3. There was no significant difference in emotional intelligences of first-grade students who were in different teacher classroom management style classes. 4. The effects of emotional education on first-grade students’ emotional intelligences are significant, including: （1）For two interventional classroom management style classes, there were significant differences between students who took emotional courses and who did not. （2）For two interactive management style classes, there were significant differences in students’ emotional intelligences between students who took emotional courses and who did not. （3）There were significant differences in students’ emotional intelligences between students who took emotional courses in interventional management style class and students in interactive management style class who did not take emotional courses Keyword：classroom management style, emotional education, emotional intelligences