TITLE: Developing handwriting in a multicultural environment AUTHOR: Jana Kolafová DEPARTMENT: Primary Education Department SUPERVISOR: PhDr. Jan Voda, Ph.D. ABSTRACT: This thesis aimed to determine early development of handwriting in multicultural environment. The theoretical part investigates Czech and English writing systems, school scripts, curricular documents, instructional methods and identifies today's trends in developing handwriting in language comparison. In addition, it provides conceptual models of bilingual learning, specific linguistic features of both languages as well as their role in biliteracy and its acquiring. The main purpose of the empirical part was to answer the question: How do students acquire handwriting in Czech and English language when attending bilingual school. 2-year-long research was based on collecting handwritten works of first graders and their later qualitative analysis. The findings revealed how to connect and support two different methodology worlds of early handwriting and defined problems the students face when acquiring handwriting bilingually. KEYWORDS: developing handwriting, bilingual school, literacy, school scripts

Handwriting is an integral part of our culture and civilization. It is an important and indispensable skill that makes us a full-fledged member of society. When acquiring this skill particular problems can develop which need to be captured as soon as possible in order to ensure the fastest and most effective remedy. The presented work deals with a profound description of written expression in the third grade of primary school. It is based on the revised rating scale which was derived from the original scale created by A. Kucharská, and J. Veverková in 2011. Using this revised scale the degree of attachment and coping skills in writing for third grade students was captured and described. It was also investigated the area of reflection of the errors and the ways students dealt with them. Finally, based on last scale area the rate of fixing grammar and typing skills was observed. The analysis scrutinized dictations of 90 students from Prague, central and east region who was taught by the genetics and analyst-synthetic metod. In order to process the data the quantiative methods and multidimensional methods were used. The qualitative analysis was used as well with the purpose of supporting the particular issues. The data allowed us to determine the extent of the handwriting fixation, provided us with...

In this thesis, we deal with online recognition of handwritten chemical formulas and equations. First, we explain and point out some methods used, and present existing solutions. We examine the properties of the chemical structures. Then we describe our own solution consisting of detection of symbols on the basis of the spacial relations of strokes and their recognition provided by an existing third party library. After that the complex structure of the chemical formula or equation is examined using formal grammar, which we designed. The work also includes implementation of solutions in the form of web application and its experimental evaluation on our own collected set of test data. Powered by TCPDF (www.tcpdf.org)

Student Number : 9901877H MSc Dissertation School of Electrical and Information Engineering Faculty of Engineering and the Built Environment / algorithm. The origins of handwriting idiosyncrasies and habituation are explained using systems theory, and it is shown that the 2/3 power law governing biomechanics motion also applies to handwriting. This leads to the conclusion that it is possible to derive handwriting velocity profiles from a static image, and that a successful forgery of a signature is only possible in the event of the forger being able to generate a signature using natural ballistic motion. It is also shown that significant portion of the underlying dynamic system governing the generation of handwritten signatures can be inferred by deriving time segmented transfer function models of the x and y co-ordinate velocity profiles of a signature. The prototype algorithm consequently developed uses x and y components of pen-tip velocity profiles (vx[n] and vy[n]) to create signature representations based on autoregression-with-exogenous-input (ARX) models. Verification is accomplished using a similarity measure based on the results of a k-step ahead predictor and 5 complementary metrics. Using 350 signatures collected from 21 signers, the system’s false acceptance (FAR) and false rejection (FRR) rates were 2.19% and 27.05% respectively. This high FRR is a result of measurement inadequacies, and it is believed that the algorithm’s FRR is approximately 18%.

L’objectif de la thèse est d’étudier les difficultés d’acquisition du langage écrit chez les enfants à haut potentiel intellectuel (HPI). Il s’agit principalement d’une part de répertorier les types de problèmes rencontrés en termes de composantes du langage écrit - exécution graphomotrice, orthographe, formulation textuelle et production de texte - et d’autre part de comprendre les processus qui sous-tendent ces problèmes. La thèse est destinée également à contribuer à la compréhension des processus d’écriture chez les enfants tout-venants. La revue de littérature qui sera la première étape de la thèse permettra de pointer les points les plus caractéristiques des problèmes d’acquisition de l’écrit rapportés dans les études (e.g., Yates et al. 1995) et les principales questions en débat aujourd’hui. Les études empiriques associeront observation, comparaison quasi-expérimentale et étude expérimentale. Les performances seront recueillies auprès d’une population d’enfants à haut potentiel et d’enfants tout-venants. Nous envisageons la réalisation d’un suivi longitudinal concernant d’un échantillon sélectionné selon les critères d’inclusion et d’exclusion mentionnés dans le corps du projet. Les participants seront sélectionnés selon les critères suivants : niveau intellectuel (Weschler IV) / The aim of the thesis is to study the difficulties of acquisition of written language in children with high intellectual potential (HPI). The main aim is to list the types of problems encountered in terms of the components of written language - graphomotive execution, spelling, textual formulation and text production - and to understand the processes that underlie these problems. problems. The thesis is also intended to contribute to the understanding of the writing process in children in the near future.The literature review, which will be the first step of the thesis, will point out the most characteristic points of the problems of acquisition of writing reported in the studies (eg, Yates et al., 1995) and the main issues under discussion today. hui.Empirical studies will combine observation, quasi-experimental comparison and experimental study. The performances will be collected from a population of high-potential children and children. We plan to perform a longitudinal follow-up of a selected sample according to the inclusion and exclusion criteria mentioned in the project body. Participants will be selected according to the following criteria: intellectual level (Weschler IV)

A prática clínica com aqueles que não falam pode ser fundamentada no campo da psicanálise, ainda que com a criança, e mais especificamente com o bebê, ela tenha sido interrogada em seus fundamentos. A clínica com o bebê não somente pode ser lida pela psicanálise, como pode vir a ser sua forma mais radical de apresentação: a psicanálise como uma prática de discurso sem palavras. Para isso, contudo, é necessário que essa clínica possa ser pensada para além do espaço euclidiano, afastando-se da idéia biunívoca de um lado e outro lado entre personagens e passando para uma clínica que toma a transferência numa estrutura que inclui o analista. A imagem com apoio da letra são elementos da psicanálise imprescindíveis para a viabilidade das leituras dessa clínica. Algumas leituras como a tradução, a transcrição e a transliteração são efetivas em relação à imagem e à letra, e mais ainda: a transcrição transitiva é outra leitura que, do lado daquele que não fala, favorece o manejo clínico. Não se trata então de tomar o bebê como conseqüência das marcas de seus cuidadores, mas de verificar os efeitos de real que o bebê provoca em seus cuidadores que, tomados juntamente com o bebê em seu espaço também de não fala, marcam, de modo particular, o encontro do infans com a linguagem / The clinical practice with those who do not speak can be grounded in the field of psychoanalysis, even though it has been questioned in its fundamentals, when it refers to the child and more specifically, to the baby. Not only can the clinical practice with infants be read by the psychoanalysis, but it can also be presented in its most radical form: the psychoanalysis as a practice of discourse without words. However, for this to happen, it is necessary to conceive this practice beyond the Euclidean space, dismissing the biunivocal idea of one side and another side between people, and moving to a clinical practice that places the transference in a structure that includes the analyst. Imagery, with the support of the letter, is an indispensable element in psychoanalysis to make the readings in this clinical practice viable. Some readings such as translation, transcription and transliteration are effective in relation to the image and the letter, especially the transitive transcription, as another reading that, on the side of the one who does not speak, favors the clinical management. Its not the case of seeing the infant as a consequence of the marks caused by his or her caretakers. Rather, it should be considered what the infants effects of the real cause in his or her caretakers, who, taken together with the baby in his/her space of non-speech, indicate the encounter of the infans with the language in a particular way

Made available in DSpace on 2016-04-28T20:38:08Z (GMT). No. of bitstreams: 1 Miguel Firmeza Bezerra.pdf: 776267 bytes, checksum: 2ce055f65355c82604cacb2f4957edfd (MD5) Previous issue date: 2012-05-30 / Nests, textures, amalgams. Sustaining means to a broken, trespassed body. Path of experimentation and composition to a formation state. Invention of a second digestive operatory between body and movement. For a garden of mobile affections that tone up life. For a mobile texture digesting an unnamed life. For an incorporation state instead of a body. Means to the exercise of a strength hearing; strength like what produces a difference. Hearing as a means to differentiation. Active hearing that embodies movement in the body and body in the movement. Body-movement hearing as surface of a formation state, as practice of body production and experimentation with movement. Experimentation of the body-movement alliance. Platforms for a fruitful innocence / Ninhos, tessituras, amálgamas. Meios de sustentação para um corpo partido, atravessado. Percurso de experimentação e composição para um estado de formação. Invenção de um segundo operatório digestivo entre corpo e movimento. Por um jardim de afetos móveis que tonifiquem a vida. Por uma textura móvel a digerir uma vida inomeada. Por um estado de incorporação ao invés de um corpo. Meios para o exercício de uma escuta de forças; força como o que produz uma diferença. Escuta como meio para a diferenciação. Escuta ativa que incorpora o movimento no corpo e o corpo no movimento. Escuta corpo-movimento como superfície de um estado de formação, como prática de produção do corpo e experimentação com o movimento. Experimentação da aliança corpo-movimento. Plataformas para uma inocência proveitosa

Made available in DSpace on 2016-04-27T18:11:55Z (GMT). No. of bitstreams: 1 Juliana Cristina Alves de Andrade.pdf: 744802 bytes, checksum: 89125b2536fd72a81b1720f33979dfff (MD5) Previous issue date: 2012-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Introduction: letters are present in the universe of the subject even before his birth. When desired, the baby is previously spoken by a speech / writing, so that his symbolic presence precedes his physical presence in the world. It s possible to say that the child is both spoken and written by the "Other", "Other" which Lacan refers to as the treasury of signifiers in which the speaking subject is immersed. Objective: To propose a model of acquisition of writing before its formalization by the child, it another view: that writing emerges before the formal encounter between the child and the letters. Method: qualitative research that is supported on one side, by studies in the field of language acquisition represented mainly by Claudia De Lemos and on the other, by notions of trace, letter and writing as understood by psychoanalysis studies of Freud, Lacan and Allouch. Some of the data from this literature were reread in order to trace the entry of the child in the alphabetic speech. Results: the analyzed material indicated the presence of pre-literate traces, or rather a writing system that indicates the child's subjection to the Other, to their capture by language in both oral and written form. Conclusion: writing takes a special place in the functioning of language, and the contact with oral and writing speeches opens the entry of the child to "letters". The speech therapist must interpret the marks left by the child, not only as scribbles, but as indicative marks of a singular process of acquisition of the written form of language. Thus, withdraws the denial of knowledge and returns the writing-subject position to the child, that separates from the alienation to the trace of the other, to take the position of reader / writer / Introdução: as letras estão presentes no universo do sujeito mesmo antes do seu nascimento. Ao ser desejado, o bebê é anteriormente falado por uma fala/escrita, de forma que sua presença simbólica precede sua presença física no mundo. Pode-se dizer que a criança tanto é falada como escrita pelo Outro , Outro que em Lacan refere-se ao tesouro dos significantes em que o sujeito falante está imerso. Objetivo: apresentar uma proposta de modelo de aquisição da escrita antes de sua formalização pela criança, sob uma outra ótica: a de que a escrita emerge antes do encontro formal entre a criança e as letras. Método: pesquisa qualitativa que está sustentada, de um lado, por estudos do campo da aquisição de linguagem representados principalmente por Cláudia De Lemos e, de outro, pelas noções de traço, letra e escrita tal como entendidas pela Psicanálise de estudos de Freud, Lacan e Allouch. Alguns dos dados retirados dessa literatura foram relidos a fim de rastrear a entrada da criança no discurso alfabético. Resultados: o material analisado apontou para a presença de traços anteriores à alfabetização, ou melhor, de um sistema de escrita que indica o assujeitamento da criança ao Outro, à sua captura pela linguagem, tanto na modalidade oral como escrita. Conclusão: a escrita ocupa lugar privilegiado no funcionamento da língua e o contato com discursos orais e escritos abre a entrada da criança para as letras . O fonoaudiólogo deve interpretar as marcas deixadas pela criança, para além de rabiscos, como marcas indicativas de um processo singular de aquisição da modalidade escrita da linguagem. Assim, afasta-se a negação de um saber e restitui-se à criança sua posição sujeito-escriba que separa-se da alienação ao traço do outro, para tomar a posição de leitor/escritor

Jag har i denna studie haft som syfte att undersöka hur förmågan att skriva för hand ser ut för elever i mellanstadieålder i en svensk grundskola. Mitt syfte har också varit att undersöka om det finns ett samband mellan förmågan att skriva för hand och förmågan att skriva med textkvalitet. För att nå svar på mina frågeställningar genomförde jag en undersökning där 25 elever deltog. Undersökningen innehöll fyra testdelar som vardera var designade för att mäta olika delar i förmågan att skriva för hand och även ämnade att synliggöra förmågan att skriva med textkvalitet. Den forskning som ligger till grund för den här studien visar att det finns ett samband mellan en automatiserad förmåga att skriva för hand, förmåga att skriva med textkvalitet och skolframgång. Orsaken till detta samband förklaras av forskningen i hur olika minnesstrukturer kan användas och avlastas vid automatiserade förmågor jämfört med icke automatiserade förmågor. Resultatet av studien visar att det finns en stor variation i den undersökta elevgruppens förmåga att skriva för hand. Tydliga tendenser pekar även på att det finns ett samband mellan en automatiserad förmåga att skriva för hand och en förmåga att skriva med textkvalitet.

Nesta última década (2005-2015), a educação brasileira passou por transformações intensas relativas ao ingresso das crianças na Educação Básica. A entrada aos seis anos de idade no Ensino Fundamental, período que compreende agora nove anos, desafiou os educadores a definir mais claramente o que se espera da escola nos anos iniciais da educação. Assim, o objetivo deste trabalho foi caracterizar determinadas competências para a leitura e a escrita em crianças iniciantes no processo de alfabetização e relacionar essas competências com o nível da escrita. Realizamos, então, pesquisa de campo, com abordagem quanti-qualitativa dos dados, de cujos resultados extraímos inferências, a partir do quadro teórico de referências sistematizado. Foram selecionadas 70 crianças de ambos os gêneros, que cursaram o 1o semestre do 1o ano do ensino fundamental I. Todos os escolares tinham formação em educação infantil. As crianças foram submetidas à bateria de Avaliação de Competências iniciais para a leitura e escrita BACLE que caracteriza-se por um conjunto de atividades para aferir pré-competências para início de leitura e escrita. As crianças foram avaliadas também pela análise de nível de escrita, nível pré-silábico, silábico sem valor sonoro, silábico com valor sonoro, silábico alfabético e alfabético. O desempenho das crianças foi comparado com as tabelas de valores de estágio qualitativo da BACLE e para a correlação entre o desempenho na bateria e o nível de escrita foi utilizado o coeficiente de correlação de Pearson (nível de significância de 5 % - p<0,05). Os resultados indicam que a média de desempenho obtida pelo grupo de escolares em maturidade perceptiva foi de 76,95%. No conjunto de provas que implicaram em esquema corporal e orientação espaço temporal, subdivididos em três grupos, identificação em si, no outro e posição no espaço gráfico, foram, respectivamente, 85,36%, 75,26% e 89,57%. No bloco desenvolvimento motor, a média foi de 84,9%. No bloco linguagem, a maior média se deu em expressão oral, 85,82% e a menor média se deu em consciência fonológica 75,17%. Quanto à psicogênese de construção da escrita verificou-se que a maior parte da amostra 51,4% encontra-se em hipótese de escrita no nível silábico com valor sonoro e apresentam um resultado em consciência fonológica condizente ao esperado, devido ao nível de escrita em que se encontram. O estudo apontou relação significante entre a hipótese de escrita e duas áreas da BACLE, esquema corporal/orientação espaço-temporal e linguagem. Concluímos que as crianças com melhores níveis de escrita tiveram uma pontuação elevada na área de Linguagem e Esquema corporal/ Orientação espaço temporal, sugerindo que dentre os campos avaliados pela bateria, a linguagem e esquema corporal/ orientação espaço temporal pode ser aquele que melhor se relaciona com o nível de escrita. Espera-se respeitados os limites deste estudo contribuir para a formação continuada de docentes, almejando alterações em sua prática pedagógica, principalmente na avaliação diagnóstica do escolar. / In the last decade (2005-2015), the Brazilian education passed through intense transformations about the entry of children in basic education. The entrance to six years old children in elementary school, a period which now comprises nine years, challenged educators to define more clearly what is expected of the school in the early years of education. Then, the objective of this study was to characterize certain skills for reading and writing in children beginners in the literacy process and relate these skills to the level of writing. We performed then field research with quantitative and qualitative approach, the results of which draw inferences from the theoretical framework of systematic references. We selected 70 children of both genders, who attended the 1st half of the 1st year of elementary school. All students had training in Early Childhood Education. Children were subjected to a battery of initial skills assessment for reading and writing (BACLE), which is characterized by a set of activities to measure for early reading and writing pre-skills. The children were also evaluated by the writing level of analysis, pre-syllabic level, syllabic without sound value, with syllabic sound value, syllabic-alphabetic and alphabetic. Children\'s performance was compared to the qualitative stage of tables of values of BACLE and the correlation between performance on battery and the writing level we used the Pearson correlation coefficient (5% significance level - p<0,05). The results indicate that the average performance achieved by the school group in perceptual maturity was 76.95%. In the group of tests that implicated in corporal scheme and time-space orientation, divided into three groups, identifying itself, identifying itself in relation of other person and in relation of the graphic space, were, respectively, 85.36%, 75.26% and 89.57%. In the motor development block, the average was 84.9%. In the language pack, the highest average was in speaking, 85.82% and the lowest average was in phonological awareness 75.17%. Regarding the construction of the writing Psychogenesis it was found that most of the sample is 51.4% which is in hypothesis of writing with the syllabic sound value and exhibit a result in phonological awareness that was expected, due to the write level which they are. The study shows a significant relationship between the hypothesis of writing and two areas of BACLE, corporal scheme / time-space orientation and language. We conclude that children with higher levels of writing had a high score in the area of language and corporal scheme / time-space orientation, suggesting that among the fields evaluated by battery, language and corporal scheme / time-space orientation may be those that best relate to the writing level. We expect the limits of this study respected contribute to the continuing education of teachers, targeting changes in their teaching, especially in the diagnostic evaluation of the student.