Orientador: Lucas Angioni / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-20T11:18:44Z (GMT). No. of bitstreams: 1 Ferreira_MateusRicardoFernandes_D.pdf: 823119 bytes, checksum: 7ba656176385de662b9d8593f14aa89d (MD5) Previous issue date: 2012 / Resumo: Nesta tese discuto aspectos da logica de Aristóteles que sao ressaltados por abordagens contemporâneas dos Primeiros Analíticos e que mostram uma teoria mais rica e sutil do que tradicionalmente se entende como sendo a lógica aristotelica. Em especial, abordo teses sobre como devem ser compreendidas as proposições categóricas, o que sao precisamente silogismos, o que sao silogismos perfeitos e quais problemas enfrenta a parte da lógica de Aristoteles que lida com proposicoes modais. Nessa direcao, abordo evidencias textuais para duas concepcoes de proposicao categorica e as dificuldades para coaduna-las com as proposicoes singulares. Alem disso, argumento que silogismos devem ser compreendidos como cadeias de predicacoes e que Aristoteles concebe um sistema logico quando procura justificar quais arranjos entre termos formam de fato tais cadeias. Argumento, tambem, que os silogismos perfeitos sao evidentes nesse sistema nao porque considerados indemonstraveis, mas porque podem ser deduzidos a partir de definicoes das proposicoes categoricas e de certas regras gerais, isto e, de regras aplicaveis nao apenas a um tipo de proposicao categorica. Por fim, apresento as caracteristicas gerais e as dificuldades de uma parte da logica de Aristoteles muito pouco associada a logica aristotelica como tradicionalmente entendida: a silogistica modal / Abstract: The present dissertation discusses aspects of Aristotle's Logic which are enhanced by contemporary approaches to Prior Analytics and display a logical theory richer and subtler than what traditionally is comprehended as being the Aristotelian Logic. My main claims concern how categorical propositions must be understood, what is the exact nature of syllogisms, what is a perfect syllogism, as well as some questions in the part of Aristotelian Logic which deals with modal propositions. From an examination of texts that support two different conceptions of categorical proposition, I discuss the difficulties in adjusting each of them to singular propositions. I also argue that syllogisms must be comprehended as chains of predications and that Aristotle conceives a logical system when he proceeds to justify which terms arrangement does produce chains of the required kind. I also argue that in this system perfect syllogisms must be understood as evident not because they are unproved, but because they are deduced from definitions for categorical propositions and from general rules, i.e. rules not applied just to some categorical propositions. Finally, I discuss general features and problems concerning a part of Aristotle's Logic rarely attached to the Aristotelian Logic as traditionally comprehended: the modal syllogistic / Doutorado / Filosofia / Doutor em Filosofia

Orientador: Soely Aparecida Jorge Polydoro / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T12:46:56Z (GMT). No. of bitstreams: 1 Marinho_RitadeCassiadeAlmeida_M.pdf: 3345417 bytes, checksum: 342de73609b1fc364a714a6d65c36718 (MD5) Previous issue date: 2011 / Resumo: As mudanças ocorridas na sociedade refletiram na expansão do ensino superior. Esta expansão, aliada às políticas governamentais para a educação brasileira, tem provocado diferentes efeitos nos campos político e pedagógico da formação dos estudantes, especialmente da formação docente. Constata-se uma menor procura por cursos de Licenciaturas, o que também sofre influência da baixa valorização da carreira e condições de trabalho. Uma vez que há diversificação no público que acede ao ensino superior, torna-se relevante o maior conhecimento a respeito da comunidade discente e seu percurso acadêmico. Para esta pesquisa foi selecionada uma modalidade específica de estudante de uma universidade pública situada no interior do estado de São Paulo: o aluno reingressante. São identificados como reingressantes, os estudantes que retornam à instituição para realizar outra habilitação ou ênfase do curso concluído. Diante destas especificações, o presente estudo teve por objetivo compreender o reingresso ao ensino superior, por meio da análise do perfil e da trajetória acadêmica de estudantes reingressantes em um mesmo curso do ensino superior, que tiveram a Licenciatura em seu percurso acadêmico no período compreendido de 2004 a 2009. Configura-se em uma pesquisa do tipo descritiva, de natureza documental e longitudinal. Os dados permitiram verificar a presença 1537 estudantes reingressantes que atendiam aos atributos estabelecidos pelo estudo, das quatro áreas do conhecimento (Ciências Exatas, Tecnológicas e da Terra; Ciências Biológicas e Profissões da Saúde; Ciências Humanas e Artes), dos quais realizaram até sete movimentos em sua trajetória acadêmica e que tiveram como curso de entrada preferencialmente o Bacharelado. Os estudantes das áreas de Ciências Exatas, Tecnológicas e da Terra e Ciências Biológicas e Profissões da Saúde foram os que mais realizaram movimentos em sua trajetória acadêmica. Os da área de Artes foram os que realizaram menos movimentos. Ao todo, os estudantes reingressantes passaram por 37 modalidades de Bacharelado, 10 de Licenciatura e uma de Tecnologia. Ao longo da trajetória acadêmica dos alunos foi percebida uma diminuição do número de alunos e também um decrescente índice de conclusão de curso. Os movimentos apresentaram tanto uma complementação da formação em novas carreiras, como o compromisso com a modalidade ao retornar à mesma após evasão anterior. O vínculo com a instituição mostrou-se presente ao se identificar a presença de Disciplinas Isoladas inseridas em sua trajetória. Foram identificadas variações na distância temporal entre a conclusão da modalidade anterior e o ingresso na modalidade posterior, na inclusão de outros cursos, no número de movimentos e direções apresentadas na trajetória e na condição acadêmica dos alunos dos diferentes cursos. Quanto à escolha pela Licenciatura, houve uma reduzida procura inicial, bem como baixo índice de conclusão. Os resultados obtidos indicam novas situações a serem investigadas, a fim de se buscar a percepção do reingressante sobre as variáveis motivacionais e de contexto que interferem neste percurso, destacando o papel do reingresso e a escolha da Licenciatura / Abstract: The changes occurred in the society resulted in the expansion of higher education. This expansion, combined with government policies for the Brazilian education has led to different effects in the political and pedagogical training of students, especially teacher education. There is a lower demand for undergraduate courses, which also is influenced by the low valuation of his career and working conditions. Since there is diversification in the public that access to higher education, becomes the most relevant knowledge about the student community and its academic career. For this research we selected a specific type of student of a public university located in the state of Sao Paulo: the student re-entry. Are identified like re-entry students, who return to the institution to hold another qualification or emphasis of the course completed. Given these specifications, this study had like a main objective, to understand the re-entry to higher education, using for this, the analysis of the profile and the academic career of re-entry students in one course of higher education, who had a degree in his academic career in the period of 2004 to 2009. Set in a search of the descriptive type of nature documentary and longitudinally. The data helped confirm the presence of 1537 re-entry students who meet the attributes set by the study, the four areas of knowledge (Exact Sciences, Technology and of the Earth: Biological Science and health professions; Human Science and Arts), which made up seven movements in their academic progress and which were input preferably Bachelor. The students of the Exact Sciences like Technology and Earth; Biological Scienc and Health Professions were mostly performed movements in their academic life. The Arts area were those who had less movement. In all, the re-entry students passed for 37 kinds of Bachelors Degree, 10 of graduation and 1 of Technology. During the academic life of the students, was noted a decrease of the number of students and a decreasing quantity in the completion of course. The movements show a completion of training in new careers, like an engagement with the course, when it returned to study after last evasion. The link with the institution was proven at identify the presence of Isolated Disciplines inserted in the trajectory. It was identified different gaps between the completion of the previous mode and the entering the posterior mode, in the including of other courses, in the number of movements and directions showed in the trajectory and in the academic condition of the students in the different courses. As the choice for graduate, there was an initial decrease found, like a lower quantity of completion. The results indicate new situations that need to be observed, to the future to have a perception of re-entry about the motivational variables and of context that interfere in this trajectory, with emphasis in the re-entry and the choice of the Graduate / Mestrado / Psicologia Educacional / Mestre em Educação

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-19T18:20:18Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO JOCINEIA ANDRADE RAMOS - FINAL.pdf: 882559 bytes, checksum: c7d285c8b8ab653650d3ff8f81ba4611 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-05-03T19:01:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO JOCINEIA ANDRADE RAMOS - FINAL.pdf: 882559 bytes, checksum: c7d285c8b8ab653650d3ff8f81ba4611 (MD5) / Made available in DSpace on 2017-05-03T19:01:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) DISSERTAÇÃO JOCINEIA ANDRADE RAMOS - FINAL.pdf: 882559 bytes, checksum: c7d285c8b8ab653650d3ff8f81ba4611 (MD5) / Este trabalho abarca o estudo da construção “subjetiva” com É + ADJETIVO ASSEVERATIVO (claro, óbvio, lógico e evidente). A pesquisa objetiva, sob a perspectiva funcionalista – com contribuições da Gramática Cognitiva –, analisar sintaticamente as construções subjetivas cujas orações matrizes selecionam um argumento na posição de sujeito oracional, verificando o papel semântico-discursivo dessas construções e a manifestação da (inter) subjetividade em seu uso. Primeiramente, observamos que a posição inicial quase fixa das orações matrizes e seu caráter semântico impessoal revelam a marca de (inter) subjetividade do falante. Tais orações são ainda detentoras de modalidade asseverativa, indicando o campo da máxima certeza do falante. Por meio da análise dos dados, verificamos que a modalidade pode apresentar-se em graus e que os fatores do entorno linguístico da construção influenciam diretamente na maior ou menor asserção da construção. Dessa maneira, observamos que as marcas de argumentação (contra-argumentação, estatísticas, justificativas e evidencialidade) tornam a construção mais asseverativa, enquanto as marcas de avaliação (julgamento e apreciação) tornam a construção menos assertiva. As construções abordadas podem, ainda, sofrer um processo de gramaticalização, passando a funcionar como advérbios sentenciais / This paper covers the study of subjective construction of "To be + asseverative adjective" (clear, obvious, logical, evident). The objective research, from a functionalist perspective with the contributions of cognitive grammar - syntactically analyzes the subjective constructions of which the matrix clauses select an argument in the subject position, verifying the semantic-discursive role of these constructions and the manifestation of (inter) subjectivity on its use. Firstly, we observe that the almost fixed initial position of the matrix clauses and its impersonal nature reveal the evidence of subjectivity from the speaker. Such clauses are also asseverative modality holders, showing the maximum certainty from the speaker. By data analysis we verified that the modality may be presented in degrees and that the surrounding factors of the construction directly influence on the greater or lower construction assertion. This way we observe that the argument evidences (counter-argument, statistics, justifications, evidentiality) make the construction more assertive, while the assessment evidences (judgment and appreciation) make the construction less assertive. The discussed constructions may also undergo a Grammaticalization process, working as sentential adverbs

This study is a corpus-based comparison between student essays written in the subject areas of English linguistics and literature at undergraduate level. They are 200 Bachelor degree theses submitted at a variety of university departments (such as English, Language and Literature, Humanities, Social and Intercultural Studies) in Sweden. The comparison concerns frequencies of core modal verbs and how often they occur together with the I, we and it subject pronouns and in the structures this/the [essay, study, project, thesis] when students attempt to communicate their personal claims. Quantitative and qualitative analyses of the essays show few similarities in the ways that core modal verbs appear in both disciplines. The results indicate mainly distinct differences, especially in relation to clusters and variation of performative verbs. Specific patterns in the ways that students use core modal verbs as hedges have also been identified. / <p>Engelska</p>

L’étude du système verbal du tibétain littéraire présente un intérêt typologique à plus d’un titre. D’une part, elle permet d’observer l’évolution du système verbal, notamment les constructions avec un auxiliaire et les connecteurs verbaux, sur une période de plus de mille ans. Cette langue classique a l’avantage d’avoir quasiment préservé la même orthographe au cours de cette très longue période. J’ai choisi de me concentrer sur la période du quinzième siècle en choisissant pour corpus principal une œuvre très célèbre : la biographie de Milarépa. J’ai ensuite comparé le système verbal de cette période avec le tibétain littéraire contemporain. La principale raison qui a motivé cette étude, est l’émergence en tibétain moyen d’un système d’auxiliaires indiquant l’évidentialité, c'est-à-dire la grammaticalisation de la source épistémologique et de l’accès à l’information. Le tibétain est la seule langue littéraire d’Asie ayant une grande ancienneté qui ait développé un système verbal évidentiel complexe. Outre l’étude de la sémantique grammaticale, la deuxième motivation à l’origine de cette étude est la syntaxe des constructions avec un auxiliaire et des connecteurs du tibétain moyen et leur évolution en tibétain littéraire contemporain. Les données du tibétain littéraire et les analyses synchronique et diachronique sont susceptibles d’apporter une contribution à la typologie aussi bien en ce qui concerne l’évidentialité et les modalités épistémiques qu’en ce qui concerne la syntaxe des auxiliaires et des connecteurs. / The analysis of the literary Tibetan verb system is an object of typological interest for several reasons. Firstly, it allows us to look at the evolution of the verb system notably auxiliary verb constructions and clause linking during a period of more than a thousand years. Classical Tibetan has the advantage of having preserved almost the same orthography during this very long period of time. I decided to focus on the fifteenth century by selecting a well-known book as a main corpus: the Life of Milarepa. I then compared the verb system of this period with contemporary literary Tibetan. The main reason for this study is to better understand the emergence of an auxiliary verb system in middle Tibetan which marks evidentiality, that is to say the grammaticalization of the epistemological source and the access to information. Literary Tibetan is the only language in Asia with an ancient history which has developed a complex evidential verb system. Apart from the analysis of grammatical semantics, the second reason for this study is my interest in the syntax of auxiliary verb constructions and of clause linking in middle Tibetan and their evolution in contemporary Tibe! tan. My data on literary Tibetan and my synchronic and diachronic analysis may make a significant contribution to the typological studies of evidentiality and epistemic modality as well as of the syntax of auxiliary verb constructions and clause linking.

Businesses and Human Resources professionals face the ongoing challenge of continuously upskilling and developing employees. Changes to processes or procedures, changes in technology, changes in job functions, and updates or changes to compliance laws or regulations are all reasons that employees must attend and complete employer-developed training. This study utilized the updated Multimodal Paired Associates Learning Test, version four (MMPALT-IV) instrument to determine perceptual learning styles and to determine if there exists a measureable difference in Latinos perceptual learning styles. The purpose of this study was to measure the perceptual learning styles of Latino adults from Central and South America utilizing the MMPALT-IV. The study compared Latinos born in either Central or South American to Caucasians born in the United States. The variables that were examined included gender, age, place of birth, and education level. A convenience sample of 40 adults living in the Tampa Bay area was used. Of that population, 20 individuals (10 females, 10 males) born in either Central or South America were participants of the study; each completing the seven subtests for the MMPALT-IV. Additionally, 20 Caucasian individuals (10 females, 10 males) born in the United States participated in the study as a comparison group and completed the same seven subtests for the MMPALT-IV. The results of this study indicate that there were no differences in preferred perceptual modalities based on race/ethnicity and gender, with the exception of the Kinesthetic where Latinos performed significantly higher than Caucasians. The implications for this study are broad ranging and can be applied to the corporate learning environment or any place adults spend time learning new knowledge, skills, or abilities.

The use of embedded marketing, the practice of seamlessly integrating advertising messages into entertainment vehicles, continues to grow as media consumption shifts to on-demand forms, and reaching audiences with traditional advertising becomes more challenging. This dissertation investigates cause placement, the term proposed for the social marketing equivalent of product placement, the more widely known form of embedded marketing. Cause placement is the promotion of pro-social causes by verbally and/or visually inserting related elements into entertainment programming. Cause placement merits its own stream of research, because consumers are expected to react differently to the placement of social issues than to the placement of commercial products. However, cause placement has enjoyed little empirical research. This two-essay dissertation proposes a theoretical framework for the relationship between six independent variables, three of which have not been previously investigated in the embedded marketing research, on three dependent variables that measure the effectiveness of cause placement. The independent variables are placement modality, placement centrality, programming genre, image of the character, consistency of the behavior, and brandedness of the cause. The dependent variables are recall of the cause, attitude toward the cause, and intention to support the cause. Each of the two essays tests a portion of the proposed framework. Essay 1 (Chapter 4) investigates the effects of brandedness of the cause and placement modality on the three dependent variables using a 2 (branded/unbranded) by 3 (verbal/visual/ both) between-subjects design. As hypothesized, a branded cause was found to yield better recall than an unbranded one regardless of modality. Contrary to expectations however, there was no interaction effect between modality and brandedness on attitude toward the cause and intention to support the cause. The branded cause resulted in higher attitudes than the unbranded ones, and there were no significant differences among the groups for intention to support the cause, likely due to a ceiling effect reached because of the familiar cause used. The pattern of results plotted for attitude toward the cause was in the predicted direction, such that for the unbranded conditions the both verbal and visual modality had the highest attitude while for the branded conditions the opposite was true. Essay 2 (Chapter 5) investigates the effect of image of the character and consistency of the behavior on the three dependent variables using a 2 (“good guy”/”bad guy”) by 2 (consistent/ inconsistent) between-subjects design. As hypothesized, recall of the cause was higher when the main character’s behavior was consistent with his personality, regardless of the image of the character. Also as predicted, there was an interaction effect between image of the character and consistency of the behavior, such that attitude toward the cause was higher for consistent than inconsistent behavior when the image of the character was “bad guy,” but there was no significant difference in attitude toward the cause for consistent versus inconsistent behavior, when the image of the character was “good guy.” The analogous pattern hypothesized for intention to support the cause did not hold, however, perhaps due to the moral obligation that participants may have felt to follow the promoted behavior regardless of their personal attitude toward the cause. Limitations for both essays are discussed, as well as areas for future research.

No description available.

Magister Artium - MA / International students arriving at the University of the Western Cape (UWC) from other African countries find themselves in a position of having to negotiate their identities and positions with their South African counterparts. The local students too are faced with the prospect of doing the same since they have to coexist with the former. This study aims to investigate how, in a discussion about xenophobia, a selection of UWC students perform face-work and negotiate or construct their identities as well as those of their coparticipants and position themselves in relation to each other. I was interested in exploring how the participants, who were representative of the two groups that clashed in the xenophobic attacks of 2008, would engage with each other while discussing this sensitive topic.The data was gathered during an open-ended discussion among four UWC postgraduate students in a casual, relaxed setting (my room on campus). The transcribed data was then analyzed using a combination of theoretical frameworks from Systemic Functional Linguistics (SFL) and Discourse Analysis. In particular, the SFL theory of modality(Halliday 1994) and Engagement (Martin and White 2005) and Goffman’s (1999[1967]) notion of face were used as tools of analysis.The analysis reveals that participants use a variety of linguistic choices and discourse strategies to maintain face during the discussion of this sensitive topic of xenophobia. The participants make an effort to take care of each other’s face (desires to be appreciated and left free of any imposition) and keep conflicts to a minimum even when they at times disagree and give incriminatory information about each other. It also reveals that the participants, in addition to maintaining face, also construct and negotiate identities which in turn help build in-group solidarity and provide a sense of belonging to them.

L’acquisition de la lecture, au-delà du décodage, nécessite la maîtrise d’un ensemble complexe de processus qui conduisent à la compréhension. Pour certains enfants, l’étape du décodage est imparfaitement franchie à cause d’un trouble spécifique de la lecture, communément nommé dyslexie. Les sujets dyslexiques représenteraient 5% de la population. Si la recherche a permis de mieux comprendre l’étiologie du trouble, la question de la prise en charge des élèves dyslexiques n’a pas donné lieu à beaucoup de travaux. L’objectif de cette thèse est de mesurer si d’une part, la modalité a un effet significatif sur les performances en compréhension de textes narratifs pour des élèves de CM2, d’autre part si la mise en relief de morphèmes peut avoir aussi un effet significatif. Trois expériences ont été menées sur la modalité de présentation des textes (présentation orale/écrite). Les résultats montrent que la modalité orale n’améliore pas les performances en compréhension des élèves dyslexiques. De plus, dans les trois expériences, les dyslexiques ont des performances inférieures aux normo-lecteurs, quelle que soit la modalité de présentation utilisée. Une expérience concernant la morphologie et manipulant le format de présentation des lettres écrites a donné les mêmes résultats non significatifs : la mise en relief des éléments saillants des mots n’améliore pas la compréhension. Le résultat principal de ces études est de mettre en évidence l’importance du paramètre temporel dans la réalisation des tâches de compréhension pour les enfants dyslexiques. Ces résultats corroborent certaines données issues des recherches menées dans le cadre de la théorie de la charge cognitive et sur la mémoire de travail, notamment le modèle TBRS (Time-Based Resource Sharing, modèle de partage temporel des ressources) de Barrouillet, Bernardin et Camos (2004). Des pistes de recommandations pédagogiques sont envisagées. / Reading comprehension, beyond decoding, is based on a complex set of processes. For some students, decoding is impaired because of specific reading disorder commonly called dyslexia. Dyslexic people represent approximatively 5% of the population. Many studies allow to better understand etiology of dyslexia but only few ones are devoted to the compensation or to circumvent the difficulties associated with reading. The aim of this research is, on one hand, to evaluate if spoken presentation improves narrative texts comprehension, and, on the other hand, to evaluate if highlighting some morphemes can also improve reading comprehension of narrative texts for students in grade 5. Three experiments compared spoken vs. visual presentations. Results show that oral modality doesn’t improve reading comprehension. However, in the three experiments, dyslexic students perform less than control group, regardless of the modality. One experiment manipulated the color of morphemes written letters presentation. The same non-significant results were obtained: highlighting the salient elements of the words does not improve text comprehension. The main element of these studies is to highlight the importance of time in achieving comprehension tasks for dyslexic children: reading time of dyslexic students is longer than control group’s and seems to compensate comprehension much more than document presentation. These results confirm some data from research conducted in the framework of Cognitive Load Theory and working memory, including TBRS model (Time-Based Resource Sharing model) of Barrouillet, Bernardin and Camos (2004). Instructional recommendations are considered.