Este trabalho narra o desenvolvimento e aplicação de uma estratégia que envolve um “jogo de perguntas e respostas” para introduzir um tema da Física, o estudo da Mecânica, de forma diferenciada e mais atraente para os alunos. A proposta foi aplicada a uma turma de segundo ano do Ensino Médio de uma escola particular de Porto Alegre, RS, em horário regular de aulas. O jogo nasceu da necessidade de criar nos alunos uma vontade, uma predisposição para buscar o conhecimento e transformar sua forma de pensar a Física, alinhada à Teoria da Aprendizagem Significativa de David Ausubel, que nos serviu de referencial teórico. Os textos de apoio, as leituras dos artigos, assim como a formulação das perguntas e respostas foram pensados com o objetivo de criar subsunçores mínimos para que os estudantes possam dar os passos iniciais em busca do novo conhecimento. Em relação à Dinâmica, é muito comum que os alunos pensem de forma bastante intuitiva, o que nem sempre está de acordo com o conhecimento científico hoje aceito. Quando falamos em forças, por exemplo, o senso comum está muito enraizado e é difícil de ser alterado, ou seja, é complexo promover a mudança conceitual nos jovens aprendizes. É neste ponto que entra em cena o papel do jogo, que aqui foi utilizado como problematização visando criar um ambiente de necessidade de busca de novos conhecimentos para enfrentar situações e responder questões. Com a aquisição dos subsunçores, conforme propõe Ausubel, e durante o jogo, o estudante começa a se interessar pelo conhecimento científico, a pesquisar e a estudar, individualmente e em grupo, não apenas por curiosidade, mas movido também pela competição no jogo, tomada nesta dinâmica como algo saudável. Os resultados foram positivos, mostraram que as discussões com o grupo a fim de encontrar os melhores caminhos para vencer o jogo foram importantes para o crescimento social e intelectual, que o jogo teve um papel relevante na facilitação da aprendizagem de forma dinâmica, divertida e com significado para os estudantes. / This work chronicles the construction procedures and application of a "question and answer game" to introduce the study of mechanics in a different and more attractive way. It was applied in a second class of the high school of a private school from Porto Alegre, RS. The game came from the need to create in students a willingness, a predisposition to seek knowledge and transform their ways of thinking about physics. together with the Theory of Meaningful Learning from David Ausubel that had guided us. The handouts, readings of articles, as well as the formulation of the questions and answers were thought in order to create minimum bases for students to take the initial steps in searching for new knowledge. Regarding the dynamics, it is very common for students to think in a very intuitive way, which is not always aligned with the scientific knowledge now accepted. When we speak of forces, for example, the common sense is very deep-rooted and it is difficult to change the thinking of young apprentices. This is where comes the role of the game, which was used here as questioning aimed at creating a need for new knowledge environment to face situations and answer certain questions. With the acquisition of a minimum base, as proposed by the Theory of Meaningful Learning from Ausubel, and during the game, the student begins to take an interest in scientific knowledge, research and study alone and in group, not out of curiosity but also moved by the competition in the game, taken here as something healthy. The results were positive, they had shown that the discussions with the group in order to find the best ways to win the game were important to social and intellectual growth and that it had an important and relevant role in making the learning process in a fun and dynamic way, meaningful for the students.

Over the past several decades, research that explored various teaching-and-learning contexts has provided valuable insights into teacher-learner interactional practices in second language classrooms. Many of these practices focus on learners’ language accuracy by targeting the correct answer, a worthy but perhaps insufficient goal; an additional teacher responsibility is to encourage learners to build on their understanding by reasoning through that correct answer. This current study adds to previous research by examining how one experienced teacher and her adult ESL students in a community language program in the U.S. engage in a particular type of interactive, collaborative work on understanding that moves beyond what is correct to why it is correct, which I call “digging.” Based on a conversation analytic examination of 15 hours of video-recorded classroom interaction, the findings showcase two complementary types of teacher-led digging that are preceded by a critical “pre-digging” phase, during which the teacher redirects learners’ attention and constitutes a group that will work together as a collective. The first type of digging zooms in on one particular language issue which the teacher frames as a language challenge for the group and works collaboratively with the collective toward resolving it. The second type of digging, by contrast, zooms out from a specific language issue to a larger pattern in either the learners’ native languages or the target language, English. In both types of digging, exploratory talk and various scaffolding techniques are employed to promote participation and learner agency. The findings contribute to the literature on classroom interaction by specifying, in fine-grained detail, the how-to of these teacher interactional practices during whole group work on understanding which involves the intricate work of every gaze, every gesture, every posture shift, every utterance, and every second of silence. Such specifications also enrich teacher educators’ pedagogical content knowledge by providing them a common language to talk about, and illuminate the complexity of, teaching as they guide students to “see” such complexity.

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Vision and Language are two major modalities that humans rely on to perceive the environment and understand the world. Recent advances in Artificial Intelligence (AI) facilitate the development of a variety of vision-language tasks derived from diverse multimodal interactions in daily life, such as image captioning, image-text matching, visual question answering (VQA), text-to-image generation, etc. Despite the remarkable performance, most previous state-of-the-art models are merely specialized for a single vision-language task, which lack generalizability across multiple tasks. Additionally, those specialized models sophisticate the algorithm designs and bring redundancy to model deployment when dealing with complex scenes. In this study, we investigate developing unified approaches capable of solving various vision-language interactions in a multi-task manner. We argue that unified multi-task methods could enjoy several potential advantages: (1) A unified framework for multiple tasks can reduce human efforts in designing different models for different tasks; (2) Reusing and sharing parameters across tasks can improve efficiency; (3) Some tasks may be complementary to other tasks so that multi-tasking can boost the performance; (4) They can deal with the complex tasks that need a joint collaborating of multiple basic tasks and enable new applications. In the first part of this thesis, we explore unified multi-task models with the goal of sharing and reusing as many parameters as possible between different tasks. We started with unifying many vision-language question-answering tasks, such as visual entailment, outside-knowledge VQA, and visual commonsense reasoning, in a simple iterative divide-and-conquer framework. Specifically, it iteratively decomposes the original text question into sub-question, solves each sub-question, and derives the answer to the original question, which can uniformly handle reasoning of various types and semantics levels within one framework. In the next work, we take one step further to unify tasks of image-to-text generation, text-to-image generation, vision-language understanding, and image-text matching all in one single large-scale Transformer-based model. The above two works demonstrate the feasibility, effectiveness and efficiency of sharing the parameters across different tasks in a single model. Nevertheless, they still need to switch between different tasks and can only conduct one task at a time. In the second part of this thesis, we introduce our efforts toward simultaneous multi-task models that can conduct multiple tasks at the same time with a single model. It has additional advantages: the model can learn to perform different tasks or combinations of multiple tasks automatically according to user queries; the joint interaction of tasks can enable new potential applications. We begin with compounding spatial understanding and semantic understanding in a single multimodal Transformer-based model. To enable models to understand and localize local regions, we proposed a hybrid region representation that seamlessly bridges regions with image and text. Coupled with a delicately collected training dataset, our model can perform joint spatial and semantic understanding at the same iteration, and empower a new application: spatial reasoning. Continuing the above project, we further introduce an effective module to encode the high-resolution images, and propose a pre-training method that aligns semantics and spatial understanding in high resolution. Besides, we also couple the Optical Character Recognition (OCR) capability together with spatial understanding in the model and study the techniques to improve the compatibility of various tasks.

The current thesis explores conditions for participation in interview interaction. Drawing on the ethnomethodological idea that knowledge is central to participation in social situations, it examines how interview participants navigate knowledge and competence claims and the institutional and moral implications of these claims. The data consists of, in total, 97 audio-recorded interviews conducted as part of a national Swedish evaluation of support interventions for children exposed to violence. In three studies, I use discursive psychology and conversation analysis to explicate how interview participants in interaction (1) contribute to and negotiate institutional constraints and (2) manage rights and responsibilities related to knowledge. The findings of study I and study II show that child interviewees actively cooperate with as well as resist the constraints of interview questions. However, the children’s opportunities for participation in this institutional context are limited by two factors: (1) recordability; that is, the focus on generating recordable responses and (2) problematic assumptions underpinning questions and the interpretation of interview answers. Apart from restricting children’s rights to formulate their experiences, these factors can lead interviewers to miss opportunities to gain important information. Also related to institutional constraints, study III shows how the ideal of model consistency is prioritized over service-user participation. Thus, the three studies show how different practices relevant to institutional agendas may hinder participation. Moreover, the findings contribute to an understanding of how issues of knowledge are managed in the interviews. Study II suggests the importance of the concept of believability to refer to people’s rights and responsibilities to draw conclusions about others’ thoughts. And the findings of study III demonstrate how, in evaluation interviews with social workers, children’s access to their own thoughts and feelings are based on a notion of predetermined participation; that is, constructed as contingent on wanting what the institutional setting offers. Thus, child service users’ low epistemic status, compared to the social workers, trumps their epistemic access to their own minds. These conclusions, about recordability, believability, and predetermined participation, are based on interaction with or about children. However, I argue that the findings relate to interviewees and service users in general. By demonstrating the structuring power of interactive practices, the thesis extends our understanding of conditions for participation in the institutional setting of social research interviews.

Denna rapport presenterar en utveckling av uDecide, som är ett sorts hjälpmedel för att lättare kunna ta beslut. Ett verktyg som man kan använda för att ställa frågor till andra människor med hjälp av en bild och svarsalternativ för att få ett personligt svar eller åsikt. Syftet med detta projekt är att utveckla en användbar hi-fi prototyp som i sin tur ska vidareutvecklas av webbyrån Roxbury och uDecidegrundarna. Arbetet utgår från en befintlig uDecide iOS mobilapplikation, och fokus har lagts på att förbättra användarupplevelsen och implementera nya funktioner. Med hjälp av förstudier och användartester har vi utvecklat en webbaserad, responsiv hi fi-prototyp. Lösningen presenterar ny utveckling av navigering, struktur på inlägg och ny meny. Ett kommentarsfält har implementerats i hi-fi prototypen vilket kommer att ge användarna möjlighet att interagera med varandra och ge mer personliga åsikter. / This report describes a development of the mobile application uDecide. uDecide is a tool which you can use to ask other people a question including a picture and alternative answers to get an individual answer or opinion. The objective of this project is to develop an usable hi-fi prototype, which in turn will be further developed by the web designers Roxbury and the founders of uDecide. The development originates from a current uDecide IOS mobile application and focus is to improve user satisfaction and to implement new functions. Supported by pre-development research and user tests we have developed a webbased, responsive and interactive hi-fi prototype. The solution presents a new development in navigation, structure of additions and responses, including a new menu. A commentary function has been implemented in the hi-fi prototype, which will give the users the option to interact and provide more personal opinions.

[pt] O caráter acusatório do jornalismo contemporâneo em entrevistas a políticos é objeto de estudo de analistas da conversa em contextos britânico e americano (CLAYMAN, 2001; CLAYMAN E HERITAGE, 2002; CLAYMAN et. at. 2007; HERITAGE, 2002). Contudo, até as eleições de 2018, esse tipo de jornalismo não era visto como uma prática comum no Brasil, dada a repercussão das entrevistas aos candidatos à Presidência na mídia impressa e nas redes sociais que levantou um debate acerca do papel dos jornalistas nesse tipo de interação institucional. Diante desse cenário, com o objetivo de contribuir para o entendimento do caráter adverso das perguntas, examinamos, neste estudo, o design de perguntas feitas pelos jornalistas para o então candidato Jair Bolsonaro, no programa Roda Viva da TV Cultura, à luz do arcabouço teórico-metodológico da Análise da Conversa. De modo geral, os resultados revelam que os jornalistas não usaram as perguntas para pedir informações, mas, sim, para mobilizar ações responsivas que podiam comprometer os objetivos políticos do candidato. Além disso, os entrevistadores lançaram mão de recursos que restringiam as possibilidades de resposta do entrevistado, independentemente do tipo de pergunta e de apresentar ou não um prefácio, limitando, assim, ações evasivas. / [en] The accusatory character of contemporary journalism in interviews with politicians has been object of study of conversation analysts both in British and American contexts (CLAYMAN, 2001; CLAYMAN E HERITAGE, 2002; CLAYMAN et. at. 2007; HERITAGE, 2002). However, until the 2018 elections, this kind of journalism was not seen as a common practice in Brazil, given the repercussion of interviews with presidency candidates in the press and in social media networks, which raised a debate about the role of journalists in this type of institutional interaction. In face of this scenario, we analyzed in this study the design of questions asked by journalists to the candidate, at the time, Jair Bolsonaro, in the TV program Roda Viva, by Culture TV, in the light of Conversation Analysis theoretical methodological framework, aiming at contributing to an understanding of questions adversarial character. In general, results reveal that journalists did not use questions to request information, but, on the contrary, to mobilize responsive actions that could jeopardize the candidate s political goals. Besides, interviewers made use of resources that restricted interviewee s possibilities of answering, independently of the type of question or presence of not a preface, thus, limiting evasive actions.

Made available in DSpace on 2015-03-05T17:21:10Z (GMT). No. of bitstreams: 0 Previous issue date: 10 / Nenhuma / As facilidades eletrônicas da era da informática; a crescente complexidade e abrangência das matérias jurídicas levadas ao foro; a cultura de passividade dos juristas perante o que ficou dito pelos tribunais; a manufatura de “discursos de fundamentação prévios” para serem acoplados a posteriori. Tudo isso convida os juristas brasileiros a substituir a cultura jurídica e o estudo do direito pelas consultas automáticas e instantâneas de precedentes judiciais e de conceitos cristalizados em verbetes jurisprudenciais. Criou-se no país um sincretismo improvisado entre os sistemas de civil law e de common law: é improvisado porque os casos são arguidos e decididos com base em julgados pretéritos, mas sem o necessário aporte de uma teoria de precedentes e da cultura de fundamentação da decisão judicial. Por consequência, além de se institucionalizar o diletantismo de operadores que muitas vezes não sabem do que estão falando, consagra-se a arbitrariedade da escolha injustificada de uma linha de precedentes ao inv / The electronic easiness created by the computer age; the increasing complexity and range of the juridical questions put at bar; the culture of passivity before what was said by the courts; the manufacture of “previous discourses of justification”, ready-mades that wait for later couplings. All these things invite Brazilian jurists to replace the juridical learning and the study of law by the automatic and instantaneous searches for judicial precedents and crystallized legal concepts. An improvised syncretism between the common law and the civil law systems has emerged: it is improvised because cases are argued and decided based on previous decisions, but without the necessary support of a theory of precedent and a culture of justification of the judicial decision. Besides institutionalizing the amateurism of some players who quite often don’t know what they are talking about, this state of things acclaims the arbitrariness of the unjustified choice of a line of precedents instead of another. The precedent

Thesis (doctoral)--Lund University, Sweden, 1984. / Extra t.p. with thesis statement and errata slip inserted. Includes index. Bibliography: p. 284-288.

Thesis (doctoral)--Lund University, Sweden, 1984. / Extra t.p. with thesis statement and errata slip inserted. Includes index. Bibliography: p. 284-288.