O tema central desta Tese é a problematização dos modos de circulação da palavra na escola. Para tanto, a pesquisa fundamenta-se teoricamente na Psicanálise freudo-lacaniana, basicamente afirmando que a palavra é a revelação do sujeito, o meio por excelência de este ser reconhecido. As questões que o sujeito se faz e, ao mesmo tempo, endereça ao Outro: “Quem sou? O que desejo? O que me move?” atrela-se à pergunta “O que o Outro quer de mim?”, pois o sujeito deposita nesse Outro sua verdade e o constitui como um lugar de suposto saber sobre ele, saber desconhecido de nós mesmos. Essa interrogação endereçada ao Outro marca um enigma e uma falta, já que aponta para incompletude, inclusive, desse Outro. Ao mesmo tempo em que é o Outro que permite a função simbólica e apóia o sujeito, oferecendo um fundamento aos seus discursos e uma nomeação, também é essa falta do Outro que abre a possibilidade de uma certa liberdade do sujeito, num eterno deslizamento entre significantes, sem nenhuma garantia e sempre na busca pelo seu ser no desejo – e na falta – do Outro, numa impossibilidade de encontro e, também, numa permanência de movimento. Com tal referencial teórico de base, investigamos nesta pesquisa de que modo se configuram os espaços e as experiências na escola, quanto à circulação da palavra e à própria “tomada” da palavra, no sentido de propiciar o advento do sujeito e a construção de uma experiência coletiva. Partimos do pressuposto de que a escola se constitui como um espaço social fundamental, no qual circulam diferentes formas assumidas pelo discurso social contemporâneo. Nossas indagações referem-se, também, às formas pelas quais estaria se dando a circulação dos discursos vigentes, nesse espaço específico. Os dados foram coletados em situação de trabalho, no Colégio de Aplicação da Universidade Federal do Rio Grande do Sul, no qual atuei como orientadora escolar das séries iniciais, nos anos de 2008 e 2009. Para a análise dos dados, centrei minha atenção a respeito daquilo que experienciei – a partir do que vi ou ouvi e a partir do circuito de transferência que se criou entre mim, as crianças e os professores. Para tanto, valho-me dos conceitos freudo-lacanianos, e narro histórias que colocam a “palavra em movimento”, em experiência, de forma a produzir uma possibilidade de reflexão em torno das práticas escolares e do lugar do sujeito. Por fim, elaboro novos questionamentos, buscando problematizar tanto as minhas certezas como diferentes enunciados do senso comum, a respeito da criança em situação escolar. Para além de afirmar verdades e conclusões, acrescento ao final, outros pontos de interrogação. E, a partir da dúvida, sugiro o instigante caminho do movimento permanente, na procura de outras possibilidades de trabalho com crianças em idade escolar. / The central theme of this thesis is the problematization of modes of circulation of the word in school. To this purpose, the research is theoretically based on the Freudian- Lacanian psychoanalysis, basically affirming that the word is the revelation of the subject, the means par excellence for his recognition. The questions that the subject asks himself and, at the same time, addresses to the Other: "Who am I? What do I want? What makes me function?" are connected to the question "What does the Other want from me?", for the subject deposits his truth in the Other and constitutes it a place of supposed knowledge about himself, a knowledge unknown to ourselves. This question addressed to the Other exposes an enigma and a lack, as it refers to incompleteness, including that in the Other. While it is the Other that yields the symbolic function and supports the subject, offering a foundation for his speeches and a nomination, it is also this lack in the Other that opens the possibility of a certain liberty of the subject, in a perpetual shifting among signifiers with no guarantees and always in search for his being in the Other’s desire - and lack, in an impossibility of encounter and also in a permanence of movement. With this theoretical base, this research investigated how the spaces and experiences in school are configured, regarding the circulation of the word and the assumption of the word, in order to promote the advent of the subject and the construction of a collective experience. We presuppose that the school is a fundamental social space in which different forms created by the contemporary social discourse circulate. Our questions also refer to the ways the existing discourses circulate, in this specific space. The data were collected at the Colégio de Aplicação school of the Federal University of Rio Grande do Sul (UFRGS), in which I worked as school counselor for the early grades, in the years 2008 and 2009. In respect to data analysis, I focused my attention on what I experienced – what I saw or heard and the transference circuit created among the children, the teachers and me. For that, I utilize Freudian-Lacanian concepts, and I narrate stories that put the word “in movement”, in experience, in order to produce a possibility of reflection on the school practices and the role of the subject. Finally, I formulate new questionings, seeking to problematize both my certainties and different common sense statements regarding the child in the school situation. In addition to asserting truths and conclusions, I present other question marks, in the end. And, stemming from doubt, I suggest the intriguing path of constant movement in search of other opportunities to work with school-age children.

Chi-kong Tang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 47-50). / Appendixes in Chinese. / Acknowledgments --- p.i / Abstract --- p.ii / Table of Contents --- p.iii / List of Tables --- p.v / List of Figures --- p.vi / List of Appendices --- p.vii / Introduction --- p.1 / Eye Movement Control and Effective Vision in Reading English --- p.1 / Comparison of Chinese and English --- p.4 / Effective Vision in Chinese Reading --- p.5 / Research Questions of Present Study --- p.6 / Research Design of Present Study --- p.9 / EXPERIMENT1 --- p.11 / Method --- p.12 / Results --- p.19 / Discussion --- p.21 / EXPERIMENT2 --- p.24 / Method --- p.24 / Results --- p.26 / Discussion --- p.28 / EXPERIMENT3 --- p.31 / Method --- p.32 / Results --- p.34 / Discussion --- p.37 / General Discussion --- p.41 / Conclusion --- p.46 / References --- p.47 / Appendices --- p.51

Ve statistických modelů sémantiky jsou významy slov pouze na základě jejich distribuční vlastnosti.Základní zdroj je zde jeden slovník, který lze použít pro různé úkoly, kde se význam slov reprezentovány jako vektory v vektorového prostoru, a slovní podoby jako vzdálenosti mezi jejich vektorových osobnosti. Pomocí silných podobnosti, může vhodnost podmínek uvedených zejména v souvislosti se vypočítá a používá pro celou řadu úkolů, jeden z nich je slovo smysl Disambiguation. V této práci bylo vyšetřeno několik různých přístupů k modelům z vektorového prostoru a prováděny tak, aby k překročení vyhodnocení vlastního výkonu na Word Sense disambiguation úkolem Prague Dependency Treebank.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Neste trabalho analiso quais significados a cantoria assume para cantadores e ouvintes, que sob a pressÃo de diferentes formas de comunicaÃÃo e de diversÃo dos âtempos modernosâ, direcionam suas experiÃncias e subjetividades para criaÃÃo e apreensÃo de uma arte que se realiza principalmente por meio da palavra cantada e improvisada ao som da viola. A cantoria, por meio da palavra, da voz do cantador parece possuir o poder de agir, de remexer as lembranÃas dos ouvintes, causando uma sensaÃÃo de prazer e identificaÃÃo com o que està sendo vivido e cantado. Para alcanÃar tais significados focalizo o percurso de maturaÃÃo do cantador, que ganha conformaÃÃo na certeza de possuir um âdomâ que agregado aos aspectos do ambiente social mais amplo desenvolve-se e consagra-se na aceitaÃÃo do pÃblico. PÃblico que à peÃa fundamental na criaÃÃo poÃtica da cantoria. Esses cantadores hoje circulam mais constantemente entre o universo rural e o urbano, mantendo contato com diferentes contextos, linguagens e meios de comunicaÃÃo. Implicando em mudanÃas e atualizaÃÃes no seu fazer poÃtico que, por sua vez, refletem-se na criaÃÃo de estratÃgias para a manutenÃÃo da sua relaÃÃo com o pÃblico, antes marcada predominantemente por uma relaÃÃo corpo-a-corpo e que hoje passa por mediaÃÃes como a do rÃdio, da televisÃo, do CD e DVD, o que aumenta significativamente o alcance da cantoria. As memÃrias de cantadores e ouvintes expressam deslocamentos e ressignificaÃÃes dessa arte, traduzindo um universo poÃtico que reÃne diferentes experiÃncias e tradiÃÃes. Dessa maneira, cantadores e ouvintes vÃo recriando e dando vida à cantoria por ela simbolizar sua forma de comunicaÃÃo com o mundo. Do sertÃo para a cidade, o percurso dos cantadores evoca similaridades que alcanÃam mesmo as geraÃÃes mais novas, os filhos dos sertanejos que viviam do trabalho na roÃa: a certeza de possuÃrem um dom, o convÃvio desde cedo com um universo lÃdico que encontrava nas cantorias, reisados, mamulengos, festas de padroeiras e sambas (forrÃs) seus principais representantes, os preconceitos e o combate ao estereÃtipo de vagabundo amplamente reproduzido no contexto social. Tudo o que, por fim, engendra uma disputa cultural vigente ainda hoje. / In this work, I analyze what meanings the singing assumes for singers and listeners who, under the pressure of different forms of communication and amusement in the âmodern timesâ, address their experiences and subjectivities for the creation and understanding of an art that takes place mainly through the sung and improvised words to the sound of the viola. The singing, through words, of the singerâs voice seems to have the power to act, to shuffle the memories of the listeners, causing a sensation of pleasure and identification with what is being lived and sung. To reach those meanings, I focus on the maturation route of the singer, who gains configuration by being sure that he/she has a âgiftâ, which added to aspects of the broader social atmosphere, becomes developed and acclaimed before the publicâs acceptance. The public is a fundamental piece in the poetic creation of the singing. Nowadays, those singers circulate more often between the rural and urban universes, having contact with different contexts, languages, and communication means. Thus, causing changes and updates in their poetic performance, which in turn is reflected in the creation of strategies to keep his/her relationship with the public, which used to be more of a body-to-body contact, going through other mediations, such as the radio, TV, CD, and DVD that increase the reach of singing significantly. The memories of singers and listeners express displacements and re-meanings of that art, translating a poetic universe that gathers different experiences and traditions. Thus, singers and listeners go recreating and giving life to singing; because it symbolizes his/her form of communication with the world. From the countryside to the city, the singersâ route evokes similarities that reach even the youngest generations: the children of country parents who used to make a living on plantations certainly own a âgiftâ, and have long lived with a universe of entertainment full of singings, reisados, puppets, patron saint parties and sambas (forrÃs) as the main representatives, prejudices and combats to the wandererâs stereotype thoroughly reproduced in the social context. And at last, it engenders a cultural dispute that is effective until the present time.

Responses to the terrorist attacks of September 11, 2001 came in many forms - political, social, cultural, and military. The events of that day shaped the first decade of the 21st century, and continue to have enormous resonance worldwide. This research project examines a particular aspect of the response to September 11 – the literary one, and more specifically, New York fiction. However, in conducting this research it became apparent that the effect of these traumatic events deeply scarred writers, and their writing, and the process of creating fiction about New York was one which was threatened by the enormity of the events. Also, these texts seemed to be in dialogue with other forms of responses to the events in other media. The sense of a community coming together to examine the wound that had been received was strong in New York after the attacks, and that same spirit of coming together could be seen in works that could be labelled as “Post 9/11”. These included comics and graphic novels, artworks, and projects like The Sonic Memorial. This thesis will consider the relationship between these some of works in order to highlight some of the most important aspects of the literary and cultural response. The introduction sets out the historical context and establishes the texts and artworks which will be examined, giving an overview of the research. The first chapter looks at Jonathan Safran Foer’s novel Extremely Loud and Incredibly Close (2005) and Art Spiegelman’s comic In the Shadow of No Towers (2004). It argues that text and image exist in an uneasy relationship in these works, replicating both the lack of comprehension of the events and gaps in memory or expression that emerged through the retelling of the events of September 11. This is one response to the difficulties that come with the attempt to express trauma through narrative, particularly when the political and historical circumstances being described are so complex, and the emotions that surround the event are so raw. The second chapter considers the controversial relationship between performance, art, and acts of terror in Don DeLillo’s novel Falling Man and Gerhard Richter’s October 18, 1977 cycle of artworks. The final chapter explores narrative and testimony in Paul Auster’s novel Man in the Dark and The Sonic Memorial Project, which gathered sounds and reminiscences related to the Twin Towers and September 11. The methodology of considering fiction alongside other modes of response is embedded in the structure of the thesis, with each chapter exploring a major novel alongside a related artwork or narrative. This mirrors the cacophonous and varied responses to 9/11, but also captures something of the way in which the reaction to the trauma brought sometimes distinct and separate people, voices and perspectives together in the spirit of sharing experiences and perspectives. It is concluded that the act of creating a piece of literature, artwork, or another kind of narrative, about September 11 is often confronted by the traumatic nature of the events, and that many responses to them internalised this problem, becoming as much about the nature of trauma, and how it makes certain memories and thoughts extremely difficult to express, at least in a way that is equal to the emotion involved. September 11 poses a challenge to artists that is much wider than the problem of representing the event itself. It asks artists and writers to consider how one can represent a traumatic and widely witnessed event, and whether world-changing events require an upheaval of literary and artistic conventions. It also questions the role of the writer or artist in the face of what Don DeLillo described as ‘all that howling space’. The thesis concludes that the strategy employed by most of the works examined here is to use unconventional methods to construct a memorial to those lost, but to do so in a way that involves the reader, bringing them into the events, but also pointing to the process of creating a post-9/11 artwork, and the difficulties inherent in it. This maintains the long established tradition of metafiction in New York fiction, demonstrating that these are works that do not seek a complete break with the past, but bring a new raw edge of tragedy and trauma into the metafiction. In this way formal play, and the attention to the process of creating a text or artwork becomes a means of representing the trauma of the event, and the trauma of creating literature and art about it. The metafictional aspects therefore become a means of cathartically approaching the site of the wound. This is perhaps why so much post 9/11 fiction remains either controversial or divides critics. It looks at both the event and its own processes. Whether or not this is satisfying to the reader, or the critic, it does point to the anxieties felt by writers and the wider creative community in the wake of 9/11.

This dissertation provides the first comprehensive analysis of the phonology of vowels in SENĆOŦEN (Salish). Evidence from various phonological and phonetic phenomena are brought together to support a proposal that there are two types of phonological vowels in SENĆOŦEN (full vowels versus schwa). Understanding the phonological representations and distributions of these two types of vowels contributes a unique perspective on how words are built in the language. The study contributes to linguistic theory by showing how the interplay between faithfulness to morphological form and markedness conditions on ideal surface prosodic shape triggers a series of vowel processes, such as deletion, epenthesis, harmony and reduction, which make it difficult to trace back to the original morphological form. In taking steps towards unraveling the complicated interaction between morphology and phonology in the language and providing insights crucial to an understanding of the underlying forms of roots and suffixes, the dissertation contributes to pedagogy by making it easier for language learners to figure out for themselves how words are related to one another. The dissertation is organized into seven chapters. Chapter 1 provides an overview of the language situating it within the context of research on other Salish languages. Chapter 2 lays out the theoretical assumptions about SENĆOŦEN that are adopted in this dissertation. Chapter 3 argues for a phonological contrast between two types of vowels in SENĆOŦEN and argues against the notion that consonants bear phonological weight in SENĆOŦEN. Chapter 4 presents a preliminary acoustic analysis of vowel length and quality. Chapter 5 argues that syllables in SENĆOŦEN are basically simple and that the phonological environments when they are not simple are highly constrained and predictable. Chapter 6 argues that patterns of zero-schwa alternations found in complex morphological structures are accounted for by wellformed foot structure. Chapter 7 is a conclusion. / Graduate

The purpose of the current study was to examine into which groups of meaning the derivational morpheme – skap can be grouped in Swedish. 340 Swedish words formed with – skap were collected from SAOL and grouped into different groups of meaning based on 1) their meaning, and 2) their part(s) of speech. For example, words that express a state of being, such as galenskap (madness) and havandeskap (pregnancy) were placed into one group. Words that refer to a work or a title, such as ridderskap (knighthood), presidentskap (presidency), and författarskap (authorship), were grouped together in another group. Using this method, the results show that the gathered 340 words could be divided into 11 different groups expressing 1) state of being, 2) environment, 3) belonging, 4) kinship, 5) work, title, office, 6) tools, 7) sport events, 8) economy and finances, 9) information and forms of knowing, 10) mischief, and 11) remaining words. This study also aimed at examining to what extent an intervention focusing on word formation, and derivational morphemes in particular, affect Swedish upper-secondary school students’ metamorphological awareness. The intervention was a quasi-experimental study in which 58 students participated. The participants were first given a pre-test to determine whether they had a high or low metamorphological awareness. This was determined by their ability to define five different Swedish derivational morphemes. Afterwards, they participated in an intervention in the form of a lesson where they were taught basic word formation with the focus on derivational morphemes, which was succeeded by a post-test, which examined the effect the intervention had had on the participants’ metamorphological awareness. The post-test was identical to the pre-test, with the exception of five additional words formed with – skap, with the purpose to compare the students’ definitions to the groups of meaning presented in the first part of this study. The results show that the intervention had a great effect on the participants’ metamorphological awareness. For example, in the pre-test, most of the participants had either one or two correct definitions, but in the post-test, the majority of the participants had either four or five correct definitions, which indicate an increase of metamorphological awareness.

abstract: Virtual digital assistants are automated software systems which assist humans by understanding natural languages such as English, either in voice or textual form. In recent times, a lot of digital applications have shifted towards providing a user experience using natural language interface. The change is brought up by the degree of ease with which the virtual digital assistants such as Google Assistant and Amazon Alexa can be integrated into your application. These assistants make use of a Natural Language Understanding (NLU) system which acts as an interface to translate unstructured natural language data into a structured form. Such an NLU system uses an intent finding algorithm which gives a high-level idea or meaning of a user query, termed as intent classification. The intent classification step identifies the action(s) that a user wants the assistant to perform. The intent classification step is followed by an entity recognition step in which the entities in the utterance are identified on which the intended action is performed. This step can be viewed as a sequence labeling task which maps an input word sequence into a corresponding sequence of slot labels. This step is also termed as slot filling. In this thesis, we improve the intent classification and slot filling in the virtual voice agents by automatic data augmentation. Spoken Language Understanding systems face the issue of data sparsity. The reason behind this is that it is hard for a human-created training sample to represent all the patterns in the language. Due to the lack of relevant data, deep learning methods are unable to generalize the Spoken Language Understanding model. This thesis expounds a way to overcome the issue of data sparsity in deep learning approaches on Spoken Language Understanding tasks. Here we have described the limitations in the current intent classifiers and how the proposed algorithm uses existing knowledge bases to overcome those limitations. The method helps in creating a more robust intent classifier and slot filling system. / Dissertation/Thesis / Masters Thesis Computer Science 2018

The purpose of this study was to compare the levels of computer use by school principals in administering their schools. Comparisons were made of the different techniques being employed by school principals as they manage the vast amounts of data that are present in today's educational process. A comprehensive collection of computer applications was identified and school principals were surveyed regarding their use of these applications. A random sample was selected from a population of 1,800 school principals in the state of Tennessee. School principals from 430 public schools and 70 private/parochial schools in Tennessee were surveyed for responses relative to their practices regarding the use of computers in the management of their school. Surveys were mailed in early January, 1992, to those principals who were identified in the sample selection. Surveys were received over a period of several weeks. A return of 71% was obtained. Findings include the determination that schools have computers specifically for the purpose of completing administrative tasks. Principals and office staffs are using administrative computers to improve their management of school data. The primary areas identified as being preformed by school principals were attendance, management of student data, wordprocessing, grade reporting, and transportation. Principals indicated that the major avenues for computer training is through seminars and workshops. The major conclusions included the need for additional computer training in principal preparation curricula, exposure to innovative uses of computers to enhance the administrative function.

Previous models of language acquisition have had partial success describing the processes that children use to acquire knowledge of the grammatical categories of their native language. The present study used a computer model based on the evolutionary principles of adaptation and selection to gain further insight into children's acquisition of grammatical categories. Transcribed language samples of eight parents or caregivers each conversing with their own child served as the input corpora for the model. The model was tested on each child's language corpus three times: two fixed mutation rates as well as a progressively decreasing mutation rate, which allowed less adaptation over time, were examined. The output data were evaluated by measuring the computer model's ability to correctly identify the grammatical categories in 500 utterances from the language corpus of each child. The model's performance ranged between 78 and 88 percent correct; the highest performance overall was found for a corpus using the progressively decreasing mutation rate, but overall no clear pattern relative to mutation rate was found.