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Th. : Hist. : München : 1991. / Revision of the author's thesis (doctoral)--Universität München. "Münchener Universitätsschriften. Philosophische Fakultät für Geschichts- und Kunstwissenschaften, Institut für Alte Geschichte"--Ser. t.p.

Univ., Diss. u.d.T.: Marks, Raymond: Scipio Africanus in the Punica of Silius Italicus--Teilw. zugl.: Providence, 1999.

Habilitationsschrift--Tübingen. / Bibliography: p. [215]-237.

Thesis (Ph. D.)--University of Pennsylvania, 1931. / Bibliography: p. 84-86.

在這篇論文當中，我們引用`海岸綠堤--水筆仔'網站上的研究資料並且藉由Matlab程式軟體的幫助建構數學模型，我們討論以下的二階非線性微分方程 (i) u''(t)=f(u(t)), u(t_0)=u_0, u'(t_0)=u_1. (ii) u''(t)=f(u'(t)), u(t_0)=u_0, u'(t_0)=u_1. 我們比較拋物線函數，立方函數，傅立葉和函數，正弦和函數並且從這些函數中選出最好的一個當作我們的模型，我們得到一些主要的結果。 / In this paper, we use the real data from website of `Seacoast Green Bank--Kandelia' and construct mathematical models with the help of Matlab, we discuss the following nonlinear 2nd order differential equation (i) u''(t)=f(u(t)), u(t_0)=u_0, u'(t_0)=u_1. (ii) u''(t)=f(u'(t)), u(t_0)=u_0, u'(t_0)=u_1. We compared with the functions of parabolic, cubic, Fourier summation, sum of sine and choose the best one from them as our model, we have obtained main results.

The aim of the thesis is a view of the way of teaching racial and national issues in Geography lessons at primary schools. The first part of the work is focused on the way how this topic is presented and taught at primary schools in different regions of the Czech Republic. The other part is based on a didactical analysis of particular books and worksheets for Geography available on the market. The thesis contains as well an originally designed teaching material explaining the topic of racial and national issues.

The thesis titled A Survey of Pupils' Reading Abilities in the Second Years of Primary School focuses on reading the incidence of the most common deficiencies in initial reading. The thesis is divided into a theoretical part and a research part. The theoretical part deals with reading in terms of the education system, acqua-ints us with the physiological and psychological processes in reading, mentions the his-torical and current methods of teaching reading, types and quality of reading, stage of development of reading skills, reading deficiencies, wrong reading habits and describes working with lagging readers. The research part is devoted to the research, its implementation and evaluation. The main goal is to find out what makes beginning readers the most problems and what the overall level of reading skills, of students of 2nd year, is. The research part mainly interprets the recording of reading performance.

Syftet med studien är att se vad lärare som undervisat årskurs 1 i matematik har för tankar kring vad taluppfattning är och hur de huvudsakligen undervisar eleverna i ämnet. I studien har det även undersökts vad lärare anser att eleven har för användningsområden av taluppfattning, både i den grundläggande matematiken och senare i livet.   Studien har genomförts med hjälp av en elektronisk enkät där 75 lärare har besvarat frågorna. Enkäten har lagts ut i tre valda Facebookgrupper och lärare som undervisat inom matematik i årskurs 1 har fått möjlighet att svara på frågorna under en treveckorsperiod.   Resultatet av studien visar på att majoriteten av lärarna anser att taluppfattning ingår inom de allra flesta av de matematiska områden som uppges i enkäten. Lärarna anser också att taluppfattning är mycket viktigt för eleven både i den grundläggande matematiken och längre fram i livet. Antalet områden som lärarna anser att eleverna har användning för sin taluppfattning inom var väldigt många, vilket visar att det kan vara svårt för en lärare att precist definiera vad taluppfattning är. De undervisningsstrategier som lärarna använder mest frekvent i sin matematikundervisning är genomgång och konkret material. / The aim of this study is to investigate how teachers teaching 2nd Grade primary school in mathematics work with number sense and what methods they primary use in their teaching. This study also investigates, from a teacher’s perspective, the extent of which the pupils are using their number sense both in basic mathematics and later in life.    The study has been conducted by a questionnaire where 75 teachers answered the survey. The survey was submitted through three Facebook groups and teachers who have been teaching 2nd Grade mathematics got the possibility to answer the questionnaire during a period of three weeks.    The result of the study shows that most teachers believe that number sense is vital in almost all areas of mathematics stated in the survey. Teachers also believed that number sense is of great importance for the pupils, both when it comes to the basics of mathematics but also later in life. Teachers find it difficult to precisely define number sense. However, the teacher considers number sense to be of significant importance for the pupils. According to the survey, most frequently used teaching methods in early mathematics are review and concrete material.

[pt] O objetivo deste trabalho é investigar como professores de inglês como língua estrangeira constroem suas identidades através do discurso e identificar quais as características que consideram fundamentais em sua profissão. A partir de uma perspectiva teórico-metodológica baseada nos princípios da Lingüística Sistêmico-Funcional (Halliday & Matthiessen, 2004), que considera a linguagem como um sistema de possibilidades onde fazemos escolhas, analisamos o discurso escrito desses professores a fim de verificar que tipo de idéias e questões são tematizadas bem como de que forma eles representam sua experiência profissional. Para tanto, observamos principalmente a estrutura temática e o esquema de transitividade de um total de 20 textos em português produzidos por professores de inglês como língua estrangeira com diferentes idades e experiências. Tema e Rema foram analisados em cada sentença dos textos para observar quais os elementos textuais tematizados ou marcados no discurso. Os Processos também foram identificados, classificados e contados no corpus com o auxílio do software WordSmith Tools com o objetivo de investigar a representação de sua prática profissional. Os resultados apontam para uma tendência dos participantes em considerar os obstáculos da profissão como ponto de partida de suas mensagens. Além disso, esses professores tendem a utilizar Processos Materiais para caracterizar a sua prática profissional. A forma como o professor vê e se coloca diante de sua profissão colabora para o surgimento de uma imagem do professor muitas vezes desvalorizada socialmente. Com base nessa análise, pretendo dar início a uma discussão de como a visão que o próprio professor tem de si mesmo pode influenciar na construção de estereótipos sociais. / [en] The aim of this study is to investigate how Brazilian teachers of English as a foreign language construct their identities through discourse and to identify the characteristics they consider as fundamental in their profession. In order to analyze EFL teachers’ discourse, the systemic functional perspective is applied: (1) to check what kind of values and beliefs are thematized by these participants and (2) to verify their representation of the teaching professional experience (Halliday, 1994). Considering language as a set of systems from which choices are continuously made, elements from two semantic systems will be taken into account, that is, Theme and Rheme and Transitivity, the systems which realize the textual and experiencial meanings of the language (Halliday, 1994). To compose the corpus for this research, a total of twenty (N=20) EFL Brazilian teachers of different ages and with different teaching experience were asked to produce, in Portuguese, written accounts of their professional lives. Theme and Rheme were analysed in each sentence of the texts to observe the textual elements that were thematized or marked in discourse. Processes were also identified, classified and counted in the corpus with the help of the software WordSmith Tools to investigate teachers’ representation of their professional practices. Results indicate that the participants tend to consider difficulties in their professional lives as a starting point for their practice, thematizing and marking them in their messages. EFL teachers also tend to use Material Processes to characterize their teaching practices. We intend to discuss how such linguistic choices may contribute to the crystallization of certain stereotyped views regarding EFL teachers’ professional identities.