Conversation analysis (CA) was used to examine descriptions of pain, the design of questions and answers, and patterns of elaboration. I analysed audio- and video-recorded consultations involving six physicians and one patient in a supportive/palliative care clinic. The physicians enquired about a diversity of aspects of pain (e.g., severity). The patient’s answers aligned with questions indicating that his pain was stable (i.e., no change, no new pain, managed pain), which was consistent with the Clinic’s optimal health outcomes. Questions designed for a ‘no-pain’ answer were relatively infrequent. Whether or not these questions were problematic for the patient depended on when they were asked. The physicians used both single- and multi-unit questioning turns and an assortment of question types (i.e., yes/no interrogatives, yes/no declaratives, alternative questions and WH-questions). The questions were analyzed using four dimensions of question design (agenda, presuppositions, preferences and epistemic stance). While the patient accepted the topic agenda of aspects of pain, he rejected the topic agenda of pain management evaluation. He also rejected presuppositions that implied disease progression. Analysis of the action agenda showed that the physicians relied heavily on yes/no-type polar questions. Some of these encouraged elaboration (e.g., were problem attentive); however, a number of them discouraged elaboration (e.g., were optimized or included a negative polarity item such as any). Some questions that discouraged elaboration allowed the physicians to progress efficiently through a checklist of standardized questions, thus aiding in the progressivity of the talk. Change-implicative talk was pervasive in the physicians’ and patient’s talk; the patient’s answers often rejected the implication that his pain was worse. The characterization of the consultations as “difficult” by some of the physicians is considered in relation to the design of questions that elicited minimal information about the patient’s pain. Study limitations (e.g., the data sample) and directions for future research (e.g., on what constitutes an optimal health outcome) are discussed, and my findings are considered in relation to palliative care practice and training. The study fills some gaps in current palliative care literature regarding the dynamics of physician-patient interactions and contributes to the CA literature on medical interactions.

This study investigated the effects of different types of questions on discourse comprehension. In addition, it examined performance on questions and its influence on comprehension. Within a theoretical framework of discourse processing, the research focused on question type, passage structure, and individual differences in comprehension. Comprehension was measured by analyzing propositions recalled and inferred during free recall. Performance on questions was measured by analyzing answers for the presence of particular types of inferences. Third grade children read selected fictional passages, answered questions about them, and recalled them. Results revealed that the effects of questions on comprehension are complex, interacting with passage structure, reading level, and response type. Findings also indicated that questions influence the selective processing of propositional information in text. Question-answering performance was found to reflect an interaction between question type and passage structure. Furthermore, ability to generate the appropriate inferences in responding to questions facilitated text comprehension. / Cette étude porte sur les effets de différents types de question sur la compréhension du discours. Elle examine la performance par rapport aux questions et son influence sur la compréhension. Dans un cadre théorique de traitement du discours, la recherche est axée sur la type de question, la structure de texte et les différences individuelles en compréhension. La compréhension a été mesurée par l’analyse des propositions rappelées et inférées durant le rappel libre. La performance par rapport aux questions a été mesurée par l’analyse des réponses faite en fonction de la présence de types particuliers d’inférence. Des enfants de troisième année ont lu certains passages de fiction, ont répondu à des questions sur ces passages et les ont rappelés. Les résultats révèlent que les effets des questions sur la compréhension sont complexes et interagissent avec la structure du passage, le niveau de lecture et le type de réponse. Les résultats indiquent aussi que les questions influencent le traitement sélectif de l’information propositionnelle dans le texte. La performance par rapport aux questions démontre une interaction entre le type de question et la structure du passage. De plus l’habilité à faire les inférences appropriées en répondant aux questions facilite la compréhension du texte.

No description available.

Agricultural production and human activities in a watershed can expose the watershed to environmental degradation, pollution problems, and a decrease in water quality if resources and activities within a watershed are not managed carefully. In order to best utilize limited resources and maximize the results with respect to time and money spent on nonpoint source (NPS) pollution control and prevention, the environmental risk must be identified so that areas with a higher quantified environmental risk can be targeted. The objectives of the research presented in this master thesis were to develop a procedure to quantify environmental risk of nutrient loadings to surface waters and to demonstrate the procedure on a watershed. A procedure to quantify environmental risk of nutrient loadings to surface waters was developed. The risk is identified as the probability of occurrence of a nonpoint source (NPS) pollution event caused by a runoff event multiplied by the consequences to a biological or chemical endpoint. The procedure utilizes the NPS pollution model ANSWERS-2000 to generate upland pollutant loadings to receiving waters. The pollutant loading impact on stream water quality is estimated using the stream module of Hydrologic Simulation Program FORTRAN (HSPF). The risk is calculated as the product of probability of occurrence of a NPS event and consequences of that event. The risk quantification procedure was applied to a watershed in Virginia. Total phosphorus (TP) loadings were evaluated with respect to resultant in-stream dissolved oxygen (DO) concentration. The TP loadings were estimated in ANSWERS-2000 then the consequences were estimated in HSPF. The results indicated that risk was higher for the smaller, more frequent storms indicating that these smaller, more frequent loading events represent a greater risk to the in-stream water quality and ecosystem than larger events. While the probability of occurrence of lower TP loading was higher because they were caused by smaller, more frequent storms, the consequences were less for the same events. The developed procedure can provide watershed stakeholders and managers with a useful tool to quantify the environmental risk a watershed is exposed to as a result of different land management and development scenarios. The scenarios can then be compared to identify a risk level that is considered acceptable. The procedure can also be used by policymakers to set a cap on the risk a certain activity can expose a watershed to. / Master of Science

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-09-24T12:37:05Z No. of bitstreams: 1 Tatiana Dilly Dexheimer_.pdf: 564022 bytes, checksum: dc30c0b4e680aa78777ee81a76700bb5 (MD5) / Made available in DSpace on 2018-09-24T12:37:05Z (GMT). No. of bitstreams: 1 Tatiana Dilly Dexheimer_.pdf: 564022 bytes, checksum: dc30c0b4e680aa78777ee81a76700bb5 (MD5) Previous issue date: 2018-06-19 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação de mestrado é um subprojeto de um projeto maior, intitulado “A mobilização do saber e do fazer: episteme e deonticidade na fala-em-interação institucional e na conversa cotidiana”. (OSTERMANN, 2016). Investigamos o tema de respostas não-conformativas no português brasileiro como resposta a perguntas polares e perguntas abertas do tipo específicas. O contexto de pesquisa é um hospital do SUS, localizado no sul do Brasil, e as interações gravadas consistem em aconselhamentos genéticos, ecografias obstétricas e morfológicas e ecocardiografias. A análise dos dados é realizada com base no aparato teórico-metodológico da Análise da Conversa. (SACKS; SCHEGLOFF; JEFFERSON, 1974). O objetivo desta dissertação é analisar e descrever as ações e implicações das respostas não-conformativas fornecidas por médicos/as a gestantes de médio e alto risco. Os resultados da investigação mostram que, no contexto investigado, as respostas não-conformativas apresentam características similares as respostas não-conformativas transformativas, indiretas e oracionais descritas em estudos anteriores em outras línguas. (STIVERS, HAYASHI, 2010; WALKER; DREW; LOCAL, 2011; FOX; THOMSPON, 2011). Evidenciamos, contudo, que as respostas transformativas de especificação e substituição geram trabalho interacional maior por parte do respondente, assim como as respostas transformativas de foco e pressuposição. Além disso, identificamos um tipo de resposta não-conformativa não descrita anteriormente na literatura: respostas transformativas que postergam o provimento da informação. Esse tipo de resposta foi identificado tanto como resposta para perguntas polares quanto para perguntas abertas do tipo específicas. Observamos que esse tipo de resposta ocorre em momentos que se revelam como interacionalmente ‘delicados’, tais como, comunicação de más notícias, de risco de morte fetal e de riscos decorrentes de procedimentos. Concluímos que as respostas transformativas que postergam o provimento da informação são uma forma de ajustar a fala levando em consideração o interlocutor e a potencial delicadeza das ações envolvidas naquela sequência interacional. Por fim, entendemos que as respostas transformativas permitem ao interagente resistir às imposições da pergunta e controlar, também, a pauta da interação. / This master’s dissertation consists of a subproject of a larger study, entitled “A mobilização do saber e do fazer: episteme e deonticidade na fala-em-interação institucional e na conversa cotidiana”. (OSTERMANN, 2016). It investigates non-conformative answers in Brazilian Portuguese to polar questions and wh-questions, more specifically, specifying questions. All the consultations audio recorded were held at a public health system hospital located in southern Brazil and the interactions consist of genetic counseling, morphological and fetal ultrasound and echocardiography. The data analysis is based on a conversational analytical perspective. (SACKS; SCHEGLOFF; JEFFERSON, 1974). The objective of this dissertation is to analyze and describe the actions and implications of non-conformative answers provided by doctors to moderate and high pregnancy women. The results indicate that non-conformative answers and transformative, indirect and clausal responses present similar characteristics. (STIVERS, HAYASHI, 2010; WALKER; DREW; LOCAL, 2011; FOX; THOMSPON, 2011). However, transformative answers of specification and replacement engender greater interactive work for the respondent, as well as transformative answers of focus and presupposition. Additionally, we have identified a kind of transformative answer that has not been described in the literature yet: transformative answers that postpone the provision of the information. These kind of answers have been identified as answers to polar questions as well as wh-questions on the kind of specifying questions. We have observed that these answers occur in moments that reveal to be interactionally delicate, for instance, delivery of bad news, fetal death risk, and risks arising from medical procedures. We have concluded that transformative answers that postpone the provision of the information are a way to adjust the talk taking into consideration the interlocutor and the potential delicacy of the actions involved in that interactional sequence. Finally, we understand that transformative answers allow the interlocutor to resist to the constraints of the questions and also control the agenda of the interaction.

No description available.

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.

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.

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.

Une ontologie (ou base de connaissances) est une représentation formelle de connaissances sous la forme d'entités et de faits sur ces entités. Ces dernières années de nombreuses ontologies ont été développées dans des contextes académiques et industriels. Elles sont généralement définies à l’aide du langage forme lRDF et interrogées avec le langage de requêtes SPARQL. Une connaissance partielle du contenu et de la structure d’une ontologie peut amener les utilisateurs à exécuter des requêtes qui retournent un résultat vide de réponses, considéré comme insatisfaisant. Parmi les techniques d’interrogation coopératives développées pour résoudre ce problème se trouve la technique de relaxation de requêtes. Elle consiste à affaiblir les conditions exprimées dans les requêtes pour retourner des résultats alternatifs à l'utilisateur. En étudiant les travaux existants sur la relaxation de requêtes SPARQL nous avons constaté qu’ils présentent plusieurs limitations :(1) ils ne permettent pas de définir précisément la relaxation à effectuer tout en offrant la possibilité de contrôler le processus de relaxation (2) ils n’identifient pas les causes réelles d'échec de la requête formulée par l'utilisateur et (3) ils n’intègrent pas d’outils interactifs pour mieux exploiter les techniques de relaxation proposées. Pour répondre à ces limitations, ce travail de thèse propose un framework pour la relaxation de requêtes SPARQL. Ce framework inclut un ensemble d'opérateurs de relaxation des requêtes SPARQL permettant de relaxer incrémentalement des parties précises de la requête utilisateur tout en contrôlant la pertinence des réponses alternatives retournées par rapport aux besoins exprimés par l’utilisateur dans sa requête. Notre framework propose également plusieurs algorithmes qui identifient les causes d’échec de la requête utilisateur et les requêtes qui réussissent (c'est-à-dire, qui ont des résultats) ayant un nombre maximal de conditions de la requête initialement exprimée. Ces informations permettent à l’utilisateur de mieux comprendre pourquoi sa requête échoue et d’exécuter des requêtes qui retournent des résultats alternatifs.Enfin, notre framework propose des stratégies de relaxation qui élargissent les conditions de la requête utilisateur en s’appuyant sur les causes d’échec de celle-ci. Ces stratégies permettent de réduire le temps d’exécution du processus de relaxation par rapport à l’approche classique, qui consiste à exécuter les requêtes relaxées, en fonction de leur similarité avec la requête utilisateur, jusqu’à l’obtention d’un nombre satisfaisant de résultats alternatifs. Les contributions proposées dans ce framework ont été implémentées et validées par des scénarios et expérimentations basés sur le banc d'essai LUBM. Ils montrent l’intérêt de nos contributions par rapport à l'état de l'art. / Ontology (or Knowledge base) is a formal representation of knowledge as entities and facts related to these entities. In the past years, several ontologies have been developed in academic and industrial contexts.They are generally defined with RDF language and querying with SPARQL language. A partial knowledge of instances and schema of ontology may lead user to execute queries that result in empty answers, considered as unsatisfactory. Among cooperative querying techniques which have been developed to solve the problem of empty answers, query relaxation technique is the well-known and used. It aims at weakening the conditions expressed in the original query to return alternative answers to the user. Existing work on relaxation of SPARQL queries we suffer from many drawbacks : (1) they do not allow defining in precise way the relaxation to perform with the ability to control the relaxation process (2) they do not identify the causes of failure of the request expressed by the user and (3) they do not include interactive tools to better exploit the relaxation techniques proposed. To address these limitations, this thesis proposes an advanced framework forquery relaxation SPARQL. First, this framework includes a set of relaxation operators dedicated to SPARQLqueries, to incrementally relax specific parts of the user request while controlling the relevance of the alternative responses returned w.r.t. to the user needs expressed in his request. Our framework also provides both several algorithms that identify the causes of failure of the user query and queries that are successful with a maximum number of conditions initially expressed in the failing request. This information allows the user to better understand why his request fails and execute queries that return non-empty alternative results. Finally,our framework offers intelligent relaxation strategies that rely on the causes of query failure. Such strategies reduce the execution time of the relaxation process compared to the traditional approach, which executes relaxed requests, based on their similarity to the user request, until a number of satisfactory alternative results is obtained. All contributions proposed in this framework were implemented and validated by experiments and scenarios based on the tests bench LUBM. They show the interest of our contributions w.r.t. the state of theart.