Submitted by ALINE ESCOBAR null (alineescobar201@gmail.com) on 2018-03-23T12:55:05Z No. of bitstreams: 1 TESE-PARA-IMPRESSÃO.pdf: 5429311 bytes, checksum: 46ec02b66b16e1dab15ede3597580b99 (MD5) / Approved for entry into archive by Satie Tagara (satie@marilia.unesp.br) on 2018-03-26T13:55:58Z (GMT) No. of bitstreams: 1 ribeiro_aem_dr_mar.pdf: 5429311 bytes, checksum: 46ec02b66b16e1dab15ede3597580b99 (MD5) / Made available in DSpace on 2018-03-26T13:55:58Z (GMT). No. of bitstreams: 1 ribeiro_aem_dr_mar.pdf: 5429311 bytes, checksum: 46ec02b66b16e1dab15ede3597580b99 (MD5) Previous issue date: 2018-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A tese ora apresentada trata da literatura infantil e do trabalho modelado como ferramenta de ensino do argumento narrativo e de desenvolvimento da imaginação nas crianças com base nas formulações da Teoria Histórico-Cultural. Segundo essa teoria, experiências educacionais ligadas à arte e às ciências se revelam primordiais na infância, uma vez que representam experiências que promovem novas elaborações e capacitam à criação. Nessa perspectiva, é possível questionar: como a literatura infantil pode motivar o processo de desenvolvimento da imaginação em crianças do primeiro ano do Ensino Fundamental. Interligada a essa, outra questão se apresenta: como o trabalho modelado pode ser utilizado com crianças do primeiro ano do Ensino Fundamental como ferramenta de ensino do argumento narrativo oportunizando experiências enriquecedoras com textos literários de modo que as crianças possam se apropriar da cultura e reelaborá-la, sendo essa reelaboração uma manifestação dos processos de desenvolvimento da imaginação? O objetivo geral foi estabelecer relações sob a ótica da Teoria Histórico-Cultural entre o processo de desenvolvimento do argumento narrativo por meio do trabalho modelado a partir da transmissão vocal (BAJARD, 2007) de contos e fábulas da literatura infantil e o desenvolvimento da imaginação em crianças de uma turma de primeiro ano do Ensino Fundamental. Os objetivos específicos, a partir do geral, se configuram como objetivos-meio. Deste ponto de vista busquei: a) compreender a manifestação criativa da imaginação e do argumento narrativo em crianças do primeiro ano do Ensino Fundamental, a partir da transmissão vocal (BAJARD, 2007) de histórias de literatura infantil; b) elaborar um conjunto de procedimentos didáticos que a um só tempo se constituísse como ferramenta de produção de dados durante o experimento formativo realizado e fosse capaz de contribuir para práticas pedagógicas com a literatura infantil conceituadas como forma de arte e fonte de cultura, com vistas ao máximo desenvolvimento da imaginação, à desmistificação de concepções que entendessem a atividade artística e a criatividade como dons destinados a poucos eleitos. A hipótese de pesquisa era a de que a partir de Contos e Fábulas ao utilizar o trabalho modelado como ferramenta de ensino do argumento narrativo houvesse uma mediação intencional entre as crianças e livros de literatura infantil e seria possível fazer avançar a formação da imaginação. Os percursos metodológicos envolveram levantamento bibliográfico em bases de dados de informações em acervos digitais (Athena, Acervus e Dedalus) e, também, pesquisa de campo, pautada na observação de situações da prática pedagógica; em eventos de experimentação formativa e em entrevista semiestruturada com as crianças, com posterior análise do material coletado a partir dos pressupostos da Teoria Histórico-Cultural. Os resultados demonstram que em relação à prática pedagógica observada as crianças tiveram acesso restrito aos livros de literatura infantil, houve didatização das obras literárias, mas, também, pode ser observada prática de mediação de leitura (BAJARD, 2007). Em relação ao Trabalho Modelado do argumento narrativo (VÉNGUER, VÉNGUER, 1993) houve: internalização do processo de composição; compreensão do argumento dos contos e das fábulas; aspectos do desenvolvimento da argumentação infantil; aspectos do desenvolvimento dos processos de criação. / The thesis presented here deals with children's literature and work modeled as a teaching tool for the narrative argument and development of the imagination in children based on the formulations of Historical-Cultural Theory. According to this theory, educational experiences linked to art and science are primordial in childhood, since they represent experiences that promote new elaborations and enable creation. From this perspective, it is possible to question: how children's literature can motivate the process of imagination development in first-year primary school children. Linked to this, another question arises: how the modeling work can be used with elementary school children as a teaching tool of the narrative argument by providing enriching experiences with literary texts so that the children can appropriate the culture and re-elaborate it, being this re-elaboration a manifestation of the processes of developing the imagination? The general objective was to establish relations from the point of view of the Historical-Cultural Theory between the process of development of the narrative argument through work modeled from the vocal transmission (BAJARD, 2007) of stories and fables of children's literature and the development of the imagination in children of a first year class of Elementary School. The specific objectives, from the general, are configured as medium-goals. From this point of view I sought: a) to understand the creative manifestation of the imagination and the narrative argument in children of the first year of elementary school, from the vocal transmission (BAJARD, 2007) of stories of children's literature; b) to elaborate a set of didactic procedures that at one time was constituted as a tool of data production during the formative experiment carried out and was able to contribute to pedagogical practices with the infantile literature conceptualized like form of art and source of culture, with views to the maximum development of the imagination, to the demystification of conceptions that understood artistic activity and creativity as gifts destined to the few elected. The hypothesis of research was that from Contos and Fábulas using the work modeled as a teaching tool of the narrative argument there was an intentional mediation between children and children's literature books and it would be possible to advance the formation of the imagination. The methodological pathways involved a bibliographic survey in databases of information in digital collections (Athena, Acervus and Dedalus) and, also, field research, based on observation of situations of pedagogical practice; in events of formative experimentation and in a semistructured interview with the children, with later analysis of the material collected from the assumptions of the Historical-Cultural Theory. The results show that in relation to the pedagogical practice observed the children had restricted access to children's literature, there was literacy literacy, but also a practice of reading mediation (BAJARD, 2007). In relation to the Modeling Work of the narrative argument (VEGNER, VENGUER, 1993) there was: internalisation of the composition process; understanding of the argument of tales and fables; aspects of the development of children's arguments; aspects of the development creation process.

Made available in DSpace on 2014-12-17T13:53:34Z (GMT). No. of bitstreams: 1 AlmongG_DISSERT.pdf: 1079406 bytes, checksum: d3637ab26b912bff2160d037675c1045 (MD5) Previous issue date: 2012-09-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / There are a great number of evidences showing that education is extremely important in many economic and social dimensions. In Brazil, education is a right guaranteed by the Federal Constitution; however, in the Brazilian legislation the right to the three stages of basic education: Kindergarten, Elementary and High School is better promoted and supported than the right to education at College level. According to educational census data (INEP, 2009), 78% of all enrolments in College education are in private schools, while the reverse is found in High School: 84% of all matriculations are in public schools, which shows a contradiction in the admission into the universities. The Brazilian scenario presents that public universities receive mostly students who performed better and were prepared in elementary and high school education in private schools, while private universities attend students who received their basic education in public schools, which are characterized as low quality. These facts have led researchers to raise the possible determinants of student performance on standardized tests, such as the Brazilian Vestibular exam, to guide the development of policies aimed at equal access to College education. Seeking inspiration in North American models of affirmative action policies, some Brazilian public universities have suggested rate policies to enable and facilitate the entry of "minorities" (blacks, pardos1, natives, people of low income and public school students) to free College education. At the Federal University of the state Rio Grande do Norte (UFRN), the first incentives for candidates from public schools emerged in 2006, being improved and widespread during the last 7 years. This study aimed to analyse and discuss the Argument of Inclution (AI) - the affirmative action policy that provides additional scoring for students from public schools. From an extensive database, the Ordinary Least Squares (OLS) technique was used as well as a Quantile Regression considering as control the variables of personal, socioeconomic and educational characteristics of the candidates from the Brazilian Vestibular exam 2010 of the Federal University of the state Rio Grande do Norte (UFRN). The results demonstrate the importance of this incentive system, besides the magnitude of other variables / H? uma s?rie de evid?ncias mostrando que a educa??o ? de extrema relev?ncia em v?rias dimens?es econ?micas e sociais. No Brasil, a educa??o ? um direito assegurado pela Constitui??o Federal; no entanto, o direito ?s tr?s etapas da educa??o b?sica: infantil, fundamental e m?dio est? melhor respaldado e amparado do que o direito ? educa??o em n?vel superior, na legisla??o brasileira. Segundo dados do censo da educa??o (INEP, 2009), 78% do total de matr?culas no Ensino Superior encontram-se na rede privada, enquanto no Ensino M?dio, verifica-se o inverso: 84% das matr?culas est?o na rede p?blica, o que mostra uma contradi??o no ingresso ?s universidades. O cen?rio brasileiro mostra que as universidades p?blicas recebem majoritariamente estudantes que tiveram melhor desempenho e foram preparados no ensino fundamental e m?dio em escolas particulares, enquanto as universidades privadas atendem aos estudantes que frequentaram o ensino b?sico em escolas p?blicas, caracterizadas como de baixa qualifica??o. Tais fatos t?m levado pesquisadores a levantar os poss?veis determinantes do desempenho de estudante em exames padronizados, como o vestibular, para orientar o desenvolvimento de pol?ticas que visam ? igualdade de acesso ao ensino superior. Buscando inspira??o nos modelos norte-americanos de pol?ticas de a??o afirmativa, algumas universidades p?blicas brasileiras t?m sugerido pol?ticas de cotas para viabilizar e facilitar o ingresso das minorias (negros, pardos, ?ndios, popula??o de baixa renda, alunos de escolas p?blicas) ao ensino superior gratuito. Na Universidade Federal do Rio Grande do Norte (UFRN), os primeiros incentivos aos candidatos oriundos de escolas p?blicas surgiram em 2006, sendo aprimorada e difundida nestes ?ltimos 7 anos. Esta pesquisa teve por objetivo analisar e discutir o Argumento de Inclus?o (AI) pol?tica de a??o afirmativa que fornece pontua??o adicional aos alunos provenientes de escolas p?blicas. A partir de uma ampla base de dados, foi usada a t?cnica dos M?nimos Quadrados Ordin?rios (MQO) e uma Regress?o Quant?lica considerando como controles as vari?veis das caracter?sticas pessoais, socioecon?micas e escolares dos candidatos ao Vestibular 2010 da Universidade Federal do Rio Grande do Norte (UFRN). Os resultados mostram a import?ncia deste sistema de incentivos, al?m da magnitude de outras vari?veis

Diplomová práce se zabývá rámcově vzdělávacími programy v předškolním a základním vzdělání a jaký mají vliv na dítě v době výchovně {--} vzdělávacího procesu. Také pedagogickými pracovníky, kteří se zasluhují velkou měrou o tento proces, hlavní zaměření je na pracovníky ve volnočasové sféře. Je zde zahrnut dialog jako podporující faktor pro kvalitnější vyučování a nejen to, je brán jako výborná forma komunikace mezi žákem a jeho pedagogem. Současně s tím zde uvádím důležitou pomůcku pro vzájemný dialog Filozofii pro děti a s tím i jaký má smysl a význam pro obě výše uvedené strany. Své úsudky opírám o vlastní zkušenost z intenzivních seminářů na Teologické fakultě v Českých Budějovicích. V závěru diplomové práce jsou informace o programu DVPP, který má napomoci učitelům a pedagogickým pracovníkům systematicky posilovat své odborné kompetence, a tak být určitou zárukou jejich určitou zárukou jejich odborné kvalifikace po celou dobu profesní kariéry. Je zde i uvedena Koncepce dalšího vzdělávání pedagogických pracovníků školských zařízení pro zájmové vzdělávání a odborné přípravy pracovníků s dětmi a mládeží v oblasti volného času, která by měla být nápomocnou pro jednodušší a více oborově zaměřenou nových vzdělávacích programů jako je například Filozofie pro děti.

L’histoire a toujours occupé une place singulière au sein des sciences sociales mais qu’en est il de sa place dans le contentieux constitutionnel comparé des démocraties occidentales ? Le présent travail de recherche tendra ainsi à démontrer que la référence à l’histoire est bel et bien présente et qu’elle revêt un impact décisif sur les solutions constitutionnelles effectivement retenues pas le juge comme sur la substance même des droits et libertés fondamentaux. Il apparaîtra, en effet, que l’histoire, jaillissant dans le contentieux constitutionnel sous la forme d’un référent juridique type pouvant faire l’objet d’une systématisation au sein du droit comparé, contribue, par le truchement du juge constitutionnel à l’établissement comme au fonctionnement de l’État de droit contemporain. De la même manière, la symbolique particulière des évènements historiques qui seront mobilisés, c’est à dire leur charge positive ou négative pour l’État de droit, va nourrir la volonté juridictionnelle du juge d’assurer la rupture avec un fait historique tragique ou à l’inverse de conforter un héritage historique glorieux. Juge qui, en dernier analyse, pourra être conduit, conformément au rôle social nouveau que lui confère les démocraties constitutionnelles contemporaines, selon une utilisation soutenue du référent historique, à réparer directement ou plus indirectement les préjudices nés de l’histoire comme à renforcer ou à limiter le sens des droits et libertés fondamentaux devenus historiquement circonstanciés / History has always occupied a singular place within the realm of Social Sciences and the question of its functions in comparative judicial review deserves to be raised. This research intends to demonstrate that the historical argument has a decisive impact on constitutional decisions as well as on the substance of fundamental rights and freedoms. History, being systematized in comparative law, through the form of a standard legal argument, contributes, via constitutional review, to the establishment as well to the operation of the rule oflaw, today. The immediate legal logic of such historical impregnation will be analysed through the work of the judge in the motivation of its decisions. In the same perspective, the singular meaning of historical events and their positive or negative impact, feeds judicial interpretation, either breaking away from a tragic historical event or consolidating a glorious historicalheritage. The judge, in accordance with his new social function recognized in western democracies, is lead to repare directly or indirectly, the damages resulting from historical events as well as to strenghten or limitate the scope of fundamental rights, which appear today, historically situated

Neste trabalho estudamos a existência de ordem de longo alcance em modelos ferromagnéticos na presença de um campo externo cuja configuração apresenta um padrão tipicamente aleatório. Provamos por meio do argumento de Peierls modificado por Griffiths para o estudo de um antiferromagneto, que o modelo de Ising ferromagnético bidimensional exibe, para um campo alternado de intensidade fraca, ordem de longo alcance `a temperatura finita. Propomos dar um passo além considerando campos auto-similares esparsos, cuja soma é nula em todas as escalas. Estudamos também o modelo hierárquico em duas dimensões, para o qual provamos a existência de ordem de longo alcance a temperatura finita, na ausência de campo externo e para um campo com regiões irregulares esparsas. Provamos que os resultados do modelo de contornos hierárquicos são equivalentes aos resultados do modelo hierárquico em duas dimensões. Por fim, provamos através do método do limite infravermelho existência de ordem de longo alcance no modelo N-vetorial com campo alternado, de intensidade fraca, para d >= 3, sob a hipótese de que a variância do estado associado `a interação com o campo apresenta cardinalidade inferior a do volume do sistema. Mostramos, sob hipóteses similares, que o modelo N-vetorial hierárquico com campo externo, esparso e de intensidade pequena, apresenta ordem de longo alcance a baixas temperaturas. / In this work we study the existence of long range order for ferromagnetic models in the presence of an external field whose configuration has a pattern typically random. We prove, via the Peierls\' argument modified by Griffiths in his study of an antiferromagnet, that the two dimensional ferromagnetic Ising model for a staggered field exhibits long-range order at finite temperature and small field intensity. We propose to give a further step considering sparse self similar fields, whose sum is zero in all scales. We study as well the hierarchical model in two dimensions, where we prove existence of long-range order at finite temperature in the absence of external field and for a field configuration with sparse irregular regions. We prove that the results for the two-dimensional hierarchical contours model are equivalent to the results of the hierarchical model in two dimensions. Lastly, we prove via infrared bound method, existence of long range order in the N-vector model with a staggered and weak external field for d >= 3, under the hypothesis that the variance of the state connected with the field interaction has cardinality lower than volume. We show, under similar hypotheses, that the N-vector hierarchical model with a sparse field of low intensity has long range ordem at low temperatures.

Abstract My thesis discusses the semantic and syntactic properties of Finnish verbless expressions of events in the light of two examples, the SOURCE construction (e.g. Oikeusasiamieheltä huomautus lit. ‘From the ombudsman a complaint’) and the GOAL construction (e.g. Pakistanille rangaistus lit. ‘For Pakistan a punishment’). I show that they express dynamic events in a way comparable to finite constructions. However, they are not elliptic structures but genuinely verbless constructions. The study is founded on Cognitive Construction Grammar and frame semantics, and the analysis is based on two types of data and two methods. First, I collected three sets of 500 newspaper headlines mostly from the Finnish Language Bank (the SOURCE construction, the GOAL construction, and several different verbless constructions), and analyzed them intuitively. Second, I collected paraphrases of 15 instances of the SOURCE construction and 20 instances of the GOAL construction in order to obtain information on how other native speakers of Finnish construe the data which I analyzed intuitively by myself. As a result of this experimental semantic test, I had 169–215 paraphrases per instance of the SOURCE construction and 133–165 paraphrases per instance of the GOAL construction. I then analyzed these paraphrases both semantically and syntactically. The thesis comprises four articles. In the article A case in search of an independent life: The semantics of the initial allative in a Finnish verbless construction, I show that the GOAL construction is polysemous and define eight senses for it. With the help of the established senses, I also justify analyzing the construction as an independent argument structure construction and not as an elliptic structure. The article Elävä LÄHDE: Alkuasemaisen ablatiivin merkitystyypit verbittömässä konstruktiossa is a similar treatment of the SOURCE construction for which I define four senses. In the article Mihin verbittömien konstruktioiden merkitystyypit perustuvat? Skemaattiset ja polyseemiset tapahtumanilmaukset, I connect the previous results explicitly with my theoretical framework. I provide an explanation for these constructions’ polysemy and mechanisms of expressing events. Usually, both of these properties of argument structure constructions are associated with verbs. In the joint article Semantic roles and verbless constructions: A Finnish challenge for verb-centered approaches written with Seppo Kittilä, the discussion is extended to cover also other Finnish verbless constructions. The article provides a more theoretical perspective on the topic: we link the dynamic meanings of the constructions to the concept of semantic roles and argue for the view that the concept should be divided into the concepts of argument roles and participant roles. / Tiivistelmä Käsittelen tutkimuksessani suomen kielen verbittömien tapahtumanilmausten semanttisia ja syntaktisia ominaisuuksia kahden esimerkkitapauksen avulla: LÄHDE-konstruktion (esim. Oikeusasiamieheltä huomautus) ja KOHDE-konstruktion (esim. Pakistanille rangaistus). Osoitan, että ne ilmaisevat dynaamisia tapahtumia siinä missä verbilliset konstruktiotkin mutta eivät kuitenkaan ole elliptisiä rakenteita vaan aidosti verbittömiä. Tutkimukseni rakentuu kognitiivisen konstruktiokieliopin ja kehyssemantiikan sekä kahdenlaisen aineiston ja menetelmän varaan. Ensinnäkin koostin pääasiassa Kielipankin osakokoelmista mutta osin myös muista lähteistä kolme 500 otsikon kokoista toteutuma-aineistoa (LÄHDE-konstruktio, KOHDE-konstruktio ja useat erilaiset verbittömät konstruktiot). Niiden analyysi perustuu intuitiiviseen semanttiseen luokitteluun. LÄHDE- ja KOHDE-konstruktiosta käytössäni olivat lisäksi kokeellisen semantiikan tuottamat parafraasiaineistot: selvitin, miten koehenkilöt tulkitsevat 15 LÄHDE-konstruktion ja 20 KOHDE-konstruktion intuitiivisesti analysoimaani toteutumaa. LÄHDE-konstruktion testi tuotti 169–215 parafraasia otsikkoa kohden, KOHDE-konstruktion 133–165. Analysoin ne sekä semanttisesti että syntaktisesti. Tutkimukseni koostuu neljästä artikkelista. Artikkelissa A case in search of an independent life. The semantics of the initial allative in a Finnish verbless construction esitän, että KOHDE-konstruktio on polyseeminen. Määrittelen sille kahdeksan merkitystyyppiä, joiden avulla myös perustelen, miksi kyseessä on itsenäinen argumenttirakennekonstruktio eikä elliptinen rakenne. Artikkelissa Elävä LÄHDE. Alkuasemaisen ablatiivin merkitystyypit verbittömässä konstruktiossa käsittelen vastaavasti LÄHDE-konstruktiota, jolle määrittelen neljä merkitystyyppiä. Artikkelissa Mihin verbittömien konstruktioiden merkitystyypit perustuvat? Skemaattiset ja polyseemiset tapahtumanilmaukset kytken tulokset selvemmin teoreettiseen viitekehykseeni. Selitän, miksi tarkastelemani konstruktiot ilmaisevat tapahtumia ja ovat polyseemisia, vaikka niissä ei ole verbiä, johon sekä tapahtuman ilmaiseminen että argumenttirakennekonstruktion polyseemisyys yleensä yhdistetään. Seppo Kittilän kanssa kirjoittamassani yhteisartikkelissa Semantic roles and verbless constructions. A Finnish challenge for verb-centered approaches laajennamme suomen verbittömien konstruktioiden tarkastelun LÄHDE- ja KOHDE-konstruktion ulkopuolelle ja yhä teoreettisemmalle tasolle. Liitämme verbittömien konstruktioiden tapahtumamerkitykset semanttisen roolin käsitteeseen sekä perustelemme, miksi se pitäisi jakaa argumentti- ja osallistujaroolin käsitteiksi.

A prévention de l'anorexie, et plus largement des troubles de comportement alimentaire, revêt un intérêt social et sociétal fort. Elle comporte également un intérêt académique, ce contexte étant sous-représenté en recherche. Les communications existantes sur la prévention de l'anorexie utilisent la stratégie de l'appel à la peur, malgré une littérature non consensuelle sur le niveau d'appel à adopter et sur le fonctionnement exact du mécanisme. La littérature propose également, pour expliquer l'échec de l'appel à la peur, l'existence d'une réactance situationnelle, sans que celle-ci n'ait jamais été validée. Quatre expérimentations auprès de jeunes femmes étudiantes, public particulièrement sensible dans ce contexte, permettent de comprendre et valider le fonctionnement de l'appel à la peur par médiations successives et en intégrant la réactance situationnelle. Il est montré que le message avec appel à la peur crée un état cognitivo-émotionnel composé de peur et de sévérité perçue qui vont influer de manière opposée sur la réactance situationnelle. Cette dernière influence à son tour la perception d'efficacité de la recommandation, qui déterminera ensuite le succès ou l'échec du message. En parallèle, le rôle médiateur, mais secondaire, de l'auto-efficacité sur l'efficacité perçue de la recommandation est révélé, de même que celui modérateur de la vulnérabilité perçue. En complément de ce résultat, chacune des études s'attache à manipuler, en plus du niveau d'appel à la peur, différentes composantes et caractéristiques du message, dont les effets sur le mécanisme d'appel à la peur permettent de résoudre, en partie, certains conflits existants dans la littérature. Ainsi, le rôle des composantes, visuelle et verbale, sur le niveau ressenti de peur est examiné (études 1 et 2). L'effet de la formulation de la recommandation (étude 2), de même que l'effet du type d'argument (étude 3) sur le processus de l'appel à la peur sont analysés. Enfin, l'ajout du dégoût à l'appel à la peur et la validation du fonctionnement du processus par une mesure comportementale affinent encore la compréhension des mécanismes d'action de l'appel à la peur (étude 4). Pour conclure, les clés d'une communication préventive de l'anorexie efficace avec recours à l'appel à la peur sont données et les résultats discutés et complétés par des voies de recherche possibles, dont certaines permettent de pallier les limites mentionnées pour la présente recherche. / Anorexia prevention or more widely disorder eating behavior, has a strong social and societal interest. It also presents an academic interest, since this context is under-represented in research. Existing anorexia prevention campaigns use the strategy of fear appeal, despite a non-consensual literature on the level of fear appeal to adopt and the exact functioning of the mechanism. The existing literature also suggests, to explain failure of fear appeal, that there is a situational reactance, even though this has never been validated. Four experiments on young women students, public particularly sensitive to this context, allow us to understand and validate the mechanism of fear appeal in successive mediations and while integrating situational reactance. Through these experiments, it is shown that the message with fear appeal creates a cognitive and emotional state of fear, and perceived severity that will oppositely influence situational reactance. The latter influences the perceived efficacy of recommendation, which in turn determines the success or failure of the message. In parallel, the mediator, but secondary role, of self-efficacy on the perceived efficacy of the recommendation is revealed, as well as the moderator of perceived susceptibility. Furthermore, each study attempts to handle, in addition to the level of fear appeal, various components and characteristics of the message, whose effects on the fear appeal mechanism solve in part, some existing conflicts in the literature. Thus, the role of the components, visual and verbal, on the level of fear felt is examined (studies 1 and 2). The effect of the wording of the recommendation (study 2), as well as the effect of the type of argument (study 3) on the process of fear appeal are analyzed. Finally, the addition of the disgust on fear appeal and the validation process by a behavioral measure yet refine understanding the mechanism of fear appeal (study 4). To conclude, the key preventive effective communication with anorexia use of fear appeals are given and results are discussed and complemented with possible future research directions, some of which are used to overcome the limitations mentioned on this research.

Nowadays high-precision computations are still more desired. Either for simulation on a level of atoms where every digit is important and inaccurary in computation can cause invalid result or numerical approximations in partial differential equations solving where a small deviation causes a result to be useless. The computations are carried over data types with precision of order hundred to thousand digits, or even more. This creates pressure on time complexity of problem solving and so it is essential to find very efficient methods for computation. Every complex physical problem is usually described by a system of equations frequently containing elementary functions like sinus, cosines or exponentials. The aim of the work is to design and implement methods that for a given precision, arbitrary elementary function and a point compute its value in the most efficent way. The core of the work is an application of methods based on AGM (arithmetic-geometric mean) with a time complexity of order $O(M(n)\log_2{n})$ 9(expresed for multiplication $M(n)$). The complexity can not be improved. There are many libraries supporting multi-precision atithmetic, one of which is GMP and is about to be used for efficent method implementation. In the end all implemented methods are compared with existing ones.

<p>Previous research has shown that the type of ditransitive sentence preferred by English speakers in a particular linguistic context is significantly influenced by the relative ‘givenness’ of the post verbal arguments (i.e. the assumption that the referent of a linguistic expression is known to the speaker/hearer). This ‘givenness constraint’ has also been shown to play a role in the ditransitive sentence preferences of bilingual English speakers. Some have claimed that the realization of the givenness constraint in the ditransitive sentence preferences of bilingual English speakers is significantly influenced by the characteristics of their dominant language; however, no studies that I am aware of have explicitly compared the preferences of speakers whose dominant languages feature different sets of ditransitive sentence types, making this claim difficult to evaluate. Additionally, the effects of task type (i.e. the experimental task(s) employed by a particular study), and variables related to speakers’ experience with English and English proficiency, relative to language background are unclear. This study attempts to clarify the role of language background in the realization of the givenness constraint by recruiting three groups of English speakers: German-English bilingual speakers living in Germany, Spanish-English bilingual speakers living in Mexico, and monolingual English speakers living in the United States. The three groups completed three tasks, all of which were administered over the internet: a scalar acceptability judgement task, a forced choice task, and a self-paced reading task. The results from the two bilingual groups showed significant effects of language background, even after factors related to English proficiency and English experience were taken into account. The results support an interpretation where language background plays a significant role in the realization of the givenness constraint on bilingual speakers’ ditransitive sentence preferences. </p>

The subject of the present thesis is an analysis of the ditransitive verbs envy and forgive in the ditransitive/double-object constructions, i.e., either the S-V-Oi-Od or S-V-O-Oprep argument structure, in which both objects are explicitly expressed. Envy and forgive represents marginal ditransitive verbs, whose accounts in major grammars and various studies are far from uniform. Occasionally considered idiosyncratic, the ditransitive use (i.e., the indirect pattern) of the two verbs is expected to decrease in frequency. Thus, the research aims to investigate the postverbal complementation preference of envy and forgive, and the way the preference changes over time. However, it is not the relative frequency of the S-V-Oi-Od pattern with respect to all remaining constructions that is of interest here, but its ratio to the frequency of the other available double object construction, the prepositional S-V-O-Oprep pattern. Additionally, the thesis provides a systematic overview of syntactic and semantic differences between envy and forgive as well as an account of their shared features and aspects. Particular attention is paid to the Oi/O realisation (e.g., the substantival or pronominal realisation) and the Od/Oprep realisation (namely, the substantival realisation, the pronominal realisation, the...