The quasi two-day wave (QTDW), a prominent feature of the mesosphere mainly around solstices, is simulated with the COMMA-LIM Model (Cologne Model of the Middle Atmosphere - Leipzig Institute for Meteorology). The calculations are made approximately one month after the summer solstice in the Northern Hemisphere when the QTDW reaches its maximum in the mesosphere and lower thermosphere. The results show that the QTDW produces a moderate westward forcing of the zonally averaged flow and a poleward driving of the residual mean meridional circulation. / Die Quasi Zwei-Tage Welle (QTDW), eine deutliche Erscheinung in der Mesosphäre kurz nach dem Sommer Solstitium, wird mit dem COMMA-LIM Modell (Cologne Model of the Middle Atmosphere - Leipzig Institute for Meteorology) simuliert. Die Zwei-Tage Welle wurde unter Juli-Bedingungen an der unteren Modellgrenze angeregt, zu der Zeit, zu der sie ihr Maximum in der Mesosphäre und unteren Thermosphäre erreicht. Die Ergebnisse zeigen eine sich westwärts ausbreitende Welle, die auf den Grundstrom eine moderate Beschleunigung nach Westen ausübt. Die residuelle mittlere Meridional Zirkulation erfährt dadurch eine zum Pol gerichtete Triebkraft.

Made available in DSpace on 2014-06-11T19:22:19Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-07-05Bitstream added on 2014-06-13T20:09:20Z : No. of bitstreams: 1 luizsobrinho_vv_me_sjrp.pdf: 1229783 bytes, checksum: 8541f0bd2f6e6f3db652c38f79298d20 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Fundamentado na noção de heterogeneidade da escrita (CORRÊA, 2004) e de gêneros do discurso (BAKHTIN, 1997), este trabalho objetiva descrever as características linguísticas de um conjunto de “conversas” on-line coletadas em um bate-papo virtual em aberto destinado a crianças entre 08 e 12 anos de idade. Com enfoque na pontuação e, principalmente, na ausência de vírgulas (em lugares em que vírgulas poderiam ser utilizadas pelos escreventes), observa-se que os usos não-convencionais de vírgulas, nos enunciados digitais, evidenciam o trânsito do escrevente de bate-papo virtual entre práticas orais/faladas e práticas letradas/escritas. As ausências de vírgulas, como recurso de pontuação, foram sistematizadas em duas regularidades mais gerais: ausência total de vírgulas e “quebras de linhas”. É possível observar essas regularidades ora como “marcas” da relação entre oralidade/fala e letramento/escrita, empreendida pelo escrevente, e ora como tentativas de “apagamento” de uma possível relação (intersemiótica) que poderia ser estabelecida entre oralidade/fala e letramento/escrita por meio do uso (convencional) de vírgulas. Para estabelecer recurso de comparação entre os aspectos orais/falados e a ausência de vírgulas na escrita digital, utiliza-se, como ferramenta de análise, o modelo de fonologia prosódica (NESPOR & VOGEL, 1986). A hierarquia prosódica – sobretudo, as características dos constituintes mais altos, frase entoacional e enunciado fonológico – serve como critério metodológico para a comparação entre ritmo da fala, organizado pelos constituintes prosódicos, e ritmo da escrita (CHACON, 1998), organizado pelos sinais de pontuação. Na análise de dados, buscou-se uma abordagem qualitativa e quantitativa, a qual possibilitasse a apreensão tanto... / Fundamented in the notion of heterogeneity of writing (CORRÊA, 2004) and of genres of discourse (BAKHTIN, 1997), this dissertation aims at describing the linguistic features of a set of online “chats” collected in an open web chat for children between 08 and 12 years of age. Focusing on punctuation and, principally, on the absence of comma (in occasions which the comma could be used), we observe that the non-conventional uses of comma in the digital utterances is an evidence of the shift between oral practices and written practices by the web chat writer. The absence of comma, as a punctuation resource, was systematized in two general regularities: total absence of comma and “breaks”. It is possible to understand these regularities as “signs” of the relation between orality/speaking and literacy/writing or as an attempt of “deleting” a possible (intersemiotic) relation that could be established as a resource of comparison between orality/speaking and literacy/writing through the conventional use of commas. In order to establish a resource of comparison between the oral/spoken aspects and the absence of commas in the digital writing, the model of prosodic phonology (NESPOR & VOGEL, 1986) is used as a tool of analysis. The prosodic hierarchy, above all the characteristics of the higher constituents, intonational phrase and phonological utterance, works as a methodological criterion for the comparison between rhythm of speaking, organized by the prosodic constituents, and the rhythm of writing (CHACON, 1998), organized by the punctuation signs. In the data analysis, we searched a qualitative and quantitative approach that would enable the apprehension of residual signs of the relation subject/language and of more general traces of these utterances in respect to the absence of commas, which point to the characteristics of the open web chat as a genre of discourse.

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-08T12:13:44Z No. of bitstreams: 1 PDF - Regina Claudia Custodio de Lima.pdf: 25760188 bytes, checksum: 76273c704690c1b9b08c16ce47ffb47c (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-11T13:55:56Z (GMT) No. of bitstreams: 1 PDF - Regina Claudia Custodio de Lima.pdf: 25760188 bytes, checksum: 76273c704690c1b9b08c16ce47ffb47c (MD5) / Made available in DSpace on 2018-06-11T13:55:56Z (GMT). No. of bitstreams: 1 PDF - Regina Claudia Custodio de Lima.pdf: 25760188 bytes, checksum: 76273c704690c1b9b08c16ce47ffb47c (MD5) Previous issue date: 2017-01-30 / CAPES / The teaching of Portuguese in elementary schools still suffers from great methodological difficulties, especially regarding the teaching of grammatical contents, among which we highlight, in this research, the use of the comma. A textual diagnostic production carried out among the 6th grade students of a municipal school in João Pessoa demonstrated that this difficulty is reflected in their textual productions, since the comma is an important element to structure the sentences, giving them rhythm and sense, avoiding Ambiguities or distortions. Our hypothesis is that the teacher can propose activities for teaching the use of the comma that are complementary to those already existing in the textbook, used as the main instrument of work in the classroom. Our objective is to describe the application of a didactic module based on the three axes of grammar teaching proposed by Vieira (2014) and in the three dimensions of the language described by Neves (2005) with the intention of developing in students the ability to observe and use Of the comma in the separation of terms with the same syntactic function. In order to reach this objective, we adopt Bakhtin's (2003) studies on the interactional perspective of language and researchers who have examined the rhythmic role of the comma, such as Chacon (1998) and Cagliari (1989). On the aspects related to stylistics and semantics, we selected the studies of Soncin (2014), Bakhtin (2008 and 2013) and Dahlet (2006). The methodology was based on the qualitative approach of the research, constituting a study of the bibliographic/documentary/research-action type. The analysis of the didactic book evidenced the attempt, still superficial, of comma teaching from the interactional perspective and, therefore, the necessity of interventions that amplify the didactic possibilities for its teaching. The analysis of the results indicates that the applied activities could help students learn to use the comma to separate terms enumerated in their own texts. / O ensino de Língua Portuguesa nas escolas de educação básica ainda passa por grandes dificuldades metodológicas, especialmente no que diz respeito ao ensino dos conteúdos gramaticais, dentre os quais destacamos, nesta pesquisa, o emprego da vírgula. Uma produção textual diagnóstica realizada entre os alunos do 6° ano de uma escola municipal de João Pessoa demonstrou que essa dificuldade se reflete em suas produções textuais, já que a vírgula é elemento importante para estruturar as frases, conferindo-lhes ritmo e sentido, evitando ambiguidades ou distorções. Nossa hipótese é de que o professor pode propor atividades para o ensino do uso da vírgula que sejam complementares àquelas já existentes no livro didático, utilizado como o principal instrumento de trabalho em sala de aula. Nosso objetivo é descrever a aplicação de um módulo didático com base nos três eixos do ensino da gramática propostos por Vieira (2014) e nas três dimensões da linguagem descritas por Neves (2005) com o intuito de desenvolver nos alunos a capacidade de observação e uso da vírgula na separação de termos com a mesma função sintática. Para atingir tal objetivo finalidade adotamos como aporte teórico os estudos de Bakhtin (2003) sobre a perspectiva interacional da linguagem e de pesquisadores que têm examinado o papel rítmico da vírgula, como Chacon (1998) e Cagliari (1989). Sobre os aspectos relacionados à estilística e semântica, selecionamos os estudos de Soncin (2014), Bakhtin (2008 e 2013) e Dahlet (2006). A metodologia foi fundamentada a partir da abordagem qualitativa da pesquisa, constituindo-se em um estudo do tipo bibliográfico/documental/pesquisa-ação. A análise do livro didático evidenciou a tentativa, ainda superficial, de ensino de vírgula sob a perspectiva interacional e, portanto, a necessidade de intervenções que ampliem as possibilidades didáticas para seu ensino. A análise dos resultados indica que as atividades aplicadas puderam auxiliar os alunos na aprendizagem do uso da vírgula para separar termos enumerados em seus próprios textos.

Thesis advisor: Pheme Perkins / This study demonstrates how the Comma Johanneum (1 John 5:7b-8a), a Latin addition and “spurious” text of the New Testament, could proffer valuable meaning-making and intricate sociocultural realia to Christian history, although it has been long neglected in Johannine scholarship. Its first aim is to reconstruct the transmission and reception history of the CJ, starting with the Spanish Latin MSS (the direct evidence) and returning to patristic citations (the indirect evidence). Its second aim is to explore the theological and ecclesiological interpretations of 1 John 5:6-8 from the second through fourth centuries, in which the CJ could have been created. Chapter 1 reviews the history of scholarship on the CJ and the interpretations of 1 John 5 in contemporary Johannine scholarship. Chapter 2 discusses the methodological shift in contemporary text-critical scholarship that enabled the new perspective to appreciate the variant readings. Against the historical background, data, and evidence presented in Chapter 3, in Chapter 4, we reconstruct the transmission history of the CJ text from the seventh through the thirteenth centuries, mainly in the Spanish Latin Bible tradition. The Spanish Vulgate Bible is a mixture of the Old Latin biblical text, particularly in the Catholic Epistles, which also retain variant readings, including the CJ text. The earliest evidence—VL 64 and VL 67—exhibit the transition from North Africa to Visigothic Spain, preserving the seventh-century “Isidorian Renaissance.” The Spanish Latin Bible traditions—Codex Cavensis, Codex Toletanus, and Complutensis primus—all preserve the CJ text while formulating independent recensions. Outside Spain, Théodulf of Orleans, a Visigothic Spaniard, brought a Spanish Vulgate tradition to Charlemagne’s court; thus, Théodulf’s Mesmes Bible (ΘM) preserves the CJ in the textline, with a variant replacing uerbum with filius. Meanwhile, in Switzerland, St. Gall MSS—Cod. Sang 907 (Winithar) and Cod. Sang 83 (Hartmut)—also retain the CJ, along with some Spanish-type paratextual components. In ninth-century Spain and beyond, the Lesionensis group MSS (VL 91, 94, and 95) attest to another endpoint of the CJ’s journey. In addition, VL 95 affirms the date of the inversion of in terra and in caelo to the twelfth or thirteenth century (together with the second hand of VL 54). The CJ text, therefore, survived in the soil of Spanish cultural orbit, where the Vulgate text (mixed with the Old Latin readings) was received and survived. Simultaneously, the study reveals high levels of textual circulation and interregional cultural communication in North Africa, Spain, Gaul, and beyond. In Chapter 5, we examine the indirect evidence, focusing on Priscillian of Avila. While we rehabilitate Priscillian’s citation of the CJ, the earliest and most extended surviving indirect witness, as one recension in Spain, our examination of the indirect evidence also shows that there are at least three receptions of the CJ—(1) the terrestrial witness (in terra), a simple addition to the three witnesses in v.7a; (2) the celestial witness (in caelo), a further addition in v.8a, pointing to the trinitarian “heavenly witnesses,” and (3) a combination, which is the CJ properly so-called and eventually attested in the Vulgate. Finally, in Chapter 6, we explore the patristic interpretations of 1 John 5:6-8 (and John 19:34), which are laden with sacramental and ecclesiological connotations. In the second and third centuries, Tertullian, Cyprian, and Ps.-Cyprian expounded the baptismal interpretation with 1 John 5:6-8, and in the fourth century, Ambrose and Augustine crystalized trinitarian interpretations. Ambrose emphasized the divinity of the Spirit as the heavenly efficacy of the baptismal sacrament, which differentiated the invisible and visible realia of the sacraments. Augustine further developed his trinitarian interpretation of 1 John 5:6-8, grounded in incarnational theology of the Johannine turn; “the three” (tres) thus became the “signs” (signa) of the divine mystery of the Trinity. The CJ text could be another attempt to elucidate the crux interpretationis of 1 John 5:6-8. Exploring the patristic interpretations of these passages revealed the significance of the “lived life” of early Christian communities, which contemporary scholarship has somewhat devalued. This study thus reveals a forgotten sociocultural and religious history along with a journey of the CJ text. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Orientador: Fabiana Cristina Komesu / Banca: Júlio César Rosa de Araújo / Banca: Luciani Ester Tenani / Resumo: Fundamentado na noção de heterogeneidade da escrita (CORRÊA, 2004) e de gêneros do discurso (BAKHTIN, 1997), este trabalho objetiva descrever as características linguísticas de um conjunto de "conversas" on-line coletadas em um bate-papo virtual em aberto destinado a crianças entre 08 e 12 anos de idade. Com enfoque na pontuação e, principalmente, na ausência de vírgulas (em lugares em que vírgulas poderiam ser utilizadas pelos escreventes), observa-se que os usos não-convencionais de vírgulas, nos enunciados digitais, evidenciam o trânsito do escrevente de bate-papo virtual entre práticas orais/faladas e práticas letradas/escritas. As ausências de vírgulas, como recurso de pontuação, foram sistematizadas em duas regularidades mais gerais: ausência total de vírgulas e "quebras de linhas". É possível observar essas regularidades ora como "marcas" da relação entre oralidade/fala e letramento/escrita, empreendida pelo escrevente, e ora como tentativas de "apagamento" de uma possível relação (intersemiótica) que poderia ser estabelecida entre oralidade/fala e letramento/escrita por meio do uso (convencional) de vírgulas. Para estabelecer recurso de comparação entre os aspectos orais/falados e a ausência de vírgulas na escrita digital, utiliza-se, como ferramenta de análise, o modelo de fonologia prosódica (NESPOR & VOGEL, 1986). A hierarquia prosódica - sobretudo, as características dos constituintes mais altos, frase entoacional e enunciado fonológico - serve como critério metodológico para a comparação entre ritmo da fala, organizado pelos constituintes prosódicos, e ritmo da escrita (CHACON, 1998), organizado pelos sinais de pontuação. Na análise de dados, buscou-se uma abordagem qualitativa e quantitativa, a qual possibilitasse a apreensão tanto... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Fundamented in the notion of heterogeneity of writing (CORRÊA, 2004) and of genres of discourse (BAKHTIN, 1997), this dissertation aims at describing the linguistic features of a set of online "chats" collected in an open web chat for children between 08 and 12 years of age. Focusing on punctuation and, principally, on the absence of comma (in occasions which the comma could be used), we observe that the non-conventional uses of comma in the digital utterances is an evidence of the shift between oral practices and written practices by the web chat writer. The absence of comma, as a punctuation resource, was systematized in two general regularities: total absence of comma and "breaks". It is possible to understand these regularities as "signs" of the relation between orality/speaking and literacy/writing or as an attempt of "deleting" a possible (intersemiotic) relation that could be established as a resource of comparison between orality/speaking and literacy/writing through the conventional use of commas. In order to establish a resource of comparison between the oral/spoken aspects and the absence of commas in the digital writing, the model of prosodic phonology (NESPOR & VOGEL, 1986) is used as a tool of analysis. The prosodic hierarchy, above all the characteristics of the higher constituents, intonational phrase and phonological utterance, works as a methodological criterion for the comparison between rhythm of speaking, organized by the prosodic constituents, and the rhythm of writing (CHACON, 1998), organized by the punctuation signs. In the data analysis, we searched a qualitative and quantitative approach that would enable the apprehension of residual signs of the relation subject/language and of more general traces of these utterances in respect to the absence of commas, which point to the characteristics of the open web chat as a genre of discourse. / Mestre

Orientador: Luciani Ester Tenani / Resumo: Esta tese busca compreender a relação existente entre o emprego de vírgula considerado “erro”, conforme gramática normativa, e os efeitos de sentidos percebidos por meio desses empregos em enunciados escritos produzidos em ambiente escolar. Para tanto, este trabalho objetivou investigar as possíveis relações entre sentidos do enunciado escrito e o emprego não-convencional de vírgula por meio de análises qualitativas desse tipo de uso de vírgula. O corpus desta pesquisa conta com vinte textos de dez alunos em processo de escolarização no final do Ensino Fundamental e no início do Ensino Médio em uma escola situada no interior de São Paulo e outra no interior do Acre, respectivamente. Fez-se tanto a descrição dos textos que compõem o corpus desta pesquisa como dos contextos de produção desses. Posteriormente, levantou-se os usos de vírgula nos textos classificando-os, sintaticamente, conforme prescrição da norma vigente, como convencionais ou não convencionais. Entre estes últimos, foram observados usos desta pontuação tomados como “erros” na gramática prescritiva, por exemplo: emprego de vírgula entre sujeito e predicado, nome e complemento, verbo e complemento etc. Os dados de uso não convencional passaram por análise lógico/semântica para averiguar as possíveis relações dessa natureza indiciadas por meio dos usos de vírgula pesquisados. A escolha metodológica em analisar os usos não-convencionais de vírgula justifica-se por possibilitarem a recuperação de processos linguísti... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis arose from the need to identify and understand reasons why students present difficulties in using a comma in a recurring manner. To identify and understand these reasons, this study objectived to investigate the unconventional use of comma in texts of students in the process of schooling at the end of Elementary School and in beginning High School. We consider that the function of the school is to contribute to the student reaching the standard norm in order to manipulate his writing in a conscious way that the arrangements made in writing produce several meanings depending on, among other aspects, the use of the comma. In order to achieve this objective, we have researched what is recommended in the official national and state education documents for the conventional use of the comma, and we are confronted with occurrences of comma in the texts of students of the last year of Elementary School in the State of São Paulo and texts by students of the first year of High School in the State of Acre, Brazil. After surveying the conventional and unconventional uses of the comma, we relate these uses with genres requested to produce the texts and seek to establish relations with the conditions of written production, based on indications that answer our questions. In order to interpret the data, we start from the theoretical framework about one of the types of literacy, the school, because they are institutionalized reading and writing practices that constitute as a right... (Complete abstract click electronic access below) / Doutor

Little thought has been given to asyndeton in modern texts, including the translated text. In fact, if manuals on French-to-English translation even mention this troublesome case of punctuation, they almost certainly warn the student translator against replicating it in English, even in literary translation. Writing norms would forbid it, they warn. It would be taken as merely a sloppy case of comma use. Although asyndeton is typically considered a faux pas in English, replicating it may not always be a mistake. Inspired by Québécoise author Catherine Harton’s Traité des peaux (an especially asyndetic collection of short stories published in 2015), this thesis aims to study how asyndeton may be successfully translated from French into English in literary texts. To do so, it adopts Sperber and Wilson’s relevance theory, noting how this theory not only accounts for poetic effects but also provides a principle that can guide translators as they seek to replicate these effects. This thesis then uses relevance theory to analyze cases of asyndeton drawn from three stories in Harton’s collection. The study concludes that there are at least six cases where asyndeton may be effectively translated as asyndeton in literary texts.

Orientador: Charlotte Marie Chambelland Galves / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T03:43:13Z (GMT). No. of bitstreams: 1 Yano_CynthiaTomoe_M.pdf: 1425568 bytes, checksum: 4e23bdff6f9157ebb8d5279dd5e237e5 (MD5) Previous issue date: 2013 / Resumo: O presente trabalho tem como objetivo compreender melhor o funcionamento do sistema de pontuação do português europeu do período do século XVI ao século XIX, focalizando a análise do emprego da vírgula antes de oração completiva verbal e oração completiva nominal. A escolha desses contextos de uso da vírgula não foi fortuita e se deu por duas razões: primeiro, pela dificuldade dos gramáticos, até o início do século XVIII, em definir as diferenças entre as orações completivas e as relativas restritivas e explicativas e, portanto, o uso de vírgula nesses tipos de construções também, e segundo, pela variação no uso de vírgula que se observa em textos literários escritos e publicados na época. Para a análise foi realizada a leitura de gramáticas e tratados de ortografia publicados do século XVI ao XIX e foi selecionado um corpus composto por quatorze textos de autores portugueses nascidos no mesmo período, do século XVI ao XIX, no qual foram realizadas buscas por todas as sentenças em que ocorrem os tipos de construções citados acima, precedida e não precedida por vírgula, com o auxílio da ferramenta de busca Corpus Search. Todos os dados, posteriormente, foram classificados segundo dois critérios: o primeiro de acordo com o ano e a presença ou não de vírgula antes da oração completiva, e o segundo de acordo com a presença ou não de um elemento interpolado entre o verbo e a oração completiva. Após a análise dos resultados, observou-se que a maioria dos dados tinha como verbo regente um verbo dos tipos de discurso, de pensamento ou de opinião, típicos de discurso relatado. Isso levou à hipótese e à confirmação de que a vírgula possuía mais uma função: de introduzir discurso relatado, além das descritas pelos gramáticos e ortografistas, que foi corroborada pelo fato de haver, nos mesmos textos, ocorrências com os mesmos verbos seguidos de dois pontos, que tem como função primeira introduzir citações e discursos indiretos na escrita. Além disso, notou-se também que, a partir do século XVIII, há uma queda progressiva na porcentagem de ocorrências com orações completivas precedidas por vírgula. Apesar do que as gramáticas da época mostram e alguns estudos, como o de Rocha (1997), afirmam, o modo de empregar a vírgula teria sofrido modificações desde a primeira metade do século XVIII, e não a partir do século XVII e nem mais tarde, a partir da segunda metade do século XVIII. Outro resultado interessante a que se chegou com este estudo, ainda que não seja categórico, foi o de que a variação no uso da vírgula entre uma oração completiva e o verbo que a rege nos textos quinhentistas e seiscentistas, embora à primeira vista pareça aleatória, poderia ter como motivação a presença ou não de um elemento seguindo o verbo. A análise pareceu mostrar que, quando não há nenhum elemento interpolado a preferência é pela não colocação de vírgula antes da oração completiva e quando há um elemento, a colocação de vírgula é mais frequente. Já quanto aos textos setecentistas e oitocentistas, foram poucos os casos com vírgula encontrados e desses, a maioria apresenta uma configuração bastante diferenciada, ou com uma oração relativa, uma oração parentética ou um vocativo, que devem obrigatoriamente ser isolados por pontuação, ou são ambíguos, podendo a oração completiva ser interpretada como complemento do verbo que a precede imediatamente ou como complemento ou adjetivo do verbo ou nome da oração anterior / Abstract: The objective of this study is to gain a better understanding of how the punctuation system of European Portuguese worked from 16th to 19th centuries, focusing on the analysis of the use of the comma before completive clauses selected by verb and noun. These contexts of use of the comma were chosen for two reasons: first, because of the difficulty the grammarians had in defining the differences between completive clauses and restrictive and explicative relative clauses and, therefore, the use of the comma in these contexts; and second, because of the variation in the use of the comma in literary texts written and published in the same period of time. For the analysis, we read grammars and orthography treatises published from 16th to 19th centuries and built a corpus composed of fourteen texts written by Portuguese authors born in the same period of time, in which we searched for all the sentences with a completive clause preceded or not by a comma with the help of the program Corpus Search. All data collected were, afterwards, classified according to two criteria: the author's birth year and whether there was a comma before the completive clause and whether there was an element interpolated between the verb and the completive clause. After analyzing the results, we observed that in most of the data the regent verb was a verb of discourse, thought or opinion, typical of reported speech. That led to the hypothesis that the comma had one more function, besides the one described by grammarians and orthographists: to introduce reported speech. That hypothesis was corroborated by the fact that in the same texts there are instances of the same type of verbs followed by a colon, whose main function is to introduce quotations and indirect speech in written texts. Moreover, we also noticed that from the 18th century on the percentage of instances of a completive clause preceded by a comma declines progressively. Besides what grammars and some works, like Rocha (1997), say, it seems that the use of the comma changed in the first half of the 18th century, and not from the 17th century on nor later, from the second half of the 18th century on. Another interesting result of this research, even though it is not categorical, was that the variation in the use of the comma between a completive clause and the regent verb in the 15th and 16th century texts is not random, but could be motivated by the presence or not of an element following the verb. The analysis showed that when there wasn't an element interpolated, the preference was not to put a comma before the completive clause, and when the element was present, the use of the comma was more frequent. In the 18th and 19th centuries texts only a few data with comma were found, of which most have a relative clause, a parenthetical clause or a vocative that must be isolated by a comma, after the verb, or are ambiguous and the completive clause may be interpreted as a complement of the preceding verb or as a complement or adjective of the verb of noun of the preceding clause / Mestrado / Linguistica / Mestra em Linguística

The aim of this study is to analyse how pupils in grade three use punctuation and howthey divide texts into sentences. The material in the study consists of 41 texts by pupils,divided into two types: narrative text and analytical text, written both by pupils withSwedish as their first language and by pupils with Swedish as their second language. Inthe study the pupils’ use of connectives and comma splices has been studied, and therelationship between graphical and syntactical sentences in the texts. The studycompares the results for narrative and analytical texts and the differences between L1and L2 pupils. The study is a follow-up of Per Ledin’s (1998) study of pupils’ use ofpunctuation in the low and intermediate levels of compulsory, and therefore the resultsof this study are compared with those obtained by Ledin. This study shows that in thisrespect L1 and L2 pupils produce texts that do not differ to any great extent. The mostprominent differences between the types of text are that the narrative texts have aclearer flow and a seemingly more logical link between sentences and clauses than theanalytical texts. The results of this study largely agree with Ledin’s results.

This thesis presents a study of stochastic models of continuous review of inventory systems of perishable and non-perishable products, as well as inventory systems operating in random environment. It contains five chapters. The first chapter is introductory in nature, containing the motivation for the study and the techniques required for the analysis of respective models described in the remaining chapters. Chapter 2 provides a model of perishable product inventory system operating in a random environment. For the sake of simplicity, the stochastic environment is considered to alternate randomly over time between two states 0 and 1 according to an alternating renewal process. When the environment is in state k, the items in inventory have a perishable rate ìk, the demand rate is ëk and the replenishment cost is CRk. The performance of various measures of the system evolution are obtained, assuming instantaneous replenishment at the epoch of the first demand after the stock-out and associating a Markov renewal process with the inventory level. In Chapter 3, a continuous review single product perishable inventory model is considered. Items deteriorate in two phases and then perish. Independent demands occur at constant rates for items in phase I and in phase II. Demand that occurs for an item in phase I during its stock-out period is satisfied by an item in phase II with some probability. However a demand for an item in phase II occurring during its stock-out period is lost. The reordering policy is an adjustable (S,s) policy with the lead-time following an arbitrary distribution. Identifying the stochastic process as a renewal process, the probability distribution of the inventory level at any arbitrary instant of time is obtained. The expressions for the mean stationary rates of demands lost, demands substituted, perished units and scrapped units are also derived. A numerical example is considered to highlight the results obtained. Chapter 4 is a study of a two-commodity inventory system under continuous review. The maximum storage capacity for the i-th item is Si (i=1, 2). The demand points for each commodity are assumed to form an independent Poisson process, with unit demand for one item and bulk demand for the other. The order level is fixed as si for the i-th commodity (i=1, 2) and the ordering policy is to place an order for Qi (= Si – si , i = 1,2) items for the i-the commodity when both the inventory levels are less than or equal to their respective reorder levels. The lead-time is assumed to be exponential. The joint probability distribution for both commodities is obtained in both transient and steady state cases. Various measures of systems performance and the total expected cost rate in the steady state are derived. The results are illustrated with numerical examples. Chapter 5 provides an analysis of a continuous review of two-product system with two types of demands and with individual (S,s) ordering policy. The lead-time distribution of product 1 is arbitrary and that of product 2 exponential. Two types of demands occur at constant rates either for both products or for product 2 alone. Expressions for the stationary distribution of the inventory level are obtained by identifying the underlying stochastic processes as a semi-regenerative process. The mean stationary rates of the lost demands, the demands that are satisfied and the number of reorders are obtained and these measures are used to provide an expression for the cost rate. The main objective of this thesis is to improve the state of art of continuous review inventory systems. The salient features of the thesis are summarized below: <ul>(a) Consideration of</ul> <ul>(i) The impact of the stochastic environment on inventory systems;</ul> <ul>(ii) The interactions existing among the products in multi-product systems;</ul> <ul>(iii) Individual and joint-ordering policies;</ul> <ul>(b) Discussion of inventory systems with perishable products; </ul> <ul>(c) Effective use of the regeneration point technique to derive expressions for various system measures;</ul> <ul>(d) Illustration of the various results by extensive numerical work;</ul> <ul>(e) Relevant optimization problems</ul> / Thesis (PhD (Industrial Engineering))--University of Pretoria, 2006. / Industrial and Systems Engineering / unrestricted