Prescriptions for effective display of quantitative information involving more than two variables are not available. To explore the effectiveness of retinal variables in facilitating the interpretation of information and decision making when used in conjunction, a study with 135 participants was conducted. The study involved the use of color shape, color value, and value shape as retinal variables in interactive displays that required participants to answer nine questions in three levels of complexity (identification of data points, analyses of local comparisons and global trends). Time-on-task scores and performance scores were measured. In addition, a View Clamp eye tracker system was used and 12 out of the 135 participants completed the task of answering questions while their eye movements were recorded. Repeated measures analysis followed by multiple comparisons of means showed that participants in the color and shape group performed significantly better and faster than color/value and shape/value groups only for questions that involved studying global trends and decision making (level 3). The shape and value group was significantly faster than color and shape group in answering level 1. Color and value as retinal variables produced results that indicated that the two variables when used in conjunction could be suitable for display of data that involved comparison. This needs to be explored further. Eye movements provided further evidence to the feature integration theory (Treisman, 1982) and showed feature search occurred right away as participants entered the display. 78% of those who reported mental strategies indicated that they identified the features used in the display first.

This dissertation analyzes the production and functions of the conjunctions and, but, so, and then as discourse markers in English as a Second Language (ESL) students' oral narratives. Two types of narratives are analyzed: a non-guided, or spontaneous narrative, and a picture-guided-narrative. Narratives of forty three ESL students are included in the analysis as well as narratives from six native speakers.This study indicates that l) the ESL students attach a narrowly defined meaning to and, but, so, and then, 2) the ESL students use and, but, so, and then to link previous sentences or ideas. or refer back to ideas, less than for any other function, 3) the ESL students do not use a greater number of occurrences of and, but, so, and then in the picture-guided-narrative than in the non-guided-narrative, and 4) the ESL students misuse conjunctions in similar ways regardless of their native language (LI ); that is, although the influence from a student's Ll may result in specific problems of transfer, some patterns of conjunction errors are unrelated to the Ll and may be indicative of a more general problem. / Department of English

This Diploma thesis investigates the form and meaning of time clauses in present written English. The thesis focuses mainly on the area of time conjunctions, the mode and frequency of their application and it refers to stylistic preferences of certain conjunctions. The Diploma thesis deals with rendering of real time relations by particular conjunctions, semantic and grammar limitations of using some conjunctions with some predicates{\crq} forms of main or subordinate clauses, using of tenses and their behaving in sequence of tenses. Diploma thesis sets itself an aim to point out some exceptions of using rules and show some examples of using time clauses functioning as different types of subordinate clauses. The theoretical part of the thesis is based on study of relevant literature, the practical part then is based on my own investigation for which the present written materials made by native speakers from different styles to represent both the formal and the informal English (novels, academic prose and newspapers) were used.

Made available in DSpace on 2017-07-10T18:55:32Z (GMT). No. of bitstreams: 1 Glaci.pdf: 1448430 bytes, checksum: a13c59fb36adf9b7a0e0630ea699d3d8 (MD5) Previous issue date: 2013-03-01 / This research is a deployment of the project Theoretic reflection and application in classroom: linguistic analysis as a support in text production of a Parana state public school, developed in partnership with Fundação Araucária in 2011. The project s goal was to develop in the 9th year students of the basics education the argumentative writing production, and had as a theoretic contribution the studies of the Argumentative Semantics and Textual Linguistics, supporting theoretic basis present also in the analysis showed in this paper. Our participation in the research enabled checking at the surveyed students writing how the argumentative development occurred, especially in the coordinative conjunctions were triggered in the writing and rewriting process and how the students react in face of the developed activities. After the student s material production analysis, we selected as corpus of this research, the texts produced by two students, the subjects of this research, one text in the redação escolar genre, produced before the project s intervention, and, the last version of the scientific article genre, produced during the research activities. The performed analysis allowed verify that there is an argumentative enunciation directed by coordinative process in the surveyed written production, and that there was a significant use of these elements after the pedagogical activities developed by the application of the project. Also, we perceived the subordination elements linked to the argumentative process. We noticed that the scientific article genre was assimilated in its more general aspects, what show good acceptance by students about the text that reminds scientific research. / Esta pesquisa é um desdobramento do projeto Aplicação e Reflexão Teórica na Sala de Aula: Análise Linguística como Suporte para a Produção de Textos de Alunos de uma Escola Pública do Estado do Paraná, desenvolvido em parceria com a Fundação Araucária em 2011. O objetivo do Projeto foi desenvolver a produção escrita argumentativa nos alunos do 9º ano, do Ensino Fundamental, e teve como aporte teórico estudos da Semântica Argumentativa e da Linguística Textual, base teórica que sustenta, também, as análises presentes neste trabalho. Nossa participação na pesquisa possibilitou verificar como ocorreu o desenvolvimento da argumentação na escrita dos alunos pesquisados, com enfoque nas conjunções coordenativas no processo de escrita e reescrita e como os alunos reagiram diante das atividades desenvolvidas. Depois das análises do material produzido pelos alunos, selecionamos, para constituir o corpus desta pesquisa, textos produzidos por dois alunos, sujeitos deste estudo, sendo um texto do gênero redação escolar , produzido antes da intervenção do Projeto, e a última versão vinculada ao gênero artigo científico , produzida durante as atividades de pesquisa. As análises realizadas permitiram verificar que há enunciados argumentativos encaminhados pelos processos coordenativos nas produções escritas pesquisadas e que houve uso expressivo desses elementos após a aplicação das atividades pedagógicas desenvolvidas pelo Projeto. Foi constatado, também, o uso de elementos de subordinação vinculados ao processo argumentativo. Percebemos que o gênero artigo científico foi assimilado em seus aspectos mais gerais, o que demonstra boa aceitação dos alunos com relação à finalidade de um texto que evoque pesquisa científica.

Made available in DSpace on 2017-07-10T18:55:41Z (GMT). No. of bitstreams: 1 Glaci Terezinha.pdf: 1448428 bytes, checksum: f2be9b95abc921af623239644b95c6f3 (MD5) Previous issue date: 2013-03-11 / This research is a deployment of the project Theoretic reflection and application in classroom: linguistic analysis as a support in text production of a Parana state public school, developed in partnership with Fundação Araucária in 2011. The project s goal was to develop in the 9th year students of the basics education the argumentative writing production, and had as a theoretic contribution the studies of the Argumentative Semantics and Textual Linguistics, supporting theoretic basis present also in the analysis showed in this paper. Our participation in the research enabled checking at the surveyed students writing how the argumentative development occurred, especially in the coordinative conjunctions were triggered in the writing and rewriting process and how the students react in face of the developed activities. After the student s material production analysis, we selected as corpus of this research, the texts produced by two students, the subjects of this research, one text in the redação escolar genre, produced before the project s intervention, and, the last version of the scientific article genre, produced during the research activities. The performed analysis allowed verify that there is an argumentative enunciation directed by coordinative process in the surveyed written production, and that there was a significant use of these elements after the pedagogical activities developed by the application of the project. Also, we perceived the subordination elements linked to the argumentative process. We noticed that the scientific article genre was assimilated in its more general aspects, what show good acceptance by students about the text that reminds scientific research / Esta pesquisa é um desdobramento do projeto Aplicação e Reflexão Teórica na Sala de Aula: Análise Linguística como Suporte para a Produção de Textos de Alunos de uma Escola Pública do Estado do Paraná, desenvolvido em parceria com a Fundação Araucária em 2011. O objetivo do Projeto foi desenvolver a produção escrita argumentativa nos alunos do 9º ano, do Ensino Fundamental, e teve como aporte teórico estudos da Semântica Argumentativa e da Linguística Textual, base teórica que sustenta, também, as análises presentes neste trabalho. Nossa participação na pesquisa possibilitou verificar como ocorreu o desenvolvimento da argumentação na escrita dos alunos pesquisados, com enfoque nas conjunções coordenativas no processo de escrita e reescrita e como os alunos reagiram diante das atividades desenvolvidas. Depois das análises do material produzido pelos alunos, selecionamos, para constituir o corpus desta pesquisa, textos produzidos por dois alunos, sujeitos deste estudo, sendo um texto do gênero redação escolar , produzido antes da intervenção do Projeto, e a última versão vinculada ao gênero artigo científico , produzida durante as atividades de pesquisa. As análises realizadas permitiram verificar que há enunciados argumentativos encaminhados pelos processos coordenativos nas produções escritas pesquisadas e que houve uso expressivo desses elementos após a aplicação das atividades pedagógicas desenvolvidas pelo Projeto. Foi constatado, também, o uso de elementos de subordinação vinculados ao processo argumentativo. Percebemos que o gênero artigo científico foi assimilado em seus aspectos mais gerais, o que demonstra boa aceitação dos alunos com relação à finalidade de um texto que evoque pesquisa científica

Made available in DSpace on 2017-07-10T18:56:05Z (GMT). No. of bitstreams: 1 Sof_ia.pdf: 10655295 bytes, checksum: 601f51b951b35cde0bbc284b756764bb (MD5) Previous issue date: 2016-10-03 / The present thesis has analyzed texts produced in 2011 by students of the ninth grade of Campo São João School in Cascavel, Paraná, following the intervention of the teacher and researcher Dr. Aparecida Feola Sella. The corpus of this research is the result of the project ART - Application and Theoretical Reflection in Classroom, which anchors itself in a methodology of production of argumentative texts that prioritize the semantic aspect of the language; more specifically, in the use of coordinating and subordinating conjunctions responsible for the argumentative chain, in a polyphonic movement of different enunciators. This proposal runs counter to what grammar traditionally conceives about the use of conjunctions. Rather than connecting sentences by coordinating or subordinating them, conjunctions convey meanings and are responsible for the argumentative direction of the text, bringing different points of view to the surface. Hence, in the application of the ART project and in the analyzes of this research, a semantic theory, Ducrot's Theory of Argumentation in Language (TAL) (1887, 1889) is taken as theoretical support. For Ducrot, the argumentative process originates in the linguistic elements themselves. The analysis carried out also finds support in Textual Linguistics, especially in the contributions of Koch (2001, 2006, 2008, 2009, 2010, 2011), since for this theory the text is considered as the central object of teaching. In the interventions of the ART project, the students were motivated to write scientific articles, according to basic structure that consists of title, abstract, keywords, comments, considerations, references. The presence of enunciators responsible for differentiated argumentative places were proposed for the analysis of the selected texts: Critical enunciator (Ec), Naive enunciator (Ei), Generic enunciator (Eg), which point to the form of engagement arranged by the students. In contrast to the studies of Traditional Grammar, specifically regarding the use of conjunctions, understood in this research as articulators of argument, the proposal can serve to mark a more conscious textual production / A presente tese tem como matéria-prima de análise textos produzidos, em 2011, por alunos do nono ano da Escola do Campo São João, em Cascavel, Paraná, a partir da intervenção da professora e pesquisadora Doutora Aparecida Feola Sella. O corpus desta pesquisa é resultado do projeto ART Aplicação e Reflexão Teórica em Sala de Aula, o qual ancora-se em uma metodologia de produção de textos argumentativos que prioriza o aspecto semântico da linguagem; mais especificamente, na utilização de conjunções coordenativas e subordinativas responsáveis pelo encadeamento argumentativo, num movimento polifônico de diferentes enunciadores. Essa proposta foge ao que tradicionalmente concebe a gramática quanto ao uso das conjunções. Mais do que ligar orações, coordenando-as ou subordinando-as, as conjunções veiculam sentidos e são responsáveis pelo direcionamento argumentativo do texto, trazendo à tona diferentes pontos de vista. Daí que, na aplicação do projeto ART e nas análises deste trabalho de pesquisa, toma-se como suporte teórico uma teoria semântica, a Teoria da Argumentação na Língua (TAL), de Ducrot (1887, 1889). Para Ducrot, o processo argumentativo origina-se nos próprios elementos linguísticos. As análises realizadas também encontram amparo na Linguística Textual, notadamente nas contribuições de Koch (2001, 2006, 2008, 2009, 2010, 2011), uma vez que, para essa teoria, o texto é tido como objeto central de ensino. Nas intervenções do projeto ART, os alunos foram motivados a escreverem artigos científicos, conforme estrutura básica que consiste em título, resumo, palavras-chave, comentários, considerações, referências. Para análise dos textos selecionados propôs-se a presença de enunciadores responsáveis por lugares argumentativos diferenciados: Enunciador crítico (Ec), Enunciador ingênuo (Ei), Enunciador genérico (Eg), os quais acenam para a forma de engajamento disposta pelos alunos. Em contraposição aos estudos da Gramática Tradicional, especificamente no que tange ao emprego das conjunções, entendidas, nesta pesquisa, como articuladoras de argumentação, a proposta pode servir para balizar uma produção textual mais consciente

Esta dissertação tem como objetivo investigar a presença das conjunções em um livro didático de língua italiana para estrangeiros. O material analisado consiste em textos argumentativos, com suas respectivas atividades, presentes nos três volumes da coleção Arrivederci!. Quanto ao aspecto teórico, procuramos apresentar definições de sujeito, língua, texto (KOCH, 2011a, MARCUSCHI, 2008) e argumentação, assim como modelos de competência comunicativa (BACHMAN, 2003; CELCE-MURCIA,2007). Ainda como fundamentação teórica, apresentamos um panorama comparativo das orações coordenadas e subordinadas da língua portuguesa e da língua italiana, bem como taxonomia das conjunções em ambas as línguas. Do ponto de vista metodológico, selecionamos os textos de caráter argumentativo presentes nos livros didáticos selecionados para o estudo, com base na presença de operadores modais (KOCH, 2011b) e elaboramos uma tabela para cada um dos três volumes da coleção, contendo: o número da unidade didática, a seção relativa a cada texto argumentativo, a modalidade (oral ou escrita), a quantidade, a listagem das conjunções e as atividades relacionadas a cada texto argumentativo. Quanto aos resultados obtidos, observamos que há pouca relação entre os textos argumentativos e atividades de produção escrita, potencialmente importantes para o desenvolvimento da competência linguística (SCHNEUWLY&DOLZ, 2004). Verificamos ainda, que os textos argumentativos estão desvinculados da sistematização das conjunções e de atividades explicitamente voltadas para o seu uso. O próprio Quadro Europeu Comum de Referência para as Línguas, base para o planejamento e para a elaboração de materiais didáticos, menciona o ensino da habilidade de argumentar apenas a partir do nível B2. Como último resultado deste estudo, mencionamos o descompasso entre a opinião dos professores sobre a necessidade de trabalhar sistematicamente com as conjunções desde os níveis iniciais e o baixo percentual de atividades e explicitações sobre as conjunções nos livros didáticos analisados. / The main goal of this dissertation is to investigate the presence of conjunctions in a textbook of Italian as a foreign language. The analyzed material are argumentative texts with their activities on the three volumes of the collection book Arrivederci!. As for the theoretical aspects, we try to present definitions of subject, language, text (KOCH, 2011a; MARCUSCHI, 2008) and argumentation, as well as the models of communicative competence (KOCH, 2011b; BACHMAN, 2003; CELCE-MURCIA, 2007). We present also for the theoretical aspects a comparative panorama of the coordinated and subordinated clauses in Portuguese and Italian and the conjunctions taxonomy in both languages. At the methodological point of view, we selected the texts in the textbooks that have had an argumentative character, it based on the presence of modals operators (KOCH, 2011b) and we made a table for each one of the volume in the collection. It had: the number of the unit, the section related of the argumentative text, the modality (oral or written), the quantity, a list of conjunctions and the activities related for each argumentative text. As for the results, we observed there is a little relation between the argumentative texts and those written activities, potentially important for the development of language skills (SCHNEUWLY & DOLZ, 2004). We also note, that the argumentative texts are unlink with the conjunctions systematization and activities focused for their use. The Common European Framework of Reference for Languages: Learning, Teaching, and Assessment (CEFR) cited the teaching of the argumentation ability on only from level B2. As the last result of this study, we mentioned the gap between the views of teachers on the need to work the conjunctions systematically from the beginners levels and the low percentage of activities and explanations about the conjunctions in the textbooks analyzed.

M.A. (African Languages) / Please refer to full text to view abstract

<p>    </p> <p>Space has become ever more crowded since the launch of Sputnik. The need for predictions of possible collisions between space objects has only ever grown. The development of space, particularly around Earth, increases the density of space objects and skyrockets the number of close approaches between these objects, called conjunctions. This investigation is conducted in the context of probability dilution, a phenomenon leading to a false negative collision prediction where increasing positional uncertainty decreases the predicted likelihood of a collision. Dilution is investigated along two avenues: how to generate accurate collision predictions in an efficient manner and how to obtain better input data with which to make these predictions. Along the first avenue, this research presents a novel analytical rectan- gular probability of collision expression as well as a variety of new covariance scale factor formulations for maximum collision probability that indicate the maximum possible collision risk for any conjunction. Along the second avenue, this research tests new sensor tasking regimes to mitigate dilution, ultimately showing that while dilution can be reduced, shrink- ing the positional covariance through optimal measurement updates may not be enough to avoid false negatives in orbital conjunctions. </p>

The aim of this dissertation is to study differences and correspondences in the syntactic structures in two Danish translations of the Bible which were made in two fundamentally different times; this means in the first complete translation of the Bible into Danish, the so-called Christian III Bible from the year 1550, and in the contemporary translation of the Bible from the year 1992. The studied corpus is represented by the Gospel of John. The main areas of research are word order in main clauses and subordinate clauses, and use of conujunctions in chosen types of subordinate clauses. The work points out the possible influence of its translation template, the Luther Bible from the the year 1545, on the syntax of the Christian III Bible. Key terms: Christian III Bible, 1992 Bible, conjunctions, word order, syntax, diachrony