Abstract The present study aims to examine one of the main components of honour-related violence, the previously disregarded – honor-contextualized rumour/gossip, by examining the process with which rumours/gossip advance within and through-out the honour-related social collective and its purposes for, and effects on, the mechanism of violence and oppression that permeates the collective. This study is based on hermeneutic premises and is constructed on ten semi-structured interviews with respondents in the ages 18 – 25 whom for an extensive period of time have been subjected to honour-related violence victimization. The findings show that rumour/gossip is equal to the process of raising the public awareness of individuals who resort to alleged or actual norm-deviant behavior. Consequently there is a connection between rumour/gossip and the publics’ appraisal of its members thus rendering rumour/gossip crucial to the occurrence of honour related violence. Rumour/gossip is utilized by the members of the collective as a means of maneuvering the public eye, as it permits them to control on whom the eye of the public focuses, to various extents. Rumour/gossip is used in offensive and defensive purposes. Rumour/gossip as well as honour related violence occurs with the prospect of influencing the members positioning within the collectives’ status-/power hierarchy, by enabling dethronement and advancement through the appraisal of the public eye. Rumour/gossip is a key component in determining whether an act of violence should be labeled as honour-related, as it attests the appraisal of the public that the perpetrator, in the act of violence, takes in consideration. The social services’ investigatory work and riskassessment must take in consideration the occurrence of rumour/gossip in each case. The present study should be seen as a theoretical instrument for investigatory social workers in social services in their highly complex undertaking of determining whether a case should be met and treated such as conditioned by a variety of parental authoritarian methods of limitation in a youths’ emancipatory process or if the case is conditioned by a social context wherein the victimized members are subjected to a violence and oppression mechanism – if the case should be labeled as honour related violence and oppression. Key words: honour related violence and oppression, honour-contextualized rumour/rumor/gossip, gossip mongering, ostracizing of a third party, reputation, the public eye, public awareness, collective, collective consciousness, status-/power hierarchy / Sammanfattning Föreliggande studies syfte var att undersöka en av hederskulturens, tidigare outforskade, centrala empiriska komponenter – den negativa ryktesspridningen. Detta genom att betrakta ryktesspridningens inverkan på och betydelse för den kollektiva arenan och dess vålds- och förtryckarmekanik. Studien är hermeneutiskt orienterad. Tio semi-strukturerade intervjuer genomfördes med intervjupersoner i åldrarna 18-25 år, vilka har långvarig erfarenhet av hedersrelaterat våld och förtryck. Resultatet visar att ryktesspridning utgör den process med vilken offentligheten varseblivs om avvikande kollektivmedlemmar. Ryktesspridning är således förbundet med offentlighetens individbedömning och är därför fullständigt avgörande för förekomsten av hedersrelaterat våld och förtryck. Ryktesspridning används av kollektivmedlemmar likt en avledningsmanöver då den ger dem möjlighet att i varierande grad kontrollera mot vem eller vilka offentlighetens öga riktas. Ryktesspridning används i offensivt och defensivt syfte. Ryktesspridning likväl hedersvåldshandlingar sker i förhoppning om att genom offentlighetens bedömning påverka kollektivmedlemmars positionering inom den kollektiva arenans status-/makthierarki, det rör sig om att framkalla detronisering/avancemang. Ryktesspridning är själva navet i definitionen av huruvida en våldssituation ska etiketteras som hedersproblematik. Detta till följd av att den vittnar om förövarens hänsynstagande till offentlighetens bedömning av denna. Socialtjänstens utredningsarbete och bedömning av hotbild måste därför ta hänsyn till, för ärendet aktuell, ryktesspridning. Föreliggande studie ska ses som ett teoretiskt verktyg för utredare inom socialtjänst i åtagandet att bedöma huruvida ett ärendes huvudperson enbart är begränsad i sin ungdomliga frigörelseprocess, med en uppsättning auktoritära gränssättningsmetoder, eller om denne är fången i en kollektiv vålds- och förtryckarmekanism, det vill säga om denne är utsatt för vad som konstituerar hedersrelaterat våld och förtryck. Nyckelord: hedersrelaterat våld och förtryck, hederskontextualiserad negativ ryktesspridning, ryktesspridning, skvaller, rykte, offentlighetens öga, kollektivt medvetande, den kollektiva arenan, status-/maktstruktur.

The purpose of this study was to assess learning in sixth grade students’ by gain scores in science and mathematics while participating in the integrative curriculum modules developed by the Partnership for Environmental Education and Rural Health (PEER) Program. The PEER Program is a collaboration between the College of Education and Applied Sciences, and the College of Veterinary Medicine at Texas A&M University. Two Integrated Curricular Modules provided the experimental treatment in this study. The alliance of the PEER Program and Texas A&M University has developed a middle school integrated curriculum based on sixth grade mathematics, science, English, reading and social studies TEKS (Texas Essential Knowledge and Skills)-based objectives. This multimedia curriculum incorporates the five disciplines into an adventure narrative featuring characters similar in dynamics to its targeted population, with problem-solving activities aimed to spark learning interests of students and emphasize skill development. Integrated learning allows students an alternative method to traditional or conventional ways of learning by conceptualizing the subject matter into more than one medium. Selected students who participated in this study were pre-tested with Texas Assessment of Knowledge and Skills (TAKS)-related instrumentation based on TEKS objectives. Their scores were recorded and some students were then selected to participate as the treatment group where they were taught the PEER Program’s integrated curriculum, patterned to correspond to TEKS’ objectives. Post-tests were administered to both groups, and gain scores were collected to evaluate and determine if there was evidence that the PEER Program was successful in improving the mastery of the TEKS objectives in mathematics and science. Results varied in this study with findings that supported the notions that the integrated PEER experimental modules had a positive, negative, and no effect on the experimental populations compared to the control, or untreated population. It is inconclusive to whether the integrated modules were effective in raising and improving test scores based on the preparatory curriculum. Inconsistencies in the results from this study imply that further research is needed.

If “a picture is worth a thousand words,” then a video may be worth a thousand pictures. Videos have been increasingly used in multiple applications, including surveillance, teleconferencing, learning and experience sharing. Since a video captures a scene from a particular viewpoint, it can often be understood better if presented within a larger spatial context. We call such interactive visualizations that combine videos with their spatial context "Contextualized Videos". Over recent years, multiple innovative Contextualized Video interfaces have been proposed to taking advantage of the latest computer graphics and video processing technologies. These interfaces opened a huge design space with numerous design possibilities, each with its own benefits and limitations. To avoid piecemeal understanding of the design space, this dissertation systematically designs and evaluates Contextualized Video interfaces based on a taxonomy of tasks that can potentially benefit from Contextualized Videos. This dissertation first formalizes a design space. New designs are created incrementally along the four major dimensions of the design space. These designs are then empirically compared through a series of controlled experiments using multiple tasks. The tasks are carefully selected from a task taxonomy, which helps to avoid piecemeal understanding of the effect of the designs. Our design practices and empirical evaluations result in a set of design guidelines on how to choose proper designs according to the characteristics of the tasks and the users. Finally, we demonstrate how to apply the design guidelines to prototype a complex interface for a specific video surveillance application. / Ph. D.

Cette thèse s’inscrit dans le cadre de la construction et de l’évolution de Topic Maps en tant que ressources sémantiques servant à l’organisation de contenus pluridisciplinaires et multilingues. Cette Topic Map vise à prendre en charge la variation du sens des termes afin d’assurer une meilleure recherche d’informations au sein d'un contenu. Une approche de visualisation de cette Topic Map a également été proposée. La problématique de cette thèse a découlé du programme FSP-Maghreb qui est un projet franco-maghrébin initié par la FMSH (Fondation Maison des Sciences Humaines et Sociales). Ce projet vise à promouvoir l'échange et le partage de connaissances dans le domaine des sciences humaines et sociales. Ce projet consiste en la construction et la mise en œuvre d’un Wiktionnaire (dictionnaire électronique implémenté sous la technologie wiki sémantique) multilingue et multiculturel pour les sciences humaines et sociales. / This thesis concerns the construction and the evolution of Topic Maps as semantic ressource used to describe and organise multidisciplinary and multilingual contents. This Topic Map aims to support variation of meaning to ensure a better information retrieval in content.The problematic of this research work is resulted from a project initiated by the FMSH called FSP-Maghreb. This project allows exchanges between Maghrebi and French researchers. It also allows the sharing of knowledge related to the two cultures and to the two societies in the human and social sciences. This project consists of the construction of an on-line multicultural and multilingual dictionary based on wiki technology.

The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate mathematically, b) estimate problem solutions, and c) solve applied story problems. Eight students with LD, ranging from 9 to 11 years of age, took part in the study. The students participated in a computer-presented interactive software program, which used contextualized problem solving to target the above skills. A multiple baseline research design was used to examine: (a) improvement, or lack thereof, of student skills in problem solving, estimation, and math communication abilities, (b) interactions among the three targeted components, (c) generalization of skills to more traditional (e. g., paper and pencil/teacher directed) formats, and (d) extended generalization of acquired skills. Implications of these findings are presented as well. / text

Submitted by FABIANA DA SILVA FRANÇA (fabiana21franca@gmail.com) on 2018-02-15T12:00:56Z No. of bitstreams: 1 Arquivo Total.pdf: 2862941 bytes, checksum: 24a6c7d3da7fd58177be929351f96981 (MD5) / Made available in DSpace on 2018-02-15T12:00:58Z (GMT). No. of bitstreams: 1 Arquivo Total.pdf: 2862941 bytes, checksum: 24a6c7d3da7fd58177be929351f96981 (MD5) Previous issue date: 2017-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study deals with Field Education in the Semi-Arid as Public Policy, highlighting the role of Popular Social Movements in guaranteeing the right and articulation of this policy (s) with the Contextualized Education proposal for Living with the Brazilian Semi-Arid. The question of the existing elements in the municipal scope that affect the process of implementation of the policies of Education of the Field and which the articulations of these policies with the proposal of Contextualized Education for Living with the Semi-Arid is constituted as the problem question of investigation. From this question The general objective of the work emerges: to understand the existing elements at the municipal level that affect the process of implementing the public policies of Field Education in the Semi-Arid and the articulations of these policies with the proposal of Education contextualized in the perspective of the Coexistence with the Brazilian Semi-Arid. The work results from a field research, qualitative oriented under the theoretical-methodological principles of dialectical historical materialism,represented particularly by Gramscian thought in regard to the concept of State, Politics and Hegemony (Gramsci, 1978, 1982). It is based on the studies of Horácio Martins de Carvalho (2005, 2009), Bernardo Mançano Fernandes (2013), José de Souza Martins (1986, 1975), Ariovaldo Umbelino de Oliveira (2001, 2013) and Roseli Salete Caldart 2004), to discuss the concept of Field Education articulated to the history of the peasantry in Brazil and its protagonism in the struggles for the guarantee of rights, including the right to Education. For the discussion on Contextualized Education to Coexist with the Brazilian Semi-Arid, the studies of Adelaide Pereira da Silva (2011), Maria do Socorro Silva (2006, 2009, 2015), Maria do Socorro Silva and Adelaide Pereira da Silva (2013) ), Edmerson dos Santos Reis (2004, 2011) and Josemar da Silva Martins (2004a, 2004b, 2011). Antônio Munarim (2011) and Miguel Gonzalez Arroyo and Bernardo Mançano Fernandes (1999) contribute to the reflection on Field Education in the public policy scenario. The notion of social movements, state and politics, which appear as concepts of relevant epistemological weight in the construction of the theme, had as main interlocutors Maria da Gloria Gohn (1997, 2010) and Ilse Scherer-Warren (1996). In these authors we have as basic reference the discussion about conception and practices of social movements from the Latin American paradigm and the debate about movements in network. The research points out the partnership of the public power with the popular movements and organizations, as one of the main elements that contribute to the process of making Field Education a public public policy and brings a theoretical and scientific support to the thesis that the Campo are based on a link between the public power, the popular social movements and organizations of the countryside, and in the Semi-Arid, these policies strengthen the proposal of Contextualized Education for Coexistence with the Semi-Arid. / O estudo trata da Educação do Campo no Semiárido como Política Pública, destacando o protagonismo dos Movimentos Sociais Populares na garantia do direito e a articulação dessa(s) política(s) com a proposta de Educação Contextualizada para Convivência com o Semiárido Brasileiro. A indagação dos elementos existentes em âmbito municipal que incidem no processo de efetivação das políticas de Educação do Campo e quais as articulações dessas políticas com a proposta de Educação Contextualizada para Convivência com o Semiárido se constitui como a questão problema da investigação. A partir dessa questão emerge o objetivo geral do trabalho: compreender os elementos existentes em âmbito municipal que incidem no processo de efetivação das políticas públicas de Educação do Campo no Semiárido e as articulações dessas políticas com a proposta de Educação contextualizada na perspectiva da Convivência com o Semiárido Brasileiro. O trabalho resulta de uma pesquisa de campo, qualitativa orientada sob os princípios teórico-metodológicos do materialismo histórico dialético, representado particularmente pelo pensamento gramsciano no que se refere ao conceito de Estado, Política e Hegemonia (Gramsci, 1978, 1982). Fundamenta-se ainda nos estudos de Horácio Martins de Carvalho (2005, 2009), Bernardo Mançano Fernandes (2013), José de Souza Martins (1986, 1975), Ariovaldo Umbelino de Oliveira (2001, 2013) e Roseli Salete Caldart (2000, 2004), para discutir a concepção de Educação do Campo articulada à história do campesinato no Brasil e seu protagonismo nas lutas pela garantia de direitos, inclusive o direito à Educação. Para a discussão sobre a Educação Contextualizada para Convivência com o Semiárido Brasileiro traz como suporte os estudos de Adelaide Pereira da Silva (2011, 2013), Maria do Socorro Silva (2006, 2009, 2013, 2015), Edmerson dos Santos Reis (2004, 2011) e Josemar da Silva Martins (2004a, 2004b, 2011). Antônio Munarim (2011), Miguel Gonzalez Arroyo e Bernardo Mançano Fernandes (1999) contribuem na reflexão sobre a Educação do Campo no cenário das políticas públicas. Maria da Gloria Gohn (1997, 2010) e Ilse Scherer-Warren (1996) são a referência básica para a discussão sobre concepção e práticas dos movimentos sociais a partir do paradigma latinoamericano e o debate sobre movimentos em rede. A pesquisa evidencia que a correlação de forças locais, a decisão política associada à capacidade técnica e administrativa e a parceria do poder público com os movimentos e organizações populares se configuram como elementos fundamentais no processo de efetivação da política pública municipal de Educação e que as políticas de Educação do Campo fortalecem a proposta de Educação Contextualizada para Convivência com o Semiárido quando a ação ou programa na sua proposição e na sua execução se articula à materialidade das condições de vida dos sujeitos camponeses e dialoga com a práxis social desses sujeitos e de suas organizações. Nestes termos é possível sustentar a tese de que as políticas de Educação do Campo se efetivam a partir de uma articulação entre o poder público, os movimentos e organizações sociais populares do campo e, no Semiárido, essas políticas fortalecem a proposta de Educação Contextualizada para Convivência com o Semiárido.

Made available in DSpace on 2015-05-07T15:08:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1130242 bytes, checksum: d68ba6c774204f37e5fd83f7c236c599 (MD5) Previous issue date: 2012-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The field of territory and place of life is characterized by conflicts and antagonistic interests‟ disputes. In this space one has built an education that discusses the curriculum as a process of acquiring knowledge that emerges from the everyday practices of individuals and educational organizations and popular and social movements. Discussing the education from the perspective of social contextualization and organization from the pedagogical experience of the town of Uauá Bahia, empirical field of this research, is what we propose in this work. The problem emerges from the need to answer the question: what is the relationship between the process of contextualization of the curriculum and the social organization within the education of the semiarid region? To understand this relationship is the focus of this work. In the theoretical framework we deepen fundamental concepts such as popular education, field education and contextualized curriculum. This is a descriptive qualitative research with methodological focus on dialectical materialism, with the techniques of information construction through interviews and documental analysis. The research subjects were pedagogical technicians, teachers and social leaders. Among the main conclusions we have reached, we emphasize: the understanding of the propositional role of popular social organizations in the process of contextualization of the curriculum in the logic of living in the semiarid region and the importance of these organizations in educational practice proposition and shaping this experience as educational policy and paradox of the continuity fragility and consolidation of that experience before the existence of practices that indicate the progress and prospects of a field education that recognizes and affirms the peasant identity and the viability of a dignified and happy life in semiarid countryside. / O campo, território e lugar de vida, é marcado por conflitos e disputas de interesses antagônicos. Neste espaço tem se construído uma educação que problematiza o currículo como processo de construção de um conhecimento que emerge do cotidiano dos sujeitos e das práticas educativas das organizações e movimentos sociais populares. Discutir a educação do campo na perspectiva da contextualização e da organização social a partir da experiência da proposta pedagógica do município de Uauá, na Bahia campo empírico da pesquisa, foi o que nos propomos neste trabalho. O problema pesquisado surge da necessidade de se responder à indagação: qual a relação entre o processo de contextualização do currículo e a organização social, no âmbito da educação do campo semiárido? Compreender essa relação foi o foco deste trabalho. No referencial teórico aprofundamos conceitos fundamentais como educação popular, educação do campo, currículo contextualizado. Trata-se de uma pesquisa qualitativa descritiva com enfoque metodológico no materialismo dialético, tendo como técnicas de construção das informações a entrevista e a análise documental. Os sujeitos da pesquisa foram técnicos pedagógicos, professores e lideranças sociais. Entre as principais conclusões a que chegamos, destacamos: a compreensão do papel propositivo das organizações sociais populares no processo de contextualização do currículo na lógica da convivência com o semiárido; a importância da prática educativa dessas organizações na proposição e configuração dessa experiência como política educacional e o paradoxo da fragilização da continuidade e consolidação dessa experiência frente à existência de práticas que sinalizam avanços e perspectivas de uma educação do campo que reconhece e afirma a identidade camponesa e a viabilidade de uma vida digna e feliz no campo semiárido.

Orientador: Pedro Faria dos Santos Filho / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Quimica / Made available in DSpace on 2018-08-13T13:20:04Z (GMT). No. of bitstreams: 1 Franchi_SilmarJoseSpinardi_M.pdf: 4214574 bytes, checksum: 9859fdf3df92c48752b487c19ce2d13b (MD5) Previous issue date: 2009 / Resumo: De acordo com alguns especialistas, o Ensino de Química deve estar centrado no conhecimento químico e no contexto social. Na busca por alternativas para um ensino de química contextualizado, propusemos que o uso de crônicas poderia se constituir em uma boa alternativa por proporcionar uma melhor interação entre o aluno e o conhecimento químico. Ela se constituiria em uma ferramenta a mais a ser utilizada pelo professor, em conjunto com sua atividade e seu planejamento. Neste trabalho, desenvolvemos um conjunto de quinze crônicas, das quais ¿De Olho na Natureza e nas Interações Intermoleculares¿, ¿Namorados no Ponto... de Ebulição¿ e ¿Lá na Pescaria...¿ foram aplicadas e avaliadas junto a alunos do Ensino Médio de uma escola da rede pública, localizada em Campinas, São Paulo. Fizemos a avaliação das crônicas por meio de um questionário, no qual buscamos perceber a opinião dos alunos sobre as mesmas, bem como se existiam dificuldades para a sua interpretação e entendimento. Buscamos, ainda, avaliá-las quanto à linguagem, conteúdo, diálogos, associação com o cotidiano e alcance junto à comunidade. Os resultados obtidos na aplicação dessas crônicas foram muito positivos, com a grande maioria dos alunos afirmando que as crônicas prendem a atenção e facilitam o aprendizado. Todos afirmaram que as situações do cotidiano, descritas nas mesmas, facilitaram o entendimento do conteúdo químico, assim como a maioria dos alunos conversaria sobre os conteúdos de cada crônica com seus pais e amigos. Grande parte dos alunos consultados afirmou que preferiria ler a crônica antes de aprender o conteúdo químico nela contido, ou preferiria lê-la durante a aula do professor. A linguagem, os diálogos e a forma como os conteúdos são apresentados em cada crônica também são ressaltados pelos alunos como pontos positivos no estudo e utilização das crônicas no Ensino Médio. A análise indica, também, que a utilização de crônicas contempla alguns dos objetivos dos Parâmetros Curriculares Nacionais, uma vez que os alunos declararam que se sentiriam à vontade para conversar sobre o conteúdo químico fora do ambiente escolar, além de se predisporem a reproduzir alguns dos experimentos descritos em algumas das crônicas. Dada à surpresa diante da novidade, além da boa receptividade manifestada pelos alunos consultados, concluímos que a redação de materiais alternativos, como as crônicas descritas neste trabalho, deva ser continuada e estimulada / Abstract: In accordance with some specialists, chemistry teaching must be centered in the chemical knowledge and the social context. In the search for alternatives to a contextualized chemistry teaching, we considered that the use of chronicles could consist in a good alternative to provide a better interaction between the student and the chemical knowledge. It would consist in an additional tool to be used by the teacher. In this work, we developed a set of fifteen chronicles, of which ¿De Olho na Natureza e nas Interações Intermoleculares¿, ¿Namorados no Ponto¿ de Ebulição¿ and ¿Lá na Pescaria¿¿ have been applied and evaluated among the students of a public school in Campinas, São Paulo. We made the evaluation of the chronicles by means of a questionnaire, in which we search the student¿s opinions, as well as the difficulties for its interpretation and understanding. We search, still, to evaluate the language, contents, dialogues, association with daily life and the community interactions. The results obtained in the application of these chronicles had been very positive, with the great majority of the students declaring that the chronicles arrest the attention and facilitate the learning. They affirmed that the daily life situations described facilitated the understanding of the chemical contents, as well as the majority of the students would like to talk about the contents of each chronicle with their parents and friends. The majority of the students also affirmed that would prefer to read the chronicles before learning the chemical content, or would prefer to read it during the teacher's lessons. The language, the dialogues and the way as the contents are presented in each chronicle also are mentioned by the students as positive points in the study and use of the chronicles in high school. The analysis also indicates that the use of chronicles contemplates some of the goals of the Parâmetros Curriculares Nacionais, once the students had declared that they would feel themselves very well talking about the contents outside the school, besides to reproduce some of the experiments described in some chronicles. In view of the surprise evocated by the newness, besides the good receptivity revealed by the students, we concluded that the writing of alternative materials, as those chronicles described in this work, must be stimulated and continued / Mestrado / Quimica Inorganica / Mestre em Química

With the increasing amount of digital data in the form of unstructured text, the importance of natural language processing (NLP) increases. The most suc- cessful technologies of recent years are deep neural networks. This work applies the state-of-the-art methods, namely transfer learning of Bidirectional Encoders Representations from Transformers (BERT), on three Czech NLP tasks: part- of-speech tagging, lemmatization and sentiment analysis. We applied BERT model with a simple classification head on three Czech sentiment datasets: mall, facebook, and csfd, and we achieved state-of-the-art results. We also explored several possible architectures for tagging and lemmatization and obtained new state-of-the-art results in both tagging and lemmatization with fine-tunning ap- proach on data from Prague Dependency Treebank. Specifically, we achieved accuracy 98.57% for tagging, 99.00% for lemmatization, and 98.19% for joint accuracy of both tasks. Best models for all tasks are publicly available. 1

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