Approved for public release, distribution is unlimited / Test and evaluation of system performance has been a critical part of the acceptance of combat weapon systems for the Department of Defense. As combat weapon systems have become more complex, evaluation of system performance has relied more heavily on recorded test data. As part of the on-going transformation of the Defense department, Commercial-Off- The-Shelf (COTS) technology is being integrated into the acquisition of combat weapon systems. An Analysis Control Board (ACB) was created in response to these factors to support the AEGIS Weapon System Program Office. The focus of this ACB was to investigate and provide potential solutions to Data Dictionary, Data Recording and Data Reduction (R2D2) issues to the AEGIS Program Manager. This thesis discusses the history of the R2D2 ACB and its past, present and future directions. Additionally, this thesis examines how the R2D2 ACB concept could be applied to the DD(X) Next Generation Destroyer program. / Civilian, United States Navy

<p>Predmet istraživanja doktorske disertacije Rečnik vladarskih žitija arhiepiskopa Danila II (prema prepisu Danilovog zbornika u Arhivu SANU, 1553. god.) jeste leksika vladarskih žitija kraljice Jelene i kralja Milutina. U reĉniku su leksikografski obraĊene sve reĉi (tj. leksemske realizacije) i naznaĉena sva njihova pojavljivanja. Reĉnik je opisni: sa odrednicom, gramatiĉkom obradom, podatkom o frekvenciji, definicijom i primerima. Odrednice su normalizovane prema etimolo&scaron;kom pravopisu. Osnovno polazi&scaron;te u odreĊivanju znaĉenja zasniva se na kontekstu. Reĉnik sadrži 2.520 odrednica.</p> / <p>The research subject of Ph.D. thesis titled Rečnik vladarskih žitija arhiepiskopa Danila II (prema prepisu Danilovog zbornika u Arhivu SANU, 1553. god.) is a lexicon of hagiographies of queen Jelena and king Milutin. All words (i. e. lexeme realizations) from the lexicon are processed and their appearances are marked. The lexicon is descriptive: with determinant, grammatical processing, data on frequency, definition and examples. Determinants are normalized according to etymological orthography. A basic starting point to determine signification is context. Lexicon contains 2,520 determinants.</p>

Le proverbe est un matériau linguistique fréquemment employé mais qui, aujourd’hui encore, soulève de vifs débats. Notre thèse a donc pour vocation d’étudier les caractères principaux de ce type de phrase pour en dégager les caractéristiques essentielles. Ainsi, nous analyserons des éléments d’ordre purement formel mais aussi des éléments liés à la nature de ce matériau. De plus, certaines questions fondamentales sont soulevées par l’existence de formes dérivées de proverbes, à savoir les variantes et les proverbes détournés. Que dire de ces phrases ? Remettent-elles en question le caractère figé du proverbe ? Enfin, nous analyserons le sens du proverbe. En effet, il est parfois malaisé de comprendre le lien entre ce que déclare explicitement le proverbe et le sens qui lui est attaché. Nos réflexions poseront donc une définition argumentée du proverbe qui servira de base à l’élaboration d’un dictionnaire thématique bilingue espagnol-français sur le thème de l’argent. / Proverb is frequently used as a linguistically material that, still nowadays, raises lively discussions. Therefore, our thesis has for goal to study main characteristics of this kind of sentence in order to extract fundamental particularities. Thus, we are going to analyse purely formal elements as well as linked elements to it’s nature. In addition to this, some fundamental questions arise due to revised proverbs existence like “variants” and “deviated proverbs”. What can we say about these sentences? Do they modify proverbs’ formal structure? At last, we shall analyse proverb’s meaning because sometimes it is not obvious to understand the link between it’s literal sense and it’s meaning. Our reflections have to argue proverb’s meaning through a definition we will use in order to elaborate a bilingual French-Spanish dictionary whose theme will be money.

Nous étudions dans cette thèse une représentation particulière de signaux fondée sur une méthode d’apprentissage statistique, qui consiste à modéliser des données comme combinaisons linéaires de quelques éléments d’un dictionnaire appris. Ceci peut être vu comme une extension du cadre classique des ondelettes, dont le but est de construire de tels dictionnaires (souvent des bases orthonormales) qui sont adaptés aux signaux naturels. Un succès important de cette approche a été sa capacité à modéliser des imagettes, et la performance des méthodes de débruitage d’images fondées sur elle. Nous traitons plusieurs questions ouvertes, qui sont reliées à ce cadre : Comment apprendre efficacement un dictionnaire ? Comment enrichir ce modèle en ajoutant une structure sous-jacente au dictionnaire ? Est-il possible d’améliorer les méthodes actuelles de traitement d’image fondées sur cette approche ? Comment doit-on apprendre le dictionnaire lorsque celui-ci est utilisé pour une tâche autre que la reconstruction de signaux ? Y a-t-il des applications intéressantes de cette méthode en vision par ordinateur ? Nous répondons à ces questions, avec un point de vue multidisciplinaire, en empruntant des outils d’apprentissage statistique, d’optimisation convexe et stochastique, de traitement des signaux et des images, de vison par ordinateur, mais aussi d'optimisation sur des graphes. / We study in this thesis a particular machine learning approach to represent signals that that consists of modelling data as linear combinations of a few elements from a learned dictionary. It can be viewed as an extension of the classical wavelet framework, whose goal is to design such dictionaries (often orthonormal basis) that are adapted to natural signals. An important success of dictionary learning methods has been their ability to model natural image patches and the performance of image denoising algorithms that it has yielded. We address several open questions related to this framework: How to efficiently optimize the dictionary? How can the model be enriched by adding a structure to the dictionary? Can current image processing tools based on this method be further improved? How should one learn the dictionary when it is used for a different task than signal reconstruction? How can it be used for solving computer vision problems? We answer these questions with a multidisciplinarity approach, using tools from statistical machine learning, convex and stochastic optimization, image and signal processing, computer vision, but also optimization on graphs.

Resumé My diploma thesis focuses on the slang of watermen. Slang is considered as a non-literary layer of national language, containing specific words that are used in common, especially informal, communication of people who share the same occupations or interests. The first part introduces the theoretical definitions of slang by prominent Czech linguists and the second part describes the aspects of slang. The third part gives us the characteristic of waterman slang from more points of view - setting, specific activity and collectivity. The fourth part focuses on the creation of words in waterman slang and the fifth part describes its specificity from the language point of view, including the distribution and productivity of individual onomasiological approaches. The last part contains a list of waterman slang words in alphabetical order with their grammar characteristic, meanings, synonyms (if possible) and the way how the word was formed.

Cette étude est une approche des divers problèmes que soulève la traduction du figement. Elle se fond sur le cas concret de la traduction français-arabe en analysant un corpus bilingue constitué d’expressions figées en français (langue source) et de leur traduction en arabe (langue cible). Notre travail s’organise en deux parties : dans la première, nous étudions la notion de figement, les différentes structures qu’elle recouvre et la notion de traduction avec les concepts qui lui sont liés à travers les théories linguistiques et traductologiques du 20e siècle. Dans la deuxième partie, nous analysons notre corpus, d’abord pour vérifier qu’il représente bien la catégorie du figement, ensuite pour connaître les stratégies adoptées par le traducteur pour traduire les expressions figées. Le corpus est extrait à partir des articles français du Monde diplomatique et leur traduction en langue arabe dans le même journal / This study is an approach to various problems raised bu the translations of frozen expressions. It is founded on the specific case of the french-arabic translation by analyzing a bilingual corpus composed of idioms in French (source language) and their Arabic translation (targuet language). Our work is organized in two parts ; in the first we study the notion of rigidification and the various structures that it covers, and olso the notion of translation with related concepts through 20th century linguistic and translational theories. In the second part we analyze our corpus : first to make sure it really represents frozen expressions, then to know the strategies adopted by the translator to translate idioms. The corpus is extracted from the articles appeared in the French edition of the le Monde diplomatique and their translations into Arabic in the same newspaper

Le berbère est généralement présenté comme un ensemble de dialectes, distincts, avec des frontières plus ou moins hermétiques, qui, le plus souvent, sont étudiés et enseignés de façon clivée voire exclusive. Cette atomisation et cette pratique différenciative occultent l’unité structurale (grammaire et fonds lexical communs) qui forme cette langue commune à laquelle référent tous ces dialectes et n’en donnent qu’une vue fragmentaire.Le domaine de la lexicographie ne déroge pas à cet usage. Chaque dictionnaire est consacré à un seul dialecte avec une graphie et une orthographe propres, et c’est au plan du lexique notamment que le berbère apparaît le plus disparate. Pour aller au-delà du particularisme et appréhender la langue dans sa globalité, nous explorons, à travers le matériau lexical, un panel de dialectes (17) représentant toute la diversité berbère. Nous établissons, par approche comparative, des passerelles inter-dialectales puis rassemblons les éléments communs du lexique recueillis à ce jour. Nous relevons ensuite les changements phonétiques, phonologiques, morphologiques et sémantiques observés dans les unités lexicales afin de mieux comprendre l'évolution du système lexical.Pour ce faire, nous élaborons un E-dictionnaire bilingue (berbère <-> français) qui permet, en tant qu’outil didactique, d’étudier la langue berbère aussi bien dans son unité que dans sa diversité dialectale, et en tant que moyen heuristique de recherche et d'analyse, d’étudier l’étymologie et les faits linguistiques en synchronie et en diachronie.Enfin, nous proposons un outil statistique (le « taux d’homogénéité ») qui mesure la proximité entre les lexiques (ou dialectes). / The Berber language is usually presented as a set of distinct dialects, with more or less hermetic boundaries, which are, most often, studied and taught in a cleaved or even exclusive way.This atomization and this differentiating practice obscure the structural unity (grammar and lexical bases) which founds that common language to which all these dialects refer and give only a fragmentary view of it. The field of lexicography does not depart from this usage. Each dictionary is devoted to a single dialect with a specific spelling, and it is in the lexicon in particular that Berber appears the most disparate.To go beyond particularism and grasp the language as a whole, we explore, through the lexical material, a panel of dialects (17) representing all of Berber diversity. We establish, by comparative approach, inter-dialectal bridges and then gather the common elements of the lexicon collected to date. We then note the phonetic, phonological, morphological and semantic changes observed in lexical units in order to better understand the evolution of the lexical system.To do this, we develop a bilingual E-dictionary (Berber <-> French) which allows - as a didactic tool - for the studying of the Berber language in its unity as well as in its dialectal diversity and - as a heuristic means of research and analysis - for etymology and linguistics facts in synchrony and diachrony.Finally, we introduce a statistical tool (the “homogeneity rate”) that measures the proximity between lexicons (or dialects).

Cette thèse porte sur l’usage du dictionnaire général français monolingue dans l’enseignement primaire. Cet usage, aujourd’hui banal, est-il ancien ? Depuis quand le dictionnaire a-t-il sa place dans l’enseignement ? Au XXIe siècle, de quels dictionnaires s’agit-il ? Sont-ils couramment consultés par les enseignants et les élèves ? Quel rôle jouent-ils dans l’apprentissage de la langue maternelle ? Quelle place occupent les outils numériques ? Pour tenter de répondre à ces questions, cette étude s’organise en trois parties consacrées, respectivement, à l’institutionnalisation de l’enseignement primaire ; à l’adaptation des premiers dictionnaires à cet enseignement ; à l’usage actuel du dictionnaire à l’école. Ces trois parties sont précédées d’un préambule qui s’attache à la définition du dictionnaire, à son élaboration et à son histoire. Il est toujours tenu compte du contexte historique, sans négliger les rapprochements contemporains, notamment géographiques. La conclusion dresse un bilan des efforts accomplis et ouvre des perspectives. À cette thèse sont jointes plusieurs annexes : textes de lois, listes de dictionnaires chronologiquement ou thématiquement classés, extraits de rapports officiels, tableaux comparatifs.. / This thesis focuses on the use of French general monolingual dictionary in elementary education. How far does this now commonplace practice go back in history? Since when does the dictionary have a place in education? What dictionaries do we refer to in the twenty-first century? Are they commonly consulted by teachers and students? What roles do they play in learning the mother tongue? What is the place of the digital tools? In order to try to provide an answer to these questions, the study is organized into three parts: the institutionalization of elementary education; the adaptation of the first dictionaries to this education; the current use of the dictionary in schools. These three parts are preceded by a preamble defining the dictionary, its production and its history. The historical context has always been taken into account, as have contemporary comparisons, especially geographical. The conclusion gives an evaluation of efforts undertaken so far and offers future perspectives. Several appendices are attached : legislation, lists of dictionaries classified by date or theme, excerpts from official reports, comparative tables..

Nosso trabalho apresenta uma proposta de uso didático do dicionário eletrônico monolíngue online Vocabolario Treccani, como uma ferramenta de aprendizagem de italiano aos professores e alunos dos CELs (Centros de Estudo de Línguas da rede pública estadual de São Paulo). O embasamento teórico adota a concepção de emprego do dicionário nos estudos de línguas estrangeiras apresentados por Zucchi (2010) e por Corino e Marello (2010). As atividades foram oferecidas aos docentes de italiano dos CELs em duas palestras 2013 e 2014 , com o objetivo de contribuir para a formação continuada dos professores de língua italiana, especificamente no trato com a Lexicografia Pedagógica (Welker 2008). Na segunda palestra, os professores de italiano responderam a um questionário que serviu de mapeamento para observarmos a necessidade de um aprofundamento nos Estudos do Léxico e no uso dos dicionários em sala de aula. Além disso, buscamos explanar ainda os recursos disponíveis no próprio site do Vocabolario Treccani que auxiliem nas atividades de busca e compreensão lexical e mostrá-lo como um facilitador na pesquisa do contexto de aprendizagem referente à língua italiana, afirmando que as atividades que necessitam do uso dos dicionários não devem ser reduzidas a simples exercícios de pesquisa vocabular. Para tanto, elaboramos um caderno de atividades para o professor cujo intuito é incentivar o aprendiz de italiano a incorporar o uso do dicionário eletrônico online Vocabolario Treccani ao seu cotidiano, nas práticas de compreensão escrita, além de visar à aquisição do léxico e à aplicação vocabular nos contextos de uso. Ademais, um tutorial foi elaborado com o objetivo de explorar as potencialidades de uso do Vocabolario Treccani. Por fim, as contribuições que um dicionário eletrônico online pode trazer à aprendizagem da língua estrangeira vão desde o uso direcionado em sala de aula pelo professor até a autonomia do aluno nas atividades de pesquisa lexical. / This study presents a proposal for a didactic use of the Online Electronic Monolingual Dictionary, called Vocabolario Treccani, as an Italian learning tool for teachers and students of CELs (Center of Language Studies operating in public schools of São Paulo State). The theoretical basis adopts the conception of the dictionary use in foreign language studies presented by Zucchi (2010), Corino and Marello (2010). Activities were offered to CELs Italian teachers in two lectures - 2013 and 2014 -, in order to contribute to the continuing education of Italian teachers, specifically by dealing with the Pedagogical lexicography (Welker 2008). On the second lecture, the Italian teachers answered to a questionnaire that served as a mapping to observe the needs for a deepening in the Lexical Studies and in the use of the dictionaries during classroom. Furthermore, we also tried to explain all the resources available in the Vocabolario Treccani website, that can aid in activities search and lexical comprehension, and showed that this website is a facilitator in the study of the learning context when concerning the Italian language, stating that activities that requires the use of dictionaries must not be reduced to simple vocabulary research exercises. For this purpose, we formulated a notebook full of activities for those teachers with the purpose of encouraging the Italian learners to incorporate the use of the online electronic dictionary Vocabolario Treccani to their everyday life, in written comprehension practices, besides aiming at a lexicon acquisition and word application in the contexts of use. In addition, a tutorial was developed with the purpose of exploring the potentialities of using the Vocabolario Treccani. Finally, the contributions that an online electronic dictionary may bring to the foreign language learner goes from a directed use inside the classroom by the teacher until the learners autonomy in the lexical research activities.

O presente trabalho tem por objetivo analisar a relação entre conhecimento implícito e explícito em quatro atividades de Língua Portuguesa propostas no material didático do Programa Ler e Escrever. Esse programa orienta práticas de alfabetização em escolas municipais e estaduais do Estado de São Paulo, desde 2007. Buscou-se verificar a presença e o tratamento dado a quatro instâncias linguísticas fonológica, morfológica, sintática e ortográfica nas atividades que compõem a sequência didática Dicionário o pai dos inteligentes, proposta no Caderno Guia de Planejamento e Orientações Didáticas professor 2a série, Volume I. Essa sequência tem como objetivo possibilitar que o aluno aprenda a utilizar dicionários com autonomia, o que implica reconhecer esses livros como representantes de um gênero textual, apropriando-se de suas finalidades e funcionamento. Para a realização da análise foram descritos os objetivos, planejamento e encaminhamento de cada atividade, procurando-se, nesse contexto, identificar os conhecimentos linguísticos presentes em cada etapa, em relação às quatro instâncias mencionadas, tendo-se como foco seus níveis de explicitação. Constatou-se que não há menção explícita às quatro instâncias linguísticas nas orientações e encaminhamentos didáticos quanto às atividades analisadas. A hipótese que justifica a contribuição do presente trabalho é que se professores que orientam e encaminham tais atividades conhecerem tal explicitação eles poderão ter mais intencionalidade e realizar questionamentos que otimizem seu fazer pedagógico. Disso se conclui que, ainda que na etapa da escolarização correspondente ao terceiro ano do Ensino Fundamental os alunos não necessitem da explicitação dos conhecimentos linguísticos relacionados à fonologia, morfologia, ortografia e sintaxe, professores conhecendo esses conteúdos podem promover um ensino da língua com maior nível de intencionalidade e, portanto, qualidade / This paper aims to examine the relation between implicit and explicit knowledge in four Portuguese Language activities proposed in the teaching materials Programa Ler e Escrever (Reading and Writing Program). This program guides literacy practices in state and municipal public schools of São Paulo since 2007. The aim was to verify the presence and treatment of four language instances - phonological, morphological, spelling and syntactic in the activities that make up the instructional sequence Dictionary \"the father of the intelligent ones\" proposed in Caderno Guia de Planejamento e Orientações Didáticas professor 2ª série, Volume I. (Notebook Planning and Teaching Guidelines - teacher - second series, Volume I). This sequence aims to enable the student to learn to use dictionaries with autonomy, which implies recognizing these books as representatives of written text genre, appropriating their purpose and operation. To perform the analysis, objectives were described, as well as the planning and instruction of each activity, looking up, in this context, to identify the language skills present in each step, in relation to the four instances mentioned, having focused their levels of explanation. It was found that there is no clear mention of the four language instances in guidance and educational referrals for the activities analyzed. The hypothesis that justifies the contribution of this study is that if teachers who guide and handle these activities knew such explanations they could have more intentionality and ask questions that would optimize their pedagogical task. It follows that, even that students at the stage of the third grade of elementary school do not require the explicit language skills related to phonology, morphology, syntax and spelling, teachers knowing such content could promote language teaching with higher level of intentionality and therefore quality