La présente thèse vise à interroger les rapports qu’entretiennent le factuel et le fictionnel dans "Ardor guerrero", "Sefarad" et "Ventanas de Manhattan" d’Antonio Muñoz Molina. En effet, si ces œuvres se présentent respectivement comme trois modalités d’une écriture factuelle, à savoir des mémoires, des témoignages et un récit de voyage, elles ne peuvent néanmoins être exemptes de fictionnalité. L’hybridation des faits et de la fiction au sein de ce corpus apparaît non seulement comme inéluctable mais aussi porteuse de sens dans la mesure où elle permet d’approcher d’une part la vision personnelle de l’auteur sur le monde et d’autre part les histoires de l’Autre dans toute sa vérité et son intimité. / This thesis aims to examine the relationships between the factual and the fictional in "Warrior’s Rage", "Sepharad" and "Windows on Manhattan" by Antonio Muñoz Molina. Indeed, if these works are presented respectively as three modalities of factual writing, that is to say memories, testimonies and a travelogue, they can’t nevertheless be free of fictionality. Hybridization of facts and fiction in this corpus is not only inevitable but also meaningful in that it allows approaching on the one hand the author's personal vision of the world and on the other hand the stories of the Other in all its truth and intimacy. / Esta tesis tiene como objetivo examinar las relaciones entre lo fáctico y lo ficticio en "Ardor guerrero", "Sefarad" y "Ventanas de Manhattan" de Antonio Muñoz Molina. De hecho, si estas obras se presentan respectivamente como tres modalidades de escritura fáctica, o sea como las memorias militares del autor, unos testimonios de perseguidos y un relato de viaje por Nueva York, no pueden sin embargo estar libres de ficcionalidad. La hibridación de los hechos y de la ficción en este corpus no sólo es inevitable, sino que permite también acercarse por un lado a la visión personal del autor sobre el mundo y por otro lado a las historias de los demás en toda su verdad y su intimidad.

Causation and foreseeability in private law The issue of this thesis is the causation and foreseeability in private law. The aim of this diploma thesis is to provide comprehensive view of both presented legal institutes and their significance in law. This thesis especially focuses on detailed analysis of procedure of proving the causation and introduces the most significant issues arising from this proceeding. Introduction is aimed at the function and especially at detailed definition of the term causality not only in law, but also in the area of natural sciences. It defines the term foreseeability in the same way. Moreover, it defines conditions that considerably affect foreseeability. Consequently, it aims to provide the relation between foreseeability and causation. This thesis also deals with the significance of causation from the perspective of legal liability. In this context, it mentions the issue of causally relevant conditions. On this basis, this paper tends to its core which consists of detailed analysis of methods of proving the factual causation. Universally accepted method of proving factual causation is considered the 'conditio sine qua non' test. However, this test is found to be ineffective in cases of causal uncertainty. Therefore there are more effective instruments for equitable...

Sexuality education has been introduced into the South African syllabus, on a very elementary level, in the Life Orientation learning area of Outcomes- Based Education widely known as Curriculum 2005. Unfortunately outcomes based education ends in Grade 9, leaving learners from Grade 10 -12 with the old syllabus that includes academic subjects only. Very few schools follow a sexuality education programme in Grades 10 - 12 on their own initiative, because it is not compulsory in these grades. The Health Promoting Schools' policies do not include a comprehensive sexuality education programme outline as yet, but when the life-skills approach that is taught in Life Orientation is considered, many similarities in these approaches are identified. Therefore, sexuality education should not be purely factual, but should be taught in conjunction with important life-skills. The two skills investigated in this study are the ability for adolescents to identify and avoid risk behaviour and to be able to make more responsible decisions. Two schools in the Bronkhorstspruit area were identified to take part in this project. School A has implemented a comprehensive sexuality education programme for all its learners and School B has not. The results of the data collected from the questionnaire completed by 100 respondents from the two schools indicated that those from School A had a significantly higher level of knowledge regarding sexuality and appeared to have far better life-skills than the respondents from School B. There was, however, no indication that that this knowledge affected their behaviour in any way. This doesn't mean, though, that the programme has been unsuccessful because the programme doesn't only teach abstinence, but also various methods of precaution. The long-term effect of comprehensive sexuality education has not yet been established because there are so few schools implementing it the way it should be and it is currently not implemented at a young enough age. Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as well as the contradicting information given through the media, cannot be changed overnight. The process of intensive comprehensive sexuality education has only started in South Africa and, with time, a change in the behaviour patterns of adolescents and adults is anticipated. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Sexuality education has been introduced into the South African syllabus, on a very elementary level, in the Life Orientation learning area of Outcomes- Based Education widely known as Curriculum 2005. Unfortunately outcomes based education ends in Grade 9, leaving learners from Grade 10 -12 with the old syllabus that includes academic subjects only. Very few schools follow a sexuality education programme in Grades 10 - 12 on their own initiative, because it is not compulsory in these grades. The Health Promoting Schools' policies do not include a comprehensive sexuality education programme outline as yet, but when the life-skills approach that is taught in Life Orientation is considered, many similarities in these approaches are identified. Therefore, sexuality education should not be purely factual, but should be taught in conjunction with important life-skills. The two skills investigated in this study are the ability for adolescents to identify and avoid risk behaviour and to be able to make more responsible decisions. Two schools in the Bronkhorstspruit area were identified to take part in this project. School A has implemented a comprehensive sexuality education programme for all its learners and School B has not. The results of the data collected from the questionnaire completed by 100 respondents from the two schools indicated that those from School A had a significantly higher level of knowledge regarding sexuality and appeared to have far better life-skills than the respondents from School B. There was, however, no indication that that this knowledge affected their behaviour in any way. This doesn't mean, though, that the programme has been unsuccessful because the programme doesn't only teach abstinence, but also various methods of precaution. The long-term effect of comprehensive sexuality education has not yet been established because there are so few schools implementing it the way it should be and it is currently not implemented at a young enough age. Unhealthy behaviour patterns, reinforced by years of traditions and taboos, as well as the contradicting information given through the media, cannot be changed overnight. The process of intensive comprehensive sexuality education has only started in South Africa and, with time, a change in the behaviour patterns of adolescents and adults is anticipated. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The author challenges the terminology «legal presumptions» and «judicial presumptions», and rather refers to presumptions established by rules of presumption and to hominis presumptions. He argues that the best way to differentiate between them is by showing the contrast between «it shall be presumed» (syntagm proper to practical reasoning) and «it is presumable» (syntagm proper to theoretical reasoning). The text clarifies the relationship between the so-called hominis presumptions and the factual inferences or evidential inferences, in general. He answers the question of what the «it is presumed» syntagm (proper to the hominis presumptions) brings with respect to the «it is probable» syntagm (proper of all evidentiary inferences). / El autor cuestiona la terminología «presunciones legales» y «presunciones judiciales» y, más bien, se refiere a las presunciones establecidas por normas de presunción y a las presunciones hominis. Defiende que la mejor manera de diferenciar unas de otras es mostrando la distancia que media entre «debe presumirse» (sintagma propio del razonamiento práctico) y «es presumible» (sintagma propio del razonamiento teórico). El texto aclara las relaciones entre las llamadas presunciones hominis y las inferencias fácticas o inferencias probatorias, en general, respondiendo a la pregunta sobre qué aporta el sintagma «es presumible» (propio de las presunciones hominis) frente al sintagma «es probable» (propio de todas las inferencias probatorias).

Marie Štenglová, 19. 5. 2017 Abstract The diploma thesis Variety of Genres within Czech Internet Televisions analyses the programme of three major internet televisions in the Czech Republic - Stream, Aktuálně.TV and Playtvak. The aim of the thesis is to detect the differences between the programmes offered by internet televisions and by conventional televisions. One of the principal questions is whether these differences are caused by the specific character of internet television as an online medium, or by the change in the genre perception in general. The programmes dealt with in the thesis are serials A bude hůř and Semestr, a talk show Kafe s Jolanou, a lifestyle magazine Telebrity, and cooking shows Šéfkuchařovy recepty and MENU domů. These formats, belonging to fictional or factual TV, are analysed from the narrative, semiotic, and visual points of view and are compared with each other and also with similar formats in conventional televisions. The theoretical part of the thesis describes Czech internet televisions in the era of media convergence. The research part reveals that the form and the content of the programmes are influenced by the specificities of the internet as a type of medium, but at the same time that the crossing of genre boundaries and the originality of the formats on Stream,...

This qualitative study explores the factual knowledge base and cultural competence of school health counsellors regarding Female Genital Cutting (FGC) in a school setting in Sweden. Through four semi-structured interviews, the research explored participants’ understanding of FGC and their cultural competence in addressing this sensitive issue. Thematic analysis and the lens of social convention theory were applied to interpret the collected data. Results indicate that the school health counsellor’s team demonstrated to some extent factual knowledge and cultural competence regarding FGC. However, challenges such as time constraints, language barriers, and fear of evoking trauma emerged during their work with this concept in a school environment. Aligning with social convention theory, the participant's effort was seen as challenging the continuation of FGC within the Swedish context. The study contributes to the broader discourse on the role of school health counsellors in promoting awareness, prevention, and support for culturally sensitive topics related to the well-being of the student. The study concludes by advocating for culturally inclusive resources within the school to effectively tackle and disseminate knowledge on FGC, emphasizing the importance of addressing this issue within the educational system.

As more diagnostic testing options become available to physicians, it becomes more difficult to combine various types of medical information together in order to optimize the overall diagnosis. To improve diagnostic performance, here we introduce an approach to optimize a decision-fusion technique to combine heterogeneous information, such as from different modalities, feature categories, or institutions. For classifier comparison we used two performance metrics: The receiving operator characteristic (ROC) area under the curve [area under the ROC curve (AUC)] and the normalized partial area under the curve (pAUC). This study used four classifiers: Linear discriminant analysis (LDA), artificial neural network (ANN), and two variants of our decision-fusion technique, AUC-optimized (DF-A) and pAUC-optimized (DF-P) decision fusion. We applied each of these classifiers with 100-fold cross-validation to two heterogeneous breast cancer data sets: One of mass lesion features and a much more challenging one of microcalcification lesion features. For the calcification data set, DF-A outperformed the other classifiers in terms of AUC (p < 0.02) and achieved AUC=0.85 +/- 0.01. The DF-P surpassed the other classifiers in terms of pAUC (p < 0.01) and reached pAUC=0.38 +/- 0.02. For the mass data set, DF-A outperformed both the ANN and the LDA (p < 0.04) and achieved AUC=0.94 +/- 0.01. Although for this data set there were no statistically significant differences among the classifiers' pAUC values (pAUC=0.57 +/- 0.07 to 0.67 +/- 0.05, p > 0.10), the DF-P did significantly improve specificity versus the LDA at both 98% and 100% sensitivity (p < 0.04). In conclusion, decision fusion directly optimized clinically significant performance measures, such as AUC and pAUC, and sometimes outperformed two well-known machine-learning techniques when applied to two different breast cancer data sets. / Dissertation

The present study focuses on object extraposition in English based on an analysis of corpus findings. The construction in question comprises a monotransitive verb complemented by it which anticipates an object nominal content clause introduced by the conjunctions that, when or if/whether, immediately juxtaposed to the anticipatory it. The aim of the study is to determine the types and frequency of verbs which occur with object it extraposition and to describe what factors influence the use of anticipatory it. The study first provides a review of the relevant topics and outlines a summary of possible factors influencing the occurrence of the construction under study. It focuses on the properties of the verb and complements, the nature of object extraposition in English and the realisations of the object function, and lastly, it outlines the possible factors leading to the use of anticipatory it object. The research part of the study consists of two parts. The first one deals with the selection of material and methodology, while the second presents the description and analysis of the findings. The primary main part of the research was conducted on the data containing 836 sentences that were drawn from the British National Corpus. The research shows that the most frequent verbs occurring with...

The purpose of this study is to examine whether pupils ' understanding of spoken factual texts is different if you teach using digital tools compared to analogue teaching material. The background to the survey is that Digitalisation has gained an increasingly large place in the Swedish school after changes in the curriculum. The survey's collected material has been received after a survey where 48 students in Grade 1 have been asked to answer questions for two spoken texts, one with digital tools and one using analog teaching material. The answers have since been compiled and analysed from a socio perspective with Vygotskijs thoughts as a basis. The results of my study show that students ' listening comprehension of spoken factual texts is proving to be a little better when teaching is done using digital tools. The reasons for this result I discuss from the idea that digital tools in themselves are not the reason in itself but are an aid and need to interact with several other components to achieve positive results. / Syftet med denna undersökning är att undersöka om elevers förståelse av upplästa faktatexter skiljer sig åt om man undervisar med hjälp av digitala verktyg jämfört med analogt undervisningsmaterial. Bakgrunden till undersökningen är att digitaliseringen har fått en allt större plats i den svenska skolan efter förändringar i läroplanen. Undersökningens insamlade material har inkommit efter en enkätstudie där 48 elever i årskurs 1 har fått svara på frågor till två upplästa texter, en med digitala verktyg och en med hjälp av analogt undervisningsmaterial. Svaren har sedan sammanställts och analyserats utifrån ett sociokulturellt perspektiv med Vygotskijs tankar som grund. Resultatet i min undersökning visar att elevernas hörförståelse för upplästa faktatexter visar sig vara aningen bättre när undervisningen sker med hjälp av digitala verktyg. Orsakerna till detta resultat diskuterar jag utifrån tanken att digitala verktyg i sig inte är anledningen i sig utan är ett hjälpmedel och behöver samverka med flera andra komponenter för att uppnå positiva resultat.