Univ., Diss.--Frankfurt am Main, 2002. / Literaturverz. S. 143 - 150.

Notre recherche a pour objectif d’étudier le comportement du dirigeant des sociétés cotées en France lorsqu’il diffuse l’information aux investisseurs. Nous considérons que le dirigeant adopte un comportement « opportuniste », défini par la théorie de la gestion des impressions. Ainsi, le dirigeant cache les « mauvaises informations » notamment la mauvaise performance financière, qui peuvent avoir une influence sur le cours de l’action au travers de la lisibilité narrative. L’objet de cette recherche est formulé sous la question suivante : Quels sont les déterminants de la lisibilité de l’information diffusée par les sociétés cotées en France ? Nous étudions 192 sociétés cotées en France au CAC All entre 2007 et 2012. Notre échantillon est composé de 1152 observations entreprise/année concernant l’étude du rapport de gestion et 1012 observations entreprise/année concernant l’étude le mot du Président. Nous mesurons la lisibilité au travers de l’indice de Flesch (adapté à la langue française) issu de la littérature informatique en linguistique et au travers de la longueur des parties étudiées. Ce travail met en exergue le comportement opportuniste de diffusion de l’information des dirigeants. Les résultats de l’analyse quantitative indiquent d’une part que la performance financière influence la lisibilité du rapport annuel et d’autre part que l’obligation de diffuser une information lisible n’influence pas la lisibilité du rapport annuel des sociétés cotées en France. / This research aims to study the manager’s behavior of listed companies in France when manager discloses information to investors. Based on the theory of impression management, we consider manager is "opportunistic". In this way, manager obfuscates the “bad news” especially bad financial performance that can have an impact on the share price trough narrative readability. The purpose of this research is formulated by the following question: What are determinants of disclosed information readability by listed companies in France? We investigate 192 french listed companies in the CAC All between 2007 and 2012. This yields a sample of 1,152 firm-years with MD&A sections and 1,012 firm-years with Chairmen’s statements. We measure the readability using the Flesch formulas (adapted to the French language) from the computational linguistic literature and the length of the annual report parts. This research highlights manager is likely to have opportunistic behavior when he discloses information to investors. Results from quantitative analysis suggest both financial performance affects the readability of annual report and obligation to disclose readable information does not affect the readability of the annual report of listed companies in France.

Thesis (Ed.M.)--Boston University

No description available.

<p>The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series <em>Good Stuff</em>, <em>Happy</em>, <em>Time </em>and <em>Wings. </em>The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.</p>

The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series Good Stuff, Happy, Time and Wings. The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-10-07T16:48:13Z No. of bitstreams: 1 arquivototal.pdf: 18219531 bytes, checksum: 0e90b5a1339f54b242beb9a61d7e6e1b (MD5) / Made available in DSpace on 2016-10-07T16:48:13Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 18219531 bytes, checksum: 0e90b5a1339f54b242beb9a61d7e6e1b (MD5) Previous issue date: 2015-03-30 / Various compositions and violin musical creations were developed with the tonal system and diatonic scale. And many musical contemporary works are like construction tools that favor the technical standard learning and giving considerable importance to scale studies. Currently, the execution of musical works is to get into music courses in schools, conservatories and universities. Considering this, the present study intended to make a descriptive, comparative and reflective analysis of the scale systems of violin from Carl Flesch (1926), Ivan Galamian (1985) and Simon Fischer (2012), checking their main characteristics, similarities and differences of approach and the design of teaching methodology. The above-mentioned authors´s works exercised and still influence on practice and on the technique of violinists generations. So the intention of the present work is, with the bibliographical, exploratory and descriptive research, to help the student with his contact to the scale systems, promoting an access to educational content and the study proposals. In order to facilitate the contact of student with the various types of technical approaches and points of view, we identify similarities and differences in relation with the left hand as fingerings, position changes, chromatic scales, double stops, "broken" thirds , arpeggios, tenths, octaves, articulations and the challenges of the right hand, on the subject of sound production, diversity of rhythms and of bowings. With this, we question the efficiency of exercises and the real motivations led these authors to write their systems. The differences of technical approaches, styles and teaching methodologies also contribute to the clarification and understanding of the changes that occurred in the period that each method was written. / Com a consolidação do sistema tonal e sua consequente formação escalar diatônica, diversas composições e criações musicais para o repertório do violino foram desenvolvidas. E muitas obras musicais da contemporaneidade são como ferramentas de construção que favorecem a aprendizagem técnica padrão e conferem ao estudo de escalas uma considerável importância. Na atualidade, frequentemente a execução de escalas é exigida em testes de admissão para cursos de música em escolas, conservatórios e universidades. Considerando o exposto, o presente estudo pretendeu fazer uma análise descritiva, comparativa e reflexiva entre os sistemas de escalas para o violino de Carl Flesch (1926), Ivan Galamian (1985) e Simon Fischer (2012), verificando suas principais características, semelhanças e diferenças na abordagem e na concepção da metodologia de ensino. Considerando que os trabalhos dos autores citados exerceram e, ainda, exercem influência na prática e técnica de várias gerações de violinistas, buscou-se com a pesquisa bibliográfica, exploratória e descritiva, auxiliar o estudante no seu contato com o sistema de escalas, promovendo um acesso ao conteúdo de ensino e às propostas de estudo. A fim de facilitar a aproximação do aluno com os diversos tipos de abordagens técnicas e dos pontos de vista, identificamos as semelhanças e diferenças em relação à mão esquerda, tais como dedilhados, mudanças deposição, escalas cromáticas, cordas duplas, terças “quebradas”, arpejos, décimas, oitavas, articulação e agilidade dos dedos, assim como os desafios da mão direita, no que diz respeito à produção sonora, diversidade de ritmos e de arcadas. Com isso, questionamos a eficiência dos exercícios e compreendemos as reais motivações que conduziram esses autoresa escreverem seus respectivos sistemas. As diferenças de abordagens técnicas, distintos estilos e metodologias de ensino também contribuem para o esclarecimento e entendimento das mudanças ocorridas no período em que foi escrito cada método.

Orientador: Emerson Luiz De Biaggi / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T08:41:14Z (GMT). No. of bitstreams: 1 Kakizaki_ValterEiji_M.pdf: 7721830 bytes, checksum: 6364af8be28879188712d29b477bdcc2 (MD5) Previous issue date: 2014 / Resumo: Este trabalho tem por finalidade a compreensão e comparação dos pensamentos de dois dos mais importantes pedagogos do ensino de violino no século XX, Carl Flesch e Ivan Galamian, e averiguar suas influências nos dias de hoje em vídeos disponibilizados na internet. Inicialmente levantamos nos livros The Art of Violin Playing (Carl Flesch, 1923) e Principles of Violin Playing and Teaching (Ivan Galamian, 1962) as principais ideias desses autores sobre aspectos gerais, técnicos e interpretativos, fazendo uma comparação entre suas propostas pedagógicas. Em seguida analisamos os materiais pedagógicos postados na internet por professores de reconhecida competência, Todd Ehle e Kurt Sassmannshaus, observando os mesmos aspectos e parâmetros observados nos livros, verificando como as informações transmitidas por esses últimos se relacionam com as técnicas sugeridas por Carl Flesch e Ivan Galamian / Abstract: The purpose of this study is to understand and compare the thoughts of two of the most important violin pedagogues of the 20th Century, Carl Flesch and Ivan Galamian, and investigate their influences nowadays in videos available on the internet. Therefore, we summarized the main ideas presented by the two authors regarding general, technical and interpretative aspects in the books "The Art of Violin playing " (Carl Flesch, 1923) and "The Art of Violin Playing and Teaching" (Ivan Galamian, 1962), making a comparison between their pedagogical proposals. Then, we examined the pedagogical materials posted on the internet by professors of recognized competence, Todd Ehle e Kurt Sassmannshaus, observing the same aspects and parameters discussed in the two books, verifying how this more recent material relates to the techniques suggested by Carl Flesch and Ivan Galamian / Mestrado / Praticas Interpretativas / Mestre em Música

Introduction: A mercury fact sheet that contains essential information and can be clearly understood by majority of adults is needed. In Fiscal Year 2009, EPA responded to more releases related to mercury than any other release. Since 2003, EPA has responded to more than 200 mercury releases. The American Association of Poison Control Centers estimate more than 50,000 people have been exposed to mercury vapors from 2003 to 2008, and 19,000 mercury cleanups have occurred from 2006 to 2008. Purpose: To determine what information needs to be included in a mercury fact sheet and how it should be created to inform adults who may be important in preventing and limiting exposure during accidental mercury release in the United States. Methods: The Flesch-Kincaid Grade Level Formula Data and the Suitability Assessment of Materials (SAM) tool were used to determine readability and appropriateness of twelve fact sheets related to elemental mercury. Length of fact sheets and illustration coverage percentage were also assessed. In addition, surveys were performed with four people who were involved in response to mercury releases in 2007 to 2009. The information they provided was also summarized to determine important elements that should be included in the fact sheets. Results: Information in a fact sheet should include the background of mercury, procedures in the event of a release, and ways to prevent releases. Based on the Flesch-Kincaid Grade Level, the literacy levels required to comprehend the 12 facts sheets was 11.4 on average. The majority of adults cannot comprehend the twelve fact sheets evaluated. Based on the evaluation of the material using SAM, none of the fact sheets scored higher than adequate with SAM. Only two fact sheets were written on one page and none of the fact sheets used relevant, simple illustrations with captions. Discussion: An effective mercury fact sheet needs to be about one page long and focuses on background, procedures, and prevention of exposure during a mercury release. Information obtained from interviews found that people focused the majority of their attention on the first page only. The fact sheet needs to be written at a sixth grade reading and to be able to receive a superior rating when assessed with SAM. This will ensure that the fact sheet is readable and comprehendible by the majority of adults and include the necessary information that the public must know regarding mercury. A new fact sheet was developed and assessed using both Flesch-Kincaid level and SAM and was found to have a 6.6 reading grade level and received a superior score under SAM. This fact sheet will be used by EPA along with the existing more comprehensive fact sheets at state agencies, and poison control centers for future releases and will be given to schools to educate and prevent future releases.

Teachers employ traditional readability measurements to estimate text difficulty when assigning textbooks to meet the students’ current proficiency level. The purpose of this study was to see if modern textbooks published by five major publishing companies in Sweden were more difficult to read according to traditional readability formula compared to textbooks published in the 90’s. This study also aims to investigate whether readability in textbooks was similar among the five publishers. The readability formula Flesch Reading Ease in Coh-Metrix was utilized to calculate text difficulty in textbooks intended for Swedish grade 7. The primary material used for this study consisted of 70 texts selected from textbooks from three different time periods and five different publishers. The results from the formula indicated that the modern textbooks, published in between 2012-2016, were more difficult to read compared with the older ones. In addition, the results indicated that readability was similar among the different publishers. However, the study showed that modern textbooks published by Liber were easier to read in comparison with the older ones of this particular publisher. That modern textbooks have longer sentence structures and more complex syntax suggests increased expectations of 7th graders’ reading abilities.