No description available.

The reduction of fuel consumption and the reduction of toxic emissions are the main goals of research and development in the area of internal combustion engines. The use of exhaust gas recirculation (EGR) to come further in that direction is today an established method for diesel engines. EGR reduces the emissions of nitrogen oxides with a low penalty in fuel consumption. The increasingly hard regulations on emissions put high pressure on the manufacturers to improve these systems. The present work aims at increasing the knowledge in the area of EGR. Two of the main challenges when applying EGR are addressed, efficiency and mixing. The efficiency of the EGR-system is analyzed, focusing on keeping the fuel penalty low for a given EGR-rate. Different layouts of the EGR system are studied and compared regarding their stationary and transient properties. Exergy analysis is used to show the potential for improvement in different system components. In the same time, exergy analysis as a tool is introduced and compared to energy analysis of a system. The usefulness of exergy analysis of the entire gas exchange is shown by the example of a heavy-duty diesel engine. The problem of EGR and air mixing is approached by a detailed study of the mixing process in a heavy-duty diesel engine. Different methods for the measurement of EGR distribution are presented and compared. Additionally, the possibility to predict the mixing effects by 1-D and 3-D simulation is assessed. It is shown that the mixing between air and EGR is highly dependent on the pulsating nature of the flow. The EGR is shown to be transported in packets in the air flow. This leads to the conclusion that mixing not only at the mixing point, but also mixing in flow direction needs to be optimized, as the distribution of EGR between the cylinders is dependent on the timing between the passage of the EGR packets and the valve opening time. / <p>QC 20140203</p>

<p>At the Vanguard of Vinyl investigates the jazz industry's adoption of the long-playing record (LP), 1948-1960. The technological advancements of the LP, along with the incipient use of magnetic tape recording, made it feasible to commercially issue recordings running beyond the three-minute restrictions of the 78-rpm record. LPs began to feature extended improvisations, musical mistakes, musicians' voices, and other moments of informal music making, revolutionizing the standard recording and production methods of the previous recording era. As the visual and sonic modes of representation shifted, so too did jazz's relationship to white mainstream culture, Western European musical aesthetics, US political structures, and streams of Afro-modernism. Jazz, as an African American social and musical practice, became a form of resistance against the violent structures of institutional racism within the United States in the 1950s. </p><p>Using the records of Miles Davis, Duke Ellington, Dizzy Gillespie, and Cannonball Adderley, this study outlines the diverse approaches to record making that characterized the transitional years as the LP became the standard recording format. Through archival research, close listening, and detailed discographical analyses of the era's most influential record labels, I show how jazz practices and musical "mistakes" caught on record provided opportunities for recording experimentation. I examine choices made during the record production process, such as tape edits, microphone placement, overdubbing, and other sound processing effects, connecting such choices to the visual and tactile attributes of these discs. Drawing on scholarship that considers how sound reproduction technologies mediate constructions of race and ethnicity, I argue that the history of jazz in the 1950s is one of social engagement by means of and through technology. At the Vanguard of Vinyl is a cultural history of the jazz LP that underscores the ways in which record making is a vital process to music and its circulation.</p> / Dissertation

<p>Härtill 6 uppsatser</p> / digitalisering@umu

Learning from data, especially ‘Big Data’, is becoming increasingly popular under names such as Data Mining, Data Science, Machine Learning, Statistical Learning and High Dimensional Data Analysis. In this dissertation we propose a new related field, which we call ‘United Nonparametric Data Science’ - applied statistics with “just in time” theory. It integrates the practice of traditional and novel statistical methods for nonparametric exploratory data modeling, and it is applicable to teaching introductory statistics courses that are closer to modern frontiers of scientific research. Our framework includes small data analysis (combining traditional and modern nonparametric statistical inference), big and high dimensional data analysis (by statistical modeling methods that extend our unified framework for small data analysis). The first part of the dissertation (Chapters 2 and 3) has been oriented by the goal of developing a new theoretical foundation to unify many cultures of statistical science and statistical learning methods using mid-distribution function, custom made orthonormal score function, comparison density, copula density, LP moments and comoments. It is also examined how this elegant theory yields solution to many important applied problems. In the second part (Chapter 4) we extend the traditional empirical likelihood (EL), a versatile tool for nonparametric inference, in the high dimensional context. We introduce a modified version of the EL method that is computationally simpler and applicable to a large class of “large p small n” problems, allowing p to grow faster than n. This is an important step in generalizing the EL in high dimensions beyond the p ≤ n threshold where the standard EL and its existing variants fail. We also present detailed theoretical study of the proposed method.

Esta tese propõe-se a analisar os Parâmetros Curriculares Nacionais de Língua Portuguesa do terceiro e quarto ciclos (PCNs/LP), no quadro teórico da Linguística da Enunciação. Com este fim, busca, primeiramente, discorrer acerca da propositura, elaboração e divulgação do documento. Esse mapeamento analisa como a conjuntura educacional brasileira contribuiu para a elaboração do documento oficial. Na sequência, apoiado na leitura de alguns textos dos Problemas de Linguística Geral I (1995) e II (1989), que formam os textos basilares para o entendimento da teoria da enunciação de Benveniste, faz-se o resgate das noções que envolvem os estudos enunciativos e analisa como essas noções podem contribuir para a realização do quadro figurativo da enunciação e, assim, delinear uma metodologia que oriente uma análise enunciativa da leitura do texto oficial. A partir do enfoque teórico adotado e da interlocução com outros leitores de Benveniste, questiona quem são os interlocutores dos PCNs/LPdo terceiro e quarto ciclos. São elencadas duas possibilidades de análise: a) o professor de língua materna, para poder fazer uma leitura adequada do texto dos PCNs/LP deve considerar que há uma relação interlocutiva suposta; b) a Teoria da Enunciação de base benvenistiana dispõe de aparato teórico-metodológico que permite reconhecer as marcas no texto que põem em evidência essa relação. A tese, enfim, mostra que há dissimetria entre o texto dos PCNs/LP e seu alocutário, porque o professor da educação básica, interlocutor “real” do texto, não se identifica com o alocutário do texto, pois não entende a concepção teórica que o sustenta e, consequentemente, não constrói a referência. É na lacuna do leitor, pela dificuldade em ler textos teóricos ou pelo despreparo teórico, que identificamos uma lacuna conceitual, fato que dificulta o entendimento do texto. Então, o ponto de vista enunciativo pode ser visto como um caminho para repensar sobre o ensino da língua materna, com o objetivo de aproximar texto e leitor. / This Ph.D. dissertation aims at examining the National Curricular Parameters of Portuguese Language for the third and fourth learning cycles (henceforth PCNs/LP), in the theoretical framework of Linguistics of Enunciation. On this purpose, it seeks firstly, to discuss about the filling, preparation and disclosure of the document. This initial mapping analyzes how the Brazilian educational environment has contributed to the development of the official document. Mainly supported by the texts gathered and published as Problems of General Linguistics I (1995) and II (1989), which form the basis for understanding Benveniste‟s Theory of Enunciation, one retrieves the notions involving enunciative studies and analyzes how these notions can contribute to accomplish the figurative context of utterance, thus outlining a methodology that guides an enunciative analysis of the referred official text. From the theoretical approach adopted and the dialogue with other Benveniste‟s readers, it investigates who are the interlocutors of the PCNs / LP. Two possibilities for analysis are listed: a) the L1 teacher, in order to make a proper reading of the PCN/ LP texts should consider that there is aninterlocutive alleged relationship; b) the Theory of Enunciation of benvenistian basis offers a theoretical and methodological apparatus that allows one to recognize the marks in the text that highlights this relationship. Thus, this dissertation shows that there is asymmetry between the PCN / LP and its interlocutor, due to the primary education teacher, "real" party of the text does not identify with the interlocutor of the text, because they do not understand the theoretical concepts that sustain and, thus, build the references in the document. It is in the gap of the reader, by the difficulty in reading theoretical texts or by theoretical unpreparedness, that we identify this conceptual gap. This factor interferes with the text understanding. Hence, the enunciative point of view can be seen as a way to rethink L1 teaching, thus approximating text and reader.

This dissertation is concerned with representations of locally compact groups on different classes of Banach spaces. The first part of this work considers representations of compact groups by automorphisms of C*-algebras, also known as group actions on C*-algebras. The actions we study enjoy a freeness-type of property, namely finite Rokhlin dimension. We investigate the structure of their crossed products, mainly in relation to their classifiability, and compare the notion of finite Rokhlin dimension with other existing notions of noncommutative freeness. In the case of Rokhlin dimension zero, also known as the Rokhlin property, we prove a number of classification theorems for these actions. Also, in this case, much more can be said about the structure of the crossed products. In the last chapter of this part, we explore the extent to which actions with Rokhlin dimension one can be classified. Our results show that even for Z_2-actions on O_2, their classification is not Borel, and hence it is intractable. The second part of the present dissertation focuses on isometric representations of groups on Lp-spaces. For p=2, these are the unitary representations on Hilbert spaces. We study the Lp-analogs of the full and reduced group \ca s, particularly in connection to their rigidity. One of the main results of this work asserts that for p different from 2, the isometric isomorphism type of the reduced group Lp-operator algebra recovers the group. Our study of group algebras acting on Lp-spaces has also led us to answer a 20-year-old question of Le Merdy and Junge: for p different from 2, the class of Banach algebras that can be represented on an Lp-space is not closed under quotients. We moreover study representations of groupoids, which are a generalization of groups where multiplication is not always defined. The algebras associated to these objects provide new examples of Lp-operator algebras and recover some previously existing ones. Groupoid Lp-operator algebras are particularly tractable objects. For instance, while groupoid Lp-operator algebras can be classified by their K_0-group (an ordered, countable abelian group), we show that UHF-Lp-operator algebras not arising from groupoids cannot be classified by countable structures. This dissertation includes unpublished coauthored material.

Esta tese propõe-se a analisar os Parâmetros Curriculares Nacionais de Língua Portuguesa do terceiro e quarto ciclos (PCNs/LP), no quadro teórico da Linguística da Enunciação. Com este fim, busca, primeiramente, discorrer acerca da propositura, elaboração e divulgação do documento. Esse mapeamento analisa como a conjuntura educacional brasileira contribuiu para a elaboração do documento oficial. Na sequência, apoiado na leitura de alguns textos dos Problemas de Linguística Geral I (1995) e II (1989), que formam os textos basilares para o entendimento da teoria da enunciação de Benveniste, faz-se o resgate das noções que envolvem os estudos enunciativos e analisa como essas noções podem contribuir para a realização do quadro figurativo da enunciação e, assim, delinear uma metodologia que oriente uma análise enunciativa da leitura do texto oficial. A partir do enfoque teórico adotado e da interlocução com outros leitores de Benveniste, questiona quem são os interlocutores dos PCNs/LPdo terceiro e quarto ciclos. São elencadas duas possibilidades de análise: a) o professor de língua materna, para poder fazer uma leitura adequada do texto dos PCNs/LP deve considerar que há uma relação interlocutiva suposta; b) a Teoria da Enunciação de base benvenistiana dispõe de aparato teórico-metodológico que permite reconhecer as marcas no texto que põem em evidência essa relação. A tese, enfim, mostra que há dissimetria entre o texto dos PCNs/LP e seu alocutário, porque o professor da educação básica, interlocutor “real” do texto, não se identifica com o alocutário do texto, pois não entende a concepção teórica que o sustenta e, consequentemente, não constrói a referência. É na lacuna do leitor, pela dificuldade em ler textos teóricos ou pelo despreparo teórico, que identificamos uma lacuna conceitual, fato que dificulta o entendimento do texto. Então, o ponto de vista enunciativo pode ser visto como um caminho para repensar sobre o ensino da língua materna, com o objetivo de aproximar texto e leitor. / This Ph.D. dissertation aims at examining the National Curricular Parameters of Portuguese Language for the third and fourth learning cycles (henceforth PCNs/LP), in the theoretical framework of Linguistics of Enunciation. On this purpose, it seeks firstly, to discuss about the filling, preparation and disclosure of the document. This initial mapping analyzes how the Brazilian educational environment has contributed to the development of the official document. Mainly supported by the texts gathered and published as Problems of General Linguistics I (1995) and II (1989), which form the basis for understanding Benveniste‟s Theory of Enunciation, one retrieves the notions involving enunciative studies and analyzes how these notions can contribute to accomplish the figurative context of utterance, thus outlining a methodology that guides an enunciative analysis of the referred official text. From the theoretical approach adopted and the dialogue with other Benveniste‟s readers, it investigates who are the interlocutors of the PCNs / LP. Two possibilities for analysis are listed: a) the L1 teacher, in order to make a proper reading of the PCN/ LP texts should consider that there is aninterlocutive alleged relationship; b) the Theory of Enunciation of benvenistian basis offers a theoretical and methodological apparatus that allows one to recognize the marks in the text that highlights this relationship. Thus, this dissertation shows that there is asymmetry between the PCN / LP and its interlocutor, due to the primary education teacher, "real" party of the text does not identify with the interlocutor of the text, because they do not understand the theoretical concepts that sustain and, thus, build the references in the document. It is in the gap of the reader, by the difficulty in reading theoretical texts or by theoretical unpreparedness, that we identify this conceptual gap. This factor interferes with the text understanding. Hence, the enunciative point of view can be seen as a way to rethink L1 teaching, thus approximating text and reader.

This thesis explores students’ views concerning the current English as medium of instruction (EMI) policy at Kuwait’s two public higher education institutions, Kuwait University (KU) and the Public Authority for Applied Education and Training (PAAET). In line with the exploratory nature of this study, an interpretivist and social constructivist epistemological stance was implemented to elicit and analyse students’ views and gain their insights on the current situation. The study employed a sequential mixed method design using quantitative (questionnaire) and qualitative (focus groups, semi-structured interviews and semi-structured observations) methods to present a holistic picture. The number of the participants were 12 for the focus groups, 100 for the questionnaire, 11 for the in-depth interviews and 10 teaching sessions were observed. Descriptive statistics were calculated for the quantitative strand data and thematic analysis was used for the qualitative data. The study revealed that although most participants preferred to learn through English, the current EMI policy raised many concerns. These related to students having to endure an ‘extra burden’ and the additional effort needed to study a subject being taught in a language that was not their mother tongue. The students expressed the view that this resulted in them being unable to gain a deep knowledge of the subject and not attain high grades which then affected their career prospects. These issues arose due to the students not being sufficiently competent in the use of English at the high level expected for degree level work. Students also expressed concerns relating to EMI policy effects on Arab identity and on the use of Arabic as a language of science and academia. Students would prefer a policy that promoted the use of both Arabic and English in their courses which would enable them to benefit from developing their understanding of both languages. The thesis concludes by presenting a recommendation to modify the medium of instruction policy such that it incorporates both English and Arabic. These recommendations have implications for policymakers, teachers and students.

Esta tese propõe-se a analisar os Parâmetros Curriculares Nacionais de Língua Portuguesa do terceiro e quarto ciclos (PCNs/LP), no quadro teórico da Linguística da Enunciação. Com este fim, busca, primeiramente, discorrer acerca da propositura, elaboração e divulgação do documento. Esse mapeamento analisa como a conjuntura educacional brasileira contribuiu para a elaboração do documento oficial. Na sequência, apoiado na leitura de alguns textos dos Problemas de Linguística Geral I (1995) e II (1989), que formam os textos basilares para o entendimento da teoria da enunciação de Benveniste, faz-se o resgate das noções que envolvem os estudos enunciativos e analisa como essas noções podem contribuir para a realização do quadro figurativo da enunciação e, assim, delinear uma metodologia que oriente uma análise enunciativa da leitura do texto oficial. A partir do enfoque teórico adotado e da interlocução com outros leitores de Benveniste, questiona quem são os interlocutores dos PCNs/LPdo terceiro e quarto ciclos. São elencadas duas possibilidades de análise: a) o professor de língua materna, para poder fazer uma leitura adequada do texto dos PCNs/LP deve considerar que há uma relação interlocutiva suposta; b) a Teoria da Enunciação de base benvenistiana dispõe de aparato teórico-metodológico que permite reconhecer as marcas no texto que põem em evidência essa relação. A tese, enfim, mostra que há dissimetria entre o texto dos PCNs/LP e seu alocutário, porque o professor da educação básica, interlocutor “real” do texto, não se identifica com o alocutário do texto, pois não entende a concepção teórica que o sustenta e, consequentemente, não constrói a referência. É na lacuna do leitor, pela dificuldade em ler textos teóricos ou pelo despreparo teórico, que identificamos uma lacuna conceitual, fato que dificulta o entendimento do texto. Então, o ponto de vista enunciativo pode ser visto como um caminho para repensar sobre o ensino da língua materna, com o objetivo de aproximar texto e leitor. / This Ph.D. dissertation aims at examining the National Curricular Parameters of Portuguese Language for the third and fourth learning cycles (henceforth PCNs/LP), in the theoretical framework of Linguistics of Enunciation. On this purpose, it seeks firstly, to discuss about the filling, preparation and disclosure of the document. This initial mapping analyzes how the Brazilian educational environment has contributed to the development of the official document. Mainly supported by the texts gathered and published as Problems of General Linguistics I (1995) and II (1989), which form the basis for understanding Benveniste‟s Theory of Enunciation, one retrieves the notions involving enunciative studies and analyzes how these notions can contribute to accomplish the figurative context of utterance, thus outlining a methodology that guides an enunciative analysis of the referred official text. From the theoretical approach adopted and the dialogue with other Benveniste‟s readers, it investigates who are the interlocutors of the PCNs / LP. Two possibilities for analysis are listed: a) the L1 teacher, in order to make a proper reading of the PCN/ LP texts should consider that there is aninterlocutive alleged relationship; b) the Theory of Enunciation of benvenistian basis offers a theoretical and methodological apparatus that allows one to recognize the marks in the text that highlights this relationship. Thus, this dissertation shows that there is asymmetry between the PCN / LP and its interlocutor, due to the primary education teacher, "real" party of the text does not identify with the interlocutor of the text, because they do not understand the theoretical concepts that sustain and, thus, build the references in the document. It is in the gap of the reader, by the difficulty in reading theoretical texts or by theoretical unpreparedness, that we identify this conceptual gap. This factor interferes with the text understanding. Hence, the enunciative point of view can be seen as a way to rethink L1 teaching, thus approximating text and reader.