The aim of the present study was to examine students' text comprehension in grades 4 and 6. Participants were 61 students without documented or suspected reading and writing difficulties, in grades 4 and 6. The focus was on texts designed by Bishop and Adams (1992), containing two types of questions: literal and inference questions, and three different ways of presenting the text; listening, silent reading and silent reading with the text available when responding to the questions. The texts have been previously used in research and as a tool for clinical, qualitative estimate of reading comprehension in speech and language pathologists’ assessments. Investigation was also conducted for working memory, vocabulary, and phonological and orthographical decoding. The results show that students have a significantly higher score in terms of literal questions when the text is available in responding to the questions, versus listening and silent reading. The results also show that literal and inference questions do not differ. No differences between gender and grades were encountered. Conclusions are drawn that students with typical reading development in grades 4 and 6 do not have any difficulty in answering neither literal nor inference questions, concerning the three texts in this study.

This paper is about the handling of challenging terminology within the technical field of structural engineering. The translation of two texts on structural systems "Antiquated Structural Systems Series", published in STRUCTURE magazine, serves as the basis for this study. The analysis focuses on the search and textual strategies for a selection of difficult terms. The terms are divided into four groups: terms with no Swedish equivalent; terms with more than one Swedish equivalent; acronyms; and measurements. The analysis shows that the search strategies are the same, regardless of term type, and that they involve many steps, including looking for terms in dictionaries and term banks; comparing terms in encyclopedias and parallel texts; and confirming usage. The textual strategies that were helpful in the translation were procedures based on the theories of Vinay and Darbelnet (in Munday 2008) and Ingo (2007), such as literal translation, borrowing, calque, adaptation and addition. The result shows that the chosen textual strategy for each challenging term differed greatly and depended on, for example, context and translator preference.

[pt] Esta dissertação se propõe a apresentar as considerações feitas por Santo Agostinho a respeito da distinção entre o metafórico e o literal. A análise das passagens sobre a metáfora extraídas do corpus agostiniano mostrou que a prática de distinguir o metafórico do literal, alvo de duras críticas de teóricos contemporâneos, torna-se imprescindível no método que Agostinho desenvolve para a interpretação das Escrituras Sagradas, nas quais devem se correlacionar certos significados e verdades da experiência humana e os significados e verdades de uma tradição religiosa específica. Foi interessante observar, contudo, o contraste entre a prática tradicional de distinguir o metafórico do literal e a que Agostinho propõe. Enquanto aquela é associada, freqüentemente, ao que é da ordem dos fatos empíricos, esta é de uma ordem ético-religiosa. Ademais, a análise permitiu compreender o posicionamento desse filósofo frente às duas possíveis concepções que dividem os discursos no campo da metaforologia - a metáfora é fundada ou fundante? - e perceber como Agostinho resolve o embaraço de ser herdeiro de uma visão aristotélica da linguagem, segundo a qual as metáforas devem ser relegadas ao terreno da Retórica e da Poética, e ter de lidar com o fato de que a Escritura Sagrada, repleta de metáforas, não pode ser relegada ao terreno da ficção ou da oratória política. / [en] This dissertation aims to present Augustine s considerations on the distinction between the metaphorical and the literal. The analysis of passages concerning metaphor extracted from his texts showed that distinguishing the metaphorical from the literal, something that is very criticized by contemporary theoreticians, is indispensable in Augustine s method for the interpretation of the Holy Bible, where certain meanings and truths of human experience must be co-related to meanings and truths of a specific religious tradition. However, an interesting contrast was observed between traditional forms of distinguishing the metaphorical from the literal and the one proposed by Augustine: while the former are often associated to empirical facts, the latter belongs to an ethico-religious order. In addition, the analysis provided an understanding of the philosopher s stand with respect to the main theoretical split within the field of metaphorology: is metaphor a founded or founding phenomenon? It also helped clarify the Augustine s way out of the following predicament: how to remain an heir of Aristotle s view of the language - in which metaphors must belong exclusively to the fields of rhetorics and poetics - and at the same time deal with the fact that the Holy Bible, full of metaphors, cannot belong to the fictional or to the political.

This is a systematic study of tropes of the Holy Qur`an, divided into four chapters… The first chapter is entitled: “An historical review of rhetoric and stylistics” and it consists of two sections; the first section is entitled: “Western rhetoric and stylistics” where as the second section deals with “Arabic rhetoric and stylistics”. The second chapter is entitled: “Tropes and their components” and it consists of two sections; the first section is entitled: “the definition of tropes”. This section deals with the definition of “literal expressions” and “figurative expressions”, and the required condition for figurative expressions; that is the syntactical and semantic coherence and relationships. The second section is entitled: “Components of tropes” which deals with different components of tropes. The third chapter is entitled: “Linguistic tropes of the Holy Qur`an” and it consists of two sections; the first section is entitled: “The spread of linguistic tropes in the Holy Qur`an”. The second section is entitled: “Relationship of linguistic tropes in the Holy Qur`an”. This section quotes each and every relationship of linguistic tropes in the Holy Qur`an. The fourth chapter is entitled: “mental tropes in the Holy Qur`an”, and it consists of three sections; the first section is entitled: “Mental tropes in the Holy Qur`an, from part 1 to part 10”. The second section is entitled: “Mental tropes in the Holy Qur`an, from part 11 to part 20”, and the third section is entitled: “Mental tropes in the Holy Qur`an, from part 21 to part 30”. These sections quote verses of the Holy Qur`an which contain mental tropes. / Religious Studies and Arabic / Psychology

Made available in DSpace on 2014-06-12T16:01:00Z (GMT). No. of bitstreams: 2 arquivo7132_1.pdf: 2088995 bytes, checksum: aa5d2a0c53668dd8ebc5d10ae3ada3a2 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2005 / As Redes Neurais Artificiais (RNAs), um dos principais modelos de computação em Inteligência Artificial (IA), vêm sendo largamente utilizadas nas diversas abordagens de previsão do comportamento dos dados, por exemplo, em processamento de sinais, reconhecimento de padrões, aproximação de função e também previsão de séries temporais. Isto porque as RNAs englobam muitas características desejáveis como boa capacidade de generalização, não linearidade, multivariáveis, não paramétricas, dentro de um esquema de implementação relativamente eficiente em termos de velocidade e exigência de memória computacional. Apesar do grande uso de RNAs para resolver vários tipos de problemas apresentando bom desempenho, o usuário geralmente quer entender como e porque a rede obteve uma dada saída em relação à entrada que lhe foi apresentada. Ou seja, a incapacidade de explicar como e porque a rede gera suas respostas é uma das principais críticas às RNAs, principalmente quando aplicadas em sistemas onde a segurança na operação seja um aspecto importante, tais como problemas de controle de usinas nucleares, controle do sistema de navegação de aeronaves, auxílio a cirurgias médicas, sistemas de diagnóstico médico e detecção de falhas mecânicas. Isto se deve ao fato do conhecimento está armazenado na topologia, nos pesos e quando usado no bias da rede, o que evidentemente dificulta a compreensão pelo usuário de como a rede encontrou a solução para um determinado problema. Segundo a literatura, a forma mais usual de se resolver esta deficiência é a partir da rede treinada extrair regras do tipo Se/Então. Note que, tais regras são bem mais aceitáveis pelos usuários por serem muito parecidas com a forma de representar o raciocínio humano. Logo, trata-se de uma maneira bastante plausível de se justificar as saídas apresentadas pela rede. Portanto, o objetivo principal deste trabalho é fazer um estudo comparativo entre diversos algoritmos, incluindo os quatro aqui propostos (destacando-se o Literal e o ProRulext), para extração de regras de redes MLP (Multilayer Perceptron) aplicadas à problemas de classificação de padrões e de previsão de séries temporais verificando qual(is) o(s) método(s) que obtém o conjunto de regras mais conciso e representativo das redes treinadas em cada um destes problemas

El objetivo del presente trabajo es investigar y analizar la traducción al español de la novela “Låt den rätte komma in” de John Ajvide Lindqvist, con el enfoque en los elementos de la cultura sueca. Aunque la traductología es una disciplina relativamente nueva en el campo de la ciencia, ya se han desarollado una multitud de teorías, y por tanto hay varios posibles puntos de partida para hacer un análisis. Tomamos el nuestro en la teoría del skopos de Reiss y Vermeer, que es apta para clasificar los modos de traducir y para analizar la intención de la traductora. Defendemos la hipótesis de que la traductora habrá usado las estrategias de traducción filológica y comunicativa, para lograr un texto terminal que es adaptado a las necesidades de los lectores de la cultura meta. Para realizar la investigación comparamos las partes del texto original que contengan elementos culturales relevantes con el texto terminal y hacemos un análisis en cada caso. Concluimos que la traductora ha usado más las estrategias de traducción literal y filológica, aunque a veces usa la estrategia literal a costa de la coherencia del texto terminal.

La présente étude, faisant objet d’une thèse de doctorat, a trait à l’étude des expressions idiomatiques en lien avec la représentation spatiale en italien. Ce travail a pour objectif d’étudier et d’analyser ces expressions idiomatiques dans la langue italienne, en nous intéressant aux implications que cela peut avoir sur la représentation de l’espace en italien. L’étude que nous nous proposons de mener a pour objet la compréhension de ces structures figées en italien et de leurs équivalents en français. L’analyse des effets des expressions idiomatiques dans le discours du langage quotidien, rendue possible par l’élaboration d’un corpus de 25 romans graphiques, a été l’occasion de mieux comprendre la productivité de ces locutions figées. / This study as a doctoral thesis, deals with the analysis of the idiomatic expressions and spatial reference in the Italian and French languages. This research was aimed at describing the meanings of an idiom's element that plays important role in idiom interpretation and use, by raising the question of various non-literal forms evolves with a particular context as graphic novels. This work focuses on a systemic analysis of idiom types, the evidence relating to one major classes of idiom comprehension models: non-composition models, which assume the compositional meanings of phrases and sentences are routinely generated and used in the development of 25 graphic novels; the items are considered as one opportunity to better understand the structure of the idiom.

El objetivo del presente estudio es investigar las estrategias aplicadas en la traducción de la novela ”Harry Potter y la Orden del Fénix” del inglés al español. Nuestro corpus consiste en 78 palabras y términos inventados por la autora JK Rowling. El estudio consta de un análisis cuantitativo y cualitativo con el objetivo de ver cuáles son las estrategias más aplicadas. Partimos de las estrategias presentadas por Vinay y Darbelnet (2000) y también las sugeridas por Newmark (1988). Asimismo, nos interesaba ver la aplicación de neologismos formales en el texto meta. Se planteaba la hipótesis de que la estrategia de calco hubiera sido aplicada mayormente para mantener las palabras inventadas por JK Rowling. Contrariamente a esta hipótesis hemos encontrado que la estrategia más comúnmente usada es la de traducción literal. Hemos podido concluir que el frecuente uso de la traducción literal ha generado una traducción fiel al texto original y que también logra reproducir el estilo y el contexto cultural de la obra de JK Rowling. Además, planteamos la pregunta si una estrategia determinada es preferida en una categoría determinada. Hemos visto que la estrategia traducción literal domina en tres categorías. En la categoría restante, varias estrategias han sido aplicadas con frecuencia parecida. Proponemos también la hipótesis de que expansión sería más aplicada que reducción en la traducción, aunque hemos detectado poca diferencia entre el uso de las dos estrategias. Acerca de los neologismos formales, hemos identificado diez en total en el texto meta.

This study used content analysis to investigate the development of the concept of variables in middle grades mathematics textbooks during four eras of mathematics education in the United States (New Math, Back to Basics, Problem Solving, and the NCTM Standards era: 1957 – 2009). It also examined the nature of support that the curricula provide for teachers to enact variables ideas in the classroom. Findings revealed that each of the middle grades mathematics curricula examined used variables, but in varied proportions and levels of complexity. Formal definitions for variables were found in 11 of the 12 students’ editions examined. The characteristics of the definitions for variables found in the different curricula were, however, different from one another. The uses of variables as placeholders and as labels dominated the uses of variables in the mathematics curricula. The least used category of variables was as an abstract symbol. When examined in terms of the content areas, the use of variables as placeholders dominated Number and Operations, and Algebra contents. In Geometry, Measurement, and Data Analysis and Probability content areas, the use of variables as labels was predominant. Overall, the data did not reveal any systematic or drastic change in the treatment of variable ideas during the 50 year period within which this study is situated. There was however, a steady increase in the use of variables as varying quantities across grade levels, and the four eras of mathematics education in the United States. There were also some noticeable changes in the treatment of variable ideas found in Math Connects curriculum when compared to the treatment in the other three curricula. The data collected also supported the evidence of guidance provided to teachers in the respective curricula to enact variable ideas in the classroom. However, the amount of guidance identified was limited in the majority of the curricula. Limitations of the study, implications for curriculum and teacher development, as well as recommendations for future research are also presented.

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