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No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) tese_Rosangela_Saviano.pdf: 631921 bytes, checksum: 06fc5d3a9fc101a24b6c52f4e6fe8c3d (MD5) / Universidade Estácio de Sá, Centro de Ciências Humanas e da Educação, Rio de Janeiro, RJ / O objetivo geral desta pesquisa é investigar de que modo a metáfora conceptual, por meio de suas marcas linguísticas, reproduz e, ao mesmo tempo, constrói, cognitiva e discursivamente, determinadas representações ideológicas. Mais especificamente, buscou-se investigar o papel cognitivo-discursivo da metáfora no discurso do ex-presidente Luiz Inácio Lula da Silva. Assim, esta pesquisa tem como foco uma metáfora conceptual particular, ou seja NAÇÃO É FAMÍLIA, e como desdobramento dessa, ESTADO É PAI. Esse cenário sociocognitivo pressupõe os seguintes modelos conceptuais, aqui tratados como frames (FILLMORE, 2006): o Pai Severo, o Pai Educador/Cuidador (LAKOFF, 1996) e, principalmente, como proposto neste estudo, o Pai Provedor/Autoritário. Esse recorte deve-se à importância da metáfora NAÇÃO É FAMÍLIA como motivadora não só de várias marcas linguísticas encontradas no corpus, mas também de todo um enquadramento conceptual que pode determinar uma forma de conduzir o discurso político que marcou e ainda marca a era Lula. O corpus foi constituído por fragmentos de discursos sobre e do presidente Luiz Inácio Lula da Silva. Os discursos sobre Lula foram retirados de livros, jornais, revistas, sites e blogs. Já aqueles produzidos pelo próprio presidente, durante seus dois mandatos, de 2003 até 2010, formam a maior parte do corpus, e foram retirados do website da Biblioteca Virtual da Presidência. Para a identificação das marcas linguísticas metafóricas licenciadas pelas metáforas NAÇÃO É FAMÍLIA e ESTADO É PAI, partimos da noção de “incongruência semântica”, como proposta por Kittay (1989). Para a análise dos frames de PAI, que formam cenários dentro da metáfora conceptual ESTADO É PAI, a análise não se apoiou apenas nas marcas linguísticas metafóricas, uma vez que, para avaliar se estamos tratando de um modelo de PAI SEVERO ou de UM PAI CUIDADOR/EDUCADOR, um olhar mais avaliativo, e portanto, mais interpretativista, fez-se necessário. A pesquisa fundamentou-se nos pressupostos teóricos advindos da Linguística Cognitiva e, principalmente, da Teoria Crítica da Metáfora. Dentre as contribuições deste estudo, encontra-se a pesquisa, organização e apresentação do frame do Pai Provedor/Autoritário, representando Lula como governante na política brasileira, como complemento aos frames do Pai Severo e Pai Educador/Cuidador, oriundos do modelo de família propostos por Lakoff (2002). O frame do PAI Provedor/Autoritário contribui, como um terceiro elemento, para explicar as metáforas da família no cenário da política brasileira / This research aims, at a general level, to investigate how conceptual metaphors, by means of their linguistic markers, reproduce, and at the same time, construct, in a cognitive and discursive way, certain ideological representations. Thus, in this research, the cognitive-discursive role of metaphors is investigated. More particularly, our research focuses on the conceptual metaphor NAÇÃO É FAMÍLIA (NATION IS FAMILY) and its entailment ESTADO É PAI (STATE IS FATHER), This cognitive scenario presupposes the models (frames) of the Strict Father, the Nurturing Father and the Provider/Authoritarian Father. This view is due to the importance of the NATION IS FAMILY metaphor as a motivator, not only of several markers found in the corpus, but also as a conceptual framing that can determine a way to conduct the political discourse which described and still describes the Lula Era. Our corpus was composed by fragments of discourse about and by president Luiz Inácio Lula da Silva. The speeches about Lula were taken from books, newspapers, magazines, sites and blogs. The ones produced by the president himself, from 2003 to 2010, form the largest part of the corpus and they were taken from the website of Biblioteca Virtual da Presidência. To identify the metaphorical linguistic markers licenced by the two conceptual metaphors, we start from the notion of “semantic incongruence”, as proposed by KITTAY (1989). To analyze the frames of the “FATHER”, which form scenarios within the conceptual metaphor ESTADO É PAI, the analysis did not follow only metaphorical and linguistic markers, but also considered an interpretative look when necessary. The research was based on theoretical presuppositions drawn from Cognitive Linguistics, in particular, the Critical Metaphor Analysis trend. Among the contributions of this research we can point out the proposal of the Provider/Authoritarian Father frame, represented by the president Lula as the political leader of Brazilian politics, complementing the family models proposed by Lakoff (1996). That frame contributes to a new view of Lakoff´s family model as a third element to explain the family metaphors in the Brazilian scenario

[pt] Esta dissertação reflete sobre a identidade da metáfora literária. Toma como base a teoria geral da metáfora inaugurada por George Lakoff e Mark Jonhson na década de 1980 - o que equivale a conceber a metáfora como um princípio cognitivo básico, como um mecanismo estruturador do conhecimento e da experiência que em muito ultrapassa os domínios da literatura. Reconhecendo com Lakoff e Johnson a onipresença do fenômeno metafórico em nossas vidas, interessou-nos refletir sobre o que poderia distinguir a sua manifestação no campo específico da literatura. Tivemos por objetivo central aqui contribuir para o teste de hipóteses cognitivistas levantadas por George Lakoff e Mark Turner, em uma obra especificamente voltada para a manifestação literária da metáfora, a saber, More than cool reason (1989). Analisamos com o aparato teórico e descritivo ali oferecido um conjunto de metáforas presentes em um texto literário específico - o Romance d`A Pedra do Reino e o Príncipe do Sangue do Vai- e- Volta, de Ariano Suassuna. A análise empreendida fala em favor das hipóteses de Lakoff e Turner, para quem a maioria das metáforas literárias resulta de explorações criativas e inusitadas de mapeamentos metafóricos bastante arraigados em nossos sistemas conceptuais - extensões, combinações ou elaborações das metáforas ontológicas, estruturais e orientacionais que governam, em um nível básico e de forma geral, a nossa linguagem, pensamento e ação. / [en] This dissertation analyses the identity of the literary metaphor. It is based in the general Conceptual Theory of Metaphors started by George Lakoff and Mark Johnson in the 80`s decade - they set the metaphor as a basic cognitive principle, as a mechanism that structures the knowledge and the experience which goes beyond the literature field. Recognizing along with Lakoff and Johnson the presence of the metaphorical phenomena in our lives, this study interested us to think about what could distinguish the presence of the metaphor specifically in literature. Our central objective here was to contribute to test the cognitive hypothesis showed by George Lakoff and Mark Turner, in a specific book which studies the literary metaphor, More than cool reason (1989). We analyzed a set of metaphors in the Romance d`A Pedra do Reino e o Príncipe do Sangue do Vai-e- Volta, by Ariano Suassuna. This analysis shows that Lakoff and Turner hypothesis, which the generalizations governing poetic metaphorical expressions are not in language, but in thought: they are general mappings across conceptual domains; they are creative extensions of these mappings. As the locus of metaphor is not in language at all, but in the way we conceptualize one mental domain in terms of another. The literary metaphors are extensions, combinations or elaborations of the ontological, structural and orientational metaphors that lead, in a basic level and in a general way, our language, thought and actions.

Language can be seen as a bridge between the way we think and our actions. From a social semiotic, language becomes a resource with which collective knowledge can be distributed. The way we talk about an artefact is a reflection of our conceptual understanding thereof. Often, we use conceptual metaphors to communicate abstract concepts in abstract reasoning domains such as computer science. Conceptual metaphors are formed in relation to primary metaphors and are grounded in sensorimotor experience. Primary metaphors can be used to analyse how we embody our conceptual understanding of specific concepts. The aims of this study are threefold: Firstly, to explore how conceptual metaphors are used by students and teachers while engaging in conversations about computer programming; secondly, to analyse the emergent conceptual metaphors to identify how teachers and students understand abstract aspects about computer programming and thirdly, to identify the sensorimotor experiences that contribute to shaping the conceptual metaphors used by the students and the teachers. Two teachers and three students from two different upper-secondary schools engaged in informal conversations regarding aspects of computer programming. The conversations were audiorecorded, and excerpts were transcribed verbatim and translated into English. The excerpts were analysed by adopting a methodological framework based on Grady’s theory of primary metaphor. Results suggest that teachers and students have a multi-faceted conceptual understanding of computer science that involves concepts such as spatial relations, similarities between objects and computer code. Other emergent aspects concerned interpersonal relationships, in relation to customer service and social skills. The findings imply that expanding the number of available conceptual metaphors could lead to a more diverse set of didactic tools in computer science education, thus increasing overall conceptual understanding. / Vårt språk kan ses som en brygga mellan det sätt vi tänker och det sätt vi agerar. Ur ett socialsemiotiskt perspektiv blir språket ett verktyg med vilket kollektiv kunskap kan distribueras. Detta gör det rimligt att säga att det sätt varpå vi talar en spegling av vår möjlighet att förstå. Vi använder ofta konceptuella metaforer för att kommunicera abstrakta koncept som exempelvis datavetenskap. Konceptuella metaforer formas i relation till primärmetaforer, grundade i sensomotoriska erfarenheter. Primärmetaforer kan användas för att analysera hur vi kroppsligt befäster och förstår specifika koncept. Syftet med denna studie är att: i, undersöka hur konceptuella metaforer används av lärare och elever vid samtal rörande programmering, ii, använda de uppkomna konceptuella metaforerna för att identifiera lärares och elevers förståelse för abstrakta aspekter av programmering och iii, identifiera de sensomotoriska upplevelser som formar de konceptuella metaforer lärarna och eleverna använder sig av. Informella samtal kring olika aspekter av programmering genomfördes med två lärare och tre elever vid två svenska gymnasieskolor. Samtalen spelades in, varefter kortare utdrag transkriberades och översattes till engelska. Utdragen har analyserats med en metod baserad på Gradys teori om primärmetaforer. Studiens resultat visar att lärare och elever har en mångfacetterad förståelse för programmering. Deras konceptuella förståelse baseras på bland annat rumsliga relationer mellan olika objekt, skillnader och olika objekt samt relationen till kod. Andra identifierade aspekter berör interpersonella förhållanden, kundservice och social kompetens. Resultaten indikerar att en vidgad uppsättning didaktiska verktyg inom programmeringsundervisning skulle kunna öka antalet tillgängliga konceptuella metaforer relaterade till programmering och således öka den generella konceptuella förståelsen för programmering.

Important theories about the attribution of mental contents and/or linguisticmeanings propose a theoretical characterization about mental and linguisticunderstanding. As one of the consequences of this, they cannot account forinstances of genuine conceptual diversity: the exotic expressions and their conceptual repertoires must be re-describe by means of a theory, articulated in our conceptual repertoire, that eliminates that diversity. Wittgenstein, on the other side, has argued that understanding of the linguistic and non linguistic behavior of other creatures is based on primitive ways of reciprocal understanding, settled on practical agreements. Consequently, he has characterized our relationship towards radically estrange behaviors as a form of instinctive uncertainty”. On these bases, I will attempt to show how it is possible to dissolve skeptical problems and elude contrived solutions about other forms of life”, recognizing that genuine conceptual diversity is possible. / Importantes teorías acerca de la atribución de contenidos mentales y/o de significados lingüísticos proponen una caracterización teoricista acerca de la comprensión mental y lingüística. Entre sus efectos, no pueden dar cuenta decasos de genuina diversidad conceptual: las expresiones exóticas y sus repertorios conceptuales tienen que ser re-descritas por medio de una teoría, expuesta en nuestro propio repertorio conceptual, que elimine esa diversidad. Wittgenstein, por su parte, ha argumentado que la comprensión de la conducta lingüística y no lingüística de otras criaturas se asienta en modalidades primitivas de comprensión recíproca, basadas a su vez en concordancias de orden práctico.Consecuentemente, ha caracterizado nuestra relación con comportamientos radicalmente extraños como una forma de incertidumbre instintiva”. En este trabajo intentaré mostrar cómo es posible sobre estas bases disolver problemas escépticos y evitar soluciones artificiosas acerca de otras formas de vida”, reconociendo que la genuina diversidad conceptual es posible.

Aircraft structural layout concept design at Saab Aeronautics utilize thickness optimizationto evaluate astructural layout concept. The thickness values can be used to compare conceptsto each other,and the bestonecan be further developed. Today, most ofthe creation and evaluation of structural layout concepts is manual work. Therefore, there is an ongoing investigation on how to implement design automation to reduce this manual and repetitive work. The investigationaims to achieve rapid exploration of the design space to find a good base for a new aircraft development. This includes investigating how the synchronization between a structural layout model (SLM) and a global finite element model (GFEM) can be improved. This thesis contributes to the investigation by exploring the possibilities to implement design automation in the creation of the SLM regarding the fuselage structure. Further, exploring the implementation of design automation in the creation of the GFEM to enable automatic evaluation of concepts. The thesis also explores how the synchronization between the models can be improved. To structure the thesis work, the software development methodologies of MOKA and RAD weremodified and combined. The execution of the thesis was carried out in the software of 3DEXPERIENCE, particularly using the applications CATIAand SIMULIA. This thesis work resulted in a methodfor developing and evaluating aircraft structure concept designs with design automation. The new method includes two models with corresponding scripts. The first model developed is a tool for a conceptualdesignerthat enables the creation of aircraft fuselage SLM from user defined inputs. The second model is generated by script which results in a GFEM with a direct connection to the SLM. To conclude, the developed method enables a faster iteration work of fuselage structural concept designs compared to the current method. The detail level is lower but more consistent and uniform. The GFEM was not able to fulfil its purpose in the developed method due to time limits and software limitations. However, the synchronization between the SLM and GFEM was implemented successfully and contained all critical elements.

Conceptual tendencies in czech contemporary design Kamila Matějková Abstract Diploma thesis deals with conceptual tendencies emerging in contemporary Czech design and try to put them in historical and social context. It focuses primarily on product design, glass and ceramics and their development in the last decade. First, the thesis deals with the development of conceptual art, theoretical approaches to the design and the definition and circumstances of occurrence of conceptual design. The main part of the thesis focuses on conceptual tendencies that were observed based on research of contemporary Czech design scene. These tendencies are: the historical trend and tendency to appropriation of older works, the inspiration of nature and processing of environmental issues, the application of humor, exaggeration and story as a concept in design and a tendency to material experiment and experiment with material processing techniques. Keywords design, czech design, conceptual art, conceptual design, contemporary design, enviroment, appropriation

Swedish students in grades 4 and 8 have maintained a consistent performance in natural science based on the TIMSS assessments conducted in 2019 and 2015. However, results from the Swedish School Inspectorate suggest a low level of interest among students in the subject of natural science. Students have expressed difficulty in understanding natural science subjects due to teachers frequently discussing abstract phenomena that are challenging to observe or visualize clearly. Despite memorizing information to meet subject objectives, pupils often lack a deeper comprehension of these scientific phenomena, resulting in a diminished interest in the subject. This litterary overwiev aims to address the question: What factors and methods are conducive to enhancing middle school pupils' conceptual understanding in natural science subjects? Eight diverse studies focused on students' conceptual understanding, or lack thereof, in natural science were analyzed. The outcomes highlighted three themes with a positive impact on pupils' conceptual understanding: the nature of the subject matter, teacher-related factors, and aspects of instructional content such as teaching methods. This study identifies methods and pedagogical choices that educators can utilize to improve pupils' conceptual understanding in a three step solution. Further discussion explores potential discrepancies between the new Swedish curriculum and such instructional approaches, questioning the coexistence of pupils' interest and knowledge in elementary science education.

[ES] Números en el arte contemporáneo desde la propia práctica es una investigación que busca indagar sobre la presencia de los números en el arte contemporáneo. Plantea cómo los números, algo general y objetivo, son abordados de forma consciente por algunos artistas desde la subjetividad y la creatividad. Los números participan del universo artístico como causa, medio o fin, con el objetivo de convertirse en obras de arte singulares con valores culturales, estéticos y artísticos. Estos valores dependen del contexto y su significado, otorgados por la intención y la forma de pensar del artista. En este plano, los números pueden ser formas, cantidades o datos; pueden estar en un objeto, en una imagen, en un texto o en un video. Los dígitos numéricos en el arte operan al nivel de su connotación, no tanto de su denotación. En palabras del Dr. Gerardo Suter: "En este caso, un número es lo que es en su sentido denotativo, pero puede ser otra cosa, mucho más amplia, en un sentido connotativo" creando así un significado más complejo, pues como menciona Roland Barthes, "sólo tiene sentido en la inserción del referente dentro de un contexto dado". Resulta interesante cómo algo tan concreto como un número se vuelve arte. Esta disertación busca dar sentido a dicha complejidad. A partir de la distinción establecida por la semiótica entre denotación y connotación, y utilizando la propia obra artística como referencia, la investigación plantea una aproximación a la comprensión de las particularidades que asumen los números en el arte contemporáneo. Como marco teórico y herramienta metodológica, el binomio denotar-connotar y su efecto en la noción de significado y significante serán la columna vertebral de esta investigación. / [CA] Números a l'art contemporani des de la meva pròpia pràctica, és una investigació que busca indagar sobre la presència dels números a l'art contemporani. Aquesta dissertació planteja com quelcom general i objectiu, com són els números, són abordats de manera conscient per alguns artistes des de la subjectivitat i la creativitat. Els números entren a l'univers artístic com a causa, mitjà o fi, amb l'objectiu d'esdevenir obres d'art singulars amb valors cultuals, estètics i artístics, aquests valors depenen del context i el seu significat, atorgats per la intenció i la manera de pensar del artista. En aquest pla, els números poden ser formes, quantitats, dades, poden estar en un objecte, en una imatge, en un text, o en un vídeo. Els papers que juguen els dígits numèrics a l'art tenen una connotació no una denotació. En paraules del Dr. Gerardo Suter: "En aquest cas, un nombre és el que és en el sentit denotatiu, però pot ser una altra cosa, molt més àmplia, en un sentit connotatiu". Creant així un significat més complex, que com esmenta Barthes "només té sentit en la inserció del referent dins un context donat". És interessant com una cosa tan concreta, com un nombre esdevé art, aquesta dissertació busca donar sentit a aquesta complexitat. A partir de la distinció establerta per la semiòtica entre denotació i connotació, i utilitzant la pròpia obra artística com a referència, aquesta investigació planteja una aproximació a la comprensió de les particularitats que assumeixen els números a l'art contemporani. Com a marc teòric i eina metodològica, el binomi denotar-connotar i el seu efecte en la noció de significat i significant seran la columna vertebral d'aquesta dissertació. / [EN] Numbers in contemporary art, from my own practice, is an investigation that seeks to investigate the presence of numbers in contemporary art. This dissertation raises how something general and objective, such as numbers, are consciously approached by some artists from subjectivity and creativity. Numbers enter the artistic universe as a cause, mean or end to become unique works of art with cultic, aesthetic and artistic values. These values depend on the context and their meaning, granted by the intention and way of thinking of the artist. On this plane, numbers can be shapes, quantities or data. They can be in an object, in an image, in a text, or in a video. The roles that numerical digits play in art have a connotation, not a denotation. As Dr. Gerardo Suter says: "In this case, a number is what it is in its denotative sense, but it can be something else, much broader, in a connotative sense". Thus, creating a more complex meaning, which, as Barthes mentions, "only makes sense in the insertion of the referent within a given context". It is interesting how something so concrete, like a number, becomes art; this dissertation seeks to make sense of this complexity. Based on the distinction established by semiotics between denotation and connotation and using the personal artistic work as a reference, this research proposes an approach to understanding the particularities assumed by numbers in contemporary art. As a theoretical framework and methodological tool, the denoting-connoting binomial and its effect on the notion of meaning and signifier will be the backbone of this dissertation. / Jiménez López, J. (2024). Números en el arte contemporáneo desde la propia práctica [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/204636

La representació conceptual en terminologia: l'atribució temàtica en els bancs de dades terminològiques, tesi doctoral defensada el desembre de 2005 a l'Institut Universitari de Lingüística Aplicada de la Universitat Pompeu Fabra, revisa la noció d'àrea temàtica i d'adscripció temàtica dels termes a través de la seva representació en els BDT; demostra, amb un treball empíric, les insuficiències d'aquesta representació, tant des del punt de vista de l'adequació als principis teòrics de la terminologia, com des del punt de vista de l'eficiència dels bancs per respondre a les consultes que reben; proporciona una explicació del funcionament de la variació conceptual de les unitats considerades homònimes en els BDT, i elabora una primera proposta de representació alternativa que dóna resposta a algunes de les insuficiències detectades. / La representació conceptual en terminologia: l'atribució temàtica en els bancs de dades terminològiques, tesis doctoral defendida en diciembre de 2005 en el Institut Universitari de Lingüística Aplicada de la Universitat Pompeu Fabra, revisa la noción de área temática y de adscripción temática de los términos a través de su representación en los BDT; demuestra, con un trabajo empírico, las insuficiencias de esta representación, tanto desde el punto de vista de la adecuación a los principios teóricos de la terminología, como desde el punto de vista de la eficiencia de los bancos para responder a las consultas que reciben; proporciona una explicación del funcionamiento de la variación conceptual de las unidades consideradas homónimas en los BDT, y elabora una primera propuesta de representación alternativa que da respuesta a algunas de las insuficiencias detectadas. / Conceptual representation in terminology - the attribution of subject field to specialized terms in terminological databanks is a Ph.D. read in December 2005 at the Institut Universitari de Lingüística Aplicada, Universitat Pompeu Fabra. This dissertation revisits the notion of subject field and the principles and criteria of thematic attribution of the concepts stored in TDB. The empirical work carried out in this dissertation has shown up the weaknesses of such issue, both from the standpoint of complying with the theoretical principles of terminology as well as that of the efficacy of databanks to answer the queries received. Furthermore, an explanation of conceptual variation of units considered homonymous in BDT is provided. Finally, a draft offering an alternative representation is put forward to rectify this situation.

This study is a two part research project that describes and evaluates the efforts of the researcher to bring change in Cyprus' educational system, in the field of simple electric circuits. The objective of the first part was the assessment and evaluation of Cypriot STVE students' perceptions about simple electric circuits. The objective of the second part was to measure the effectiveness that conceptual change model-based instructional activities designed by the researcher had on changing students' misconceptions about simple electric circuits towards scientifically accepted ideas. Transformative mixed methods research design was used consisting mainly from an one-group pre-test post-test design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2 as a research instrument, while interviews and field notes were used for triangulation. The findings showed that there was a significant improvement in students' understanding of simple electric circuit concepts that were taught using conceptual change model-based instructional activities. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)