Presented thesis thesis is written for IBM Company, specifically IBM IDC Czech Republic, s.r.o. branch. The thesis describes development of statistic module for work database TIVOLE utilizing Lotus Notes program. The basic aim of the thesis is to ease creation of reports and graphical data outputs in relation to speed of operator´s work while narrowing down the required time of human resources for solving problems.

This work consists of three parts: the translation theory of drama and the specifics of school theatre, the translation of a play by David Llorente, Los árboles dormidos, and a commentary discussing the translation. The theoretical part focuses on problems and characteristics of translations of this genre. The commentary to the translation includes a translation analysis, a discussion of the translation problems and their solutions, and a typology of translation shifts. Keywords: Recipient, paradox, obsolescence of translation, scenic notes, school theatre, amateur theatre, translation analysis, translation shifts.

The present thesis focuses on the teaching of interpreter`s notes within selected universities in the Federal Republic of Germany. The aim of this theoretical-empirical study is to find out how lecturers teach note-taking, which sources they use, and how much importance they assign to teaching note-taking. Findings from German universities are compared with responses from research participants from a university in the Czech Republic. The theoretical part of this study introduces the topic of note-taking in a wider context of interpreting, discusses the prevailing systems of note-taking in more detail and deals with teaching note-taking and some of its aspects. Tools and technologies used for note-taking are also mentioned. In the second, empirical part of the thesis, the goals, chosen methodology and possible limits of the research are presented. Participants and universities selected for the research are also introduced. The data is collected by means of questionnaires and semi- structured interviews. Findings from both of these methods are then compared based on thematic areas. Although the target group of the research is relatively small, and the results are therefore not fully decisive, a number of noteworthy trends have been identified which may serve as basis for future research. Also, the...

Abstract Title: Direct and indirect effect of notes – for actors in a stock market Background: Notes make up a significant part of the company´s annual report, but does this information have any major impact? On one side, notes should lead to less information asymmetry, which positively affects the stock market and financial analysts forecasting precision as well as this relationship depends on different contexts. The question is also asked if all information presented in the notes is too extensive, which creates information overload for financial analysts. Purpose: The purpose is to explain the effects of more information in accounting notes for actors in equity markets in different contexts that have the same accounting standard. Method: The study applies a cross-sectional design together with a deductive approach to investigate whether the amount of note information has a relationship with financial analysts forecasting precision, stock volatility and stock liquidity. For these relationships, moderating effects will also be tested. The hypotheses arose through theories of asymmetric information, effective market hypothesis, cognitive load theory and system-orientated theories. Conclusion: The study rejects the relationship between note information and errors in financial analyst forecast, stock volatility as well as stock liquidity. However, the results show a significant positive relationship between note information and error in forecasting precision. Financial analyst forecasting precision show that the relationship is affected by three different contexts. Despite the relationship between note information and stock liquidity were rejected when tested on the overall sample is the relationship affected by two different contexts. / Sammanfattning Titel: Direkta och indirekta effekter av noter - För aktörer på en aktiemarknad Bakgrund: Noter utgör en väsentlig del av företags årsredovisning men har den informationen någon större påverkan? På ena sidan bör noter leda till mindre informationsasymmetri, vilket påverkar aktiemarknaden och finansiella analytikers prognosprecision positivt samt att detta samband även beror på olika kontexter. Frågan ställs även ifall informationen som presenteras i notavsnittet är för omfattande, vilket skapar informationsöverbelastning för finansiella analytiker. Syfte: Syftet är att förklara effekten av ökad delgivande av information i redovisningsnoter på aktörer på aktiemarknaden i olika kontexter som tillämpar samma redovisningsstandard. Metod: Studien tillämpar en tvärrsnittsdesign tillsammans med en deduktiv ansats för att undersöka ifall mängden notinformation har något samband med finansiella analytikers prognosprecision, aktievolatilitet och aktielikviditet För dessa samband testas även modererande effekter. Hypoteserna uppstod genom teorierna asymmetrisk information, effektiva marknadshypotesen, kognitiv belastningsteori och systemorienterade teorier. Slutsats: Studien förkastar sambandet mellan notinformation och fel i prognosprecision, aktievolatilitet och aktielikviditet. Däremot visar resultatet ett positivt signifikant samband mellan notinformation och fel i prognosprecision. Finansiella analytikers prognosprecision uppvisar även att sambandet påverkas av tre olika kontexter. Trots att sambandet mellan notinformation och aktielikviditet förkastas när den testas på en övergripande nivå, påverkas sambandet av två olika kontexter.

School recess can be a problematic setting due to inadequate safety, supervision, and structure. Peer praise notes (PPNs) is a school-wide positive behavior support strategy that was implemented during recess to address these concerns at a Title I elementary school. An ABAB reversal design across all students was employed to evaluate the effectiveness of PPNs. Overall changes in office disciplinary referrals (ODRs) in each phase of the design, an effect size that reflects a highly effective treatment, and a moderately strong and statistically significant negative correlation suggest that PPNs decreased ODRs. Results from social validity surveys completed by eight recess aides and 88 students indicated that participants had positive perceptions of PPNs improving student behavior and peer relations, communicating playground rules, extending supervision responsibilities, and offering structured activity to peer praisers. Students' perceptions were overall more positive than the recess aides' perceptions. Limitations, future research, and implications are addressed.

Note: Missing "Diagram A: Block Diagram of Site" on page "28a" / <p> A reconstruction and description of the settlement and land use patterns of the village of Waterdown in Southern Ontario, at four periods of time: 1841, 1880, 1920 and 1960. The primary source of data used were Registry Office Documents concerning land transactions. The resulting maps are analyzed using a regression analysis to isolate some factors which have been considerations in any decision to locate within the settlement and through them to predict where future locations are most likely to occur. </p> / Thesis / Master of Arts (MA)

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Thèse en cotutelle : Université Laval, Québec, Canada et Université du Québec à Chicoutimi, Chicoutimi, Canada. / Cette étude s’est intéressée à la prise de notes (PDN), outil d’apprentissage très important dont le processus permet la mémorisation et l’appropriation des informations et le produit, la constitution d’une mémoire externe (pour mémorisation ultérieure), chez les étudiants universitaires. Elle s’est plus spécifiquement intéressée aux notes prises dans les modes numérique et manuscrit, ce qui est d’actualité, car la mise en place du Plan d’action numérique en éducation et en enseignement supérieur depuis 2018 implique en effet une utilisation plus grande du numérique dans les classes (Gouvernement du Québec, 2019). Or, cette intégration du numérique suppose une interaction entre l’apprenant et la technologie (Li & Pow, 2011), ce qui signifie que le numérique pourrait avoir une incidence sur la façon dont les apprenants prennent leurs notes. Il s’impose alors d’analyser les habitudes de PDN des apprenants dans les modes manuscrit et numérique ainsi que l’incidence de ces façons de prendre les notes sur la qualité des notes et sur la performance. Pour ce faire, il faut notamment trouver un moyen d’évaluer la qualité de la PDN réalisée dans les deux modes. Les écrits scientifiques révèlent que des notes de qualité reflètent la macrostructure (MS) du discours source (DS), c’est-à-dire qu’elles sont organisées de façon claire et que les relations entre les idées principales et secondaires sont bien définies (Williams & Eggert, 2002). Afin d’évaluer la qualité des notes, nous avons élaboré une grille mettant en parallèle la MS d’un DS et celle des notes. Cette grille nous a permis d’analyser les notes prises dans les deux modes et de mettre ces notes, c’est-à-dire l’organisation et la sélection de leur contenu, en parallèle avec la performance à un examen afin de voir si la façon dont les apprenants prennent des notes dans les deux modes a un lien avec la performance à un examen.

L’étude dont nous présentons ici les résultats a pour objet l’étudiant non natif confronté au cours magistral. Cette étude s’intègre dans l’axe II de la section Adis-langues du laboratoire ICAR II. L’étude s’appuie sur l’hypothèse que la complexité du fonctionnement du cours magistral entraîne des difficultés de compréhension orale et de prise de notes chez les étudiants non natifs qui ont une maîtrise incertaine de la langue française.Nous avons travaillé sur des extraits d’enregistrements vidéo de cours de droit que nous avons analysé en nous inspirant des présupposées théoriques de l’école française de l’analyse du discours. Plusieurs autres concepts ont servi d’outils pour appréhender le fonctionnement du cours magistral. Nous avons notamment été longuement éclairée par les études menées au sein du groupe Interactions et Apprentissage des langues dans sa composante Analyses de discours didactiques et nous nous sommes servie de leur modèle pour identifier et étiqueter les différents paramètres de complexité du cours magistral. Pour mesurer la compréhension orale de ces paramètres, nous avons adopté une démarche expérimentale pas aussi sophistiquée que l’exige la méthode expérimentale proprement dite, pour des raisons heuristiques. Nous avons proposé aux étudiants natifs et non natifs des tests de compréhension orale à travers la prise de notes et d’autres questions orales et écrites.Les résultats obtenus révèlent des cas de maîtrise de la langue et des moments plus délicats où pour des raisons diverses la compréhension orale et la prise de notes sont rendues difficiles. Ces résultats ont permis de valider l’hypothèse de départ. Nous avons à partir de là ébauché un dispositif compensatoire des problèmes identifiés, puis nous avons formulé des perspectives pour des études plus approfondies à l’avenir. / The study we present here the results has for object the non-native student face up to oral comprehension and taking notes challenges during lectures in law. This study is part of the axis II section of Adis-language laboratory ICAR II. The study is based on the assumption that the complexity of the functioning or of lectures in law leads to difficulties in listening and note-taking in non-native students who have an uncertain command of French. The data from which we have worked consist of excerpts from videotapes of law courses. We analyzed these recordings according to theoretical presuppositions of the French school of discourse analysis. Several other concepts developed by other schools and other researchers have been used tools for understanding the functioning of the lectures. We were also informed by extensive studies on the lectures conducted in the group Interactions and Language Learning in its component Analysis of didactic speeches.We used the model of listening to lectures theorized by this research group to define the term listening. This model allowed us to identify and label the different complexity parameters of lectures. To measure oral comprehension of these parameters, we adopted an experimental approach. We have developed an experimental design not as sophisticated as required by the experimental method itself, for heuristic reasons. The experimental protocol is based on a set of excerpts of recordings from which we offered to native students and nonnative students listening tests through taking notes and other written and oral questions. The results reveal cases of language proficiency and delicate moments where for various reasons, listening and taking notes are complicated. These results validate the starting hypothesis. We have sketched from here a compensatory mechanism of identified problems, and then we have made perspective for further studies in the future.