O presente estudo investiga a percepção dos(as) estudantes do Ensino Médio sobre a contribuição que as experiências escolares podem trazer aos seus projetos de vida. Tomamos por referência o conceito de projetos vitais formulado por Damon, adotando a perspectiva da psicologia positiva (Seligman & Csikszentmihalyi). Partimos da concepção de que projetos que orientam a vida das pessoas são elementos centrais à humanidade e podem contribuir tanto para a satisfação pessoal como para fins coletivos. Entendemos que a juventude é um período relevante para a identificação de tais projetos, dada a necessidade do(a) jovem de projetar seu futuro e de escolher caminhos a serem percorridos na vida adulta. Buscamos compreender a complexidade desta fase da vida a partir da visão de alguns autores relacionados à psicologia (Inhelder & Piaget, Erikson, Damon) e à sociologia (Mannheim, Eisenstadt). Dada a função formativa da escola, à diversidade de experiências que propicia aos(às) estudantes e ao tempo que esses passam em seu interior, esta instituição torna-se potencialmente favorável à identificação de projetos de vida. O conceito de experiências escolares tem por base o trabalho de Dewey. Optamos por uma abordagem positiva do tema, ou seja, vamos nos deter nos elementos que contribuem para o desenvolvimento de projetos de vida. O plano de investigação traz os dados de uma pesquisa realizada com 305 estudantes do primeiro e segundo anos do Ensino Médio oriundos das redes pública e particular da cidade de São Paulo. A pesquisa, ao buscar a percepção dos sujeitos, adota uma abordagem qualitativa do problema, mas faz uso, também, de procedimentos quantitativos para alcançar seus objetivos. O conceito de projetos vitais pressupõe a investigação de diferentes elementos como objetivos e metas de vida, ações, percepção do sentido da vida e preocupação com o futuro. Para tanto, foi utilizado um instrumento com questões fechadas em uma escala do tipo Likert e questões abertas destinadas à identificação da contribuição da escola aos projetos de vida sob a ótica dos sujeitos envolvidos. A análise dos dados indica que a maioria dos(as) jovens têm projetos de vida econômicos ou hedonistas que se combinam com valores e objetivos de vida familiares, pró-sociais, religiosos, dentre outros. Os dados evidenciam que quase a totalidade dos(as) jovens consideram objetivos políticos sem importância para as suas vidas. A escola é percebida positivamente, 81% dos(as) participantes consideram que ela contribui para seus projetos de vida, principalmente por meio das disciplinas curriculares que têm seu significado associado ao futuro, à formação para o trabalho e ao vestibular. Dados relacionados à representação estudantil e atuação protagonista dos(as) estudantes revelam percentuais muito baixos de vivência desse tipo de experiência. Dentre as justificativas atribuídas às contribuições das experiências escolares detectamos significados que: são auto-centrados, incorporam o outro por meio de relações interpessoais e consideram interesses e causas coletivas. Os dados mostram que valores, objetivos de vida e significados atribuídos à escola combinam-se de maneiras diversas, evidenciando a complexidade que envolve a adoção de um projetos de vida. / The present study investigates the perception of high school students about the contribution that school experiences can bring to their life projects. Damon\'s formulation of the concept of purposes was taken for reference, adopting the perspective of positive psychology (Seligman & Csikszentmihalyi). The assumption adopted was that projects that guide people\'s lives are central to humanity and can contribute to both personal satisfaction and for collective purposes. It is believed that youth is a time relevant to the identification of such projects, given the need for the teenager in designing their future, choosing ways to be followed into adulthood. The complexity of this phase of life was sought understood in the view of some authors related to psychology (Inhelder & Piaget, Erikson, Damon) and sociology (Mannheim, Eisenstadt). Given the formative role of the school, the diversity of experience that delivers on students and to the time they spend in it, the identification of potentially life projects becomes favorable in this institution. The concept of school experiences have the basis on Dewey\'s work. A positive approach to the subject was choosen, ie, the elements that contribute in developing life projects will be consider. The research plan provides data from a survey with 305 students from first and second years of high school from public and private schools in São Paulo. The research, in order to seek the subjects\' perception, not only adopts a qualitative approach to the problem, but also makes use of quantitative procedures to achieve your goals. The concept of purposes involves an investigation of different elements such as goals and life goals, actions, perceptions of the meaning of life and concern with the future. For that, was used an instrument elaborated on a Likert scale with closed questions and open questions for identify the contribution of school in life projects from the perspective of those involved. Data analysis indicates that most of the youth have economic or hedonistic life projects that combine values with family life goals, pro-social, religious, among others. The data shows that almost all the youth do not consider the relevance of political objectives in their lives. School is perceived positively, 81% of (the) participants consider that it contributes for their life projects, mainly through the curriculum subjects that have their meaning associated with the future, training for work and college. Data related with student representation and youth protagonism data reveal very low percentage in the living this kind of experience. Among the reasons attributed to the contributions of school experiences were detected meanings wich are self-centered, incorporate the one by interpersonal relations and consider interests and collective causes. The data show that values, life goals and meanings attributed to school are combined in various ways, highlighting the complexity that involves adopting a life project.

O presente estudo descritivo-comparativo refere-se à tradução juramentada de documentos realizada no par de línguas português e italiano. Sendo o ato tradutório um processo complexo, implica em várias etapas a serem cumpridas, desde o recebimento da informação transmitida pela língua de partida, a análise imediata do tradutor de seu conteúdo e objetivo, a pesquisa terminológica a ser realizada nesse documento para a certificação da equivalência/correspondência em realidades situacionais jurídicas e administrativas diferentes e as decisões que ele deve tomar para preencher as lacunas linguísticas provenientes dessa diversidade. Para a realização do seu trabalho, o tradutor juramentado conta com um prazo pré-estabelecido, além de um escasso material lexicográfico bilíngue de apoio. Na maioria das vezes, suas decisões sobre esse árduo percurso são imediatas, pontuais e solitárias. Assim, objetiva-se com este estudo fundamentar a sua prática tradutória em uma teoria dos estudos da tradução, para justificar tais decisões. Ao longo deste trabalho, foram apresentados diversos tipos de documentos que são utilizados na prática de atos civis das pessoas e que, ao transpor continentes, são mediados pelo tradutor juramentado, quando a comprovação de seu teor deve ser atestada e traduzida/vertida, para cumprir determinado objetivo em países estrangeiros que se comunicam. Esses documentos são de valor incontestável desde épocas remotas até os dias atuais. Isso será brevemente relatado no surgimento dos cartórios, que objetivavam o registro dos atos civis dos habitantes de uma comunidade, na criação das Juntas Comerciais, que sempre visaram à fiscalização e ao registro da vida comercial das sociedades, até nossos dias, em que são utilizados para formalizar transações intercontinentais. No discorrer da pesquisa, foi dado um pequeno enfoque para a importância do verbo em contextos jurídicos, estudo este fundamentado na teoria dos Atos de Fala. Visto que o tradutor juramentado é investido de poder para o ofício que executa ao certificar suas traduções, a referida Teoria é relevante ao ser também comprovada na pratica do ato tradutório. A análise comparativa terminológica principal deste estudo foi realizada tomando-se como base dois documentos transcritos no par de línguas português e italiano: o TERMO DE AUDIÊNCIA EM AÇÃO DE DIVÓRCIO DIRETO CONSENSUAL e VERBALE DI COMPARIZIONE DEI CONIUGI ALL´UDIENZA CAMERALE DI DIVORZIO CONGIUNTO. Nela, procurando-se estabelecer o grau de equivalência/correspondência nas línguas português e italiano e a comprovação de semelhanças no uso de sintagmas verbais encontrados no corpo dos dois documentos, constatou-se a existência terminológica total em alguns segmentos e parcial em outros. Fundamentar a prática tradutória em uma teoria da tradução foi de imensa importância para a conclusão deste trabalho, não só pela justificativa das decisões pessoais tomadas pelo tradutor juramentado no processo tradutório, mas pela comprovação teórica desses atos, obtida através dos estudos incansáveis realizados por esses pesquisadores da língua. / This comparative-descriptive study refers to the certified translation of documents held in the pair of Portuguese and Italian languages. Being the Translational Act a complex process, it involves several steps to be complied, since the receiving of the information supplied by the source language, the immediate analysis of the translator of its content and purpose, the terminological research to be held in this document to the certification of the equivalence/correspondence in different legal and administrative situational realities and the decisions he must take in order to fill the linguistic gaps from this diversity. For the completion of a work, the certified translator has a pre-established deadline, and a scarce bilingual lexicographic support material. Most of the time, their decisions on this arduous journey are immediate, timely and lonely. Thus, the objective of this study is to substantiate its translation practice on a theory of translation studies, to justify such decisions. Throughout this work, various types of documents that are used in the practice of civil acts of people and that, when transposing continents, are mediated by a certified translator, when the evidence of its content must be certified and translated to fulfill a particular purpose in foreign countries which communicate to each other, were presented. These documents are of incontestable value since ancient times to the present day. This will be briefly reported in the emergence of registry offices, which aimed the registration of civil acts of the inhabitants of a community, from the creation of Trade Boards, which have always aimed at the supervision and registration of the commercial life of society, to this day, when they are used to formalize intercontinental transactions. In the discourse of the research, it has been given a small focus to the importance of the verb used in legal contexts, being this study based on the Theory of Speech Acts. Since the certified translator is vested with power to the work that he performs when certifying the translations, the referred Theory is also relevant when proven in the practice of the translation act. The main terminological comparative analysis of this study was performed taking base on two documents transcribed in the pair of the Portuguese and Italian languages: TERM OF HEARING IN DIRECT CONSENSUS DIVORCE ACTION and VERBALE DI COMPARIZIONE DEI CONIUGI ALL\'UDIENZA CAMERALE DI DIVORZIO CONGIUNTO. In it, seeking to establish the degree of equivalence / correspondence in the Portuguese and Italian languages and the evidence of similarities in the use of verb phrases found in the body of the two documents, there was total terminological existence in some segments and partial in others. Substantiating the translation practice in a theory of translation was of immense importance to the completion of this work, not only by the background of the personal decisions made by the certified translator in the Translational process, but by the theoretical evidence of these acts, obtained through the tireless studies carried out by these researchers of the language.

The thesis is focused on the technology of scarfing longitudinal welds in welded tubes. The theoretical part describes methods of production tubes. It also analyzes the method used in Mubea company. The experimental part presents the design of two innovative technologies of scarfing welds tubes, their experimental validation and subsequent evaluation. The experimental part also presents a design of the machine that must be produced for this operation.

This thesis encompasses research on Artificial Intelligence in support of automating scientific discovery in the fields of biology and medicine. At the core of this research is the ongoing development of a general-purpose artificial intelligence framework emulating various facets of human-level intelligence necessary for building cross-domain knowledge that may lead to new insights and discoveries. To learn and build models in a data-driven manner, we develop a general-purpose learning framework called Syntactic Nonparametric Analysis of Complex Systems (SYNACX), which uses tools from Bayesian nonparametric inference to learn the statistical and syntactic properties of biological phenomena from sequence data. We show that the models learned by SYNACX offer performance comparable to that of standard neural network architectures. For complex biological systems or processes consisting of several heterogeneous components with spatio-temporal interdependencies across multiple scales, learning frameworks like SYNACX can become unwieldy due to the the resultant combinatorial complexity. Thus we also investigate ways to robustly reduce data dimensionality by introducing a new data abstraction. In particular, we extend traditional string and graph grammars in a new modeling formalism which we call Simplicial Grammar. This formalism integrates the topological properties of the simplicial complex with the expressive power of stochastic grammars in a computation abstraction with which we can decompose complex system behavior, into a finite set of modular grammar rules which parsimoniously describe the spatial/temporal structure and dynamics of patterns inferred from sequence data.

On the 15th of March 2019, more than 1.6 million students have protested in 125 countries against the climate change effects, as part of the Fridays for Future movement. The manifestations represented the biggest day of global climate action ever taken, according to media outlets. At the core of this movement stands Greta Thunberg, a Swedish 16-year old climate activist and a Nobel Prize nominee, whose actions and speeches serve as inspiration for both students and adults.  With a focus on environmental communication and climate activism, this research aims to find how the teenager addressed climate change topics and how she succeeded in conveying her ideas to audiences. It discusses how the rhetoric was constructed within her speeches, and which of the argumentative elements gave Greta Thunberg the ability to convince the public. The study combines frame and rhetoric analysis with a focus on the text of the speeches that Greta Thunberg delivered in three major international events. The purpose is to observe and understand the nature of Greta Thunberg’s activism by analyzing how the high school student used the linguistic tools and tactics in her public speeches, and to explore a few theories within the text: the issue framing of the climate crisis; the argumentative and discursive techniques that helped her to gain media and public attention.  The thesis concludes that the evolution of Greta Thunberg’s climate activism, from ‘no attention’ to global reputation, is based on grassroots activism, particular personality features, and efficient use of rhetoric devices combined with moral purpose argumentation. / <p><strong>Acknowledgements</strong></p><p>I take the opportunity to thank my Master thesis supervisor professor Paola Sartoretto, from Stockholm University, for the valuable professional support that she offered. Additionally, I thank professor Mia Verhoeff Friman from Jönköping University, for her useful remarks and input during this 2-year Master’s Program.</p><p>Last but not least, I want to express my gratitude for all the encouragement I received in my efforts to attend this program and to address special thanks to my mother Otilia for her continuous guidance and love, for always believing in me, and for being my role model as a mother, woman, teacher, and respected professional.</p>

<p>Sammanfattning</p><p>Laborationer i naturvetenskapliga ämnen är en naturlig del av undervisningen. Syftet med den här uppsatsen är att ta reda på om man tar bort en möjlighet till inlärning och förståelse för eleverna om laborationer inte används i undervisningen. Vidare ville jag undersöka om lärare och elever anser att laborationer utvecklar förståelsen av naturvetenskap, dessutom om eleverna förstår syftena med laborationerna.</p><p>Undersökningen utfördes genom att kvalitativa intervjuer gjordes med fyra lärare och sex elever i en gymnasieskola. Resultatet visar att lärarna har olika åsikter om laborationens betydelse för förståelsen av ämnet. Däremot anser eleverna att laborationer utvecklar deras förståelse för naturkunskap. Undersökningen visar också att eleverna är osäkra på lärarens syfte och de förstår inte alltid vad laborationen ska ge för kunskap. Detta visar att det är viktigt att laborationsinstruktioner tydliggör syftet och den kunskap det är meningen att laborationen ska ge. Dessutom har diskussionerna under laborationen stor betydelse för lärandet av naturvetenskap.</p><p>Nyckelord: Förståelse, kunskap, laborationer/experiment/praktiskt arbete, syfte/mål</p> / <p>Abstract</p><p>Laboratory experiments in science are a natural part of the education. The purpose of this composition is to find out whether one removes a possibility of learning and understanding for students if one does not use laboratory experiments in education. Moreover, I wanted to examine if teachers and students are of the opinion that laboratory experiments help in deepening the understanding of natural science, and if the students understand the purposes of these experiments.</p><p>To carry out the study, qualitative interviews were made with four teachers and six students at an upper secondary school. Result shows that teachers are of different opinions about the importance of the laboratory experiments for the understanding of the subject. However, the students’ opinions are that laboratory experiments help in deepening their understanding for natural science. The study also shows that students feel uncertain of the teacher’s purpose and what knowledge the laboratory experiment is meant to give. This shows that it is important to explain the purpose of the experiment, and what knowledge it is meant to give, in laboratory instructions. Furthermore, the discussions during laboratory work are of considerable significance for learning natural science.</p><p>Keywords: Understanding, knowledge, laboratory experiments/experiments/practical work, purpose</p>

<p>This investigation is about how teachers in school can motivate and create interest for science among younger children. Teachers were interviewed about attitudes to their subject and how this affects their lessons.</p><p>I have also tried to find out, both by interviewes but also by studying litterature, what the most important thing is to teach in science, which knowledge is necessarry in the future and why.</p><p>My result indicates that teachers find science both interesting and important but at the same time they also think it is a difficult subject to teach even if they are educated. Both the litterature and the teachers in my study agree that knowledge in science gives us a chance to ask questions, take stands and solve problems and that this knowledge is important for us in our future.</p> / <p>Detta arbete handlar om hur vi som lärare i grundskolans lägre åldrar kan skapa och bibehålla elevernas intresse för naturvetenskapliga ämnen. Genom intervjuer har jag försökt få fram lärares attityder till ämnet och hur detta eventuellt påverkar undervisningen.</p><p>Dessutom har jag försökt ta reda på vad som anses vara viktiga kunskaper för framtiden.</p><p>Mitt resultat pekar på att lärare tycker det är intressant och viktigt med naturvetenskap men att det samtidigt är ett svårt ämne att undervisa i även om utbildning finns. Lärarna menar att det är kunskaper som gör att vi kan ta ställning, ifrågasätta och lösa problem som är viktiga att förmedla bl a för att vi skall klara av att ta hand om vår jord och dess tillgångar. Detta är också något som forskning anser vara viktigt och det får också stort utrymme i läroplanen.</p>

This investigation is about how teachers in school can motivate and create interest for science among younger children. Teachers were interviewed about attitudes to their subject and how this affects their lessons. I have also tried to find out, both by interviewes but also by studying litterature, what the most important thing is to teach in science, which knowledge is necessarry in the future and why. My result indicates that teachers find science both interesting and important but at the same time they also think it is a difficult subject to teach even if they are educated. Both the litterature and the teachers in my study agree that knowledge in science gives us a chance to ask questions, take stands and solve problems and that this knowledge is important for us in our future. / Detta arbete handlar om hur vi som lärare i grundskolans lägre åldrar kan skapa och bibehålla elevernas intresse för naturvetenskapliga ämnen. Genom intervjuer har jag försökt få fram lärares attityder till ämnet och hur detta eventuellt påverkar undervisningen. Dessutom har jag försökt ta reda på vad som anses vara viktiga kunskaper för framtiden. Mitt resultat pekar på att lärare tycker det är intressant och viktigt med naturvetenskap men att det samtidigt är ett svårt ämne att undervisa i även om utbildning finns. Lärarna menar att det är kunskaper som gör att vi kan ta ställning, ifrågasätta och lösa problem som är viktiga att förmedla bl a för att vi skall klara av att ta hand om vår jord och dess tillgångar. Detta är också något som forskning anser vara viktigt och det får också stort utrymme i läroplanen.

Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society is a debate fervently argued when the founding fathers wanted to build a republic based on meritocracy. The problem this study addresses is the undefined relationship between the goals of schooling relevant to Georgia and the Georgia Performance Standards (GPS) which is a critical piece to creating a complete systemic view of public schooling in Georgia. The purpose of this study is to investigate the alignment between the GPS and schooling goals. The guiding question and sub-questions are: How well are the GPS, or the intended curriculum of Georgia schools, and each of the various stated goals of schooling aligned? How relevant are the eighth-grade GPS to the latent themes of each of the stated goals of schooling? How balanced are the latent themes of each of the stated goals of schooling in the eighth-grade GPS? Through a historical investigation of the literature and current policy the author establishes the currently relevant goals of schooling which serve as the latent goals for which the method will seek to find evidence within the Georgia Performance Standards. The study employs a quantitative content analysis of a significant section of the Georgia Performance Standards (GPS) looking for themes associated with various stated goals of schooling as indicated by the literature review. The manifest themes, developed from the latent goals of schooling, are incorporated as the dependent variables in the study, while the GPS serve as the independent variable. Neuendorf’s (2001) framework for content analysis is used to develop a new method for investigating the goal-curriculum alignment relationship through new measures of Curricular Balance, Curricular Relevance, and Manifest Theme Presence. This study presents a new visual model to compare a curriculum’s alignment to multiple goals of schooling called the Goal-Curriculum Alignment Measures (G-CAM) model. This study finds that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice. Evidence for these conclusions are discussed and related to the current socio-political literature.

This paper describes an FPGA implementation of a solution-counting solver for the N-Queens Puzzle. The proposed algorithmic mapping utilizes the fast carrychain logic found on modern FPGA architectures in order to achieve a regular and efficient design. From an initial full chessboard mapping, several optimization strategies are explored. Also, the infrastructure is described, which we have constructed for the computation of the currently unknown solution count of the 26- Queens Puzzle. Finally, we compare the performance of our used concrete FPGA device mappings also in contrast to general-purpose CPUs.