This diploma thesis, February 1948 in printed non-communist media, analyses newscast and journalism of the four prominent journals since the 1st February till 14th March 1948. It has been Svobodné slovo, Právo lidu and Lidová demokracie which were the fundamental journals of the three governing parties, and Svobodné noviny which followed the tradition of Lidové noviny. Method of qualitative historical comparative analysis was used for the data processing. In the diploma thesis, the changes in information giving during the changing political situation and succession of communism are evaluated. The outcome of this thesis is the finding that Svobodné slovo, Právo lidu a Lidová demokracie often break the principles of objectivity. On the contrary, Svobodné noviny maintains the highest standard of journalism. All four daily newspapers initially inform negativelly on political actions of KSČ. However, the content of the newspapers changes fundamentally within several days. Since 26th of February onwards, all of them represent KSČ as a political party that lead the state out of crisis. In all the newspapers that have been under observation of this thesis the opinion turnover took place during just a few days. The legitimization of the new regime became a topic of great importance.

I denna uppsats undersöks det nationella provets skriftliga del i Svenska 1 och Svenska 3. Undersökningen syftar till att ta reda på hur elever hanterar källor för att se hur de är rustade för vidare studier och/eller ett liv i dagens informationssamhälle. Totalt har 40 elevlösningar genomsökts efter omarkerad avskrift, patchwriting, citat och källhänvisningar. Resultaten visar att många elever återanvänder språk från källtexterna genom att skriva av eller genom att göra mindre förändringar i källtextens språk. Denna tendens förekommer på samtliga betygsnivåer i både Svenska 1 och Svenska 3, även om patchwriting och antalet ord i avskrifter generellt minskar i takt med att betygsnivån stiger. I de fall eleverna använder citat är nära hälften felaktiga, främst på grund av korrekturfel. I både Svenska 1 och i Svenska 3 är källhänvisningarna dessutom många gånger ofullständiga. Detta gäller främst för de lägre betygsstegen, medan samtliga elevlösningar på A-nivå i båda kurser innehåller fullständiga källhänvisningar. Trots detta är det dock inte alltid tydligt för läsaren när information från källan presenteras, eftersom vissa elever inte skiljer mellan egna och andras tankar. Otydlig källanvändning förekommer endast på F- och E-nivå i Svenska 3, men i Svenska 1 förekommer det även på C- och A-nivå. / This paper examines the written national test in courses Swedish 1 and Swedish 3. The study aims to find out how students handle sources to learn how they are equipped for further studies and/or a life in today's information society. In total, 40 essays have been searched for copying, patchwriting, quotes and source references. The results show that many students reuse language ​​from their sources by copying or by making minor changes to the source language. This tendency occurs at all grades in both Swedish 1 and Swedish 3, although patchwriting and the number of words in copied strings generally decrease in the higher grades. In cases where students use quotes, almost half are incorrect, mainly because of proofreading errors. In both Swedish 1 and Swedish 3, the source references are often incomplete. This is especially true for the lower grades, whereas all essays that received A’s in both courses contain complete source references. Nevertheless, it is not always clear to the reader when information from the source is presented, as some students do not differentiate between their own and others' thoughts. Unclear source usage occurs only at grades F and E in Swedish 3, but in Swedish 1 it also occurs at grades C and A.

I uppsatsen kommenteras en egen översättning av utdrag ur Roland Barthes fackartikel Éléments de sémiologie. Denna avser följa Immanuel Wallersteins regler för termöversättning av human- och socialvetenskapliga texter samt riktlinjer framtagna av the Social Science Translation Project (2006). Källtexten präglas av explicita referenser till andra texter. Två uttryck för detta som här tas upp är citat och explicit intertextuella termer (i synnerhet det senare). Den första frågeställningen är om ett mottagande intertextuelt fält kan användas för att översätta dessa. Det visar sig vara ett väsentligt redskap, men inte självtillräckligt eller entydigt. Den andra är hur de med hjälp av detta redskap valda målspråkstermerna förhåller sig till Nuopponens och Pilkes (2016) kriterier för ”goda termer”. Analys av de målspråkstermer som valts, vilka är låneord, visar att olika klasser av låneord har tendens att hänga samman med vissa typer av terminologiska för- och nackdelar. / The thesis is a commentary of my own translation of an excerpt of Roland Barthes article Éléments de sémiologie. Its aim is to follow Immanuel Wallerstein’s rules for translation of terms in social sciences as well as the guidelines developed by the Social Science Translation Project (2006). The orignal text is characterized by explicit references to other texts. Two elements that will be presented in the thesis are quotes and explicitly intertextual terms (with a focus on the latter). The first question is if a receiving intertextual field could be used to translate these elements. It turns out to be a fundamental tool, but not self-sufficient or unequivocal. The second question is how the chosen terms of the target language, with help from said tool, relate to Nuopponens and Pilkes (2016) criteria for ideal terms. An analysis of the chosen terms of the target language, which are borrowings, shows that different groups of borrowings tend to be associated to certain types of terminological pros and cons.

Cette thèse utilise une approche de type théorie ancrée, en constituant un corpus de 252 vidéos d’informations, diffusées par Al Jazeera English, Press TV English, Euronews English et France 24 English, sur les événements du Printemps Arabe, pour apporter des réponses aux trois questions suivantes : [QR1] : Comment les institutions dominantes de l’information ont elles affecté le flux de l’information internationale pendant les événements du Printemps Arabe ? [QR2] : Comment les événements du Printemps Arabe furent représentés sous forme de reportages ? Et [QR3] : Comment les contributions à l’information ont-elles été utilisées pour construire les reportages internationaux ? Les vidéos d’informations du corpus sont étudiées à travers une Analyse Critique du Discours. Par conséquent, l’analyse est complémentée par une recherche documentaire et par une recherche empirique, sous la forme d’interviews, sur les institutions dominantes de l’information du Printemps Arabe, comprenant les chaines d’information mentionnées précédemment ainsi que l’agence de presse AFP et l’agence UGC Crowdspark. De plus, les paysages de l’information et des médias du Bahreïn, de l’Egypte, de la Libye, de l’Arabie Saoudite, de la Syrie, de la Tunisie et du Yémen, entre 2011 et 2013, ont également été étudiés à partir de recherche documentaire. Il est apparu que tous ces pays avaient des lois strictes sur l’accès à l’information et la publication, tout particulièrement quand ces informations concernaient les autorités, la religion ou la sécurité du pays, amenant des actes de censure stricts et des menaces, qui ont eux-mêmes conduit à l’autocensure chez les acteurs de l’information locaux et internationaux. Cette recherche a montré que la plupart des événements du Printemps Arabe ont été représentés en utilisant des images des lieux des événements, avec une représentation internationale minime et avec des modèles de représentation de manifestations pacifiques lors des soulèvements en Egypte, en Syrie et au Yémen et des modèles de représentation d’émeutes violentes lors des soulèvement Bahreïnis et Tunisiens. Des modèles mettant en scène la destruction ou des explosions ont pu être observés dans les pays en proie à une quelconque forme de conflit, à savoir en Libye et en Syrie. Les images de mort et de souffrance étaient peu répandues et seulement prédominantes dans les informations représentant la mort de Gaddafi et l’attaque chimique dans le Ghouta. La majorité des interviews d’information ont donné voix aux acteurs importants des événements, par opposition aux experts sur le sujet. L’analyse critique du discours a permis de formuler des théories sur l’utilisation des différents contenus dans les informations internationales, à savoir : les interviews, le contenu amateur, les chiffres et les pourcentages, les citations et le contenu de télévision publique. / This thesis uses a grounded theory approach, by building a corpus of 252 news videos, broadcast by Al Jazeera English, Press TV English, Euronews English and France 24 English, on events of the Arab Spring, to answer three questions: [RQ1] how did the dominant institutions of information affect international news flow during the events of the Arab Spring? [RQ2] how were the events of the Arab Spring represented in form of news stories? And [RQ3] how was contributed material used to construct international news stories?The news videos from the corpus are analysed using Critical Discourse Analysis, therefore the discourse analysis is complemented by literature, and empirical research in form of interviews, on the dominant information institutions of the Arab Spring, including the aforementioned news channels as well as the news agency AFP and the UGC agency Crowdspark. Additionally, the information and media landscape of Bahrain, Egypt, Libya, Saudi Arabia, Syria, Tunisia and Yemen between 2011 and 2013 has also been studied using existing literature. It was found that all countries had strict laws against information access or publication, especially if the information was related to authorities, religion or security, leading to strict acts of censorship and threats, which further instilled self-censorship in local and international news actors.This research found that most events of the Arab Spring were represented using footage in the event location, with minimal international representatives and with frames of peaceful demonstrations during the uprisings of Egypt, Syria and Yemen, and frames of violent riots in the Bahraini and Tunisian uprisings. Frames featuring destruction or explosions were observed in countries that experienced some kind of conflict, namely, Libya and Syria. Images of death and suffering were minimal and only evident in news representing the death of Gaddafi and the Ghoutta chemical attack. Majority of news interviews gave a voice to relevant event actors, as opposed to topic experts. The critical discourse analysis produced theories on the usage of various content in international news, namely: interviews, amateur content, figures and percentages, quotes and state TV content.

Submitted by JAQUELINE NASCIMENTO (jaquedourado@gmail.com) on 2017-09-27T06:17:24Z No. of bitstreams: 1 TESE_MULHERES NOS CURSOS DE ENGENHARIA DA UFBA _ACESSO E DESEMPENHO_JAQUELINE.pdf: 3288957 bytes, checksum: c1eeb1111def256553e3bb5d0d72fa7c (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-09-27T14:19:55Z (GMT) No. of bitstreams: 1 TESE_MULHERES NOS CURSOS DE ENGENHARIA DA UFBA _ACESSO E DESEMPENHO_JAQUELINE.pdf: 3288957 bytes, checksum: c1eeb1111def256553e3bb5d0d72fa7c (MD5) / Made available in DSpace on 2017-09-27T14:19:56Z (GMT). No. of bitstreams: 1 TESE_MULHERES NOS CURSOS DE ENGENHARIA DA UFBA _ACESSO E DESEMPENHO_JAQUELINE.pdf: 3288957 bytes, checksum: c1eeb1111def256553e3bb5d0d72fa7c (MD5) / Este trabalho tem como foco o estudo do desempenho acadêmico e o acesso de mulheres nos cursos da área de engenharia da Universidade Federal da Bahia (UFBA). A pesquisa teve como objetivo central analisar se as diferenças de desempenho entre mulheres e homens, nos cursos de graduação de engenharia da UFBA, têm sido modificadas ao longo da formação graduada no período compreendido entre 2004 a 2016. Para a realização da pesquisa, utilizou-se a abordagem quantitativa e a pesquisa com base documental. Como método de tratamento e análise dos dados foi realizada uma análise estatística descritiva, exploratória e inferencial de maneira a conhecer o perfil dos estudantes dessa área e a aplicação de testes para verificar a significância dos achados. Além disso, sobre o desempenho, foram aplicadas a Análise de Variância e a Análise de Regressão Múltipla. A população investigada nesta pesquisa foi composta por 6702 estudantes dos quais haviam informações acadêmicas e de acesso ou não ao sistema de reserva e vagas. A partir da análise referente ao acesso nos cursos de engenharia, verificou-se um aumento no percentual de estudantes mulheres nos referidos cursos, a exemplo de Engenharia Civil. Mesmo assim, na maioria das engenharias, a participação da mulher é pequena, principalmente, nas Engenharias Elétrica, Mecânica e da Computação. No que se refere ao acesso utilizando o sistema de reserva de vagas no vestibular (cotas), as mulheres cotistas possuem menor participação, tanto em relação aos homens cotistas quanto às mulheres não cotistas. Com relação ao desempenho, as mulheres possuem menor desempenho no vestibular do que os homens. Ao ingressar na universidade, as mulheres têm rendimento acadêmico médio, melhor ou igual ao dos homens, principalmente, no início e metade do curso. A maioria das mulheres que possuem desempenho baixo no vestibular tendem a melhorar o seu rendimento dentro da universidade. Observou-se que a diferença é maior no desempenho no vestibular e no rendimento acadêmico entre os cotistas e não cotistas. No vestibular, os cotistas estão concentrados nos grupos de baixo ou intermediário baixo desempenho e os não cotistas nos grupos de intermediário alto e alto desempenho. Essas diferenças entre cotistas e não cotistas tendem a permanecer durante a formação graduada. Embora tendo ocorrido o aumento no acesso de mulheres nas engenharias é possível verificar a necessidade da existência de políticas públicas que contribuam para a equidade entre mulheres e homens no espaço educacional, que tenham políticas no âmbito macro que possibilitem o acesso de meninas à educação matemática, o estímulo para as áreas tecnológicas e engenharias, de maneira a conhecer as opções da inserção de mulheres nas diferentes profissões independentemente do gênero. No âmbito micro, faz-se necessário que sejam elaboradas políticas dentro da instituição investigada relacionadas à questão do acesso de mulheres e, principalmente, das mulheres cotistas nos cursos de engenharia. / ABSTRACT This document has focus in the academic performance and the women access in the engineering courses at the Federal University of Bahia (FUB). This investigation had as principal objective the investigation if the differences in the performance between women and men, at the engineering university courses of the FUB, have been modified among the preparing period between 2004 and 2016. For the development of this investigation, it has been used the quantitative scope based in documental bases. For the data treatment and analyzing process, it was used an statistic descriptive, exploring and inferential analyzing to identify the students profile in the engineering area and there were applied tests to verify the significance of the results. Further that, about the performance, the Variance and Multiply Analyzing were used. The amount of population investigated was 6702 students, which whom academic information was available, including the information of access or not to the quotas reserves system. Starting, the engineering courses access analyzing, an increasing in the participation of women average in those courses, for example the Civil Engineering was verified. Even so in the majority of the engineering courses, the women participation is lower, especially in the Electric, Mechanic and Computation Engineer courses. About the access using the quotes reserves system in the vestibular, the women quote group integrant has a minor participation comparing the men quote group participation and the women non-quote group. Talking about performance, women has less performance in the vestibular compared with men. When women entered into the university, they have medium academic improvement, better or equal as men, principally initiating or in the middle of the course. Most of women that has low performance at vestibular tend to improve the performance at the university. It was observed that the vestibular and the academic performance differences are high between the quote and the non-quote group. At the vestibular, the quote group is concentrated in the low an intermediate low students and the non-quote students in the intermediate high and high performance groups. Those differences between the quote group and the non-quote group of students tend to maintain during the university formation. Nevertheless having the access of women increased in the engineering courses, it’s possible to verify the public politics necessity to contribute to the equality between women and men in the educational space, and macro politics to allow girls in the mathematic education, so the stimulus to participate in the technologic and engineering area, all of this to know the women insertion options in the different professions. In a micro scope it’s necessary to elaborate internal politics in the investigated institution, those politics must be related to woman access, principally the women quote group in the engineering courses. / RESUMEN Este trabajo tiene centro el estudio del desempeño académico y el acceso de mujeres en los cursos del área de ingeniería de la Universidad Federal de Bahía (UFBA). La investigación tuvo como objetivo principal analizar si las diferencias de desempeño entre mujeres y hombres, en los cursos universitarios de ingeniería de la UFBA, han sido modificadas a lo largo de la formación en el periodo comprendido entre 2004 y 2016. Para la realización de la investigación, se utilizó el abordaje cuantitativo y la investigación con base documental. Como método de tratamiento y análisis de los datos fue realizado un análisis estadístico descriptivo, exploratorio e inferencial a fin de conocer el perfil de los estudiantes de esa área y la aplicación de tests para verificar la significancia de los hallazgos. Además de eso, acerca del desempeño, fueron aplicados el Análisis de Varianza y el Análisis de Regresión Múltiple. La población investigada en fue compuesta de 6702 estudiantes, de los que se contaba con informaciones académicas y del acceso o no al sistema de reserva de cupos. A partir del análisis referente al acceso de los cursos de ingeniería, se verificó un aumento en el porcentaje de estudiantes mujeres en los referidos cursos, por ejemplo de Ingeniería Civil. Aún así, en la mayoría de las ingenierías, la participación de la mujer es pequeña, principalmente, en las Ingenierías Eléctrica, Mecánica y de Computación. En lo que se refiere al acceso utilizando el sistema de reserva de cupos en el vestibular (cuotas), la mujeres cuotistas poseen menor participación, tanto en relación a los hombres cuotistas como a las mujeres no cuotistas. Acerca del desempeño, las mujeres poseen menor desempeño en el vestibular que el de los hombres. Al ingresar a la universidad, las mujeres tienen rendimiento académico medio, mejor o igual al de los hombres, principalmente, en el inicio y mitad del curso. La mayoría de la mujeres que poseen desempeño bajo en el vestibular tienden a mejorar su rendimiento dentro de la universidad. Se observó que la diferencia es mayor en el desempeño vestibular y en el rendimiento académico entre los cuotistas y no cuotistas. En el vestibular, los cuotistas están concentrados en los grupos de desempeño bajo e intermedio bajo e los no cuotistas en los grupos de desempeño intermedio alto y alto. Esas diferencias entre cuotistas y no cuotistas tienden a permanecer durante la formación universitaria. Sin embargo, habiendo ocurrido el aumento en el acceso de mujeres en las ingenierías, es posible verificar la necesidad de existencia de políticas públicas que contribuyan a la equidad entre mujeres y hombres en el espacio educacional, que existan políticas en el ámbito macro que posibiliten el acceso de muchachas a la educación matemática, el estímulo para las áreas tecnológicas e ingenieriles, de manera a conocer las opciones de inserción de mujeres en las diferentes profesiones independientemente del género. En el ámbito micro, se hace necesario que sean elaboradas políticas dentro de la institución investigada, relacionadas al acceso de mujeres y, principalmente, de las mujeres cuotistas en los cursos de ingeniería.

Submitted by Guilherme Henrique Gomes da Silva null (guilhermehgs2@gmail.com) on 2016-11-05T11:15:03Z No. of bitstreams: 1 Versao final da tese Guilherme H G Silva.pdf: 6053643 bytes, checksum: 626908b81e5f08fbcc69a16b67accbab (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-11-10T13:36:15Z (GMT) No. of bitstreams: 1 silva_ghg_dr_rcla.pdf: 6053643 bytes, checksum: 626908b81e5f08fbcc69a16b67accbab (MD5) / Made available in DSpace on 2016-11-10T13:36:15Z (GMT). No. of bitstreams: 1 silva_ghg_dr_rcla.pdf: 6053643 bytes, checksum: 626908b81e5f08fbcc69a16b67accbab (MD5) Previous issue date: 2016-10-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Este estudo discute possibilidades de inclusão social e racial no ensino superior brasileiro, relacionando a educação matemática com as políticas de ações afirmativas. Seu propósito foi compreender como a educação matemática poderia contribuir para a permanência e progresso acadêmico de estudantes de cursos superiores da área das ciências exatas, beneficiários de ações afirmativas. A pergunta que norteou a pesquisa foi a seguinte: “No ensino superior, para beneficiários de ações afirmativas de cursos da área das ciências exatas, quais aspectos da educação matemática têm contribuído para sua retenção e progresso acadêmico?”. Utilizando-se uma abordagem de inquérito qualitativa e a metodologia de estudo de caso, a produção dos dados deste estudo foi dividida em duas etapas. Na primeira, caracterizada por dados provenientes de uma pesquisa documental, buscou-se sistematizar informações que pudessem fornecer um quadro mais amplo em relação ao tratamento das ações afirmativas nas universidades federais da região sudeste do Brasil. Na segunda etapa, realizaram-se entrevistas semiestruturadas com docentes, gestores e estudantes beneficiários de ações afirmativas ingressantes em cursos superiores da área das ciências exatas de duas universidades federais brasileiras. Para a organização e análise dos dados, utilizou-se de ferramentas analíticas da análise de conteúdo, tendo como perspectiva teórica o inquérito crítico. O processo propiciado pela leitura e imersão nos dados permitiu a atribuição de palavras-chave e códigos, bem como a construção de categorias e temas, os quais eram comparados na medida em que mais análises eram feitas, modificando-se sempre que necessário. Os resultados deste trabalho indicam que as politicas de ações afirmativas demandam uma ampla e profunda reflexão teórica, assim como a elaboração de propostas educacionais específicas. Em especial, chamam a atenção para as possibilidades de engajamento da educação matemática nas dimensões de ingresso e permanência das ações afirmativas, enfatizando elementos significativos para a retenção e progresso acadêmico dos estudantes beneficiados. Além disso, este estudo indica a existência de aspectos relevantes para o fomento e a manutenção das políticas de ações afirmativas que estão inseridos no cotidiano de docentes que atuam em cursos de exatas, os quais se mostraram ligados tanto a práticas pedagógicas e não pedagógicas quanto a perspectivas e anseios frente à utilização e tratamento destas políticas. Este trabalho também levanta reflexões significativas para a educação matemática sobre elementos que contribuíram para a integração social e acadêmica no percurso universitário dos estudantes que participaram do estudo, bem como suas estratégias e dificuldades acadêmicas relacionadas com a matemática. Ademais, esta pesquisa traz fortes indícios de que, mesmo com direitos especiais legitimados por meio das ações afirmativas, muitos estudantes continuam convivendo com a violência estrutural ao longo de seu percurso na universidade, fato que pode influenciar diretamente sua permanência e progresso acadêmico. Estas questões, que vão além do pedagógico, mostraram-se conectadas principalmente com a sobrevivência material na universidade e com as microagressões experienciadas diariamente por estes alunos, tanto em ambientes sociais quanto acadêmicos do campus. / This study addresses the possibilities of social and racial inclusion in the Brazilian higher education system, establishing relationships between mathematics education and affirmative action policies. The purpose of this study was to understand how mathematics education contributes to the retention and academic progress of affirmative action students at Brazilian federal universities from Science, Technology, Engineer, and Mathematics (STEM) programs. The research question was the following: “In higher education, for beneficiaries of affirmative action and those who study STEM disciplines, what aspects of mathematics education contribute to their retention and academic success?” Using a qualitative research approach and a case-study methodology, the data were produced in two stages. In the first one, several documental data were organized and systematized in order to elaborate a general framework about the treatment of affirmative action policies in the Brazilian federal universities from the southeast region. In the second stage, semi-structured interviews with faculty, managers and affirmative action students were conducted. These individuals were involved in and enrolled in STEM programs from two Brazilian federal universities. In order to organize and analyze the data, analytical tools of content analysis and the theoretical perspective of critical inquiry, with a deep reading and immersion in the data, were used. This process permitted the attribution of key words and codes as well as the construction of categories and themes. They were compared, in accordance with which more analyses were made, and modified as necessary. The results of this study suggest that affirmative action policies demand broader, and at the same time more profound, theoretical reflection. In addition, they suggest that these policies demand an elaboration of specific educational proposals. Furthermore, this work addresses some possibilities for the engagement of mathematics education on the dimensions of access to and permanence of affirmative actions, emphasizing important elements for the retention and academic progress of affirmative action students from STEM programs. Moreover, this study indicates the existence of aspects relevant to the promotion and management of affirmative action policies in higher education, which are inserted into a teacher’s everyday practice. These aspects were connected to both pedagogical and non-pedagogical practices, as well as to anxieties and perspectives about the treatment of affirmative action students. Furthermore, this work raises important considerations for mathematics education regarding elements connected with the social and academic integration of affirmative action students and their strategies for and academic difficulties with mathematics learning. In addition, even though special rights were legitimated through affirmative actions in Brazil, this research brings strong evidence that, generally, affirmative action students continue living with structural violence throughout their university course. This fact can directly influence their permanence and academic progress in the university, as well as contribute to the creation of negative feelings about their lives. This matter, which is in addition to pedagogical concerns, is connected with material survival issues on campus, as well as with microaggressions experienced by these students every day in both social and academic environments. / FAPESP: 2014/05584-3 / FAPESP: 2015/04698-8

This thesis deals with the automatization and comparison of two different strategies for the forex markets, based on the indicator, one from the tools of technical analysis, called Bollinger Bands. Both strategies are first optimized and then compared. Automatization of strategies will be implemented by? using the Meta Quotes Language for MetaTrader broker and its testing will be done on historical data. The goal with this thesis is the operational objective application of the better strategy in the environment of real market.

I uppsatsen kommenteras en egen översättning av utdrag ur Roland Barthes fackartikel Éléments de sémiologie. Denna avser följa Immanuel Wallersteins regler för termöversättning av human- och socialvetenskapliga texter samt riktlinjer framtagna av the Social Science Translation Project (2006). Källtexten präglas av explicita referenser till andra texter. Två uttryck för detta som här tas upp är citat och explicit intertextuella termer (i synnerhet det senare). Den första frågeställningen är om ett mottagande intertextuelt fält kan användas för att översätta dessa. Det visar sig vara ett väsentligt redskap, men inte självtillräckligt eller entydigt. Den andra är hur de med hjälp av detta redskap valda målspråkstermerna förhåller sig till Nuopponens och Pilkes (2016) kriterier för ”goda termer”. Analys av de målspråkstermer som valts, vilka är låneord, visar att olika klasser av låneord har tendens att hänga samman med vissa typer av terminologiska för- och nackdelar. / The thesis is a commentary of my own translation of an excerpt of Roland Barthes article Éléments de sémiologie. Its aim is to follow Immanuel Wallerstein’s rules for translation of terms in social sciences as well as the guidelines developed by the Social Science Translation Project (2006). The orignal text is characterized by explicit references to other texts. Two elements that will be presented in the thesis are quotes and explicitly intertextual terms (with a focus on the latter). The first question is if a receiving intertextual field could be used to translate these elements. It turns out to be a fundamental tool, but not self-sufficient or unequivocal. The second question is how the chosen terms of the target language, with help from said tool, relate to Nuopponens and Pilkes (2016) criteria for ideal terms. An analysis of the chosen terms of the target language, which are borrowings, shows that different groups of borrowings tend to be associated to certain types of terminological pros and cons.

Master´s thesis goal that the author hopes to achieve is a design of an application aiding stock technical analysis based on identified needs. Based on analysis regarding modules for technical analysis of current trading platforms, I found out there is a certain space for improvement. Implemented trading rules and technical indicators of the application itself are further examined in terms of prognostic success rate on historical data. Selected chapters of technical analysis are fundamental base for this master´s thesis.