English education in Sweden tends to be viewed as a second language, rather than a foreign language. Therefore, it is generally expected that instruction is performed, and content is taught in English. However, previous research shows that English is generally not the sole language used, even in classrooms with explicit “English only” policies. The following essay has investigated how this translates into classroom practice through observations of classroom interactions between students and teachers, as well as between students and students. Three different teachers were observed at two upper secondary schools. Shorter interviews were also conducted with the teachers. The results showed large differences between observations, but some clear trends were observed nonetheless. Socializing and metalanguage were more prevalent than other code-switches among students, while floor-holding was very rare and in most observations, non-existent. All teachers claimed to use English as much as possible although they also recognized the utility of using Swedish as a tool in the classroom. The view that English should be used as the language of instruction to a great extent was additionally observed in teacher interviews. However, there were no categorical opinions arguing for “English only”. The teachers also largely concurred with the use of Swedish, or other first languages as a language of comparison. This was supported by observations in the classrooms and significant differences existed between teachers. An investigation with a larger cohort in this field could be fruitful for future researchers. The results of the study could be used to further examine strategies to find a balance in the classroom between English and Swedish. The differences between classrooms show that there is no clear consensus on the extent of Swedish use in the EFL classroom. In order to improve teaching it is important to know why students use code-switching and in what situations it might be helpful to them, such as in translation or grammatical rules. However, different classrooms may require different approaches, which highlight the importance of discussing these issues.

This essay is an attempt at examining the general logic of derivation, the organisational geno-practice of financial derivationówhat I have called: reiterative derivation. I will endeavour to reiterate, to repeat otherwise, to displace the derivative distinction which apart from providing the financial markets with ever new business opportunities, makes financial instruments like options and futures the potential turning point, the crisis, the utmost risk, the pure possibility, of any economic reality. Stated another way, reiterative derivation is the opening of economy, the economyís way out, its line of flight, its passibility, the invention of its future. A derivative is a financial strategy designed to handle price risks, value fluctuations in its underlying economy; it performs this task by acting simultaneously as either an instrument or a marketable commodity. Offering itself not only as a forceful appendage, a financial device, but as the possibility to deterritorialise displace unsecure uproot its underlying economic reality, the derivative displays an extremely creative approach to the economic world. What I would like to indicate in and through the present essay, then, is how financial derivation works. Not so much, perhaps, in the instrumental sense, but rather as a vehicle allowing one to create and travel into economic worlds, or, perhaps better, economic assemblages, economic ensembles so complex and complicated that they can no longer be understood as either this or that, either, for instance, real or imaginary, but should rather be interstood as imaginary economic realities, either or ... or ... or ... both and ... and ... and ... Abstract, as I use it here, should not be understood in its (perhaps) most common or ordinary sense, as a summary or epitome, as something that presents the point, comprises or concentrates the essence of my essay and thereby facilitates its comprehension. It should rather be interstood as, at one and the same time, a deviation, a diversion, an attempt to draw your attention away from the textual strategies employed (the word abstract derives from the Latin verb abstrahere, to draw away, withdraw); to ìguideî your reading, that is to say, to lure you into the textís own protocols of reading, sheltering thereby the text from being conceived too generously, a way of inviting you to invent your own reading, to write while reading, to proceed with a Deleuzean restrained step, to decide without choosing, to hold while letting go, to grasp while leaving be, to open yourself up to what is still to come, to not knowing what will happen before it happens, to the possibility of nothing happening, towards that which is (always) in the process of coming about, to adventure, the future, to the theme of this essay: the experience of financial derivation, the geno-practice of financial derivation, the economyís monstrous other, the economic futureóto, in short: reiterative derivation.

Submitted by Susana Angelin Furlan null (susanaangelin20@gmail.com) on 2018-03-31T18:29:12Z No. of bitstreams: 1 Dissertação_Susana Angelin.pdf: 2120905 bytes, checksum: a0fdcb455b19805e91271e21ca56fa19 (MD5) / Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2018-04-02T12:45:12Z (GMT) No. of bitstreams: 1 furlan_sa_me_prud.pdf: 2120905 bytes, checksum: a0fdcb455b19805e91271e21ca56fa19 (MD5) / Made available in DSpace on 2018-04-02T12:45:12Z (GMT). No. of bitstreams: 1 furlan_sa_me_prud.pdf: 2120905 bytes, checksum: a0fdcb455b19805e91271e21ca56fa19 (MD5) Previous issue date: 2018-03-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Esta dissertação está vinculada à Linha de Pesquisa denominada: Processos Formativos, Infância e Juventude do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia, UNESP- Campus de Presidente Prudente. Recebeu financiamento de pesquisa junto à Capes e posteriormente da FAPESP. A pesquisa foi realizada em uma escola de Educação Infantil, de um município do Oeste do Estado de São Paulo e contou com a participação de duas professoras, aproximadamente 49 crianças, divididas em duas turmas. Sua origem está baseada na questão de que as crianças tinham uma percepção diferenciada do tempo, e respondia ao término do tempo destinado à brincadeira com a frase: “Mas eu acabei de começar?!”, sendo que já se passara um tempo relativo na mesma atividade. Ao realizar o levantamento em profundidade, percebemos que haviam poucos estudos sobre a reiteração, o eixo tempo das Culturas da Infância. Sendo assim, a pesquisa assumiu como objeto de estudo a reiteração e as nuances do tempo no contexto escolar. A investigação estabeleceu como objetivo principal compreender como as crianças e as professoras concebem o tempo infantil e como as crianças lidam com os posicionamentos derivados das concepções das educadoras. Utilizamos como metodologia a etnografia e como instrumentos metodológicos a observação e as entrevistas. Entre os resultados destacamos a produção de saberes sobre o tempo infantil, a concepção de tempo que impera entre as professoras dentro da sala de aula é o tempo do relógio, com a demarcação da rotina, por exemplo. As crianças, no entanto, reagem a esse posicionamento com a dessacralização do tempo escolar que é feita através das brincadeiras e que permite a criação e reinvenção de outros tempos, por exemplo, o Kairós, Aión e ou Kaión, contestando e brincando com o todo poderoso e determinante tempo Chronos. Destacamos ainda a necessidade de relativização do tempo (Chronos) pelas professoras e o reconhecimento dos outros tempos para a realização de um trabalho pedagógico mais adequado e coerente com as especificidades da infância, garantindo assim uma comunicação mais efetiva entre os sujeitos no contexto educacional. Esperamos, por meio deste estudo, ampliar as bases teóricas sobre a reiteração, motivar outras investigações sobre o tempo que possam contribuir para uma melhor sintonia entre crianças e professoras, ao constatar que tempos diferentes regem o tempo da escola. Portanto, torna-se necessária uma maior empatia, reciprocidade e compreensão na relação com o outro. / This dissertation, developed by the Program of graduate studies in education at the Faculty of science and technology, UNESP-Campus of Presidente Prudente, is linked to the line of research called: formative processes, children and youth. We received funding of research by the Capes and FAPESP's later. The survey was conducted in a school of early childhood education, a municipality of the western part of the State of São Paulo and was attended by two teachers, about 49 children, divided into two classes. Its origin is based on the issue that children had a different perception of time, and answered at the end of the time for the play on the phrase "But I just started?!" Being that I already had a relative time in the same activity. When performing the in-depth survey, we noticed that there were few studies about the reiteration, the time axis of the cultures of infancy, therefore, the search took over as object of study the reiteration and the nuances of the time in the school context. The investigation establishes as its main objective to understand how children and teachers conceive children's time and how children deal with the positions derived from conceptions of educators. We use as ethnography and methodology as the methodological tools observation and interviews. Among the results was the production of knowledge about children's time, the conception of time which prevails among the teachers in the classroom is the clock time, with the demarcation of the routine, for example. The children, however, react to this positioning with the demystification of school time that is made through the games and that allows the creation and reinvention of other times, for example, the Kairos, Aión and or Kaión, challenging and playing with the Almighty and crucial time Chronos. We highlight the need for relativization of time (Chronos) by teachers and the recognition of other times for a pedagogical work more appropriate and consistent with the specificities of childhood, thus ensuring a more effective communication between the subjects in the educational context. We hope through this study, broaden the theoretical bases on the reiteration, motivate further investigation about the time that may contribute to better harmony between children and teachers, the fact that different times govern the school therefore becomes required a greater empathy, reciprocity and understanding in relation to the other. / 2016/08292-9

The Ontological Foundation of the Relationship between Memory andHistory in Paul Ricoeur’s Memory, History, Forgetting”. This paper will analyze PaulRicoeur’s Neo-Kantian proposal to articulate memory and history. The first step isto consider the concept of representation as a way to make both means of referringto the past comparable. In the next step, these two types of representationsare articulated by leading back to Heidegger’s temporal ontology. Amongst otherconsequences of this foundation, it follows that the possibilities of past agentscan be reinterpreted in the present. This situation legitimizes the impossibility ofsetting fixed rules for the articulation between memory and history. Finally, thispaper will discuss whether the philosopher does, or does not, commit a fallacyof composition, since his description is based on a specific form of history, whilehis prescriptions seem to have a general reach. / En el presente artículo analizaremos la propuesta neokantiana dePaul Ricoeur de articular la memoria y la historia. El primer paso consiste entomar el concepto de representación como modo de volver comparables ambosmodos de referirse al pasado. En el siguiente, se articulan estos dos tipos derepresentaciones retrotrayéndose a la ontología temporal de Heidegger. Entre lasconsecuencias de esta fundamentación se desprende que las posibilidades delos actores pasados pueden ser reinterpretadas en el presente. Esta situaciónlegitima la imposibilidad de establecer reglas fijas para articular la relación entrememoria e historia. Se concluirá discutiendo si el filósofo no cae en una suertede falacia de la parte por el todo, en el sentido en que su descripción se basaen un tipo específico de hacer historia y sus prescripciones parecieran tener unalcance general.

The repetition of words, lexical repetition, can be an important marker of cohesion in writing, especially in domains where precision and clarity are valued. Contemporary writing in Science, Technology, Engineering, and Mathematics (STEM) is a such a domain. Nevertheless, lexical repetition is sometimes instinctively misunderstood as a feature of an exaggerated style or simplistic language use.Using a classification system inspired by both previous research on lexical cohesion and the specific needs and characteristics of STEM writing, I analysed 15 project proposals written by STEM students and examined their ways of using and avoiding lexical repetition when referring to key concepts. I then reviewed each text with its author(s) in a semi-structured interview. My aim was to understand the students’ perceptions of lexical repetition as STEM writers and English users.Results of the text analysis show that the more experienced student writers frequently chose lexical repetition to refer to key concepts, and that the less experienced student writers tended to use more paraphrases and pronouns instead. This finding challenges the notion that lexical repetition is a feature of inappropriate or simplistic language use. Results of the interviews show that some students had previously been discouraged from repeating lexical items in writing. However, they mostly recognised the value of lexical repetition in STEM writing to avoid ambiguity and ensure inter-sentential cohesion. The majority of the students in this study used lexical repetition assuredly; they were confident in their English, their purpose, and their understanding of their readers’ needs.Keywords

O Quarteto de cordas em sol menor de Claude Debussy é uma obra marcada por importantes dicotomias. Composta em 1893, ela se encontra permeada de elementos harmônicos e formais ligados à tradição tonal e ao final do século XIX, particularmente ao compositor César Franck. Ao mesmo tempo, a peça utiliza procedimentos que são observados apenas em obras maduras do compositor, nas quais o tonalismo se encontra pouco presente, e análises que dependam exclusivamente de elementos tonais mostramse pouco eficientes para o Quarteto. Essa relação entre tradição e inovação é investigada nesta pesquisa, que traz como enfoque duas características diretamente relacionadas: a maneira como Debussy utiliza elementos repetidos nesta peça, assunto pesquisado por Sylveline Bourion, e aspectos relativos à forma cinética, elemento descrito por Richard Parks. Uma comparação entre o primeiro movimento do Quarteto e o primeiro movimento da Sonata para flauta, viola e harpa, peça do final da carreira de Debussy, é oportuna para que sejam observados elementos formais semelhantes aplicados em contextos diferentes. / Claude Debussy\'s String quartet in G minor is a work characterized by important dichotomies. Written in 1893, the piece is permeated by harmonic and formal elements attached to the tonal tradition and to the end of the 19th century, and specially to the composer César Franck. At the same time, the Quartet uses procedures observed only in Debussy\'s mature works, in which the presence of tonalism is weak, and analyses that rely exclusively on tonal elements are proven to have little efficiency regarding this piece. The relation between tradition and innovation is examined in this research, which focuses on two related characteristics: the way in which Debussy uses repeated elements in this piece, a matter also examined by Sylveline Bourion, and aspects related to the kinetic form described by Richard Parks. A comparison between the Quartet\'s first movement and the first movement from the Sonata for flute, viola and harp, composed at the end of Debussy\'s career, is useful for observing similar formal elements applied in different contexts.

O Quarteto de cordas em sol menor de Claude Debussy é uma obra marcada por importantes dicotomias. Composta em 1893, ela se encontra permeada de elementos harmônicos e formais ligados à tradição tonal e ao final do século XIX, particularmente ao compositor César Franck. Ao mesmo tempo, a peça utiliza procedimentos que são observados apenas em obras maduras do compositor, nas quais o tonalismo se encontra pouco presente, e análises que dependam exclusivamente de elementos tonais mostramse pouco eficientes para o Quarteto. Essa relação entre tradição e inovação é investigada nesta pesquisa, que traz como enfoque duas características diretamente relacionadas: a maneira como Debussy utiliza elementos repetidos nesta peça, assunto pesquisado por Sylveline Bourion, e aspectos relativos à forma cinética, elemento descrito por Richard Parks. Uma comparação entre o primeiro movimento do Quarteto e o primeiro movimento da Sonata para flauta, viola e harpa, peça do final da carreira de Debussy, é oportuna para que sejam observados elementos formais semelhantes aplicados em contextos diferentes. / Claude Debussy\'s String quartet in G minor is a work characterized by important dichotomies. Written in 1893, the piece is permeated by harmonic and formal elements attached to the tonal tradition and to the end of the 19th century, and specially to the composer César Franck. At the same time, the Quartet uses procedures observed only in Debussy\'s mature works, in which the presence of tonalism is weak, and analyses that rely exclusively on tonal elements are proven to have little efficiency regarding this piece. The relation between tradition and innovation is examined in this research, which focuses on two related characteristics: the way in which Debussy uses repeated elements in this piece, a matter also examined by Sylveline Bourion, and aspects related to the kinetic form described by Richard Parks. A comparison between the Quartet\'s first movement and the first movement from the Sonata for flute, viola and harp, composed at the end of Debussy\'s career, is useful for observing similar formal elements applied in different contexts.

Disturbance is an important phenomenon affecting plant lives and shaping plant strategies in disturbed habitats. A variety of ecological concepts on individual plant response to injury has been proposed for specific natural ecosystems or growth forms. In central Europe, man-made habitats are often cases of disturbed places, so the aim of the thesis was to apply four chosen concepts on them. The thesis is composed of four original studies performed in two model ecosystems: recurrently disturbed ruderal place and regularly mown central European meadow. The occupying of the aboveground space after a disturbance event was studied here either as renovation of biomass or architecture. Regenerative strategies in herbs occupying disturbed habitats were described and confronted with concepts proposed originally for ecosystems subjected to natural disturbance regimes.

Orientador: Adriana Giaqueto Jacinto / Resumo: Trazer à tona discussões e reflexões em torno da reiteração das práticas infracionais configura-se como um grande desafio, já que de um lado nos deparamos com o crescente discurso burguês de combate à criminalidade, alinhado à ideologia neoliberal, cujos pressupostos se fortalecem pela lógica tutelar, moralista e segregacionista em relação aos adolescentes e jovens que cometem atos infracionais. Na outra ponta, nas fronteiras da subalternidade, situam-se meninos e meninas, que estereotipados pela periculosidade e pela identidade marginal, experimentam os mais perversos impactos da violação de direitos e da (des) proteção social. Sendo assim, o presente estudo tem por objetivos investigar a reiteração do ato infracional, na perspectiva do adolescente\jovem, na sociedade de classes; analisar os rebatimentos do modo de produção capitalista na trajetória de vida dos adolescentes\jovem bem como contextualizar as políticas sociais de proteção à infância e juventude e como essas atuam na efetivação dos direitos sociais. O estudo pauta-se no método do materialismo histórico dialético, sendo a abordagem qualitativa o desenho metodológico adotado. Além da pesquisa bibliográfica, o estudo contempla também a pesquisa documental realizada em autos judiciais, a qual possibilitou uma aproximação aos discursos e posicionamentos políticos-ideológicos dos operadores do sociojurídicos que se situam entre a lógica da responsabilização penal e da punição. Já a pesquisa empírica adota a História O... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Bringing up discussions and reflections on the reiteration infractions of is a major challenge, since on one hand we are faced with the growing bourgeois discourse to fight crime, aligned with the neoliberal ideology, whose assumptions are strengthened by the tutelary, moralistic and segregationist logic in relation to adolescents and young people who commit infractions. At the other end, at the borders of subalternity, are boys and girls, who are stereotyped by dangerousness and marginal identity, experience the most perverse impacts of violation of rights and social deprotection. Thus, the present study aims to investigate the reiteration of the infraction, from the perspective of the adolescent \ youth, in the class society; to analyze the repercussions of the capitalist mode of production in the life trajectory of adolescents and yonug youth as well as to contextualize the social policies for the protection of children and youth and how they act in the realization of social rights. The study is based on the method of dialectical historical materialism, with the qualitative approach being the methodological design adopted. In addition to bibliographic research, the study also contemplates documentary research carried out in court records, which allowed an approximation to the speeches and political-ideological positions of socio-legal operators that are situated between the logic of criminal accountability and punishment. Empirical research, on the other hand, adopts Oral ... (Complete abstract click electronic access below) / Resumen: Plantear debates y reflexiones sobre la reiteración de las prácticas de infracción es un gran desafío, ya que, por un lado, nos enfrentamos con el creciente discurso burgués para combatir el crimen, alineado con la ideología neoliberal, cuyos supuestos se fortalecen con la lógica tutelar, moralistas y segregacionistas en relación con adolescentes y jóvenes que cometen infracciones. En el otro extremo, en las fronteras de la subordinación, se encuentran los niños y niñas, que son estereotipados por el peligro y la identidad marginal, experimentando los impactos más perversos de la violación de los derechos y la (des) protección social. Por lo tanto, el presente estudio tiene como objetivo investigar la reiteración de la infracción, desde la perspectiva de los adolescentes / jóvenes, en la sociedad de clases; analizar las repercusiones del modo de producción capitalista en la trayectoria de la vida de los adolescentes y jóvenes, así como contextualizar las políticas sociales para la protección de niños y jóvenes y cómo actúan en la realización de los derechos sociales. El estudio se basa en el método del materialismo histórico dialéctico, siendo el enfoque cualitativo el diseño metodológico adoptado. Además de la investigación bibliográfica, el estudio también contempla la investigación documental realizada en los registros judiciales, que permitió una aproximación a los discursos y las posiciones político-ideológicas de los operadores socio-legales que se encuentran entre la l... (Resumen completo clicar acceso eletrônico abajo) / Doutor