Cardi B and Meg Thee Stallion have no issues telling men how they can satisfy women. While WAP is considered vulgar and crude by some, the overall message is about outspoken intersectional feminism based on sex positivity and empowerment. Unapologetic of women’s sexuality, Cardi B and Meg Thee Stallion promote women’s right to sexuality and pleasure through power. They reject the male gaze and reverse the societal narrative by describing their standards for men’s sexual performance and stature. While the over-sexualization and objectification of women is societally acceptable in the patriarchy, Cardi B and Meg Thee Stallion’s rap in WAP aims to encourage the audience to critically think of how to combat and dismantle the power imbalance between genders in the current societal structure. Presenting women being assertive and demanding as a positive thing, as well as empowering women to own their sexuality places them in a dominant position which is uncommon in popular culture, especially in Hip-Hop. It can be debated that the over-sexualization and objectification of men is just as inhumane as it is for women, but is that not how sympathy is created? By putting oneself in another’s shoes? This tactic has been criticized in the media. Within the patriarchy, it is socially acceptable for men to be open about having their sexual needs met by women. The promotion of women owning their sexuality and therefore, advocating for themselves and their desires so that they can be satisfied by their partner, is actively discouraged. What Cardi B and Meg Thee Stallion are aiming to portray in WAP is the double standards enforced by men within the patriarchy which frames power as a positive in men and a negative in women, and make a point of this by extensively critiquing this in their song. While men are comfortable objectifying women and holding power over them, women making men feel uncomfortable when their power is stolen, is a means by which men can be compelled to increase their emotional intelligence and social awareness. There is no shame in taking power from men when it comes to the lyrics in WAP, and for research purposes, this makes an interesting and unique dynamic to thematically analyze through sexual script theory.

Various convex analysis of mixtures (CAM) based algorithms have been developed to address real world blind source separation (BSS) problems and proven to have good performances in previous papers. This thesis reported the implementation of a comprehensive software CAM-Java, which contains three different CAM based algorithms, CAM compartment modeling (CAM-CM), CAM non-negative independent component analysis (CAM-nICA), and CAM non-negative well-grounded component analysis (CAM-nWCA). The implementation works include: translation of MATLAB coded algorithms to open-sourced R alternatives. As well as building a user friendly graphic user interface (GUI) to integrate three algorithms together, which is accomplished by adopting Java Swing API. In order to combine R and Java coded modules, an open-sourced project RCaller is used to handle the establishment of low level connection between R and Java environment. In addition, specific R scripts and Java classes are also implemented to accomplish the tasks of passing parameters and input data from Java to R, run R scripts in Java environment, read R results back to Java, display R generated figures, and so on. Furthermore, system stream redirection and multi-threads techniques are used to build a simple R messages displaying window in Java built GUI. The final version of the software runs smoothly and stable, and the CAM-CM results on both simulated and real DCE-MRI data are quite close to the original MATLAB version algorithms. The whole GUI based open-sourced software is easy to use, and can be freely distributed among the communities. Technical details in both R and Java modules implementation are also discussed, which presents some good examples of how to develop software with both complicate and up to date algorithms, as well as decent and user friendly GUI in the scientific or engineering research fields. / Master of Science

L'enseignement, l'apprentissage et l'évaluation du raisonnement clinique en sciences infirmières est un défi pour les éducateurs de cette profession et leurs étudiants. Depuis plusieurs décennies, les chercheurs et les éducateurs dans le domaine des sciences de la santé ont travaillé pour élaborer des instruments d'évaluation dans le but de pouvoir mesurer le raisonnement clinique (Charlin, Bordage & Van der Vleuten, 2003). Plusieurs études semblent appuyer le test de concordance de script (TCS) en termes de validité, fiabilité, faisabilité et applicabilité pour plusieurs disciplines et différents contextes (Carrière & al, 2009). Deschênes et ses collaborateurs (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) ont mis au point et validé un TCS spécifiquement pour le raisonnement clinique en sciences infirmières (RCI). Comme l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants (Sibert et al, 2001; Durak, Caliskan & Bor, 2007), les outils d'évaluation valides et fiables qui permettraient l'identification des problèmes spécifiques dans le développement du raisonnement clinique en sciences infirmières seraient très utiles pour guider les décisions concernant l'éducation (Gierl, 2007). Nous avons donc mené une étude pour explorer le potentiel diagnostique des questions d'un TCS. La question de recherche est la suivante: «Dans quelle mesure chaque question d’un TCS visant à évaluer le RCI peut-elle être reliée à des catégories et des stratégies de pensée spécifiques?" Avec une sous-question: «Comment peut-on décrire le potentiel diagnostique d’un TCS pour évaluer le RCI?". Nous avons fait une deuxième analyse de contenu des données qui ont été obtenues dans une étude précédente dans laquelle cinq vignettes (15 questions) du TCS de Deschênes (2006) ont été utilisées. Les résultats ont montré les catégories et stratégies de pensées utilisées pour répondre à certaines questions du TCS selon les groupes de participants. Aussi, nos résultats ont permis de découvrir des disparités importantes entre les groupes, notamment que le RCI des expertes est si différent des étudiantes, qu’il ne peut servir de référence. Enfin, cette étude démontre que le TCS a un potentiel diagnostique niveau par niveau (1ère, 2e, 3e année et expertes) et non d’un niveau à un autre. / Teaching, learning and assessing clinical nursing reasoning is a challenge for both nurse educators and their students. For several decades, researchers and educators in the field of health sciences, worked to develop assessment instruments that would effectively measure clinical reasoning (Charlin, Bordage & Van der Vleuten, 2003). Several studies seem to support the script concordance test (SCT) in terms of validity, reliability, feasibility and applicability in different disciplines and contexts (Carrière & al, 2009). Deschênes and her collaborators (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) developed and validated one SCT specifically for clinical nursing reasoning. Since evaluation has a great impact on students’ learning strategies (Sibert & al, 2001; Durak, Caliskan & Bor, 2007), valid and reliable assessment instruments that would allow the identification of specific problems in the development of clinical nursing reasoning would be very useful to guide educational decisions (Gierl, 2007). We therefore conducted a study to explore the diagnostic potential issues of SCT. The research question is: "To what extent each issue of SCT to assess clinical nursing reasoning can it be linked to categories and specific thinking strategies?" with a sub-question: "How can we describe the diagnostic potential of SCT to evaluate the clinical nursing reasoning?”. We did a second content analysis on think aloud data that were obtained in a previous study in which five vignettes (15 items) from Deschênes’ (2006) SCT were used. The results showed categories thoughts and strategies used to address issues of TCS by groups of participants. Thus, our results revealed significant differences between the groups, such that the clinical nursing reasoning is so different from expert students, it can’t serve as a reference. Finally, this study demonstrates that TCS has a diagnostic potential but level by level (1st, 2nd, 3rd year and experts).

La pratique de l’hématologie, comme celle de toute profession, implique l’acquisition d’un raisonnement adéquat. Se basant sur une théorie de psychologie cognitive, le test de concordance de script (TCS) a été développé et validé comme un instrument permettant d’évaluer le raisonnement clinique dans diverses spécialités médicales. Le but de cette étude était d’examiner l’utilité et les paramètres psychométriques d’un TCS en hématologie. Nous avons construit un TCS composé de 60 questions que nous avons administré à 15 résidents juniors (R1 à R3 en médecine interne), 46 résidents séniors (R4, R5 et R6 en hématologie) et 17 hématologues à travers le Canada. Après optimisation, le TCS comptait 51 questions. Sa consistance interne mesurée par le coefficient de Cronbach alpha était 0.83. Le test était en mesure de discriminer entre les résidents selon leur niveau de formation. Les questions contenant des images (n=10) semblaient avoir un potentiel discriminatoire plus élevé. Les scores obtenus par les résidents séniors corrélaient modéremment avec ceux obtenus à un test conventionnel d’hématologie composé de questions à choix multiples et à courte réponse (r de Pearson = 0.42; p=0.02). Le TCS a été complété en 36 minutes en moyenne et a été bien reçu par les participants. Le TCS est un instrument d’évaluation utile et valide en hématologie. Il peut être utilisé à des fins formatives en aidant au suivi de la progression des résidents. Il pourrait aussi être combiné à d’autres instruments d’évaluation à des fins sanctionnelles, ou encore, en éducation médicale continue. / The practice of hematology, like any other profession, requires the acquisition of adequate judgment. Based on cognitive psychology theory, the script concordance test (SCT) has been developed and validated as an instrument capable of evaluation clinical judgement in various medical specialties. The goal of this study was to examine the usefulness and the psychometric qualities of the SCT in hematology. We constructed a SCT composed of 60 questions and we administered it to 15 junior residents (R1 to R3 in internal medicine), 46 senior residents (R4, R5 and R6) and 17 hematologists from across Canada. After item optimization, the test comprised 51 questions. Its internal consistency measured by Cronbach alpha was 0.83. The test was able to discriminate between residents according to their year of training. Questions containing an image (n=10) seemed to offer a stronger discriminative potential. Scores obtained by the senior residents correlated moderately with those obtained on a conventional hematology exam made of multiple choice questions and short-answers (Pearson r: 0.42; p=0.02). The SCT was completed in an average of 36 minutes and was well received by participants. The SCT is a useful and valid evaluation instrument in hematology. It may be used during training to monitor resident progression. It may also be combined to other evaluation tools and used for summative purposes or in continuing medical education.

The following thesis focuses on the topic of the system of writing "Comenia Script", used by the pupils of the third grade of basic schools. The thesis consists - as usual - of two parts: a theoretical one and a practical one. The theoretical part deals with the school tuition of writing, the differences in the teaching of analytic- synthetic and genetic method, and forming of the individual handwriting. A substantial part focuses on the central theme, the Comenia Script (the circumstances of its origin, its shape characteristics, the course of its experimental testing, and current researches). The next chapter concerns itself with the scales designated for assessment of the writing (Matějček, Zelinková, Veverková). In the practical part we introduce the assessing scale of Jana Veverková (2011), adapted by us. By the means of this scale we were assessing the written expressions of ninety pupils using Comenia Script. At the same time, the pupils were taught by the analytic-synthetic or genetic method of reading and writing tuition, therefore we were able to compare the results also from the point of view of both methods. The aim of this thesis is to describe the typical written expression of a pupil using the Comenia Script and also adapting the Veverková assessment scale (2011), so that it convenes for...

This diploma thesis focuses on the important knowledge related to education and bringing up left-handed children. The theoretical part focuses on the explanation of the term laterality and its diagnostics and also on the methodology of left-handed writing and the preparatory exercises for writing. Furthermore this part points to some various causes and effects suppression of left- handedness, and a brief insight into a former approach and an actual approach. This part offers information to the new trend in writing - Czech school font called Comenia Script. The practical part concentrates on the development of writing for left-handed in the commonly used writing alphabet, and in the font Comenia Script. There is also included a tentative questionnaire for primary school teachers and an observation and teaching of left- handed pupils in four different grades at primary schools. Keywords: laterality, left-handedness, upbringing, education, the commonly used writing alphabet, the font Comenia Script

nÃo hà / Esta pesquisa està centrada no estudo de produÃÃes textuais de alunos de 6 ano do ensino fundamental II, cujo gÃnero pertence ao conto popular. A abordagem dada ao tema teve como base pressupostos da LinguÃstica Textual, com Ãnfase no protÃtipo narrativo de Adam (1992; 2008) e no ISD de Bronckart (2007), especificamente, no tipo de discurso narraÃÃo. O objetivo à analisar a infraestrutura desses textos, verificando a presenÃa da sequÃncia narrativa ou do script, alÃm da construÃÃo do texto com as categorias: tempos verbais, organizadores temporais e pronomes. A pesquisa apresenta um carÃter teÃrico-prÃtico e à delineada em quase-experimental com um corpus que se compÃe de quarenta e duas (42) produÃÃes textuais divididas em produÃÃo inicial (PI) e produÃÃo final (PF). Essas produÃÃes textuais foram recolhidas durante um perÃodo de trÃs semanas com atividades, que tratavam das categorias citadas anteriormente, em forma de oficinas à luz das sequÃncias didÃticas de Schneuwly; Dolz (2004). A anÃlise levou-nos a observar que muitas das produÃÃes foram estruturadas segundo a sequÃncia narrativa de Adam (1992; 2008), outras, porÃm, apresentaram somente o script, conforme Bronckart (2007), comprometendo a infraestrutura textual de gÃneros do narrar como o que nos propomos a construir com os alunos do 6 ano. Apreendemos que os alunos possuem a estrutura narrativa internalizada, porÃm nÃo sabem distinguir entre o processo de intriga e o script, produzindo textos que apenas enumeram aÃÃes. Ao construÃ-los utilizam-se das categorias elencadas, priorizando os tempos verbais do narrar, apesar de em algumas situaÃÃes essas construÃÃes parecerem equivocadas. Os organizadores temporais, segunda categoria analisada, funcionam nesses textos como um elemento que auxilia os tempos verbais com as locuÃÃes adverbiais que se apresentam com maior incidÃncia. Na categoria pronomes, as construÃÃes apresentam anÃforas que demonstram o uso de um mecanismo da lÃngua, evitando repetiÃÃo de elementos no texto, o que constitui para um aluno em processo de desenvolvimento da escrita uma estruturaÃÃo de ideias. Acreditamos que a pesquisa constitui-se em uma reflexÃo teÃrica sobre a construÃÃo do texto narrativo de alunos de 6 ano. Esperamos ter contribuÃdo para compreensÃo da importÃncia da diferenciaÃÃo entre um texto narrativo e um script. A relevÃncia dessa pesquisa està na compreensÃo dessas categorias na infraestrutura do texto que auxiliam o aluno a produzir gÃneros do narrar e ao professor compreender esse processo, valorizando e auxiliando o aluno na construÃÃo da produÃÃo textual narrativa. / This work aims at analyzing the text productions of the II level fundamental sixth grade, concerned to the genre of popular narratives. The approach given to the theme is based on Text Linguistics, emphasizing Adamâs (1992; 2008) narrative prototype and Bronckartâs (2007) sociodiscursive interactionism, particularly about the type of narrative discourse. The objective is to analyze the infrastructure of these texts, verifying the presence of the narrative sequence or of the script, as well as of the constructions with the following categories: verb tenses, temporal organizers and pronouns. This is a theoretical-practical research, which can be described as an almost experimental one, whose corpus is formed by forty-two (42) text productions, divided into initial production and final production. These text productions, which were done by workshops in the light of Schneuwly and Dolzâs (2004) didactic sequences, were collected in a period of three weeks, containing activities with the categories previously cited. We observed that a lot of productions were structured according to Adamâs (1992; 2008) narrative sequences. However, other texts presented only the script, according to Bronckart (2007), what can jeopardize the text infrastructure of narrative genres as we proposed to construct with these students of the sixth grade. We noticed that the students have the narrative structure internalized, but they can not distinguish the plot process from the script, producing texts which only enumerate actions. When they build them, they use the mentioned categories, prioritizing narrative verb tenses, although some of these situations appear to be wrong. The temporal organizers, which are the second category analyzed, have the function of an auxiliary of the verb tenses with the most frequent adverbial locutions. Referring to the pronouns, the constructions present anaphors which show the use of a language mechanism that avoids the repetition of text elements. This results in the constitution of a writing development process and an idea structure process by the students. We believe that this research consists in a theoretical reflection about the construction of narrative texts by students of the sixth grade. We hope to contribute to the importance of differing a narrative text from a script. The relevance of this research is defined by the comprehension of these categories to the text infrastructure, which help the students to product narrative genres, and the teachers to comprehend this process, valuing and helping the students in the narrative text production.

La corruzione negli appalti pubblici ha sempre destato particolare interesse. Nondimeno, un’attenta analisi della letteratura di settore dimostra come scarsa attenzione sia stata dedicata allo studio delle scelte strategiche adottate da corrotti e corruttori nel mentre decidono come pagare la tangente, come identificare il partner dell’accordo corruttivo, come contattarlo, come gestire le trattative, come raggiungere i propri obiettivi e come proteggersi da inadempimenti e tradimenti. Questa tesi si propone di studiare tali strategie, applicando per la prima volta in questo settore una particolare metodologia detta della script analysis, al fine di rispondere alle seguenti domande: come avvengono gli accordi corruttivi nel settore degli appalti pubblici? Quali sono le tattiche e i modi operandi adottati da corrotti e corruttori? Quali sono i “passaggi” necessari per la conclusione di accordi corruttivi? Come possono essere spiegati? Quali sono gli elementi che “facilitano” i protagonisti del pactum sceleris? Dopo aver passato in rassegna la letteratura (capitolo 1) ed illustrato la metodologia adottata (capitolo 2), la tesi risponde alle domande della ricerca, individuando i singoli passaggi dell’accordo corruttivo, soffermandosi sulle procedure adottate (capitolo 3) fino a circoscrivere e commentare gli elementi facilitatori (capitolo 4) nell’incontro tra domanda e offerta di utilitas. / Despite the growing concern over corruption in public procurement, there is little knowledge regarding the corruption-commission process. Scant attention has been paid to the event-decisions of corrupt agents in order to explore how an agent decides to pay, how he identifies his partner, how he contacts him, how he negotiates with him, how he manages to achieve his goal, and how he protects himself against “lemons”. The aim of this thesis is to understand the corruption-commission process by using crime script analysis to delve into the event-decisions of corrupt agents. Therefore, within the Italian context, this thesis seeks to answer the following research questions: how do corrupt deals in public procurement take place? What are the tactics, dynamics and the modi operandi of corrupt agents? What are the steps of corruption-commission in the specific area of public procurement? How can these steps be explained? What are the facilitators of corruption-commission? After the relevant literature has been reviewed (Chapter 1) and the methodology has been discussed (chapter 2), the results of the research are presented in chapters 3 and 4, where the procedural aspects and the procedural requirements of the crime are presented and discussed. Some concluding remarks close the thesis.

L'enseignement, l'apprentissage et l'évaluation du raisonnement clinique en sciences infirmières est un défi pour les éducateurs de cette profession et leurs étudiants. Depuis plusieurs décennies, les chercheurs et les éducateurs dans le domaine des sciences de la santé ont travaillé pour élaborer des instruments d'évaluation dans le but de pouvoir mesurer le raisonnement clinique (Charlin, Bordage & Van der Vleuten, 2003). Plusieurs études semblent appuyer le test de concordance de script (TCS) en termes de validité, fiabilité, faisabilité et applicabilité pour plusieurs disciplines et différents contextes (Carrière & al, 2009). Deschênes et ses collaborateurs (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) ont mis au point et validé un TCS spécifiquement pour le raisonnement clinique en sciences infirmières (RCI). Comme l'évaluation a un impact important sur les stratégies d'apprentissage des étudiants (Sibert et al, 2001; Durak, Caliskan & Bor, 2007), les outils d'évaluation valides et fiables qui permettraient l'identification des problèmes spécifiques dans le développement du raisonnement clinique en sciences infirmières seraient très utiles pour guider les décisions concernant l'éducation (Gierl, 2007). Nous avons donc mené une étude pour explorer le potentiel diagnostique des questions d'un TCS. La question de recherche est la suivante: «Dans quelle mesure chaque question d’un TCS visant à évaluer le RCI peut-elle être reliée à des catégories et des stratégies de pensée spécifiques?" Avec une sous-question: «Comment peut-on décrire le potentiel diagnostique d’un TCS pour évaluer le RCI?". Nous avons fait une deuxième analyse de contenu des données qui ont été obtenues dans une étude précédente dans laquelle cinq vignettes (15 questions) du TCS de Deschênes (2006) ont été utilisées. Les résultats ont montré les catégories et stratégies de pensées utilisées pour répondre à certaines questions du TCS selon les groupes de participants. Aussi, nos résultats ont permis de découvrir des disparités importantes entre les groupes, notamment que le RCI des expertes est si différent des étudiantes, qu’il ne peut servir de référence. Enfin, cette étude démontre que le TCS a un potentiel diagnostique niveau par niveau (1ère, 2e, 3e année et expertes) et non d’un niveau à un autre. / Teaching, learning and assessing clinical nursing reasoning is a challenge for both nurse educators and their students. For several decades, researchers and educators in the field of health sciences, worked to develop assessment instruments that would effectively measure clinical reasoning (Charlin, Bordage & Van der Vleuten, 2003). Several studies seem to support the script concordance test (SCT) in terms of validity, reliability, feasibility and applicability in different disciplines and contexts (Carrière & al, 2009). Deschênes and her collaborators (2006; Deschênes, Charlin, Gagnon & Goudreau, 2011) developed and validated one SCT specifically for clinical nursing reasoning. Since evaluation has a great impact on students’ learning strategies (Sibert & al, 2001; Durak, Caliskan & Bor, 2007), valid and reliable assessment instruments that would allow the identification of specific problems in the development of clinical nursing reasoning would be very useful to guide educational decisions (Gierl, 2007). We therefore conducted a study to explore the diagnostic potential issues of SCT. The research question is: "To what extent each issue of SCT to assess clinical nursing reasoning can it be linked to categories and specific thinking strategies?" with a sub-question: "How can we describe the diagnostic potential of SCT to evaluate the clinical nursing reasoning?”. We did a second content analysis on think aloud data that were obtained in a previous study in which five vignettes (15 items) from Deschênes’ (2006) SCT were used. The results showed categories thoughts and strategies used to address issues of TCS by groups of participants. Thus, our results revealed significant differences between the groups, such that the clinical nursing reasoning is so different from expert students, it can’t serve as a reference. Finally, this study demonstrates that TCS has a diagnostic potential but level by level (1st, 2nd, 3rd year and experts).

Mokomasis CD tipiniai veiklos scenarijai sukurti remiantis pakartotino panaudojimo koncepcija. Teorinėje dalyje atlikta mokomųjų CD, naudojamų ugdymo procese, analizė, aiškintasi pakartotino panaudojimo koncepcija, susipažinta su šablonais – komponentais ir jų taikymu MO (mokymo objektuose). Praktinėje dalyje aprašomas sukurtas mokomasis CD ir jo komponentai, veikimo principas, pateikiami testavimo rezultatai. Šis darbas parengtas naudojantis Adobe Flash CS 3 technologijas, naudojant Action Script 2. / Educational CD with action script realization was created on the basis of re-creating the concept of recovery. Theoretical part of this work includes the analysis of the CD use in teaching and educational processes. It also includes the analysis of the concept of re-use and getting familiar with the pattern of the application of TO (teaching objects). The practical part of the work describes the developed educational CD and its components, operating principle and the test results. This work is based on Adobe Flash CS 3 technology, using Action Script 2.