Elever möter idag sällan en text som inte på något sätt samspelar med bilder, delvis på grund av att de böcker som riktas till elever ofta innehåller rikligt med bilder men även på grund av den läsning som sker på skärm, så kallad digital läsning. Syftet med studien är att undersöka hur bil-der i text påverkar elevers läsförståelse. Denna litteraturstudie genomfördes på empirisk forsk-ning på årskurs F–4 från år 2012 till 2017. Studiens resultat visade att det ofta är gynnsamt för elever att läsa text som även innehåller bilder. Vidare så visade sig läsning på papper ge elever bättre läsförståelse än läsning som skedde på skärm. / <p>Svenska</p>

When subtitles are burned into a video, an error can sometimes occur in the encoder that results in the same subtitle being burned into several frames, resulting in subtitles becoming frozen. This thesis provides a way to detect frozen video subtitles with the help of an implemented text detector and classifier. Two types of classifiers, naïve classifiers and machine learning classifiers, are tested and compared on a variety of different videos to see how much a machine learning approach can improve the performance. The naïve classifiers are evaluated using ground truth data to gain an understanding of the importance of good text detection. To understand the difficulty of the problem, two different machine learning classifiers are tested, logistic regression and random forests. The result shows that machine learning improves the performance over using naïve classifiers by improving the specificity from approximately 87.3% to 95.8% and improving the accuracy from 93.3% to 95.5%. Random forests achieve the best overall performance, but the difference compared to when using logistic regression is small enough that more computationally complex machine learning classifiers are not necessary. Using the ground truth shows that the weaker naïve classifiers would be improved by at least 4.2% accuracy, thus a better text detector is warranted. This thesis shows that machine learning is a viable option for detecting frozen video subtitles.

This thesis contains an analysis of Czech and German history textbooks that are meant for higher primary education and lower secondary education. Emphasis is being put on the interpretation of chosen key events during the Second World War within the given Czech and German textbooks. The author focuses on the theoretical, practical, and image side of this didactic medium. The thesis summarises theoretical knowledge about history textbooks as a basic educational medium. It characterises the ways of teaching about the Second World War in the Czech Republic and the Federal Republic of Germany, specifically in Brandenburg, including History curriculum within the Framework Educational Programme for higher primary education and lower secondary education, and the German Framework Educational Programme. It also mentions the didactic conception and content of history education in both countries. The main objective of the thesis is the research of Czech and German textbooks for primary education and lower secondary education dedicated to the topic of Second World War. The author describes differences and conformities in the conception and general equipment of Czech and German textbooks on both, the content and iconic texts´ side.

The amount of textual data that produce every minute on the internet is extremely high. Processing of this tremendous volume of mostly unstructured data is not a straightforward function. But the enormous amount of useful information that lay down on them motivate scientists to investigate efficient and effective techniques and algorithms to discover meaningful patterns. Social network applications provide opportunities for people around the world to be in contact and share their valuable knowledge, such as chat, comments, and discussion boards. People usually do not care about spelling and accurate grammatical construction of a sentence in everyday life conversations. Therefore, extracting information from such datasets are more complicated. Text mining can be a solution to this problem. Text mining is a knowledge discovery process used to extract patterns from natural language. Application of text mining techniques on social networking websites can reveal a significant amount of information. Text mining in conjunction with social networks can be used for finding a general opinion about any special subject, human thinking patterns, and group identification. In this study, we investigate machine learning methods in textual data in six chapters. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

A presente pesquisa tem como objetivo investigar as características das solicitações de produção de texto no Exame Nacional do Ensino Médio (Enem), analisando em que medida os comandos para elaboração desses textos proporcionam o surgimento de um gênero da esfera escolar específico para esse fim e como algumas práticas docentes podem contribuir para um ensino de produção textual que atenda à demanda desse vestibular, desde o Ensino Fundamental. Sem perder de vista o objetivo principal do Programa Mestrado em Letras em Rede Nacional (PROFLETRAS), capacitar professores de Língua Portuguesa para o exercício da docência no Ensino Fundamental, pretendemos contribuir com práticas pertinentes ao ensino de diferentes gêneros orais e escritos, com foco nas produções de texto solicitadas no vestibular Enem, contribuindo para a democratização de acesso às diferentes possibilidades oferecidas a partir desse exame e para a melhoria da qualidade do ensino no país. Seguindo os preceitos dos PCNs e do Currículo do Estado de São Paulo, adotou-se a língua como objeto de estudo da disciplina de Língua Portuguesa, assim como as concepções de gênero apoiadas em Bakhtin (2003), Marchuschi (2005,2008). Em relação à organização do trabalho pedagógico, apoiados nas orientações de Schneuwly e Dolz (2004) e Bronckart (1999), planejamos uma sequência didática para a produção de texto nos moldes do Enem em uma turma de 8º ano do Ensino Fundamental, cuja validação ocorreu pela análise das competências avaliadas pelo INEP e pelo cotejamento de resultados do mesmo trabalho em uma turma às vésperas do vestibular Enem de 2016, revelando a viabilização da atividade com alunos das séries finais do Ensino Fundamental. Para melhor entendermos as características que possivelmente trariam singularidade ao modelo sugerido pelo Inep, recorremos ao Guia do Participante, ao postulado por Marchuschi sobre o gênero redação de vestibular, de Brakling (2000), de Koche, Boff e Marinello (2014), Costa (2009), Baltar (2007) e Abaurre (2007). Para a discussão de cada uma das competências avaliadas pelo Enem, buscamos o entendimento em Neves (2011), Castilho (2012), Bagno (2011,2014), Aquino (2005) e Koch (2016). Os resultados da pesquisa demonstram que há uma relação direta entre a sequência didática apresentada para o Ensino Fundamental e os textos pretendidos pelo Inep, confirmando a hipótese de que o Enem apresenta características próprias para suas produções textuais que devem ser levadas em consideração nas práticas docentes desde o Ensino Fundamental, em consonância ao ensino de outros gêneros orais e escritos importados pela escola em sua prática cotidiana do ensino da compreensão e produção dos gêneros. Houve ganhos no entendimento de que os alunos escrevem melhor quando apresentados às situações simuladoras da realidade de produção das propostas do Enem, que apontam para uma necessidade de incorporação dessa prática aos materiais didáticos para as séries finais do Ensino Fundamental. / This research has the aim of investigating the characteristics of text output in ENEM. (National Secondary Education Exam) , analyzing to what extent the commands for the elaboration of these texts provide he emergence of a gender in the school sphere for this purpose and how some teaching practices can contribute to a textual production of teaching that meets the demand of this entrance exam, since the elementary school (Ensino Fundamental). Without leaving apart the main objective of the Master Degree in Languages in National Network PROFLETRAS making teachers of Portuguese Language capable of teaching at elementary school, we intend to contribute with suitable practices to the teaching of different oral and written genders, focusing on the text productions requested in ENEM exam, contributing to the democratization of access to different possibilities offered from this exam and to the improvement of the teaching quality in the country. Following the precepts of the PCNs and the curriculum of the state of São Paulo, the language was adopted as an object of study in the Portuguese Language discipline,as well as the conceptions of gender supported by Bakhtin (2003), Marchuschi (2005,2008). Regarding the organization of the pedagogical essay, based on Schneuwly guidelines and Dolz (2004) and Bronckart (1999), We planned a didactic sequence for the text production using the ENEM templates for a group of students from the eighth grade of elementary school, whose validation occurred by the analysis of skills evaluated by INEP and by the read-back with the same work results with a group of students ready to take the ENEM entrance exam in 2016,showing the viability of the activity with the students of the final grades of elementary school (E.F.).For a better understanding of the characteristics that might possibly bring uniqueness to the model suggested by INEP, we recurred to the Participant Guide (Guia do Participante), to the postulated guide by Marchuschi about gender writing exam, to Brakling (2000), Koche, Boff and Marinello (2014), Costa (2009),Baltar (2007) and Abaurre (2007). For the discussion of each of the skills evaluated by ENEM, we searched for the understanding in Neves (2011), Castilho (2012), Bagno (2011,2014), Aquino (2005) and Koch (2016). The results of the research show that there is a direct relationship between the didactic sequence shown for the elementary school and the intended texts by INEP, confirming the hypothesis that ENEM presents its own characteristics for the textual productions that must be taken into account in teaching practices from the elementary school(E.F.) in accordance to the teaching of other oral and written genres imported by the school in its daily teaching practice comprehension and production of genres. There were expressive results on the understanding that students write better when they are faced to situations that simulate the reality of the productions of the ENEM proposals, which point to a need of incorporation of such practice in the teaching materials for the final grades of elementary school.

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The idea that the same experimental findings can be reproduced by a variety of independent approaches is one of the cornerstones of science's claim to objective truth. However, in recent years, it has become clear that science is plagued by findings that cannot be reproduced and, consequently, invalidating research studies and undermining public trust in the research enterprise. The observed lack of reproducibility may be a result, among other things, of the lack of transparency or completeness in reporting. In particular, omissions in reporting the technical nature of the experimental method make it difficult to verify the findings of experimental research in biomedicine. In this context, the assessment of scientific reports could help to overcome - at least in part - the ongoing reproducibility crisis. In addressing this issue, this Thesis undertakes the challenge of developing strategies for the evaluation of reporting biomedical experimental methods in scientific manuscripts. Considering the complexity of experimental design - often involving different technologies and models, we characterise the problem in methods reporting through domain-specific checklists. Then, by using checklists as a decision making tool, supported by miniRECH - a spreadsheet-based approach that can be used by authors, editors and peer-reviewers - a reasonable level of consensus on reporting assessments was achieved regardless of the domain-specific expertise of referees. In addition, by using a text-mining system as a screening tool, a framework to guide an automated assessment of the reporting of bio-experiments was created. The usefulness of these strategies was demonstrated in some domain-specific scientific areas as well as in mouse models across biomedical research. In conclusion, we suggested that the strategies developed in this work could be implemented through the publication process as barriers to prevent incomplete reporting from entering the scientific literature, as well as promoters of completeness in reporting to improve the general value of the scientific evidence.

Typescript, etc. / Digitized by Kansas Correctional Industries

This thesis challenges the notion that landscape can be seen or thought as a picture i.e. in terms of its modern definition and etymology. In questioning the modern definition of landscape the thesis asks a number of specific questions: does the etymology of landscape yield any latent meanings which may be profitably explored? Can these be used as the basis for a new formulation of landscape i.e. ‘landtext’ or landscape as text? The thesis goes on to consider what the implications of this are. Importantly, this thesis is practice based which has entailed that the work is interdisciplinary in nature, the working method amounts to a dialogue between disciplines. The practice with which the thesis concerns itself is photography and it has been a pivotal component of this research to consider photography in terms of Jacques Derrida’s expanded field of writing. The photograph as a motif of the metaphysics of presence, a Barthesean emanation, is presented in relation to Derrida’s grammatology, or generalised system of difference. Critically this thesis asks is photography a form of writing? If so, what are the consequences of this for the relation between photographic writing, or as it is termed here, photogrammatology and landtext? The thesis explores whether intertextuality adequately describe the nexus of relations between each of the systems of difference. Due to the practice led nature of the project, a significant consideration has been the implication of a relational, text based understanding of practice for the viewer or reader in the gallery. To this end the thesis investigates relational aesthetics vis à vis text with a view to theorising photographic practice in a gallery setting in terms of a text which the reader enters. In addition, the role of light in the intertextual relation is considered, especially with respect to the articulation of difference.

Magister Artium - MA / This research discusses the temporality of Al-Fi’l Al-Moḍāri’ (present tense) in Arabic in terms of structure and case endings. It also focuses on the time of the imperfect tense and how it is affected by the Adawāt (particles) and justification as well as the meaning, context and the purpose of the sentence. The study also investigates the controversial issues on finding a standardized definition of the actual imperfect tense in order to distinguish it from the outwardly one. It also investigates the changes which the imperfect tense undergoes when preceded by particles and how they change the case endings from Mabnī (Indicative) into Mu’rab apocopate (to be Jussive or Subjunctive). Another focus is investigating the reason why the tense of the verb that comes after particles of negation, prohibition, justification and denial is always imperfect not perfect or future, regardless of the context and the purpose of the text, and the reason as to why this rule applies to all Qur'ānic verses which contradict this rule when being parsed. In addition, it uses semiotics to explain the imperfect tense in the Qur'ānic verses and investigates the effectiveness of applying abstention and assembly to distinguish between the tense and it's meaning in the Qur'ānic text. This can help to determine the actual time of the tense in the Qur'ānic text which in turn helps to parse the imperfect tense correctly and to justify why there is a case ending which contradicts the grammar rules. The correct parsing of the imperfect tense, including indicative, subjunctive and jussive, will pave the way for more attempts to rectify the interpretation of the Qur'ānic verses which create controversy. This can be achieved by presenting the verses which contradict the rules of parsing, making hypotheses, analyzing them and then parsing them in a logical way utilizing an analytical approach.