Diss. (sammanfattning) Stockholm : Karol. inst., 2005. / Härtill 4 uppsatser.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-20T15:07:15Z No. of bitstreams: 1 pilarcozendeysilva.pdf: 4550098 bytes, checksum: db6b2e284bcd0084843d5f3089502818 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:03:46Z (GMT) No. of bitstreams: 1 pilarcozendeysilva.pdf: 4550098 bytes, checksum: db6b2e284bcd0084843d5f3089502818 (MD5) / Made available in DSpace on 2016-04-24T03:03:46Z (GMT). No. of bitstreams: 1 pilarcozendeysilva.pdf: 4550098 bytes, checksum: db6b2e284bcd0084843d5f3089502818 (MD5) Previous issue date: 2015-02-12 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / Os répteis Squamata possuem um sistema sensorial sofisticado, adaptado ao ambiente em que vivem e as atividades desempenhadas em seu forrageio. A língua de lagartos é estrutura componente do sistema sensorial fundamental para o forrageio. Desta forma, o presente estudo buscou investigar a estrutura morfo-histológica da língua de cinco espécies de lagartos brasileiros (Ameiva ameiva, Hemidactylus mabouia, Aspronema dorsivittatum, Ophiodes striatus e Tropidurus torquatus) e sua relação com os tipos de forrageio. Foram analisados o formato e comprimento de língua e confeccionadas lâminas histológicas coradas com HE e PAS, de exemplares das cinco espécies. As espécies estudadas apresentaram revestimento de epitélio pavimentoso estratificado queratinizado, com variações topográficas na espessura da camada córnea. Ameiva ameiva apresentou a língua mais especializada e restrita ao forrageio ativo, enquanto Hemidactylus mabouia e Tropidurus torquatus apresentaram língua com estrutura menos favorável ao “tongue-flicking” e, portanto, mais próximo de forrageio de emboscada. As espécies Ophiodes striatus e Aspronema dorsivittatum apresentaram resultados característicos tanto de forrageio ativo quanto de emboscada, demonstrando uma provável plasticidade entre estes extremos. Esta flutuação entre tipos de forrageio já foi observada dentro do antigo gênero Mabuya a partir de estudos prévios que indicam que fatores como disponibilidade de alimento e alterações de habitat são capazes de alterar a dinâmica de forrageio de algumas espécies. No presente estudo foi possível relacionar aspectos como tipos de papilas, formato de língua, arranjo muscular, camada de queratina, presença de botões gustativos, entre outros, com a provável dinâmica de forrageio das cinco espécies estudadas. O arranjo muscular encontrado nos forrageadores ativos foi considerado mais compacto e direcionado ao “tongue-flicking”, enquanto o dos forrageadores de emboscada o arranjo muscular se mostra menos restrito. A análise das características externas e microscópicas da língua trouxeram grandes contribuições para o entendimento de como cada espécie, por exemplo, otimiza a sua percepção do ambiente, como percebe o tempo e seu gasto energético. Além disso, contribui com maiores informações a cerca da morfologia e ecologia de espécies ocorrentes no Brasil. / The Squamata reptiles have a sophisticated sensory system, frequently adapted to the environment in which they live and the activities performed in their foraging. The tongue lizards is a fundamental structure of the sensory system for foraging. Thus, this study sought investigate the morphological and histological tongue structure of five species of Brazilian lizards (Ameiva ameiva, Hemidactylus maboiua, Aspronema dorsivittatum, Ophiodes striatus e Tropidurus torquatus) and its relationship with ambush and active foraging. For that, were analyzed the shape and elongation and made histological slides of language specimens of the five species and colored by HE and PAS. The tongue of all species showed stratified squamous keratinized epithelium, with the keratin layer varying in thickness and position in the tongue. Ameiva ameiva showed the most specialized tongue and restricted to wile foraging, while H. mabouia and T. torquatus presented tongue with less favorable to “tongue-flicking” and therefore closest to ambush foraging structure. The O. striatus and A. dorsivittatum specie showed characteristics of both foraging types, showing a probable plasticity between the extremes of wile and ambush foraging. This fluctuation between types of foraging has been observed within the old genus Mabuya from previous studies that indicate that factors such as food availability and habitat changes are able to alter the dynamics of some species foraging. In the present study it was possible to relate aspects such as types of papillae, tongue shape, muscular arrangement, keratin layer, among others, with the possible dynamics of foraging the five species. The muscle arrangement found in active foragers was considered more compact and focused for the “tongue-flicking”, while the ambush foragers muscle arrangement shown less restricted. And stand out from other factors such as the presence of taste buds. The analysis of external and microscopic characteristics of the tongue provided great contributions to the understanding of how the lizard optimizes its environment perception, as realize the time and its energy expenditure. Also contributes with more information about the morphology and ecology of species occurring in Brazil.

Förskollärare möter i större utsträckning än tidigare barn med annat modersmål än svenska, därmed ökar även behovet av arbetet med modersmålsutveckling. Syftet med denna kvalitativa studie är att bidra med kunskap om hur förskollärare stöttar flerspråkiga barns modersmålsutveckling samt hur förskollärare upplever arbetet med modersmålsutveckling. Data består av kvalitativa intervjuer med tre förskollärare och analyseras genom det sociokulturella perspektivet, interaktionismen samt Fredriksson och Lindgren Eneflos (2019) fyra strategier för att stimulera och uppmärksamma modersmål. Resultatet visar att informanterna upplever en osäkerhet i sin språkliga kompetens men har olika upplevelser om hur de ska gå tillväga i arbetet. Informanterna har olika upplevelser av vem som tar initiativ till kommunikation mellan barn och förskollärare. Resultatet visar att informanterna främst lyfter fram svenska som språk och att de uppmärksammar olika kulturers högtider. Resultatet visar att informanterna mest använder sig av böcker och applikationer som medierande redskap samt att de både tar hjälp av vuxna och barn i arbetet med modersmålsutveckling.

The diploma thesis on the topic of Integration of pupils with different mother tongues in the environment of selected Czech schools consists of a theoretical part and a practical part. In the theoretical part the basic terminology and issues related to pupils with different mother tongues is defined on the basis of a literature search. In the first part of the work I deal with migration as a phenomenon and also with the development of migration in the territory of the Czech Republic. In the second part of the work I deal with individual models of intercultural coexistence of different cultures in the territory of one state, adaptation, cultural identity, intercultural communication and possible barriers which disrupt mutual understanding. The third part is focused on pupils with different mother tongues and bilingual pupils, their specifics and education, mother tongues, communication and involvement of pupils with different mother tongue in education. In the practical part of the diploma thesis I deal with the inclusion of pupils with different mother tongue at selected primary schools. I chose the type of qualitative survey and used the method of semi-structured interview and observation. Using an interview method with selected pupils with different mother tongues, their class teachers and...

Notre perception du monde est multimodale. Les différents sens (vision, audition, tactile, etc) sont coordonnés entre eux afin d'accomplir nos tâches quotidiennes. Dans le cas où un organe des sens connaît un dysfonctionnement, le système nerveux central est capable de remplacer ou de renforcer l'information manquante en faisant appel à d'autres modalités sensorielles intactes. Le cadre conceptuel de ce remplacement d'un sens par un autre est le paradigme de substitution sensorielle. Cette thèse se situe dans ce contexte et, pour explorer certains aspects de ce paradigme, exploite un dispositif d'électro-stimulation linguale, le Tongue Display Unit (TDU), une matrice de 12x12 électrodes destinée à restituer sous la forme de voltages variables des scènes visuelles sur la langue.L'efficacité de ce dispositif souffre de nombreux problèmes au rang desquels le problème de fading (atténuation) qui correspond à une perte rapide de perception du signal d'électro-stimulation par les sujets et celui de la fusion de perceptions multi-modales qui, nous le verrons, se complique avec l'usage du TDU. Dans cette thèse, nous proposons d'étudier l'effet sur la qualité de perception et sur l'atténuation du signal de l'adjonction au signal image de saccades et de tremblements, processus qui nous ont été inspirés par la vision. Nous étudions également la façon dont les sujets perçoivent un signal image en cas de multi-modalité perceptive (vision + substitution visuelle sur la langue) et l'effet que produisent des contradictions d'information dans ce contexte.Ce travail met en évidence l'importance de la présence de saccades ou de scintillement dans le signal d'électro-stimulation pour contrer les effets de fading : grâce à ces procédés, même lorsque les stimulations sont longues, les sujets continuent de percevoir correctement le signal image. De plus, les expériences de perception multi-modale et de contradictions nous ont permis de montrer que la perception d'informations de type image par l'intermédiaire du TDU était comparable à celle de la vision. Enfin, nous avons pu mettre en évidence un effet de fusion d'informations contradictoires entre la perception visuelle et linguale, connu dans le cadre de la fusion d'information visuo-auditives sous le nom d'effet Mc Gurck.La compréhension de l'effet de procédés destinés à améliorer la perception dans le cadre de la substitution visuelle et celle de l'importance des effets de fusion multi-modale dégagée au cours de thèse devraient trouver application dans de nombreux domaines où ces effets sont présents ou requis, en particulier dans le domaine émergent de la vision prothétique. / Our perception of the world is by essence multimodal. Various sensory cues (vision, hearing, touch, etc.) are hence integrated to allow us the execution of daily life activities. When one sense organ is missing or impaired, in some circumstances, the central nervous system can replace or reinforce the missing sensory information by using reliable sensory information coming from an other intact sense organ. This doctoral thesis was designed to explore this so-called ‘sensory substitution' concept through the exploitation of a visual-to-tactile sensory substitution device. the Tongue Display Unit (TDU) is made of a 12x12 electro-tactile matrix capable of rendering visual scences on the dorsal part of the tongue.However, the effectiveness of this device suffers from numerous drawbacks among which two main problems : (i) the problem of ‘fading' (mitigation) which corresponds to a rapid loss of perception of electrostimulation signal by the individuals and (ii) the problem of multimodal fusion. In the present work, we propose to investigate these problems and their effects on the quality of perception, by (i) applying some eye-inspired mechanisms (micro-saccades) to the electro-tactile signal on the tongue, (ii) studying how individuals perceive a picture signal with multi-modal perceptual (visual stimulus + substitution on the tongue) and (iii) the effect produced contradictions of information in this context.This work evidence the importance of applying saccades and sparkle mechanisms in electro-tactile signal to resolve the problem of fading especially when stimulation periods are relatively long. Furthermore, the experiments we have conducted on multi-modal perception and contradictions suggested that the perception of image information through the TDU was comparable to that of vision. Finally, we were able to identify a conflicting information fusion effect between visual perception and electrotactile tongue perception. This phenomenon is known as Mc Gurck effect (fusion of visual and auditory information). Understanding the effect of these processes to improve the quality of perception through the visual substitution paradigm and the importance of multi-modal fusion effects during this thesis could be applied in various areas where these effects are present or required, especially in the emerging field of prosthetic vision.

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

<p>The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo / curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.</p>

<p>The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo / curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.</p>

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.