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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
181

A transposição didática do conceito de área de figuras geométricas planas no 6º ano do ensino fundamental : um olhar sob a ótica da teoria antropológica do didático

SANTOS, Marilene Rosa dos 03 August 2015 (has links)
Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-17T12:52:04Z No. of bitstreams: 1 Marilene Rosa dos Santos.pdf: 4114270 bytes, checksum: 386a0d702abe8565a0c668da570ff1c9 (MD5) / Made available in DSpace on 2016-08-17T12:52:04Z (GMT). No. of bitstreams: 1 Marilene Rosa dos Santos.pdf: 4114270 bytes, checksum: 386a0d702abe8565a0c668da570ff1c9 (MD5) Previous issue date: 2015-08-03 / Cette thèse a eu pour objectif d’analyser le éloignement entre la pratique institutrice de l’enseignant de mathématiques et l’approche du livre didactique par lui adopté, à la 6e année primaire, par rapport au concept d’aire sur des figures géométriques planes. La base théorique est établie sur le modèle d’aire en tant que grandeur, proposé dans les travaux de Douady et Perrin-Glorian (1989), Bellemain et Lima (2002), Bellemain (2013) et dans la Théorie de la Transposition Didactique bien comme dans la Théorie Anthropologique du Didactique, toutes les deux développées par Chevallard (1991; 1999) et ses collaborateurs. La méthodologie est fondée sur une approche qualitative, à caractéristique ethnographique, par une analyse des organisations mathématique et didactique du livre didactique et de la pratique institutrice de l’enseignant de mathématiques d’une école publique municipale de la Cidade do Paulista. Les résultats indiquent qu’il existe bien une relation entre l’approche du livre didactique et la pratique institutrice. Toutefois, cette relation est divergente sur beaucoup d’aspects (Types de tâches et techniques abordées, technologies et théories, exploration de techniques, organisation didactique), et convergente sur d’autres aspects (définition et approche conceptual du concept d’aire). Il a été possible d’observer qu’il y a une distance considérable entre l’approche didacticisme du livre didactique et la pratique institutrice par rapport au concept d’aire, qui peut être influencée par la conception de l’enseignant à propos de l’enseignement des mathématiques et par sa relation avec notre objet d’étude. / Essa tese teve por objetivo analisar o distanciamento entre a prática docente do professor de matemática e a abordagem do livro didático adotado por ele, no 6º ano do ensino fundamental, em relação ao conceito de área de figuras geométricas planas. A fundamentação teórica está alicerçada no modelo de área enquanto grandeza proposto nos trabalhos de Douady e Perrin-Glorian (1989), Bellemain e Lima (2002), Bellemain (2013) e na Teoria da Transposição Didática e Teoria Antropológica do Didático, ambas desenvolvidas por Chevallard (1991; 1999) e seus colaboradores. A metodologia se baseia em uma abordagem qualitativa de cunho etnográfico, que consistiu na análise das organizações matemática e didática do livro didático e da prática docente do professor de matemática de uma escola pública municipal da Cidade do Paulista. Os resultados indicam que existe, sim, uma relação entre a abordagem do livro didático e a prática docente. No entanto, essa relação é divergente em muitos aspectos (Tipos de tarefas e técnicas abordadas, tecnologias e teorias, exploração de técnicas, organização didática) e convergentes em outros (definição e abordagem conceitual da área de figuras planas). Também foi possível perceber que há uma distância considerável entre a abordagem didática do livro didático e da prática docente em relação ao conceito de área, que pode estar sendo influenciada pela concepção que o professor tem sobre o ensino de matemática e pela relação que ele tem com o objeto de estudo.
182

Formação e atuação do professor de química : um estudo sobre a transposição didática dos modelos atômicos / TEACHER TRAINING AND PRACTICE OF CHEMISTRY: a study of the didactic transposition of atomic models.

Santana, Rafael de Jesus 22 December 2010 (has links)
This Study aimed to investigate how was the didactic transposition of atomic models in the first degree course in Chemistry, Sergipe in Federal University and two schools in the Network State Public High School in Aracaju-SE. Throughout the study, we expose a discussion among theorists with regard to the formation and action of teachers, didactic transposition and atomic models, aiming to show the different perceptions on this theme which has been researched and discussed by many researchers. Used as theoretical support for the discussion of the didactic transposition, the contributions of Chevallard (1991), which defines it as the work that makes an object of knowledge to teach, a teaching object. We chose to investigate one of the basic concepts of chemistry, the first models that explain the constitution of matter, because the chemistry, as science seeks to explain nature using models (theoretical representations). This research approach was qualitative and quantitative analysis, drawing on the comparative method, using pre-defined categories by content analysis (BARDIN, 2010). The tools utilized for data collection, semi-structured interviews and tests, respectively applied to teachers and students. Thus, the study sample was defined by four former students of the UFS and teachers from two schools in the State Schools of Aracaju-SE, being a center of excellence (in which students study in two shifts) and in other school that students study just one part, and forty students, twenty in each school studied, chosen randomly. We tried to analyze the didactic transposition of atomic models at two levels: the teacher who learns to be a teacher in the initial training course at the Sergipe in Federal University and high school educators that makes the didactic transposition of atomic models for students. Moreover, we noted and correlate the knowledge learned by students on the atomic models with the knowledge that teachers said they taught. The data collected and organized into categories that were indicative of the didactic transposition of atomic models was performed inadequately. / Este trabalho teve como objetivo investigar como ocorreu a transposição didática dos modelos atômicos no curso de licenciatura em Química da Universidade Federal de Sergipe e em duas escolas da Rede Pública Estadual do Ensino Médio de Aracaju-SE. Ao longo do estudo, buscamos expor uma discussão entre teóricos no que se refere à formação e atuação de professores, transposição didática e modelos atômicos, visando demonstrar as diferentes percepções acerca dessa temática que tem sido pesquisada e discutida por vários pesquisadores. Utilizamos como suporte teórico para a discussão da transposição didática, as contribuições de Chevallard (1991), que a define como o trabalho que faz um objeto de saber a ensinar, um objeto de ensino. Escolhemos investigar um dos conceitos basilares da química, os primeiros modelos explicativos de constituição da matéria, porque a química, enquanto ciência, procura explicar a natureza utilizando modelos (representações teóricas). Esta pesquisa teve como abordagem a análise qualitativa e quantitativa, apoiando-se no método comparativo, por meio de categorias pré-definidas através da análise de conteúdo (BARDIN, 2010). Utilizamos como instrumentos para coleta de dados, entrevistas semi-estruturadas e provas, respectivamente aplicadas às professoras e aos alunos. Desta forma, a amostra da pesquisa foi definida por quatro ex-alunas da UFS e professoras de duas escolas da Rede Estadual de Ensino de Aracaju-SE, sendo uma centro de excelência (em que os alunos estudam em dois turnos) e a outra escola em que os alunos estudam em apenas um turno, e quarenta alunos, sendo vinte de cada escola pesquisada, escolhidos aleatoriamente. Procuramos analisar a transposição didática dos modelos atômicos em dois níveis: do professor que aprende a ser professor, no curso de formação inicial da Universidade Federal de Sergipe e do professor de Ensino Médio que faz a transposição didática dos modelos atômicos para os alunos. Além disso, buscamos assinalar e co-relacionar os saberes aprendidos pelos discentes sobre os modelos atômicos com os saberes que as professoras dizem ter ensinado. Os dados coletados e organizados em categorias apresentaram indicativos de que a transposição didática dos modelos atômicos foi realizada de forma insuficiente.
183

O saber a ser ensinado sobre medição de comprimentos com o uso do paquímetro em um curso profissionalizante

SERPA, Almir de Lima 09 March 2016 (has links)
Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-05-02T14:06:25Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Serpa EDUMATEC CD (1).pdf: 1958141 bytes, checksum: c34df3e6d1df28315e381a223647d7fe (MD5) / Made available in DSpace on 2017-05-02T14:06:26Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Serpa EDUMATEC CD (1).pdf: 1958141 bytes, checksum: c34df3e6d1df28315e381a223647d7fe (MD5) Previous issue date: 2016-03-09 / O objetivo desta dissertação foi investigar o ensino da medição de comprimentos para estudantes da disciplina Metrologia em um curso profissionalizante do Programa Nacional de Ensino Tecnológico – PRONATEC, sob responsabilidade do Ministério da Educação – MEC (BRASIL, 2011). Tais alunos estão, simultaneamente, matriculados em uma escola pública do ensino médio regular da Região Metropolitana do Recife. Nessas escolas, como se sabe, eles estudam as disciplinas Matemática e Física. Além disso, escolhemos focalizar nosso trabalho no ensino do uso do paquímetro, dispositivo amplamente utilizado nas medições de comprimento, no âmbito da indústria, dos serviços profissionais e nas ciências. O quadro teórico adotado é a transposição didática (Chevallard, 1991). A medição de comprimento requer a consideração de vários conceitos matemáticos, entre os quais o de número racional (a medida de comprimento) bem como o da incerteza do resultado dessa medição (o “erro de medida”). Optamos por investigar materiais didáticos disponíveis para os estudantes do citado curso, em particular duas apostilas de Metrologia e as coleções de Matemática de Física. Esses materiais foram analisados do ponto de vista de se constituírem um dos elementos que cumprem o papel de meios da transposição didática dos saberes em jogo. A análise dos dados obtidos revelou vários pontos em que o saber estabelecido no campo das grandezas e da medição de grandezas é abordado de modo inadequado, nos materiais didáticos examinados. Isso conduz à hipótese de que fica comprometida nesses materiais uma transposição didática que se apresente como um instrumento eficaz de aprendizagem dos estudantes. / The aim of this work was to investigate the teaching of length measurement for students Metrology course in a course of the National Technological Education Program - PRONATEC, under the Ministry of Education - MEC (BRAZIL, 2011). Such students are simultaneously enrolled in a public school in regular high school in the Metropolitan Region of Recife. In these schools, as we know, they study subjects Mathematics and Physics. In addition, we chose to focus our work in teaching the use of vernier caliper, widely used device for length measurements in the industry, professional services and science. The theoretical framework is the didactic transposition (Chevallard, 1991). The length measurement requires consideration of various mathematical concepts, including the rational number (gauge length) as well as the uncertainty of the result of measurement (the "measurement error"). We chose to investigate teaching materials available to students of that course, in particular two booklets Metrology and collections of Mathematical Physics. These materials were analyzed from the point of view of constituting one of the elements that play the role of means of didactic transposition of knowledge into play. The data analysis revealed several points where the established knowledge in the field of quantities and measured variables is addressed improperly in teaching materials examined. This leads to the hypothesis that is compromised in these materials a didactic transposition that is presented as an effective learning tool for students.
184

Conceitos e transposição didática de genótipo e fenótipo: uma análise de livros didáticos / Concepts and didactic transposition of genotype and phenotype: an analysis of textbooks

Silva, Aline Alves da 10 February 2017 (has links)
Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-15T13:15:48Z No. of bitstreams: 2 Aline_Silva2017.pdf: 2700156 bytes, checksum: bee0ace03add52197dcc0da18998b458 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-15T13:15:48Z (GMT). No. of bitstreams: 2 Aline_Silva2017.pdf: 2700156 bytes, checksum: bee0ace03add52197dcc0da18998b458 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The history and philosophy of science can be used as subsidies to improve science teaching, including biology. For this improvement to occur, it is necessary to carry out researches to raise the historical aspects of concepts elaboration related to the scientific content present in schools and also the materials to support teachers, like textbooks. For that purpose, a study, from the 1950s to the present day on the conceptual development of genotype and phenotype, was carried out to provide theoretical subsidies for the analysis of these terms in high school biology textbooks. This research is justified by the need to evaluate how the concepts are presented in textbooks, since there is a need to adapt and revise the concepts according to the academic research notes, and also how the mere "knowledge used" is transposed to the "knowledge taught". The general objective of this study was to analyze how the concepts of genotype and phenotype are introduced in textbooks for basic education system. To find out the following questions were asked: Are the concepts of genotype and phenotype presented and transposed to textbooks respecting the scientific knowledge of each era? Is there historical recurrence in these materials of how the definition of these concepts came to be? The methodology is qualitative in nature, comprising data content analysis, which consists of three steps: pre-analysis, coding and categorization. The process of analyzing didactic transposition was carried out according to the following elements: Transformation Outsourcing, Internal Transformation, knowledge programmability, context-bound, biological aging and aging moral distance, textualization of knowledge, didactic creations and the old/new dialectic. Analyzing the results it was evidenced that the concepts of genotype and phenotype present in the respective textbooks did not follow the understanding of the scientific community of each era. Generally, the delay of the didactic transposition occurs, with respect to the development of the scientific knowledge. It is understood that part of this delay is acceptable, since it is very difficult for textbooks to be edited at the time of scientific research. However, authors and editors need to be concerned with the updates that emerge from scientific production, and care must be taken to ensure that there is no distancing of decades between the concepts presented in the teaching materials in relation to the compressions accepted by the scientific community. Regarding to analysis of the elements of the didactic transposition, it was noticed that the books usually present the contents of genotype and phenotype in a synthetic way, which may make it impossible to develop the scientific literacy of the students, leading them to see the genetics in a deterministic way, without considering the internal and external interferences for the constitution of the phenotype. / A história e a filosofia da ciência podem ser utilizadas como subsídios para melhorar o ensino das ciências, dentre essas, a biologia. Para que essa melhora aconteça, é necessário realizar pesquisas cujo objetivo consista em levantar os aspectos históricos da construção dos conceitos relacionados aos conteúdos científicos apresentados em sala de aula e também nos materiais de apoio aos professores, como o livro didático. Com esse intuito, foi realizado um estudo, desde a década de 1950 até os dias atuais acerca do desenvolvimento conceitual de genótipo e fenótipo, para fornecer subsídios teóricos para a análise desses termos em livros didáticos de Biologia do Ensino Médio. Essa pesquisa se justifica pela necessidade de avaliar como os conceitos estão apresentados nos livros didáticos, uma vez que existe a necessidade de adequação e revisão dos conceitos conforme os apontamentos da pesquisa acadêmica, e ainda como são transpostos esses conhecimentos do “saber sábio” para o “saber a ensinar”. O objetivo geral desta pesquisa foi analisar como os conceitos de genótipo e fenótipo são apresentados em livros didáticos destinados à educação básica. Para tal fim, realizamos os seguintes questionamentos: Os conceitos de genótipo e fenótipo são apresentados e transpostos para os livros didáticos respeitando os conhecimentos científicos de cada época? Apresenta-se recorrência histórica nesses materiais de como se chegou a definição desses conceitos? A metodologia é de natureza qualitativa, compreendendo a análise de conteúdo dos dados, que consiste em três etapas: pré-análise, codificação e categorização. O processo de análise da transposição didática foi realizado conforme os seguintes elementos: dessincretização do saber, despersonalização do saber, programabilidade do saber, publicidade do saber, envelhecimento moral/biológico, finalidade na textualização do saber, criações didáticas e a dialética antigo/novo. Ao analisar os resultados evidenciou-se que os conceitos de genótipo e fenótipo presentes nos respectivos livros não acompanharam a compreensão da comunidade científica de cada época. Geralmente, ocorre a demora da transposição didática, com relação ao desenvolvimento do conhecimento científico. Entendemos que parte dessa demora é aceitável, visto que, é muito difícil os livros didáticos serem editados no momento imediato ao desenvolvimento das pesquisas científicas. No entanto, os autores e editores precisam se preocupar com as atualizações que emergem da produção científica, e cuidar para que não haja distanciamento de décadas entre os conceitos apresentados nos materiais didáticos em relação às compressões aceitas pela comunidade científica. Quanto à análise dos elementos da transposição didática, percebemos que os livros geralmente possuem apresentação dos conteúdos de genótipo e fenótipo de uma forma sintética, o que pode impossibilitar o desenvolvimento da alfabetização científica dos alunos, levando-os a ver a genética de forma determinista, sem considerar as interferências internas e externas para a constituição do fenótipo.
185

Traduction d'un texte factuel : Une étude des changements structuraux des syntagmes nominaux, infinitivaux et participiaux

Laczo, Ewa January 2014 (has links)
This study is an analysis of the translation of a French text regarding the use of pesticides in agriculture. The French text has been translated into Swedish by the author of this paper. There have been some problems in producing an idiomatic translation in some cases. Some of the noun phrases, infinitival phrases and participle phrases were especially complicated to translate. The main purpose of this study is to analyse how these problems were solved in a communicative translation. The analytic framework is mainly based on the works of Eriksson (1997), Ingo (2007), Fredriksson (2011) and Säll (2004).       The French language has a tendency of using infinite phrases, participle phrases and long noun phrases. When translating into Swedish one needs to bear in mind that the finite verb, in the present and past tense, is far more used than the infinite and participle forms. Actions are for example often expressed with finite verbs in the Swedish language. When completing a main clause, you often use a subordinate clause in Swedish. In a French text it is more common to see an infinite phrase as a complement of a main clause.   Noun phrases with many words are often avoided in the Swedish language. As a result, Swedish texts can be shorter compared to French texts. The French language is also said to be more abstract than the Swedish language, because there is not so much semantic value in many of the French words compared to Swedish words. The result is that there can be more words in a French text than in the translated Swedish text. In some cases, you can omit words that are not necessary for the context.
186

[en] THE BEGINNING IS THE END INSIDE OUT: THE TRANSPOSITION OF ORAL NARRATIVE TO THE INFANTILE DRAWING / [pt] O COMEÇO É O FIM PELO AVESSO: A TRANSPOSIÇÃO DA NARRATIVA ORAL PARA O DESENHO INFANTIL

JOSE SALMO DANSA DE ALENCAR 21 June 2004 (has links)
[pt] Esta dissertação faz uma análise da transposição da narrativa oral de pessoas da terceira idade para os desenhos infantis por um processo empírico onde observamos a produção de 453 desenhos de alunos em escolas municipais do Rio de Janeiro. Configurados a partir de histórias da infância dos idosos, esses desenhos foram objeto de estudo em relação à criatividade, à narratividade e à memória que possibilitaram a representação dos elementos dessas histórias. A idéia é averiguar a influência do tempo entre a escuta e o desenho, a interferência do processo de ensino e aprendizagem no espaço escolar e a relação do sujeito com os materiais desta transposição, levando em conta a cultura, o contexto e o nível de expertise dos sujeitos. / [en] This dissertation analyses the process of transposition of aged peoples oral narrative to childrens drawings, by an empirical work where we were able to analyse 453 drawings made by pupils from Rio de Janeiro schools.Inpired by the childhood stories of the aged collaborators, these drawings show narrative capacities, creative qualities and the memory of these stories. The intention is to understand time influences between the period listening to the stories and the transposed drawing. The interference of the teaching and learning process on the drawings, made in a school enviroment and, finally, the relation between the individual and the materials available for this transposition, taking into account the culture, the environment and the level of expertise.
187

Softwarová podpora výuky klasické kryptoanalýzy / Software support of education in classical cryptoanalysis

Fojtová, Lucie January 2010 (has links)
Number of today's modern cipher systems are based on the classical symmetric cipher systems, such as the transposition principle in the DES cipher. Successful analysis and deciphering of these ciphers is therefore underlined by solid knowledge of the elementary cryptanalysis methods. This implies the importance of classical cryptanalysis education -- for better a understanding of the field, using visual means is of utmost importance. The aim of the thesis is to summarize selected cipher methods of the classical cryptanalysis, namely the mono-- and polyalphabetical substitution and transposition route cipher. Along with the theoretical part, ciphering/deciphering software is introduced to be used for educational purposes, particularly a website and a standalone application providing tools for ciphering, analysis and code breaking of the classical cipher based code.
188

Transpozice románu do divadelní a následně filmové podoby / Transposition of the novel into theatrical and than to film adaptation

Nucová, Magdalena January 2016 (has links)
This thesis examines the semiotic rules and processes of the transfer of the original novel into a theatrical script, and then into screenplay of the film, with practical examples from the novel The Karamazov Brothers by F. M. Dostojevskij, screenplay Karamazov of author Evald Schorm and the film script by Petr Zelenka. It focuses on the processes of dramatization, shows communication models and compares mainly text form of screenplays. Keywords: Semiotics of Theatre, Semiotics of film, The Brothers Karamazov, Dostojevskij, transposition, drama
189

Extrusion-sphéronisation de produits pharmaceutiques : comparaison et transposition à échelle industrielle de procédés d’extrusion par plans d’expériences / Extrusion-spheronisation of pharmaceutical products : comparison and industrial scaling-up of extrusion processes by a design of experiments approach

Désire, Amélie 06 September 2011 (has links)
Parmi les différents procédés d’élaboration de minigranules, le procédé d’extrusion-sphéronisation présente de nombreux avantages, puisqu’il permet notamment d’élaborer des minigranules fortement chargées en principe actif et d’éviter l’emploi de solvants organiques. Ce travail a pour objectif de comparer les performances de plusieurs systèmes d’extrusion à vis, de l’échelle du laboratoire jusqu’à la transposition à l’échelle industrielle. Pour cela, des plans d’expériences ont été construits afin d’identifier les variables critiques et de sélectionner l’extrudeur le plus favorable selon différentes approches spécifiques à cette étude. En effet, le système d’extrusion idéal est défini dans ce travail comme celui donnant les meilleurs résultats en termes de productivité et de caractéristiques des minigranules (« qualité »), entraînant le moins d’impact sur le produit après transposition d’échelle (« transposabilité »), montrant le moins d’influence sur le produit lorsque la formule utilisée change (« robustesse »), et permettant d’ajuster ou d’améliorer la qualité des minigranules lorsque les conditions opératoires varient (« flexibilité »). Quelle que soit l’approche étudiée, les résultats ont permis de mettre en évidence l’influence de paramètres critiques et de leurs interactions sur les différentes réponses et ont montré des différences entre les différents systèmes d’extrusion. L’étude à l’échelle du laboratoire a permis de comparer les extrudeurs radial, dôme et frontal et a mis en évidence l’intérêt des systèmes frontal et dôme en termes de qualité des minigranules, et du système radial en termes de robustesse et de flexibilité du procédé. L’étude à l’échelle industrielle a permis de comparer les extrudeurs radial et frontal, et a permis d’identifier l’extrudeur frontal comme étant le plus favorable en termes de qualité des minigranules, de robustesse, de flexibilité et de transposabilité. Les conclusions observées à l’échelle industrielle sont donc différentes de celles considérées à l’échelle du laboratoire, pour l’étude comparative des différents systèmes. Cela confirme l’importance de tester les systèmes à échelle industrielle avant l’acquisition d’un équipement. / Among the various methods of developing minigranules, extrusion-spheronization has many advantages, particularly since it allows to develop minigranules highly charged with active pharmaceutical ingredient and to avoid the use of organic solvents. This work aims to compare the performance of several extrusion screws systems, from the lab to the scale-up at industrial scale. Designs of experiments were built to identify critical variables and compare the extruder in terms of different approaches specific to this study. As a matter of fact, the ideal extrusion system is defined in this work as the one which gives the best results in terms of productivity and pellets characteristics (“quality”), the one which shows less impact on the product after scaling-up (“scalability”), the one which shows the less influence on these same properties when the formula used changes (“robustness”), and the one which allows the possibility to adjust or improve pellets properties with operating variables (“flexibility”). Whatever the approach studied, the results allowed to highlight the influence of critical parameters and their interactions on the different responses and showed differences between the different extrusion systems. The study at lab scale compared radial, dome and axial extruders and underlined the interest of axial and dome systems in terms of pellets quality, and radial system in terms of process robustness and flexibility. The study at industrial scale compared radial and axial systems, and identified the axial system as the most favorable in terms of pellets quality , robustness, flexibility and scalability. The conclusions observed at industrial scale are different from those observed at lab scale for the different systems comparative study. This confirms the importance to test systems at industrial scale before investing in one equipment.
190

The long and the short of it : the translation of non-finite adverbial clauses and ly-adverbials

Görman, Anna January 2020 (has links)
This study investigates the translation of non-finite supplementive clauses and one-word adverbials with a suffix of -ly in an English non-fiction text of academic prose and its Swedish target text. The results show that the non-finite supplementive clauses often are translated into either a new main clause, a coordinated clause or a subordinate clause, where the latter in a majority of cases involves the use of explicitation. The main clause strategy proved the most frequently used, indicating a possible connection between choice of translation strategy and source text sentence length. The ly-adverbials show a clear tendency for translation into one-word open-class adverbials in Swedish, most frequently with a suffix of -t. Clear differences were found between the investigated adverbial structures regarding movement; the supplementive clauses retain their source text positions in a vast majority of cases whereas the ly-adverbials show a higher frequency of movement, most commonly from their original source text position to sentence-final position in the target text. Other factors proven to impact the choice of translation strategies are compliance with Swedish preference regarding adverbial placement (in turn dependent on the type, grammatical structure and length of the adverbial as well as the register of the source text), the clarity and readability of the target text as well as style and level of formality.

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