Este trabalho se insere no âmbito da Teoria e Análise Linguística, bem como no do Ensino de Português como Língua Adicional, área que vem crescendo constantemente no Brasil, e que necessita, cada vez mais, de estudos destinados a contribuir para essa realidade. A partir da breve – mas significativa – experiência da autora nessa área de docência, foram reunidos sete tópicos gramaticais (a saber, a estrutura da frase, o uso do sistema verbal, as preposições, os artigos, a concordância nominal, uso e colocação dos pronomes oblíquos e o uso dos demonstrativos no português brasileiro), sobre os quais não se encontra material tão consistente destinado àquele público, e foram propostas quatorze lições a eles relacionadas. Dessas quatorze lições, as sete primeiras são destinadas ao aprendiz de Português como Língua Adicional, considerando como principal público alunos de nível intermediário em diante; já as sete últimas são lições correspondentes às primeiras, mas destinadas ao professor da área. Nelas, o profissional encontrará fundamentação e discussão teórica a respeito dos pontos apresentados no material do aluno. Este trabalho, portanto, objetiva trazer um material relacionado à descrição sintática do português brasileiro, mas aplicado à área de ensino de Português como Língua Adicional. / This work is not only inserted in the Linguistic Theory and Analysis field, but also in the Portuguese as an Additional Language area, which is constantly being expanded in Brazil, and in which there is a considerable necessity of academic studies to be done. From the brief but significant experience the author of this work has in this teaching area, it has been selected seven grammatical topics to be developed: the sentence structure, the use of the verbal system, the prepositions, the articles, the nominal agreement, the use and placement of object pronouns and the use of demonstrative pronouns in Brazilian Portuguese. As normally the material found about these topics is not satisfactory to reach those public necessities, we proposed fourteen lessons, considering that the first seven are designed to the students, especially to the intermediate to advanced ones, and the last seven were designed to the teachers of this area. In these lessons, the teacher will find theory discussion about the issues developed in student’s lessons. This work, thus, intends to bring to the interested reader a material related to syntactic description of Brazilian Portuguese, but applied to the Portuguese as an Additional Language teaching area.

O nucléolo é uma organela nuclear responsável pela produção dos ribossomos, através das Regiões Organizadoras do Nucléolo (NORs). Espécies que possuem mais de um par de cromossomos contendo NORs terão, obrigatoriamente, pelo menos um par ativo, sendo as demais NORs funcionais de acordo com a demanda celular. O mecanismo de compensação de dose é visualizado e bem estabelecido em híbridos interespecíficos, conhecido como dominância nucleolar, com a inativação de NORs de um dos parentais por outras homeólogas ativas que as dominam. A arquitetura da cromatina nas NORs e o controle da sua expressão foram estudados com o objetivo de se entender os mecanismos envolvidos no fenômeno da dominância nucleolar em espécies diplóides que possuem múltiplas NORs. A espécie modelo utilizada neste estudo foi Crotalaria juncea (Leguminosae-Papilionoideae), caracterizada por conter 2n=2x=16, e NORs no braço curto do cromossomo 1, sendo este o principal organizador do nucléolo, e no braço longo do cromossomo 4 adjacente à heterocromatina centromérica, sendo este um sítio adicional (sítio menor) e de expressão facultativa, previamente determinada. Nas raízes de C. juncea sincronizadas, observou-se que a nucleologênese tem seu início durante o final da telófase, em que os 4 sítios de genes ribossomais podem ter atividade e formar até 4 nucléolos, os quais tendem a se fundir durante a interfase. A Hibridação in situ fluorescente (FISH) permitiu estudos da arquitetura da cromatina, com a visualização dos territórios cromossômicos, onde a cromatina não está organizada de forma aleatória dentro do núcleo, e consequentemente o rDNA 45S dentro do nucléolo. Observou-se também que todos os sítios de rDNA 45S possuem diferença no tamanho do arranjo repetitivo. Assim sendo, a hierarquia de dominância está de acordo com o tamanho de cada arranjo (sítio), e estes são ativados de acordo com a demanda celular. As análises das modificações nas histonas mostraram que a H3K9Met1 apresentou marcas fracas no nucléolo, enquanto no restante da cromatina nuclear sua marcação foi intensa. Já a H3K9Met2 apresentou marcação fortemente associada à cromatina presente no nucléolo, com alguns pequenos pontos heterocromáticos dispersos no núcleo. Pela observação entende-se que ambas metilações controlam diferentes tipos de heterocromatinas, ou seja, a H3K9Met2 controla principalmente heterocromatinas associadas aos genes ribossomais, e a H3K9Met controla heterocromatinas não associadas ao rDNA. O rDNA é hiperacetilado dentro do nucléolo para a H3K14. Não foi observada marcação nucleolar para H4K8ac, mas pôde ser observadas regiões hiperacetiladas em outras regiões da cromatina. A metilação do DNA esteve diretamente associada à diferentes níveis de organização da cromatina das NORs. As heterocromatinas adjacentes ao nucléolo apareceram fortemente metiladas, enquanto a cromatina distendida dentro do nucléolo apresentou marcação dispersa, com algumas regiões mais fortemente marcadas, onde a cromatina apresentava-se mais condensada e provavelmente não associados com a cromatina ativa. As fibras estendidas permitiram uma análise de alta resolução, onde foi possível observar que regiões não metiladas apareciam intercaladas entre grandes regiões fortemente metiladas, sugerindo que estas regiões hipometiladas estão, possivelmente, associadas com as alças de transcrição dentro do nucléolo. 12 Esses resultados contribuem para o entendimento sobre o controle genético e epigenético na arquitetura da cromatina ribossomal, bem como seu controle na expressão dos genes ribossomais no genoma das plantas. / The nucleolus is a nuclear organelle responsible for the ribosomes production, by Nucleolus Organizer Regions (NORs). Species presenting more than one chromosome pair with NORs should present, one pair expressing the genes, at least; while the other pairs expressing their genes accordingly to cellular demand. Dosage compensation mechanism is visualized and well established of interspecific hybrids as a well-described phenomena named nucleolar dominance, where a NOR from one parental could lead to inactivation of a NOR from the other parental which is dominated. The chromatin architecture and expression of the NORs were studied to address the mechanism involved in the nucleolar dominance of diploid species containing multiple sites of 45S rDNA. The model species used in the present study was the crop Crotalaria juncea (Leguminosae-Papilionoideae) characterized by 2n=2x=16 chromosomes, being the main NOR mapped into chromosome 1 short arm and presenting an additional site (minor site) in the chromosome 4 long arm adjacent to a centromeric heterochromatin and facultatively expressed. Synchronized meristematic root tip cells determined to nucleologenesis starts during the late-telophase, often expressing every ribosomal gene sites, when up to four nucleoli could be observed and these become merged during interphases. FISH allowed nucleolar chromatin architecture be accessed revealing distinct chromosomal domains (territories), suggesting a non-random distribution of the 45S rDNA, even between homologous chromosomes, into the nucleolus. The 45S rDNA sites from both chromosome pairs 1 and 4 of C. juncea showed differences in their array sizes. The differences in the 45S rDNA array sizes and the order of loci expression suggest a hierarchy of dominance, a feature of nucleolar dominance; being the small RONs activated only on demand. Immunodetection of histone modifications showed different patterns to methylation distribution across the chromatin as a whole; where H3K9Met1 was found mainly distributed along the nuclear chromatin without an evident signal into nucleolus, while H3K9Met2 was detected as conspicuous dots in the nuclear chromatin and highly accumulated into the nucleolus. The results indicate different control on heterochromatin establishment and maintenance, being the modifications specific to certain chromosomal regions. Indeed, H3K9Met is a key component in the nucleolus chromatin architecture and expression. The chromatin inside the nucleolus showed a high accumulation of H3K14ac, with a weak fluorescent signal along the nucleus; on the other hand H4K8ac showed a strong signal homogenously distributed across the nuclear chromatin, but without evident signals inside the nucleolus. DNA methylation was directly associated with different levels of chromatin organization of the NORs. The heterochromatic regions associated to RON are highly methylated, while the chromatin inside the nucleolus showed weaker signals, with some bright spots probably in condensed regions and related to chromatin inactivity. Extended DNA fiber allowed a higher resolution mapping that revealed long methylated regions intermingled by nomethylated ones, being the last probably associated to transcriptional loops of rRNA genes into the nucleolus. The results presented herein contributes to a better understand about the nucleolar chromatin architecture and the genetic and epigenetic control of the ribosomal genes expression on plant genomes.

Magister Educationis - MEd / In this mini-thesis, I explored the factors that affect grade 8 learners’ performance in reading in English.The study focused on reading as it was revealed by National Education Department and Western Cape Education Department that literacy and numeracy levels in schools in the Western Cape were poor. In addition, in March 1997, OBE was initiated in South Africa to develop a better educational system for all learners in schools and was perceived as a major step from the previous system (Botha, 2002). The system of OBE introduced the continuous assessment policies, which was a challenge for teachers already in the educational system. The study highlighted the theories of reading with particular emphasis on the evaluation of teaching of reading and assessment in the English classroom, learners’ home reading background and the influence of social practices and multiliteracies on learners’ reading proficiency. According to Alderson (2000) reading is perceived as a process of meaning- making with identification of different levels of meaning and understanding in and from text including reading skills. To elicit the factors that affect reading four variables were focused on during the study. The variables included reader, task, text and Social Practices and Multiliteracies variables, which interplayed in reading during tasks.In order to gather data the following data capturing methods were employed, firstly I highlighted the classroom observations to unpack the realities in classrooms for both the teacher and the learners. Then secondly I focused on the learners’ questionnaire to determine what happened during reading lessons and learners’ home reading practices. And thirdly I presented the teacher’s interview to highlight the reading strategies that she employed in class. Lastly I discussed the document analysis of grade 8 examination papers and classroom activities with a checklist. I discovered that the system of OBE put demands on teachers that they are not properly trained to do.Despite the fact that training was provided, it was too short and not clearly focused on interactive reading skills. When we consider the importance of multiliteracies, the teacher clearly draws on the learner’s home background by doing activities that make them feel that they are important. This teacher has the ability to successfully incorporate multimodal teaching methods in her class. The teacher also set time aside everyday to assess and mark the learners books, she then clarified issues that learners’ might encounter in the course of the reading lesson.However, there are some factors that could be addressed to improve reading abilities. The overcrowding and ghettoized condition of the class, did not promote morale within this environment. With the inception of OBE in-service training was provided, it was too short and not clearly focused on interactive reading skills. A further factor is learners’ use of Afrikaans during interactions with the teacher and each other,except for one learner who spoke English during the lesson.In conclusion, the evidence showed that the factors hat affect reading and therefore outcomes in education.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A contemporary view of the teaching of English as an Additional Language (EAL) implies in recognizing practices of reading as a critical literacy, since the students‟ knowledge of the world need to be articulated so that they can be linked with a perspective that every text can generate plural meanings, revealing, thus, cultural and ideological aspects inherent to any discourse (PENNYCOOK, 1994; CERVETTI, DAMICO and PARDALES, 2000; APPLE, CHRISTIAN-SMITH, 2001). The present study takes part of an umbrella project developed at Laboratório de Pesquisa e Ensino de Leitura e Redação (LABLER). From this on, the general goal of this research is no analyze in what extent a textbook of a private course of EAL in Santa Maria-RS recontextualizes the discourse in the field of Language Science. In order to enable the objective of this study, concepts of language as genre, reading as a critical literacy and learning in the current discourse of Applied Linguistics were investigated. The reading activities must take students into develop analytical competences of contexts of language use so that they can be able to analyze discourses (MOTTA-ROTH, 2006, p. 501) as well as establish connections in order to realize that texts constitute, reconstitute and/or change discursive and social practices (MEURER; MOTTA-ROTH, 2002, p. 12). Cervetti, Pardalles and Damico (2001) propose the concept of critical literary as a way of expanding the concept of critical reading. This view shows reading as a meaning construction process, as a way of knowing the world and as a means of social transformation. In this conception, the teaching institutional objectives must reach the development of the student‟s critical awareness who once was a reader of the world and now turn out to be an actor in the world. The results indicate that the conception of language adopted by the Textbook is, partially, consonant with the interdisciplinary approach about the concept of discursive genre covered by Sociorhetoric, Systemic Functional Linguistics and Critical Discourse Analysis. The conception of reading adopted by the collection touches lightly the assumptions of reading as a critical literacy, but not in a way that highlight the objective of the activities of enabling students to question about the author‟s view, for instance. / Uma visão contemporânea de ensino de Inglês como Língua Adicional (ILA) implica em reconhecer as práticas de leitura como letramento crítico, uma vez que os conhecimentos de mundo do aluno precisam ser articulados a fim de alinharem-se com uma perspectiva de que todo texto pode gerar significados plurais, desvelando, assim, aspectos culturais e ideológicos inerentes a qualquer discurso (PENNYCOOK, 1994; CERVETTI, DAMICO e PARDALES, 2000; APPLE, CHRISTIAN-SMITH, 2001). O presente trabalho insere-se dentro de um projeto guarda-chuva desenvolvido no Laboratório de Pesquisa e Ensino de Leitura e Redação (LABLER). A partir disso, o objetivo geral desta pesquisa é analisar em que medida o Livro Didático (LD) de um curso livre de ILA em Santa Maria-RS recontextualiza o discurso do campo da Ciência da Linguagem. A fim de possibilitar o objetivo desse estudo, foram investigados os conceitos de linguagem como gênero, de leitura como letramento crítico e de aprendizagem no discurso corrente em Linguística Aplicada. As atividades de leitura devem levar o aluno a desenvolver competências analíticas dos contextos de uso da linguagem de modo a se tornar capaz de analisar discursos (MOTTA-ROTH, 2006, p. 501) bem como estabelecer conexões de forma a perceber que os textos constituem, reconstituem e/ou alteram práticas discursivas e práticas sociais (MEURER; MOTTA-ROTH, 2002, p. 12). Cervetti, Pardalles e Damico (2001) propõem o conceito de letramento crítico como forma de expandir o conceito de leitura crítica. Essa visão aponta a leitura como um processo de construção de sentido, como forma de conhecer o mundo e como meio de transformação social. Nessa concepção, os objetivos instrucionais do ensino devem atingir o desenvolvimento da consciência crítica do aluno que passa de leitor do mundo para ator no mundo. Os resultados indicam que a concepção de linguagem adotada pelo LD é, em parte, condizente com a abordagem interdisciplinar sobre o conceito de gênero discursivo abarcado pela Sociorretórica, Linguística Sistêmico-Funcional e a Análise Crítica do Discurso. A concepção de leitura adotada pela coleção perpassa os pressupostos da leitura como letramento crítico, mas não de forma que evidencie o objetivo das atividades de possibilitar ao aluno o questionamento sobre a visão do autor, por exemplo.

Många elever kämpar med matematikämnet i skolan. Dessa elever får inte alltid rätt stöttning vid rätt tid vilket kan resultera i att eleverna inte klarar grundskolan. Skolan har ett kompensatoriskt uppdrag och har en skyldighet att snabbt identifiera eleven i behov och sätta in rätt stödinsatser. Det finns olika former av stödinsatser där en kallas för extra anpassning. Det är en förhållandevis ny reform och lärare känner sig osäkra kring vad den egentligen innebär. Syftet med arbetet är således att bidra med kunskap om skolors kvalitetsarbete med extra anpassningar i matematik. Insamlingsmetoden som använts för att uppfylla syftet är dokumentinsamling samt intervjuer med verksamma lärare. Specialpedagogiska perspektiv har använts för att analysera resultatet. Slutsatserna av studien antyder att skolornas kvalitetsarbete med extra anpassningar i matematik skiljer sig åt beroende på vilka svårigheter eleverna anses ha. / Many students battle with math in school. These students don’t always get the right aid in time which can result in them not graduating from elementary school. The school has a compensatory commitment and an obligation to identify the student in needs quickly and introduce the required aid. There are various forms of support, one is called additional adjustments. It is a comparatively new reform and teachers feel uncertain about what the aid should actually entail. The purpose of this study is therefore to contribute with knowledge about schools quality work with additional adjustments in mathematics. Documents have been collected and interviews with active teachers have been performed to fulfil the purpose. Perspectives on special pedagogy have been used to analyze the result. Conclusions of the study suggest that the schools quality work with additional adjustments in mathematics differ depending on which difficulties the students are believed to have.

Dans le contexte de la théorie bayésienne et de théorie de la décision, l'estimation d'une densité prédictive d'une variable aléatoire occupe une place importante. Typiquement, dans un cadre paramétrique, il y a présence d’information additionnelle pouvant être interprétée sous forme d’une contrainte. Cette thèse porte sur des stratégies et des améliorations, tenant compte de l’information additionnelle, pour obtenir des densités prédictives efficaces et parfois plus performantes que d’autres données dans la littérature. Les résultats s’appliquent pour des modèles avec données gaussiennes avec ou sans une variance connue. Nous décrivons des densités prédictives bayésiennes pour les coûts Kullback-Leibler, Hellinger, Kullback-Leibler inversé, ainsi que pour des coûts du type $\alpha-$divergence et établissons des liens avec les familles de lois de probabilité du type \textit{skew--normal}. Nous obtenons des résultats de dominance faisant intervenir plusieurs techniques, dont l’expansion de la variance, les fonctions de coût duaux en estimation ponctuelle, l’estimation sous contraintes et l’estimation de Stein. Enfin, nous obtenons un résultat général pour l’estimation bayésienne d’un rapport de deux densités provenant de familles exponentielles. / Abstract: In the context of Bayesian theory and decision theory, the estimation of a predictive density of a random variable represents an important and challenging problem. Typically, in a parametric framework, usually there exists some additional information that can be interpreted as constraints. This thesis deals with strategies and improvements that take into account the additional information, in order to obtain effective and sometimes better performing predictive densities than others in the literature. The results apply to normal models with a known or unknown variance. We describe Bayesian predictive densities for Kullback--Leibler, Hellinger, reverse Kullback-Leibler losses as well as for α--divergence losses and establish links with skew--normal densities. We obtain dominance results using several techniques, including expansion of variance, dual loss functions in point estimation, restricted parameter space estimation, and Stein estimation. Finally, we obtain a general result for the Bayesian estimator of a ratio of two exponential family densities.

This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.

This thesis is focused on the analysis of pension additional insurance and related pension funds in the Czech Republic. Pension additional insurance and pension funds are part of the pension system, and specifically the third pillar. Characterize the pension system in the Czech Republic, including news of pension reform and compare with selected foreign pension systems. The main task of pension additional insurance is get together funds in the participant's for retirement age. These funds are collected by pension funds, which in turn invest in financial instruments in the financial markets. Generally, pension funds are regulated, which has an impact on their performance. The work is also focused on the confrontation with foreign pension funds, which includes comaprison of performance of pension funds in selected countries, including inter alia through the Sharpe index. Last but not least the thesis is focused on the future and the development of pension funds in upcoming years

Using static forms of assessment with learners who have an additional language (AL) as the language of learning and assessment (LoLTA), especially those that have been identified and labelled low achievers, could do more harm than good. Many people neglect to take account of the complexity involved in learning a second language and often wonder why learners who have an AL as the LoLTA take so long to acquire it at the level of cognitive academic language proficiency. This study investigated the use of dynamic assessment (DA) as a method of assessing learners who have an AL as the LoLTA in mainstream education, focusing on Lagos, Nigeria, in the empirical research. The study looked at ways in which DA could contribute to a solution for the assessment of AL learners, specifically how DA influenced the assessment and performance of AL learners. The study, in addition, sought to establish how static assessment and DA affect the attitude of AL learners towards assessment and their own performance. Finally, the study explored avenues through which DA could be used without it becoming an undue advantage for AL learners. The research was a qualitative study within the interpretive paradigm that sought to understand the subjective experiences of AL learners with assessment. Within a multiple case study, it resembled action research. Eight participants from two schools in UBE 8 (Grade 8) took part in the study, which involved observation of the participants during continuous assessment (CA) cycles, with debriefing and language-related mediation of assessment skills thereafter, in the subjects Business Studies (BS) and Integrated Science (IS). The data collection covered four phases: three CA cycles and the examination of the first school term. Subsequent to Phase I, mediational assessment papers, a glossary and spelling list were used. The findings suggest that DA had a positive influence on the AL participants’ performance and affect during assessment, although to varying degrees. Individual learning potential and context appeared to play a crucial part. Once the participants’ individual challenges were apparent, mediation could be directed at providing appropriate strategies to bridge the gaps. Due to the severity of the AL challenge, some participants seemed to require focused learning support in the AL, as well as mediated assessment sustained over a longer period. DA seemed to effectively provide guidance and feedback to the participants and improved their attitude towards assessment as well as the emotions experienced during assessment. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted

The theme of the work is design of the administrative building with supporting concrete structure. The design must include changes of concrete cubic capacity and their additional effects on the stress of the structure. Minimization of the impact of additional stress is necessary to solve with the appropriate design of structural systems and materials.