Orientador: Jairo Morais Nunes / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T17:40:56Z (GMT). No. of bitstreams: 1 Avelar_JuanitoOrnelasde_D.pdf: 1192036 bytes, checksum: 6252cfc9c58a128f0134f60e514a64a0 (MD5) Previous issue date: 2006 / Resumo: À luz da versão minimalista da Teoria de Princípios e Parâmetros (Chomsky 1995, 2000, 2001), esta tese focaliza constituintes preposicionados adnominais no português brasileiro, estabelecendo um quadro formal para capturar propriedades sintáticas e semânticas observadas em adjuntos introduzidos por de, em, com e para. A análise explora a idéia de que os adjuntos adnominais introduzidos por de não devem ser tratados como constituintes preposicionados, mas DPs/NPs que ganham a preposição tardiamente, no componente morfo-fonológico. Para os sintagmas introduzidos por em, com, para e certas preposições complexas (do tipo dentro de, em cima de, atrás de etc.), defende-se a hipótese de que esses constituintes dispõem de uma arquitetura clausal, abarcando categorias paralelas às identificadas no domínio sentencial (Koopman (1997), Den Dikken (2003)). Dentro dessa arquitetura, DPs podem ser inicialmente inseridos na posição de especificador da categoria p (light preposition), no sentido proposto por Svenonius (2004a). O estudo também recorre à proposta de Hornstein, Nunes & Pietroski (2006) em torno da configuração de adjunção, mostrando que a noção de adjunção sem rótulo defendida por esses autores é capaz de capturar uma série de fatos que envolvem a extração tanto de constituintes preposicionados quanto de sintagmas nominais modificados por tais constituintes. O estudo conclui que as principais diferenças entre os adjuntos introduzidos por de, de um lado, e por em, com e para, de outro, se devem exatamente ao fato de aqueles não portarem uma estrutura clausal, mas se configurarem como verdadeiros DPs/NPs / Abstract: Adopting the Minimalist Program (Chomsky 1995, 2000, 2001), this thesis concentrates on adnominal prepositional phrases in Brazilian Portuguese, proposing a formal picture to account for syntatic and semantic properties of adjuncts introduced by de 'of¿, em 'in, on¿, com 'with¿ e para 'for¿. I explore the idea that adnominal adjuncts introduced by de are not prepositional phrases, but DPs/NPs that receive the preposition only in the PF branch. In respect of em, com, para and some complex prepositions, it is considered that phrases introduced by such items exhibit a clausal architecture, with categories similar to the ones identified in sentential domains (Koopman (1997), Den Dikken (2003)). It will be proposed that modified DPs can be inserted in the specifier position of p (light preposition), following Svenonius (2004a). The analysis also explore Hornstein, Nunes & Pietroski¿s (2006) proposal for adjunct configurations, showing that the notion of unlabeled adjunction is capable of explaining relevant properties involving the extraction of prepositional phrases and modified nominal constituents. The thesis concludes that the main semantic and syntatic differences between de and em/com/para adjuncts result from the fact that de adnominal phrases don¿t have a prepositional clausal structure, but correspond to true DPs/NPs in the syntax / Doutorado / Doutor em Linguística

This diploma thesis deals with the comparing prices of external work on an estate in detached house as a whole functional complex set by cost method to prices of simplified method situated in a village with no more than 1000 inhabitants. The theoretical part is concerned with explanation of basic terms commonly used in evaluation real estate such as a detached house or external work. This part also describes methods and technique used during the valuation. The practical part of my diploma thesis is focused on the valuation of the external work what make accessories of a detached house, by the cost and simplified method and their subsequent comparison.

This essay is an investigation of a translation from French into Swedish of inserted syntagms in sentences occurring in seven extracts chosen from a book in political history: Requiem pour un empire défunt - Histoire de la destruction de l'Autriche-Hongrie by François Fejtö. The extracts belong to different genres: a narrative essay describing Europe before the first World war, treaties, political speeches etc. In French inserted items are often isolated by punctuation marks as commas, semicolons, colons and dashes. The essay examines how different styles have an effect on the translation of these items. A presentation of the theory - styles issues, definitions of terms as "equivalence" and "inserted items" ... - is followed by analyses of the extracts.  It is concluded that the inserted items occur more frequently in the French original than in the translated text. Especially in speeches, descriptive and legal texts, the use of such elements in long sentences is a part of the style. In descriptive and legal sequences the long units and the inserted elements are often maintained in the target text for stylistic reasons. Otherwise, the equivalence of style is mostly assured by the choice of vocabulary, notably when an idiomatic translation requires a reconstruction of the sentence. Another observation is that the comma is frequently used as a cursor of inserted elements in the source text, Sometimes the omission of the comma is compensated by a longer expression in the translation in order to highlight the item.

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Populations at risk for tuberculosis (TB) may have a low n-3 polyunsaturated fatty acid (PUFA) status. Our research previously showed that post-infection supplementation of n-3 long-chain PUFA (LCPUFA) in TB without TB medication was beneficial in n-3 PUFA sufficient but not in low-status C3HeB/FeJ mice. In this study, we investigated the effect of n-3 LCPUFA adjunct to TB medication in TB mice with a low compared to a sufficient n-3 PUFA status. Mice were conditioned on an n-3 PUFA-deficient (n- 3FAD) or n-3 PUFA-sufficient (n-3FAS) diet for 6 weeks before TB infection. Postinfection at 2 weeks, both groups were switched to an n-3 LCPUFA [eicosapentaenoic acid (EPA)/docosahexaenoic acid (DHA)] supplemented diet and euthanized at 4- and 14- days post-treatment. Iron and anemia status, bacterial loads, lung pathology, lung cytokines/chemokines, and lung lipid mediators were measured. Following 14 days of treatment, hemoglobin (Hb) was higher in the n-3FAD than the untreated n-3FAS group (p = 0.022), whereas the n-3FAS (drug) treated control and n-3FAS groups were not. Proinflammatory lung cytokines; interleukin-6 (IL-6) (p = 0.011), IL-1a (p = 0.039), MCP1 (p = 0.003), MIP1- a (p = 0.043), and RANTES (p = 0.034); were lower, and the antiinflammatory cytokine IL-4 (p=0.002) and growth factor GMCSF (p=0.007) were higher in the n-3FAD compared with the n-3FAS mice after 14 days. These results suggest that n-3 LCPUFA therapy in TB-infected mice, in combination with TB medication, may improve anemia of infection more in low n-3 fatty acid status than sufficient status mice. Furthermore, the low n-3 fatty acid status TB mice supplemented with n-3 LCPUFA showed comparatively lower cytokine-mediated inflammation despite presenting with lower pro-resolving lipid mediators.

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Adult educators are a growing part of American higher education. Because of their increasing prominence in adult education, it is essential to understand what roles these educators play and what motivates them to remain in the profession despite poor work prospects and conditions. Research to date, however, focuses primarily on the adult learner and not the adult educator. The purpose of this qualitative, multiple-case study was to explore the role and motivation for teaching of adult educators employed as adjunct faculty in an accelerated degree program at a small, liberal arts college in the northwest United States. Purposeful sampling was used to select the five participants for the study. All participants taught in the program for more than five years and were considered to be successful in their positions by peers, students, and administrators. The study employed a preliminary demographic survey to solicit initial background data on the instructors. Other data collection included in-depth, open-ended, face-to-face interviews, document analysis, and classroom observation. The results showed that all five participants identified the following roles and assumed them in the classroom: (a) facilitator, (b) listener, (c) specialist, (d) guide, (e) adviser, and (f) co-learner or colleague. Further results showed that all five participants were motivated to teach in the program for reasons other than monetary compensation. Although participants shared different levels of personal commitment to the institution, they all expressed extensive commitment to teaching, their discipline, and students. Motivating factors for teaching were (a) opportunity to teach part time, (b) love for the subject, (c) opportunity to gain more expertise in the field, (d) opportunity to grow and learn, (e) opportunity to give back, and (f) student success and growth. A major practical implication of this study is that adjunct faculty in an adult education program are motivated to teach for different reasons, but the primary motivation can be seen as altruistic versus monetary and practical. If college administrators want to produce and retain successful adjunct faculty, they must recruit and hire those individuals whose motivation for teaching is altruistic with a desire to enrich the lives of students.

In Winter semester of 2005 the English Language Center (ELC) began plans to implement a content-based program for students at its highest proficiency level in order to provide them with more effective preparation for academic studies in English. Since that time, the program has undergone various changes to provide a more stable, cohesive, and responsive curriculum. There is a need, however, for greater teacher support and training. This paper outlines the process I underwent to create a handbook that would provide needed guidance and training for teachers in this program. This project involved an in-depth needs analysis of teachers and students in the program. Results from this analysis led to the selection of three basic principles that were used in the design and development of this project: (1) practicality, (2) instructiveness, and (3) sustainability. The resulting project is a binder organized into four tabs: (1) Program Overview, (2) The Basics of Content-based Instruction at the ELC, (3) Challenges and Strategies in CBI, and (4) Additional Resources. This resource was developed using Microsoft Word 2007 and includes a variety of graphics, text boxes and layouts to provide a professional and user-friendly product. An evaluation of the project based on the responses of three teachers who used the handbook during Winter semester 2009 revealed that it was a useful and needed resource for teaching content-based classes at the ELC. Further piloting is needed to verify these findings. It is recommended that in the future this resource be maintained by the ELC Coordinator assigned to oversee the content courses. As the ELC continues to refine the content curriculum, evaluation and revisions of this handbook should be carried out at regular intervals to ensure its continued relevance and accuracy over time.

SYFTE: Syftet är att belysa patienternas upplevelse av läkemedelsfri smärtlindring med stöd av grindteorin. DESIGN: Litteraturstudie BAKGRUND: Kunskap om hur patienterna upplever läkemedelsfri smärtbehandling baserad på grindteorin, kan göra det lättare för den enskilda sjuksköterskan att fatta beslut om användande av dessa metoder. URVAL: Vetenskapliga artiklar med empiriska studier på vuxna publicerade mellan åren 2000-2012. METOD: Databassökningar och manuella sökningar RESULTAT: 14 studier med sammanlagt 1771 deltagarevisar att smärtlindringsmetoderna med stöd av grindteorin hade avsedd effekt på smärta. De gav även patienterna lindring vad avser oro och rädsla. Några av studierna tar även upp att patienterna fick en känsla av att själv kunna påverka smärtan. Metoderna som användes var såväl hudstimulerande, som kognitiva. SLUTSATS: Smärtlindring baserad på grindteorin, såväl hudstimulering som kognitiva metoder, är något som sjuksköterskan bör ha kunskap om och använda för att lindra smärta och oro/rädsla. Metoderna är även ett sätt att låta patienten känna sig delaktig, då speciellt de kognitiva metoderna. / PURPOSE: The aim is to illuminate the patients experience of non-pharmacological pain relief with support of the gate-control theory. DESIGN: Literature review/over-view BACKGROUND: Knowledge of how the patients experience non-pharmacological pain treatment based on the gate-control theory can make it easier for the individual nurse to make decisions on the use of these methods. SAMPLE: Scientific studies with empirical studies on adults, published in articles between 2000-2012 METHOD: Database- and manual searches FINDINGS: 14 studies with in total 1771 participants show that the pain relief methods with support of the gate-control theory had the intended effect on pain. They also gave the patients relief with regard to anxiety. Some of the studies also mention that the patients got a feeling of being able to affect the pain themselves. The methods used were skin-stimulating as well as cognitive. CONCLUSIONS: Pain relief based on the gate-control theory, skin-stimulating as well as cognitive methods, is something that the nurse should have knowledge about and use to relieve pain and anxiety. The methods are also a way of letting the patient feel involved, especially the cognitive methods.