In a study involving two languages: French and Arabic, this thesis examines the patterns and meanings of Arabic religious expressions as a code alternation practice in Algerian television interviews. It is concerned with investigating what participants may accomplish by selecting Arabic over French in some points of interaction to deploy religious expressions in their utterances. It also aims at exploring what the function is that these expressions may achieve for the organization of talk-in-interaction. Based on their manifestation in the participants’ utterances, the current study identifies four categories of the use of religious expressions in Algerian media talk where they appear as: transition words to switch to Arabic to keep going on in interaction; in adjacency pairs as a result of a reciprocal invocation between participants; devices to hold the floor and continue turns in interaction; and finally, signals for closing turns and shifting topics where a speakership change or a move to a new topic is possible.

Globoidal cam indexing mechanism (GCIM) plays an important role in automation and machining tools. With the compact structure, a GCIM is able to reach the required precision on account of high stiffness and minimized backlash. The requirement to improve the indexing accuracy for GCIMs from industry applications drives the research going on. In this dissertation, two strategies to improve the indexing accuracy of GCIMs are proposed. The first strategy is by considering the manufacturing parameters involved in the processes of machining and assembly. Analytical expressions for the turret motion and indexing accuracy of grooved GCIMs have been identified. Based on the kinematic and geometric relationships between the cam and its roller-follower turret, the effects on the output of the cam mechanism due to clearances (between the cam and roller; in the roller bearing), preload (change of the distance between input and output shafts), and the cam taper angle have been investigated. As a result, the roller alternation in the cam-turret system can be analyzed. Favorable parameters for the design, machining, and assembly can be selected to manufacture such devices with improved turret motion and indexing accuracy. Worked examples are given to demonstrate the applications of the approach. The second strategy is a technique for designing torque balancing cam (TBC) systems that are composed of spring-loaded planar cams with translating followers for GCIMs. Such a device can be attached to the input shaft of a GCIM to reduce the variation of its cam rotational speed. As a result, for high-speed applications, the intensity of residual vibrations of a GCIM can be decreased and its indexing accuracy can be improved. To approximate the required counterbalancing torque curves, nonparametric rational B-splines have been applied to synthesize the planar cam motion programs. Experimental results have also been shown in a practical and high-speed application to prove such a TBC mechanism is useful and effective.

隨著歐洲十七世紀啟蒙運動的發展，歐洲人深信人類在運用理性之下，社會是會趨向進步；而藉著教育的助力，社會的不良現象會被革除。但是傾向成人本位或課程本位的教育模式，學習者的主體性被忽視；不同於一般的教育觀點，二十世紀初蒙特梭利提出兒童本位的教育模式，希望透過教育讓生命趨向自由。從當前「另類教育」之觀點來看，蒙特梭利的教育思想重視學習主體與深刻反省教育歷程，雖然時空移至現今的台灣社會，仍有值得借鏡之處。本研究採取歷史研究法中的文獻分析法，藉由對蒙特梭利原典之詮釋，進行其自由思想的教育意涵的探討。 全文透過其思想淵源「實際施教的經驗」、「學術的背景」、「教育哲學的思潮」、「宗教的背景」與「個人的特質」五個面向的背景說明，探究蒙特梭利教育思想建構中的「兒童觀」與「教育藍圖」，進而從學習主體於教育歷程中發展與學習需要的角度，闡述出蒙特梭利教育理論中「選擇、發展、獨立與社會性」的自由思想之教育意涵，並從「預備適當的環境」、「提供適性的工作」、「創造社會性的生活」與「培養教師的精神」四個範疇論述蒙特梭利教師如何實踐自由教育思想，啟迪兒童智慧與潛能。 最後，在關照蒙特梭利全人發展觀下，以「人的未確定性—希望v.s.等待」、「人的自我完成性—創造v.s.陪伴」、「人的依他起性—覺醒v.s.啟迪」的人類圖像，闡述學習歷程中兒童與教師的角色，並透過教育倫理學的進路研析蒙特梭利自由思想的教育啟示。 關鍵字：蒙特梭利、自由、另類教育 / With the development of Enlightenment in Europe during the 17th century, the Europeans believed that the society would make progress and the illiteracy would be eliminated under the use of human rationality. Besides, the badness of our society would be reformed with the help of education. However, the adult-based or curriculum-based education ignored the subjectivity of learners. Montessori had a different viewpoint that the pattern of education must be children-based. She hoped that education would make life tend towards freedom. In light of the viewpoint of “alternative education” nowadays, she stresses on the learning subjectivity and the reflection of educating process. Although being in different time and space, it is still referable to us. The researcher takes literature review in historical research as the method of this study in order to have a comprehensive understanding of Montessori’s Freedom education by interpreting her masterpieces. In this article, the researcher inquires the respect towards children and the educational blueprint constructed by Montessori through the illustration of the five elements of her origin of thoughts including the experience of teaching, the background of academic training, the ideological trend of philosophy of education, the background of her religion, and her personal traits. Then, elaborate the educational meanings of Freedom including choice, development, independence, and social through the educational process. In addition, discuss how Montessori teachers practice freedom in education and inspire children’s intelligence and potential through the four categories as follow: preparation of proper environment, providing of adaptable task, creation of social life, and fostering teachers’ spirits. In the end, in light of Montessori’s holistic development, the researcher expounds the roles of children and teachers in learning process according to the human portraits of “uncertainty of human – hopes versus waiting”, “self-constructuon of human – creation versus companion”, and “independency of human – awakening versus enlightening”. And study the educational inspiration of Montessori’s Freedom education through the access of educational ethics. Key words: Montessori、freedom、alternative education

Iquito, a highly endangered Zaparoan language of the Peruvian Amazon, exhibits a typologically unusual word order alternation that marks the grammatical category of reality status (i.e. the distinction between realized (realis) and unrealized or hypothetical (irrealis) events). This alternation is the only reliable marker of the category; Iquito does not employ morphology to mark the realis/irrealis distinction. While the word order of Iquito realis constructions is reliably SVO, the word order of irrealis constructions does not fall into one of the canonical orders. It is characterized by an element (X) intervening between the subject and the verb, resulting in the order SXV. In this dissertation, I provide a detailed description and analysis of the realis/irrealis word order alternation. Using data from both elicitation and texts that I collected while in the field, I describe the types of elements that occur in the preverbal position of the irrealis construction, determine what unifies these elements, and establish which element of the sentence will occur in this position and what conditions this choice. Relying on the available data for the other languages in the family, I examine the expression of reality status in these languages and discuss how reality status comes to be associated with word order. I also provide a survey of other languages exhibiting similar word order alternations and discuss how they compare to the alternation we see in Iquito, concluding that Iquito is an example of an “ideal” word order alternation because word order is the sole indicator of the grammatical category with which it is associated. / text

Lietuvoje nuolat vykstantys socioekonominiai, kultūriniai, politiniai ir kitokie pokyčiai, tapę įprastu ir nuolatiniu reiškiniu, turi įtakos ir ugdymo sistemos kaitai. Pokyčiai tampa gyvenimo norma ir darosi vis spartesni. Ugdymo institucijai lemta veikti esant nuolatinei kaitai. Itin sparčioje kaitoje yra nepakankamas skirtingų visuomenės grupių lūkesčių tyrimas. Jų identifikavimas sudaro prielaidas mažinti atotrūkį tarp visuomenėje vykstančių procesų ir vaiką supančios aplinkos. Dėl nuolatinės kaitos ugdymo institucijai būtina strategija, kuri sudaro galimybę optimizuoti organizacijos elgseną, tobulinti vaiko socializacijos procesą, kuriuos įtakoja visuomenės grupių lūkesčiai ir jų realizavimo būdų bei galimybių paieška. Tyrimo tikslas. Identifikuoti įvairių visuomenės grupių lūkesčius ikimokyklinei įstaigai tobulinant vaiko socializacijos procesą. Tyrimo uždaviniai. 1. Išanalizuoti mokslinę literatūrą, dokumentus apie pagrindinių socializacijos institucijų svarbą vaiko socializacijai. 2. Išsiaiškinti skirtingų visuomenės grupių lūkesčius ikimokyklinei įstaigai vaiko socializacijos aspektu. 3. Nustatyti ryškiausius skirtingų visuomenės grupių lūkesčių skirtumus. 4. Nustatyti visuomenės grupių lūkesčių įtaką ikimokyklinės įstaigos strategijos kaitai. Tyrime dalyvavo 390 skirtingo amžiaus bei išsilavinimo, priklausančių skirtingoms socialinėms grupėms asmenų. Tiriamieji turėjo atsakyti į 20 (neskaitant klausimų apie lytį, amžių, išsilavinimą... [toliau žr. visą tekstą] / The socio-economical, cultural, political and other changes that are constantly going on in Lithuania became a usual and constant phenomenon and have an influence on the changing of development system. The changes are becoming the standard of life and they are going speedy. An education institution is conditioned by permanent alternation. In the very big interchange is an insufficient survey of different society groups’ expectations. Their identification makes preconditions to narrow the gap among the processes in the society and environment of child. Because of the permanent alternation an educational institution needs the strategy that gives the possibility to optimize the behavior of organization, to improve the process of child socialization and they are influenced by the intentions of society groups and the ways of their realization as well as the search of possibilities. The purpose of survey. To identify the intentions of different society groups in preschool institution improving the process of child socialization. The goals of survey. 1. To analyze the scientific literature, documents about the importance of essential institutions of socialization for the socialization of child. 2. To clear up the expectations of different society groups from preschool institution in the aspect of child socialization. 3. To determine the strongest differences of intentions of various society groups. 4. To identify the influence of intentions of society groups on the... [to full text]

Traumatic brain injury (TBI) is an injury of the brain most often caused by blunt force trauma to the head and typically characterized by an increase in reactive oxygen species (ROS), inflammation, and hemorrhaging. Heme oxygenase (HO) catalyzes the breakdown of heme into carbon monoxide (CO), biliverdin which is further reduced to bilirubin, and ferrous iron. There are two active isoforms: HO-1 which is inducible and found predominantly in liver and spleen tissue; and HO-2 which is constitutive and found predominantly in the brain and testis. The metabolites of heme possess cytoprotective properties that can limit damage resulting from TBI. Our laboratory has found a selective HO-2 activator known as menadione (MD) that has been found to increase HO-2 activity by 4-fold while not affecting HO-1 in vitro. Given the higher amounts of HO-2 found in the brain and the cytoprotective properties of heme metabolites, we postulate that activation of HO-2 using menadione would mitigate further damage after TBI. The rat controlled cortical impact (CCI) model was used to simulate TBI with spontaneous locomotor activity (SLA), spontaneous alternation behaviour (SAB), and beam balance (BB) as the behavioural tasks to assess cognitive and motor function. A dose-response study (25, 50, 100, 200 μmol/kg) was performed to ascertain the effect of MD treatment on injured animals comparing to uninjured controls and injured animals treated with the vehicle (saline). We found that BB performance improved to control levels after MD treatment at 25 μmol/kg and 50 μmol/kg whereas animals treated with saline did not improve. SLA and SAB performance did not improve after treatment with MD. The findings suggest that HO-2 activation may be a viable method in mitigating further injury after TBI. / Thesis (Master, Pharmacology & Toxicology) -- Queen's University, 2014-06-27 19:33:45.645

Zugl.: München, Univ., Diss., 2004

Neste trabalho, investiga-se a distribuição dos sufixos -inho e -zinho nos dialetos de Porto Alegre e Curitiba. A partir de estudos que contemplaram tais afixos, olhamos para fatores de natureza lingüística, como classe gramatical (nomes, não-nomes), tonicidade (oxítona, paroxítona e proparoxítona), segmento final da forma primitiva (vogal baixa, vogal média-baixa frontal e posterior, -i, - u primitivos, -e, - o primitivos, -s / -z, -r / -m, -l), onset da sílaba final (nasal dorsal, labiais, coronais, dorsais, onset vazio), e para fatores de natureza extralingüística, como escolaridade (primário, ginásio, secundário), sexo (masculino e feminino), faixa etária (menos de 50 anos e mais de 50 anos), localidade (Porto Alegre e Curitiba). Esta pesquisa faz uso de dados de fala extraídos de 24 entrevistas do Projeto VARSUL e de um teste de produtividade, que se utiliza de pseudopalavras, aplicado a 20 informantes. Para a análise quantitativa dos resultados, fazemos um uso adaptado dos programas que compõem o pacote VARBRUL, lançando mão tão-somente de freqüências, já que não se trata de um fenômeno tipicamente variável. A análise dos resultados mostrou que -inho é o sufixo mais usado, ainda que -zinho seja o preferido no contexto de pseudopalavras. Além disso, observouse um padrão predominantemente alternante, conforme já previu a literatura, definido pela tonicidade, ainda que algum lugar para usos variáveis esteja reservado. / In this paper, the distribution of the suffixes -inho and -zinho is investigated in the dialects of Porto Alegre and Curitiba. Starting from studies that cover such affix, we looked at factors of linguistic nature, like grammatical class (names, nonames), tonicity (stressed on the last, second last, or third last syllable), final segment in the primitive form (low vowel, back and front low-mid vowels, -i, primitive -u, -e, primitive -o, -s / -z, -r / -m, -l), final syllable onset (dorsal nasal, labial, coronal, dorsal, empty onset), and extra linguistic nature factors, such as educational background (primary, elementary, high school), sex (male and female), age group (less than 50 and more than 50 years old), place (Porto Alegre and Curitiba). This research makes use of extracted speech data of 24 interviews from Projeto VARSUL and of a productivity test, which uses pseudo words, applied to 20 applicants. For the quantitative analysis of the results, we make an adapted use of the programs that compose the package VARBRUL, not taking into account only of frequencies numbers, since it is not a typically variable phenomenon. The analysis of the results showed that -inho is the most used suffix, although -zinho is the favorite in the context of pseudo words. Besides, a predominantly alternating pattern was observed, as already expected in literature, defined by the tonicity, although some place for variable uses may be reserved.

CORREA, Solange Maria Vinagre. Conhecimento químico e princípios agroecológicos na formação de jovens e adultos agricultores do Curso Técnico em Agropecuária do Proeja – IFPA – Campus Castanhal. 2014. 226f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-04-14T14:30:07Z No. of bitstreams: 1 2014_tese_smvcorrea.pdf: 2287555 bytes, checksum: 56a126a4fc5daabede28731bdfb2dd29 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2015-04-15T14:26:07Z (GMT) No. of bitstreams: 1 2014_tese_smvcorrea.pdf: 2287555 bytes, checksum: 56a126a4fc5daabede28731bdfb2dd29 (MD5) / Made available in DSpace on 2015-04-15T14:26:07Z (GMT). No. of bitstreams: 1 2014_tese_smvcorrea.pdf: 2287555 bytes, checksum: 56a126a4fc5daabede28731bdfb2dd29 (MD5) Previous issue date: 2014 / Constituted itself as an object of study of this thesis the contribution of chemical knowledge to form the basis of agroecological farmers, on a course at the National Integration Program of Vocational Education in Basic Education in the mode Adult Education - PROEJA. Farmers and sons of farmers from northeastern Pará region constitute the first class of the course in Technical Agriculture - Qualification in Agroecology the IFPA - Castanhal Campus, and received professional certification by PROEJA aiming to work in Family Agriculture. The survey was developed from problem: what is the contribution of chemical to form the basis of agroecological farmers in the Agricultural Technician course PROEJA? And the direction for your answer, presented himself as a general objective to analyze the contribution of chemicals to the formation of agroecology-based youth and adult course in Agricultural Technical knowledge - Qualification in Agroecology. The theoretical basis of the thesis was supported by the authors of Teaching Chemistry of Agroecology, area of discussing Professional Education Integrated Basic Education, and that align to the Field Education, among others. The methodological procedure followed the approach of qualitative research, with design on a case study, supported by the technical questionnaire, semi-structured interviews and focus groups. As a result, reports of research subjects - 23 students and three teachers - configured by the technique of Content Analysis Laurence Bardin highlighted issues relating to teaching practice, Pedagogy of Alternation, chemical knowledge, agroecological principles, integration, interdisciplinarity and PROEJA, among others. In this context, presented challenges in setting up educational practice mediated Pedagogy of Alternation, with agroecological concepts and principles linked to scientific knowledge, respect and preservation of the environment and the everyday knowledge of the learners. The investigation of how this interconnection was pointed out that chemical knowledge were directed from the perspective of reflection for a new vision of agricultural practices designed to respect the environment, and the teaching practice signaled interdisciplinary attitudes in teaching-learning process, the effective integration practices interaction and team work, in school and in the community, an outline of dialogicity. / Constituiu-se como objeto de estudo desta tese a contribuição dos conhecimentos químicos para a formação de base agroecológica de agricultores, em um curso do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos – PROEJA. Agricultores e filhos de agricultores da região nordeste do Pará constituem a primeira turma do curso Técnico em Agropecuária – Habilitação em Agroecologia do IFPA – Campus Castanhal, e receberam a certificação profissional pelo PROEJA com vistas ao trabalho na Agricultura Familiar. A pesquisa desenvolveu-se com base no problema: qual a contribuição dos conhecimentos químicos para a formação de base agroecológica de agricultores do curso Técnico em Agropecuária do PROEJA? E no direcionamento para a sua resposta, apresentou-se como objetivo geral analisar a contribuição dos conhecimentos químicos para a formação de base agroecológica de jovens e adultos do curso Técnico em Agropecuária – Habilitação em Agroecologia. A fundamentação teórica da tese foi sustentada por autores da área do Ensino de Química, da Agroecologia, dos que discutem a Educação Profissional integrada à Educação Básica, e dos que se alinham à Educação do Campo, entre outros. O procedimento metodológico seguiu a abordagem da pesquisa qualitativa, com delineamento em um estudo de caso, subsidiado pelas técnicas de questionário, entrevista semiestruturada e grupo focal. Em decorrência, os relatos dos sujeitos da pesquisa – 23 educandos e três educadores – configurados pela técnica de Análise de Conteúdo da pesquisadora Laurence Bardin destacaram questões relativas à prática docente, Pedagogia da Alternância, conhecimentos químicos, princípios agroecológicos, integração, interdisciplinaridade e PROEJA, entre outros. Nesse contexto, foram expressos desafios no cenário da prática educativa mediada pela Pedagogia da Alternância, com os conceitos e princípios agroecológicos interligados aos conhecimentos científicos, ao respeito e à preservação do meio ambiente e aos saberes cotidianos dos educandos. A investigação de como ocorreu essa interligação apontou que os conhecimentos químicos foram direcionados na perspectiva de reflexão para uma nova visão de práticas agrícolas que visem a respeitar o meio ambiente, tendo a prática docente sinalizado atitudes interdisciplinares no ensino-aprendizagem, nas práticas efetivas de integração e interação no trabalho em equipe, na escola e na comunidade, num contorno de dialogicidade.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work attempts to develop the case study of Agricultural Family School of Santa Cruz do Sul (AFSSC), which adopt Pedagogy of Alternation to conduct the teaching and learning process. Hence, the pedagogic project is based on a theoretical approach that contributes to decrease impacts of agriculture on the environment, through an agroecological perspective. The advent of Family Educational Centres of Alternation Training, constituted by Rural Family Houses, Sea Family Houses, Rural Community Schools and Agricultural Family Schools, the Field Education attempts to develop a new perspective for rural community through a brand-new education process in Brazil. The Pedagogy of Alternation is grounded on four pillars, such as the Local Association, Alternation, Environmental Development and Full Training. Furthermore, appropriated methodological tools are applied to enable the teaching and learning process. The pedagogical instruments used in Family Farm School of Santa Cruz do Sul are the Pedagogical Study Plan, Reality Notebook, Observation Sheet, visits and study tours, internships, visits to Families, Meetings, as well as the Young Professional Project, among others. The issue surrounding this research lies in the analysis of the possibilities and difficulties of the Pedagogy of Alternation and the teaching of Agroecology developed in both AFSSC and family farming. The general purpose of the research is to understand the importance of both Pedagogy of Alternation and teaching of Agroecology in the technical training of final year students of AFSSC. Hence, we performed a quali-quantitative study, with emphasis on qualitative aspects of the research. Techniques of observation, semi-structured open interviews and questionnaires, field notebook and analysis of documents were used. Thus, 25 students pursuing the final year of school, belonging to administrative representation of the School and the Pro-Family Agricultural Schools state association were interviewed. Therefore, we highlight positive outcomes, such as the students' intentions to stay and develop the rural community, rescuing and respecting knowledge of their ancestry, as well as a better understanding of agroecological principles and the effectiveness of building knowledge through Pedagogy of Alternation and its actors. / O presente trabalho desenvolve um estudo de caso da Escola Família Agrícola de Santa Cruz do Sul, que utiliza no seu processo de ensino e aprendizagem a metodologia viva da Pedagogia da Alternância e possui no seu enfoque teórico o incentivo a uma agricultura de menor impacto socioambiental, na perspectiva da Agroecologia. Com o advento dos Centros Educativos Familiares de Formação em Alternância, constituídos pelas Casas Familiares Rurais, Casas Familiares do Mar, Escolas Comunitárias Rurais e as Escolas Famílias Agrícolas a Educação do Campo tenta construir uma nova perspectiva para a população do campo, com seu processo de ensino inédito no Brasil. A Pedagogia da Alternância é construída embasada em seus quatro pilares, a Associação Local, a Alternância, o Desenvolvimento do Meio e a Formação Integral, e para concretizar este processo de ensino e aprendizagem são utilizados ferramentas metodológicas. Na Escola Família Agrícola de Santa Cruz do Sul, os Instrumentos Pedagógicos utilizados são Plano de Estudo, Caderno da Realidade, Folha de Observação, Visitas e Viagens de Estudo, Estágios, Visitas às Famílias, Serões e Projeto Profissional do Jovem, entre outros. A problemática que envolve este estudo esta na análise das percepções da Pedagogia da Alternância e do ensino da Agroecologia desenvolvido na EFASC e na agricultura familiar, pelos seus sujeitos. O objetivo geral que propomos para a pesquisa é à compreensão da importância da Pedagogia da Alternância e do ensino da Agroecologia na formação técnica dos educandos do último ano da EFASC. Nesse sentido, realizamos uma pesquisa na qual foi utilizada uma metodologia quali-quantitativa, mas com maior atenção aos aspectos qualitativos da pesquisa. Fizemos uso das técnicas de observação, da entrevista aberta semi-estruturada e questionários, de um diário de campo e análise de documentos. Foram entrevistados 25 educandos do último ano escolar e da representação administrativa da Escola e da Associação Gaúcha Pró- Escolas Famílias Agrícolas. Possuímos como resultados positivos a intenção dos educandos à permanência e desenvolvimento do campo; resgatando e respeitando os conhecimentos de seus antepassados. Bem como, uma melhor compreensão dos princípios da Agroecologia e a efetivação da construção do conhecimento a partir da Pedagogia da Alternância pelos seus atores.