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Esta dissertação consiste em uma tradução das sátiras de Pérsio (34-62 d.C.), acompanhada de notas e precedida de estudo preambular, que discute a questão da obscuridade do texto e seu valor literário. Dentre os poetas satíricos latinos canônicos (Lucílio, Horácio e Juvenal), Pérsio parece ter sido relegado a uma posição de menor prestígio. Investigar os motivos determinantes do generalizado juízo negativo acerca da obra de Pérsio foi, por isso, um dos objetivos desta pesquisa. Ainda que, de início, o contato com o texto denunciasse já os elementos condicionantes da situação de inferioridade em que a crítica pôs o autor, nosso contínuo e reiterado trabalho com as sátiras foi aos poucos revelando as qualidades literárias que a propalada obscuridade encobria, de modo a propor uma reavaliação da obra de Pérsio no quadro da sátira latina. A primeira parte desta pesquisa está dividida em quatro capítulos, em que se abordam: a vida e obra de Pérsio; os argumentos de cada sátira; o juízo da crítica sobre a obscuridade; a questão do valor literário dos poemas. A segunda parte apresenta a tradução comentada das sátiras, em que se procurou praticar uma forma vernácula tanto quanto possível fiel e exata ao texto latino, conservando-se as mesmas imagens de Pérsio, mesmo quando o original pudesse vir marcado por sua tão censurada obscuridade. / This dissertation consists basically of a translation of Persius\' (34-62 A.D.) satires, accompanied by notes and preceded by a preliminary study, which aims to discuss the issue of the text obscurity and its literary value. Amongst the canonical Latin satirical poets (Lucilius, Horace and Juvenal), Persius seems to have been relegated to a less prestigious position. One of the present research goals is, therefore, to investigate the determinant reasons for the widespread negative opinions about Persius\' work. Although our first contact with Persius\' texts had already announced the conditioning elements of the author\'s situation of inferiority, our continuous and repeated work with his satires could gradually disclose literary virtues that were hidden by the poet\'s reputed obscurity, making it possible to propose a re-evaluation of Persius\' work in the context of the Latin literary genre of satire. The first part of this research is divided into four chapters, which deal with the following subjects: the life and work of Persius; the plot of each satire; the standard criticism\'s beliefs about the poet\'s obscurity; the question of the literary value of the poems. The second part presents an annotated translation, which has sought to be as exact and faithful to the Latin text as possible, by maintaining the same images as those created by Persius, even when the original text was marked by its so reproached obscurity.

Online social networks have become a powerful venue for political activism. In many cases large, insular online communities form that have been shown to be powerful diffusion mechanisms of both misinformation and propaganda. In some cases these groups users advocate actions or policies that could be construed as extreme along nearly any distribution of opinion, and are thus called Online Extremist Communities (OECs). Although these communities appear increasingly common, little is known about how these groups form or the methods used to influence them. The work in this thesis provides researchers a methodological framework to study these groups by answering three critical research questions: How can we detect large dynamic online activist or extremist communities? What automated tools are used to build, isolate, and influence these communities? What methods can be used to gain novel insight into large online activist or extremist communities? These group members social ties can be inferred based on the various affordances offered by OSNs for group curation. By developing heterogeneous, annotated graph representations of user behavior I can efficiently extract online activist discussion cores using an ensemble of unsupervised machine learning methods. I call this technique Ensemble Agreement Clustering. Through manual inspection, these discussion cores can then often be used as training data to detect the larger community. I present a novel supervised learning algorithm called Multiplex Vertex Classification for network bipartition on heterogeneous, annotated graphs. This methodological pipeline has also proven useful for social botnet detection, and a study of large, complex social botnets used for propaganda dissemination is provided as well. Throughout this thesis I provide Twitter case studies including communities focused on the Islamic State of Iraq and al-Sham (ISIS), the ongoing Syrian Revolution, the Euromaidan Movement in Ukraine, as well as the alt-Right.

In 1937, Gustav Bumcke (1876-1963) composed the Scherzo, op. 67 for alto saxophone and double-action pedal harp. Since then, over 50 duos were written for various members of the saxophone family and the pedal harp, yet most of this repertoire is rarely performed and many artists are not yet aware of it. This document investigates works that are (1) composed for two musicians: a harpist and a saxophonist; (2) intended for the double-action pedal harp; and (3) originally composed for this instrumentation (no transcriptions). In Part I, An Investigation of the Development of the Genre, pieces are introduced in chronological order, and placed in historical context. Composers such as Gustave Bumcke and Jean Absil wrote short tonal pieces for alto saxophone and harp. In 1969, Günther Tautenhahn composed the Elegy for tenor saxophone and harp, featuring disjunct melodies with wide intervals. In France, Yvonne Desportes and Ida Gotkovsky composed pieces for alto saxophone and harp. Their pieces are substantially longer in duration and have much higher technical demands for both instruments. During the 1980s composers such as Jacqueline Fontyn, Marc Tallet, and Griffith Rose used a variety of extended techniques and avant-garde notation. Mauricio Kagel's Zwei Akte from 1989 is the longest piece in the genre (c. 28 minutes), with pervasive use of extended techniques. During the 1990s composers wrote saxophone and harp duos involving the bass saxophone and the soprano saxophone. Composers such as Quinto Maganini, François Rossé, Armando Ghidoni, and Tomislav Hmeljak wrote pedagogical pieces, suitable for young and intermediate students. In Part II, Annotated Bibliography, 30 published, readily available works for saxophone and harp are presented. The annotation for each piece includes: title, composer (years), dedication, duration, publisher or contact information for obtaining the piece, type of saxophone used, saxophone criteria grade of difficulty chart, harp criteria grade of difficulty chart, and a short discussion of the piece's form, harmony (if applicable), and any outstanding characteristics.

There are different models, which describe conditional independence induced by multivariate distributions. Models such as Undirected Graphs, Directed Acyclic Graphs, Essential Graphs and Annotated Graphs are introduced and compared in this thesis. The focus is put on annotated graphs. It is shown that annotated graphs represent equivalence classes of DAG-representable relations. An algorithm for reconstruction of an annotated graph from an essential graph as well as the algorithm for the inverse procedure are given. Some properties of a characteristic imset, which is a non-graphical representation, are discussed. A relationship between annotated graphs and characteristic imsets is investigated, an algorithm, which reconstructs an annotated graph from a characteristic imset is given. Powered by TCPDF (www.tcpdf.org)

This bibliography is intended as a resource for choral conductors at the beginning of their journey of musical and personal development. While this project cannot possibly cover every aspect of or resource on choral music, it is a beginning. I admit I have spent more time researching my personal weaknesses and have not covered as thoroughly areas in which the choral conducting program at Brigham Young University is exceptionally strong. Even so, I hope this compilation will help address common challenges of beginning choral conductors. The bibliography is divided into sections by topic, with additional sections on Internet sites and a few miscellaneous resources. Under the bibliographic citation for each book or video, I have included additional information to help in finding these materials. First, I indicate if the resource is out of print. Many out of print materials are still available in libraries or from used bookstores online. Therefore, I have included the Library of Congress call number and/or ISBN, if I could find them. Some of the best websites for finding out of print materials are www.addall.com, www.amazon.com, www.bibliofind.com, and www.fetchbook.com. Below this information is the list price for materials in print, or a price or price range as of the date I searched online for an out of print resource. I have included the date of my search (price as of [date]) to assist later readers who may be interested in purchasing these materials. Internet searches six months from the date of my online search will probably result in similar prices, but ten years from now, inflation will likely have elevated that amount. In addition, I have included background information about the author(s) of that resource, if I could find it. These biographical sketches help explain why the material is trustworthy and educate the beginning choral conductor regarding important figures in our field. Finally, annotations discuss the strengths and limitations of each resource. To this, I have added a personal recommendation on the importance or best use of the source, and a list of important topics covered in that item. These topic listings form the basis of the index at the end of the bibliography.

Annotated textual corpora are an essential language resource, facilitating manual search and discovery as well as supporting supervised Natural Language Processing (NLP) techniques designed to accomplishing a variety of useful tasks. However, manual annotation of large textual corpora can be cost-prohibitive, especially for rare and under-resourced languages. For this reason, developers of annotated corpora often attempt to reduce annotation cost by offering annotators various forms of machine assistance intended to increase annotator speed and accuracy. This thesis contributes to the field of annotated corpus development by providing tools and methodologies for empirically evaluating the effectiveness of machine assistance techniques. This allows developers of annotated corpora to improve annotator efficiency by choosing to employ only machine assistance techniques that make a measurable, positive difference. We validate our tools and methodologies using a concrete example. First we present CCASH, a platform for machine-assisted online linguistic annotation capable of recording detailed annotator performance statistics. We employ CCASH to collect data detailing the performance of annotators engaged in syriac morphological analysis in the presence of two machine assistance techniques: pre-annotation and correction propagation. We conduct a preliminary analysis of the data using the traditional approach of comparing mean data values. We then demonstrate a Bayesian analysis of the data that yields deeper insights into our data. Pre-annotation is shown to increase annotator accuracy when pre-annotations are at least 60% accurate, and annotator speed when pre-annotations are at least 80% accurate. Correction propagation's effect on accuracy is minor. The Bayesian analysis indicates that correction propagation has a positive effect on annotator speed after accounting for the effects of the particular visual mechanism we employed to implement it.

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In this thesis I investigate the mediating role of playful technological artefacts designed for animals and humans through theory and practice with the over-all aim to explore how we can design meaningful artefacts both for and with animals in order to better understand them and enrich or improve their lives.Starting from Bruno Latour’s Actor Network Theory, which offers a valuable starting point for the inclusion of both humans and nonhumans as actors in a shared network that is constantly being made and remade, I suggest adopting a more informed form of inevitable anthropomorphism in interaction design with animals. Drawing from the work of Donna Haraway I argue for an approach in which we aim to experiment with actual situated design contexts through playful interactions. In this setting we can explore ‘becoming with’ as the worldly embodied interpretations of both human and animal and the meaningful bodily relationships that are developed within the course of the interactions that take place. Instead of focusing on animals and humans as users, as is often the case in ACI and HCI practices, I propose to visualise what happens between the actors, as the dynamic process of playful interaction unfolds. Using the basic outlines of a programmatic research approach, I reflect upon a total of six prototypes that I have developed and tested. My aim is to visualise and reflect upon the dynamic relationships between the animal, human, and design artefact that can be observed within the course of the interaction. To build a design repertoire, these six artefacts are presented in the form of a design gallery in which the design concept and experiments are described for each artefact, supported with visualisations and explanations of the prototypes and testing. Subsequently, I concretely visualise the notion of becoming with between animals, humans, and artefacts, and explore the relationships between the involved actors as the interaction unfolds through annotated videos in which I aim to visually map the interactions that can be observed. For each prototype, I reflect upon these annotated videos together with the involved designers with the aim to better understand the mediating role of the technological artefact that we designed. For the first four prototypes the reflection is focused on the becoming with of the humans and animals that participate in the interaction with the artefact with the goal to evaluate the design of the prototypes. The last two prototypes specifically focus on the reflection on becoming with the animal as a human designer during the design process. Through visualising these dynamic interaction networks, the relationships between the animal, human, and artefact becomes more abstract and results in a better understanding of the mediating role of the technological artefact. Each prototype has major differences in the way the interaction network is visualised and the annotated videos show to be a valuable tool for the designer to discuss new design iterations that could be explored further. The knowledge contributions and takeaways of this thesis project include a new theoretical argument, a method that can be used for the visualisation of the dynamic interaction networks as a tool for designers to better understand the relationships between animal, human and artefact, a design repertoire with six different prototypes, and the annotated videos as concrete takeaways that provide a deeper insight into the experimentation, testing, and reflections of the six different prototypes.

Complementing the theoretical concepts taught in the classroom with practice has been known to enhance students' contextual understanding of the subject matter. Exposing students to practical knowledge is crucial as employers are expressing discontent with the skills of newly hired graduates. In construction education, site visits have been identified as one of the most effective tools to support theory with practice. While site visits allow students to observe construction projects and engage with field personnel, numerous barriers limit its use as an effective educational tool. For instance, there are safety, cost, schedule, and weather constraints, in addition to the logistics of accommodating large class sizes. As a result, instructors employ videos of construction projects as an alternative to physical site visits. However, videos alone are insufficient to draw students' attention to essential practice concepts. Annotations can be used to attract students' attention to practical knowledge while reducing distractions and assumptions. Leveraging on the recent progress in computer vision techniques, this study presents an AI-annotated video learning tool that instructors can utilize to equip students with practice knowledge when there is limited access to physical construction sites. First, this study investigated the construction practice concepts that industry practitioners would want students to know when engaging them in site visits. Afterward, the design and development of the AI-annotated learning tool were guided by the identified practice concepts, cognitive theory of multimedia learning, and dual coding theory. To determine if the learning tool can call students' attention to annotated practice concepts in videos, a usability evaluation was conducted. Finally, this research investigated the influence of individual differences that could contribute to how learners notice practice concepts in videos. This study contributes to the body of knowledge by identifying what construction professionals notice about their work and what they would like students to notice about construction practice. This study reveals that annotations of learning contents in construction videos can direct students' focus to the annotated contents, thereby contributing to the cognitive theory of multimedia learning and dual coding theory. By leveraging machine learning classification algorithms, this research identified the extent to which individual differences such as gender, academic program, and cognitive load can be detected from the ways students notice information in construction videos. Results from this research provide opportunities for researchers to further advance the potential of annotated videos in the construction domain and other fields that employ video as a learning tool. / Doctor of Philosophy / Instructors often support classroom teaching with practical experiences to enhance students' understanding. This is especially important as employers are expressing discontent with the skills of fresh graduates. In construction engineering education, taking students to construction sites to observe the processes and operations is one of the common ways of providing students with these practical experiences. However, barriers such as safety concerns, cost, schedule, weather constraints, and the logistics of accommodating large class sizes make it challenging to engage students in construction site visits. Owing to these barriers, instructors utilize construction site videos instead of physical site visit experiences. Despite the benefits of using videos to teach, research has shown that presenting videos only to students might not be sufficient for learning as relevant and irrelevant information are usually present in videos. Therefore, calling out relevant information in videos would enable students to focus on them, enhancing their learning. To this end, this study presented a video-based learning tool that instructors can utilize to provide students with site visit experiences. In the environment, important information are called out using boundary boxes and texts. To achieve this, first, the study identified the practical knowledge that industry experts would want students to know about construction sites. Then, the identified information was annotated in construction videos via the guidance of learning theories such as the cognitive theory of multimedia learning and dual coding theory. A usability evaluation was conducted to test if students could notice the annotated contents in the video. Afterward, individual differences such as gender, academic program, and mental workload that could contribute to how students would notice annotated information in construction videos were investigated. The study contributes to the practical concepts learners need to acquire to prepare them for the workforce. Additionally, this study proved that annotating important information in videos can direct student attention to those contents. Furthermore, to make learning environments flexible for different learners, this study identified the extent to which individual differences such as gender, academic programs, and cognitive loads can be recognized from the way learners notice annotated contents of videos. Finally, the outcomes of this study would make it possible for other researchers to further advance the potentiality of teaching with annotated videos in the construction domain and other related fields.