SOUSA, Camila Stephane Cardoso. A gradação em narrativas infantis. 2013. 107f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-05T12:56:21Z No. of bitstreams: 1 2013_dis_cscsousa.pdf: 1043715 bytes, checksum: dafb0cfa727afacceda12aef240b48d6 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-06-05T13:50:42Z (GMT) No. of bitstreams: 1 2013_dis_cscsousa.pdf: 1043715 bytes, checksum: dafb0cfa727afacceda12aef240b48d6 (MD5) / Made available in DSpace on 2014-06-05T13:50:42Z (GMT). No. of bitstreams: 1 2013_dis_cscsousa.pdf: 1043715 bytes, checksum: dafb0cfa727afacceda12aef240b48d6 (MD5) Previous issue date: 2013 / This paper aims to analyze the different uses of Graduation in nineteen oral narratives produced by eleven children from 05 to 11 years, five females and six males. We observed how children manifest graduation in the different texts and which resources they use to express lexicogramatically each subtype of graduation. The collection of reports was performed during 04 months, from June/2011 to February/2011 in a shelter situated in Fortaleza. We have based this study in a functional perspective of the process of language acquisition to show how language development is grounded in the use made of language in a communicative process. We based our research in Givón’s cognitive and functional conceptions and Halliday’s systemic-functional to develop the notion of protogrammatics well as to provide the theoretical framework to guide our analysis; from the perspective of Appraisal Theory of Martin and White on the phenomenon of Graduation; and orientation of the proposals about language Acquisition that are based on the idea that the acquisition and development of language are given by inserting child in a given speech community, guided so discursive and pragmatic factors. Our results indicate that the use of graduation changes, besides experiential categories, evaluative elements, which manifests primarily by system Force. Children also use the Graduation as a form of textual organization, accentuating or attenuating certain information as, among other factors, the Informational Statute and Degree of Empathy. We also realize that different types of gradation occur at the same time in most cases and not in isolation. / Este trabalho tem por objetivo analisar os diferentes usos da gradação em dezenove narrativas orais produzidas por onze crianças entre 05 e 11 anos, sendo cinco do sexo feminino e seis do sexo masculino. Observamos, para isso, como as crianças manifestam a gradação em seus diferentes textos e quais recursos lexicogramaticais elas utilizam para expressar cada subtipo de gradação. A coleta dos relatos foi realizada durante 04 meses, de Fevereiro/2011 a Junho/2011, em um abrigo situado em Fortaleza-CE. Tomamos como base uma perspectiva funcional do processo de aquisição da linguagem para mostrar como o desenvolvimento linguístico é pautado no uso que se faz da linguagem em um processo comunicativo. Embasamos nossa pesquisa nas concepções cognitivo-funcional de Givón e sistêmico-funcional de Halliday para desenvolver a noção de protogramática bem como para propiciar o arcabouço teórico que orientará nossa análise; na perspectiva da Teoria da Avaliatividade de Martin e White acerca do fenômeno da gradação; e na orientação das propostas acerca de Aquisição da Linguagem que tomam por base a concepção de que a aquisição e o desenvolvimento da linguagem se dão mediante a inserção comunicativa da criança em uma dada comunidade linguística, orientando-se assim por fatores pragmáticos e discursivos. Nossos resultados apontam que o uso da Gradação modifica, além de categorias experienciais, elementos avaliativos, o que se manifesta prioritariamente pelo sistema de Força. As crianças também utilizam a Gradação como forma de organização textual, acentuando ou atenuando determinadas informações, conforme, dentre outros fatores, o Estatuto Informacional e o Grau de Empatia. Percebemos também que os diferentes tipos de Gradação ocorrem concomitantemente em grande parte dos casos e não isoladamente.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Este trabalho tem por objetivo analisar os diferentes usos da gradaÃÃo em dezenove narrativas orais produzidas por onze crianÃas entre 05 e 11 anos, sendo cinco do sexo feminino e seis do sexo masculino. Observamos, para isso, como as crianÃas manifestam a gradaÃÃo em seus diferentes textos e quais recursos lexicogramaticais elas utilizam para expressar cada subtipo de gradaÃÃo. A coleta dos relatos foi realizada durante 04 meses, de Fevereiro/2011 a Junho/2011, em um abrigo situado em Fortaleza-CE. Tomamos como base uma perspectiva funcional do processo de aquisiÃÃo da linguagem para mostrar como o desenvolvimento linguÃstico à pautado no uso que se faz da linguagem em um processo comunicativo. Embasamos nossa pesquisa nas concepÃÃes cognitivo-funcional de GivÃn e sistÃmico-funcional de Halliday para desenvolver a noÃÃo de protogramÃtica bem como para propiciar o arcabouÃo teÃrico que orientarà nossa anÃlise; na perspectiva da Teoria da Avaliatividade de Martin e White acerca do fenÃmeno da gradaÃÃo; e na orientaÃÃo das propostas acerca de AquisiÃÃo da Linguagem que tomam por base a concepÃÃo de que a aquisiÃÃo e o desenvolvimento da linguagem se dÃo mediante a inserÃÃo comunicativa da crianÃa em uma dada comunidade linguÃstica, orientando-se assim por fatores pragmÃticos e discursivos. Nossos resultados apontam que o uso da GradaÃÃo modifica, alÃm de categorias experienciais, elementos avaliativos, o que se manifesta prioritariamente pelo sistema de ForÃa. As crianÃas tambÃm utilizam a GradaÃÃo como forma de organizaÃÃo textual, acentuando ou atenuando determinadas informaÃÃes, conforme, dentre outros fatores, o Estatuto Informacional e o Grau de Empatia. Percebemos tambÃm que os diferentes tipos de GradaÃÃo ocorrem concomitantemente em grande parte dos casos e nÃo isoladamente. / This paper aims to analyze the different uses of Graduation in nineteen oral narratives produced by eleven children from 05 to 11 years, five females and six males. We observed how children manifest graduation in the different texts and which resources they use to express lexicogramatically each subtype of graduation. The collection of reports was performed during 04 months, from June/2011 to February/2011 in a shelter situated in Fortaleza. We have based this study in a functional perspective of the process of language acquisition to show how language development is grounded in the use made of language in a communicative process. We based our research in GivÃnâs cognitive and functional conceptions and Hallidayâs systemic-functional to develop the notion of protogrammatics well as to provide the theoretical framework to guide our analysis; from the perspective of Appraisal Theory of Martin and White on the phenomenon of Graduation; and orientation of the proposals about language Acquisition that are based on the idea that the acquisition and development of language are given by inserting child in a given speech community, guided so discursive and pragmatic factors. Our results indicate that the use of graduation changes, besides experiential categories, evaluative elements, which manifests primarily by system Force. Children also use the Graduation as a form of textual organization, accentuating or attenuating certain information as, among other factors, the Informational Statute and Degree of Empathy. We also realize that different types of gradation occur at the same time in most cases and not in isolation.

The purpose of this thesis is the analysis of the performance management system used in the company Grafton Recruitment, s.r.o. with the identification of possible shortcomings, and proposing improvements based on theoretical knowledge. Theoretical part is focused on the information published in the accredited literature on personnel management as well as articles on the current practise of international companies. The practical part is devoted to the analysis of the performance management system in Grafton Recruitment, s.r.o. using the internal documents of the company, interviews with human resources department and the staff survey. On the basis of the findings, measures are proposed to improve the form, content, motivation effect and evaluation criteria.

This study considered the appraisal patterns of 29 teacher appraisers from a single high school district over a two year period. It discussed the district's efforts to assist its appraisers in evaluating teachers, and compared the frequency and range of the exceptional quality scores and overall performance scores assigned to teachers evaluated.

Farms are highly heterogeneous and never identical. No two farms are ever alike in terms of (1) the basic resources, land, labour, or capital that are available, (2) the way these resources or factors of production are combined, or (3) in terms of the amounts of various crops and livestock produced. There are numerous factors that influence the price of a farm and some of these factors are not monetary related. This makes the task of the valuer complex, and it increases the possibility of large differences in the estimated market value determined and the actual selling price. The development and use of AVM (Automated Valuation Method) models in the valuation of especially residential property, is a worldwide phenomenon. The majority of AVM models use MRA (Multiple Regression Analysis) as a basis. The accuracy of a MRA relies heavily on the quality and accuracy of the data that are used. Thus, the availability of quality and accurate data has a significant impact on the potential accuracy of a MRA. Accurate MRA valuation estimates will be fair to individual farm owners regarding their municipal tax assessments and it will lead to a wider use of MRAs for the valuation of farms, with the associated benefits of lower valuation costs and speedier valuations, especially by financial institutions. This study analyses the unique and distinctive attributes of farms, which must be taken into account when a MRA model is developed. By following a stepwise regression approach, a regression model is developed which is fairly accurate, but it does not achieve a high level of accuracy. Furthermore, the results of the study show that it is difficult to have enough appropriate and accurate data available to develop a regression analysis for agricultural property to satisfy accuracy requirements. Although it is difficult, it is possible to develop MRA models that are fairly accurate. Therefore, if MRA models are currently used for the municipal valuation of farms, which are not fairly accurate, it should be possible to improve the accuracy. However, maximum accuracy cannot be achieved with MRA models. Thus, it cannot replace a valuation done by a skilled and knowledgeable professional valuer, when maximum accuracy is required. / Dissertation (MSc)--University of Pretoria, 2017. / Construction Economics / MSc / Unrestricted

Contributing to sustainable development is commonly noted as an overall goal for both Sustainability Appraisal (SA) and Strategic Environmental Assessment (SEA). Over a decade ago, EU Directive 2001/42/EC (SEA Directive) reinforced the need for strategic assessment of plans and programmes in the UK. However, the SEA Directive does not stipulate the methodological approach and, as environmental matters are devolved to the individual nations of the UK, implementation is varied. This research considers strategic assessment processes in England and Scotland and the implications of system variation upon the contribution made to sustainable development. Attention is paid to the purposes expressed for strategic assessment, the roles and relationships between actors and organisations involved and also the processes, practices and outcomes of SA and SEA. Two case studies of SA in England and two of SEA in Scotland as applied to development plans are analysed. A range of purposes for both SA and SEA are identified, including; regulatory compliance, identifying and documenting impacts, considering options and alternatives, allowing consultation, and informing and influencing plans. This research concludes that there exists variation between cases in the ambition held for strategic assessment, ranging from basic compliance to influencing plans. This research then focuses on the relationships between actors and organisations involved in SA and SEA with particular attention given to the role of assessment practitioners, planners and consultees. It is found that independence or ‘distance’, to provide legitimacy, and ‘closeness’, to enable influence, are both considered desirable features of the relationship between planning and assessment. In addition, overlap between consultation on both plans and assessment reports adds complexity to the role of consultees. Finally, this research concludes that strategic assessment influence is largely limited to marginal modifications to policy wording and explanatory text, including; strengthening language, increasing clarity, cross referencing to other policies and plans, and requiring lower tier assessments. Thus, strategic assessment fails to achieve more substantial influence, significantly limiting its ability to contribute to sustainability transition in development planning. A number of institutional barriers to increasing strategic assessment influence and contribution to sustainable development or sustainability are identified.

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

I present the results of two studies designed to explore how Expectation Violation Theory may explain biases in performance ratings. Study 1 examines how pre-hire information biases on-the-job ratings of task performance. Study 2 replicates the findings of Study 1 for on-the-job ratings of OCB performance. Results of these studies suggest that expectations violations do occur when on-the-job performance is either higher or lower than suggested by pre-hire information. However, first impressions of the employee appear to bias performance ratings of both task and OCB performance rather than expectation violations. Findings suggest applicants that make positive first impressions are rated higher on both OCB and task performance than equivalently performing co-workers who make less favorable first impressions.

No description available.

The purpose of this thesis is to calculate the market value of Královský pivovar Krušovice a.s. Appraisal does not contain theoretic and practical parts but it consists of strategic and financial analysis, analysis of value drivers, financial plan and valuation.