Artigos científicos constituem-se em uma rica fonte de material para trabalho no ensino superior. Atividades cuidadosamente planejadas com base em informações nele contidas oferecem aos estudantes a oportunidade de desenvolvimento de habilidades necessárias à carreira profissional, assim como o aperfeiçoamento do conhecimento em química. Este trabalho descreve uma proposta de ensino aplicada no primeiro ano de um curso de graduação em química. A atividade, baseada na utilização de artigos científicos, proporcionou aos estudantes o contato com a literatura primária da área de química tendo como principal objetivo o desenvolvimento de habilidades de leitura e interpretação deste tipo de texto. Artigos científicos extraídos das revistas Química Nova e Eclética Química foram selecionados. Foram oferecidas aos estudantes orientações para a leitura e discussão dos artigos científicos e, em seguida, foi solicitada a produção de um texto (gênero livre) sobre o conteúdo do mesmo, que deveria ser direcionado a um leitor com as características de um calouro do curso de química. Os textos produzidos pelos estudantes foram analisados segundo a Análise de Discurso, linha francesa, como vem sendo divulgada por Eni Orlandi. Verificou-se que a estratégia adotada permitiu que a maioria dos estudantes manifestasse o seu entendimento sobre o conteúdo do artigo científico, apresentando em seu texto elementos com uma abordagem própria e desvinculada da forma e organização do artigo original. / Scientific papers are a rich source of material for undergraduate work. Carefully designed assignments based on selected papers offer opportunities for students to develop skills needed by professional chemists and at the same time reinforce their chemical knowledge. This work describes a research journal assignment introduced into a scientific communication course. The assignment provided a method to acquaint students with the current chemical literature and the main goal is to develop students’ reading and interpretation abilities of this kind of material. Papers from the journals Química Nova and Eclética Química were chosen as the main material of this assignment. The students were provided with guidelines to critically read and discuss the research articles and were required to turn-in a written text (free genre) of what they had read, which would then be directed to a reader with the characteristics of a freshman chemistry student. The texts written by the students were analysed by Discourse Analysis, in its French orientation, as divulged by Eni Orlandi. It was concluded that the assignment enabled the majority of the students to express a great amount of personal reflection in the texts, showing their individual understanding in a different format and approach than what was read in the original paper.

A presente pesquisa tem como objetivo investigar as atividades do professor com gêneros argumentativos em sala de aula e analisar em que medida a preparação dessas atividades contribuem com a escrita do gênero artigo de opinião por alunos do 9º ano do Ensino Fundamental de uma escola pública do Estado de São Paulo. Seguindo os preceitos dos PCNs e do Currículo do Estado de São Paulo, adotou-se a língua como objeto de estudo da disciplina de Língua Portuguesa, assim como as concepções de gêneros discursivos apoiadas em Bakthin (2003), Marcuschi (2008) e Rojo (2000). Em relação à organização do trabalho pedagógico, apoiados nas orientações de Schneuwly e Dolz (2004) planejou-se uma sequência didática para a produção de artigo de opinião. Tomou-se como produção inicial e produção final as avaliações externas aplicadas, respectivamente, no primeiro e segundo semestre, as AAP (Avaliação de Aprendizagem em processo). As atividades dos materiais didático-pedagógicos utilizados foram selecionadas procurando atender a reflexão sobre as características do gênero formuladas por Rodrigues (2000) Brakling (2000) e outros autores pesquisados. Quanto às estratégias de ensino de produção textual escrita, recorremos a Antunes (2003) e Geraldi (1991), evidenciando as etapas de planejamento e preparo para a produção escrita. A análise das produções, dentro de uma perspectiva enunciativa e interacionista da língua, procurou evidenciar os recursos linguísticos-discursivo empregados pelos alunos para a construção da argumentação. Para melhor compreender o uso desses recursos argumentativos recorreu-se à Retórica de Aristóteles associando-se aos estudos da Nova Retórica de PERELMAN & OLBRECHTS-TYTECA (1996). Os resultados da pesquisa demonstram que há uma relação direta entre as escolhas teóricas para a organização do trabalho pedagógico e a melhora da qualidade de escrita dos alunos. Confirmou-se também a hipótese da relevância do ensino dos gêneros argumentativos, pois os alunos-autores demonstraram um posicionamento crítico em relação aos temas abordados nas produções textuais. Houve ganhos quanto à organização e produtividade textual, efeito das atividades de leitura e alimentação temática, mas por outro lado, as fragilidades das atividades específicas para a construção do gênero, aliados aos problemas relativos às propostas sugeridas apontam para uma reorientação do trabalho com o gênero artigo de opinião. / This research aims to investigate teacher-proposed classroom activities involving argumentative genres and analyze the extent up to which the preparation of those activities contribute to the writing of opinion articles of 9th-graders of a public school run by São Paulo state. Based on the National Curriculum Parameters and on the Curriculum of the State of São Paulo, language was embraced as the study object of the discipline Portuguese, along with the conceptions of discourse genres by Bakhtin (2003), Marcuschi (2008), and Rojo (2000). Regarding the organization of the pedagogical work, a didactic sequence based on Schneuwly and Dolzs (2004) guidelines was planned aiming at the writing of an opinion article. The external Evaluations of Learning in Process in the first and in the second semesters were taken respectively as initial and final production. The activities in the didactic-pedagogical materials were selected when in keeping with the reflections on the characteristics of the genre opinion article proposed by Rodrigues (2000), Brakling (2000), among others. As to the teaching strategies of written production, the research resorted to the works of Antunes (2003) and Geraldi (1991), making evident the planning and preparation stages of the written production. The analysis of the productions, from an enunciative and interactional perspective of language, sought to reveal the linguistic-discursive strategies used by students in the construction of argumentation. In order to better understand the use of those strategies, Aristotles Rhetoric was resorted to, as well as the New Rhetoric, by Perelman and Olbrechts-Tyteca (1996). The results of the research suggest that there is a direct relation between the theoretical choices for the organization of the pedagogical work and the improvement observed in student writing. The teaching of argumentative genres proved relevant, as student-authors were able to take a critical stand towards the topics of the written assignments. Improvements were observed regarding text organization and productivity an effect of the reading and topic-related activities; on the other hand, the weak points of the specific activities for genre construction, alongside the problems related to the suggested plans, point to the reorientation of the work with opinion articles.

Abstract Statistical methods are an essential part of the published dental research. It is important to evaluate the use of these methods to improve the quality of dental research. In the first part, the aim of this interdisciplinary study is to investigate the development of the use of statistical methods in dental journals, quality of statistical reporting and reporting of statistical techniques and results in dental research papers, with special reference to time-to-event methods. In the second part, the focus is specifically on time-to-event methods, and the aim is to demonstrate the strength of time-to-event methods in collecting detailed data about the development of oral health. The first part of this study is based on an evaluation of dental articles from five dental journals. The second part of the study is based on empirical data from 28 municipal health centres in order to study variations in the survival of tooth health. There were different profiles in the statistical content among the journals. The quality of statistical reporting was quite low in the journals. The use of time-to-event methods has increased from 1996 to 2007 in the evaluated dental journals. However, the benefits of these methods have not been fully adopted in dental research. The current study added new information regarding the status of statistical methods in dental research. Our study also showed that complex time-to-event analysis methods can be utilized even with detailed information on each tooth in large groups of study subjects. Authors of dental articles might apply the results of this study to improve the study protocol/planning as well as the statistical section of their research article. / Tiivistelmä Tilastolliset tutkimusmenetelmät ovat olennainen osa hammaslääketieteellistä tutkimusta. Menetelmien käyttöä on tärkeä tutkia, jotta hammaslääketieteen tutkimuksen laatua voitaisiin parantaa. Tämän poikkitieteellisen tutkimuksen ensimmäisessä osassa tavoite on tutkia erilaisten tilastomenetelmien ja tutkimusasetelmien käyttöä, raportoinnin laatua ja tapahtumaan kuluvan ajan analysointimenetelmien käyttöä hammaslääketieteellisissä artikkeleissa. Toisessa osassa osoitetaan analysointimenetelmien vahvuus isojen tutkimusjoukkojen analysoinnissa. Ensimmäisen osan tutkimusaineiston muodostavat viiden hammaslääketieteellisen aikakauslehden artikkelit. Toisen osan tutkimusaineiston muodostivat 28 terveyskeskuksessa eri puolella Suomea hammashoitoa saaneet potilaat. Lehdet erosivat toisistaan tilastomenetelmien käytön ja tulosten esittämisen osalta. Tilastollisen raportoinnin laatu oli lehdissä puutteellinen. Tapahtumaan kuluvan ajan analysointimenetelmien käyttö on lisääntynyt vuosien 1996–2007 aikana. Tapahtumaan kuluvan ajan analysointimenetelmät mittaavat seuranta-ajan tietystä aloituspisteestä määriteltyyn päätepisteeseen. Tämän väitöksen tutkimukset osoittivat, että tapahtumaan kuluvan ajan analysointimenetelmät sopivat hyvin isojen tutkimusjoukkojen analysointiin. Menetelmien hyötyä ei ole kuitenkaan vielä saatu täysin esille hammaslääketieteellisissä julkaisuissa. Tämä tutkimus antoi uutta tietoa tilastollisten tutkimusmenetelmien käytöstä hammaslääketieteellisessä tutkimuksessa. Artikkelien kirjoittajat voivat hyödyntää tämän tutkimuksen tuloksia suunnitellessaan hammaslääketieteellistä tutkimusta.

The aim of this study was to investigate the way in newspapers are used for the teaching andlearning of English. In particular, the way teachers say they use newspapers in the Englishclassroom and the way newspapers are perceived by their students. The information wasobtained through semi-structured interviews with both students and teachers at an uppersecondary school in a city in the south of Sweden. From the results of the interview and fromthe study of the related literature, two detailed lesson plans were constructed; one to suit agroup following a vocational programme and one following a social science programme, (auniversity preparatory programme). One of the most interesting findings from the interviewswas that students were more interested in working with older, print newspapers rather thanonline ones. This was taken into consideration when the lesson plans were constructed. Thestudy concluded that newspapers can be an effective tool for the teaching/ learning of English,particularly for those willing to take the time to collect and prepare the necessary material.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-14T14:09:43Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissert_Camila-BC.pdf: 867861 bytes, checksum: b2442cf7493bf7021849fa013caba239 (MD5) / Made available in DSpace on 2017-07-14T14:09:43Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissert_Camila-BC.pdf: 867861 bytes, checksum: b2442cf7493bf7021849fa013caba239 (MD5) Previous issue date: 2016-09-18 / Esta pesquisa tem como objetivo geral investigar como os estudantes de mestrado da área de Letras usam a intertextualidade (no caso dessa pesquisa, as citações como uma manifestação explícita da intertextualidade) para construir sua identidade acadêmica através da produção de artigos científicos. Como objetivos específicos, a pesquisa se propôs a: verificar o modo como os mestrandos em Letras empregam as citações em seus textos, refletindo escolhas retóricas que os caracterizam como participantes da comunidade discursiva da qual fazem parte; investigar como eles constroem seus argumentos a partir do discurso de outros autores; analisar como os mestrandos usam as citações nas diferentes seções dos artigos sob a influência das funções retóricas dessas seções; verificar a compreensão que eles têm da importância do artigo científico na constituição de sua identidade acadêmica. Sendo assim, nosso estudo está ligado à concepção sócio-construtivista de identidade, com autores como Hoffnagel (2008; 2009; 2010), Woodward (2012), Silva (2012) e Moita-Lopes (2003; 2011), aos Novos Estudos de Letramento, com Street (1984; 2007) e Lea e Street (1998), às concepções de gênero na perspectiva social, com Bazerman (2005), à concepção de intertextualidade com Bazerman (2011). Escolhemos como primeiro corpora para análise 18 artigos científicos produzidos por mestrandos do Mestrado Profissional em Letras (PROFLETRAS) da Universidade de Pernambuco (UPE – Campus Garanhuns), turma 2013.2. Também aplicamos um questionário a esses estudantes, cujas respostas compuseram nosso segundo corpora. Nesse sentido, nosso foco foi analisar o modo como esses estudantes utilizaram as citações em seus artigos, observando as estratégias retóricas por eles utilizadas nessa prática. A análise das citações foi feita com base nas categorias proposta por Swales (1990), Cortes (2012) e Hoffnagel (2009). Justificamos a escolha pelo gênero artigo científico como nosso objeto de análise pelo motivo de que este se configura um gênero altamente marcado pelas vozes de diversos autores, bem como porque trata-se de um gênero importante na academia por movimentar com mais recorrência a atividade de pesquisa que, por sua vez, movimenta a própria universidade. Com a análise das citações, pudemos perceber as estratégias utilizadas pelos mestrandos em Letras que revelaram aspectos de sua identidade acadêmica. Os dados analisados revelaram a preferência desses estudantes por citações que privilegiam mais o autor citado como um nome de valor do que sua mensagem. Também, com a análise dos dados, verificamos a preferência pelo modo indireto de citar, embora as citações diretas tenham sido mais utilizadas como base para novos argumentos. Quanto às citações utilizadas em cada seção dos artigos, observamos que os estudantes, de modo geral, se mostraram coerentes ao empregar as citações de acordo com as funções retóricas dessas seções, mostrando também, através de suas respostas ao questionário, que compreendem o artigo científico como um gênero que propicia sua identidade como autor e pesquisador. / This research has the general objective to investigate how the students of masters in arts (languages, specifically) use intertextuality (in the case of this research, citations as an explicit manifestation of intertextuality) to build their academic identity by producing scientific articles. The specific objectives aimed to verify how the masters in arts employ the quotes in his writings, reflecting rhetorical choices that characterize them as participants in the discoursive community of which they are part of; investigate how they build their arguments from the discourse of other authors; analyze how the masters use the quotes in different sections of articles under the influence of rhetorical functions of these sections; and, finally, check understanding they have of the importance of the scientific article in the constitution of their academic identity. This way, our study is linked to the socio-constructivist conception of identity, inspired by authors such as Hoffnagel (2008; 2009; 2010), Woodward (2012), Silva (2012) and Moita-Lopes (2003, 2011); the New Literacy Studies, with Street (1984; 2007) and Lea & Street (1998); the gender conceptions in social perspective and the design of intertextuality with Bazerman (2005). We chose as the first corpora for analysis 18 scientific articles produced by masters of the Professional Master of Arts (PROFLETRAS), by the University of Pernambuco (UPE - Campus Garanhuns) class 2013.2. We also apply a questionnaire to those students, whose answers made up our second corpora. In this sense, our focus was to analyze how these students used the quotes in their articles, watching the rhetorical strategies used by them in this practice. The analysis of the citations was based on the categories proposed by Swales (1990), Cortes (2012) and Hoffnagel (2009). The reason why the scientific article gender is our object of analysis is because it is a place marked by the voices of several authors, and it is also an important genre in the college for moving the research activity. With the analysis of quotes, we could see the strategies used by masters in arts that revealed aspects of their academic identity. The data analyzed shows the preference of students for more quotes that privilege the author cited as a value name, more then the message they pass. Also, with the analysis, we found the preference for indirect way to quote, although direct quotations have been more used as a basis for further arguments. As for the quotes used in each section of articles, we observed that students, in general, proved consistent to use the quote according to the rhetorical functions of these sections, also showing, through their answers to the questionnaire, which comprise the scientific article as a genre that provides its identity as author and researcher.

The purpose of this thesis is to examine interventions under the doctrine of R2P without appropriate legal authority becomes coercive actions of Unilateral Humanitarian Intervention. And that a unilateral humanitarian intervention would amount to the crime of aggression.   The R2P doctrine states that sovereignty is derived from the responsibility for a population. The responsibility to protect is primarily on the state. In the event of a failure to protect a human population the responsibility is transferred to the international community of states.According to the doctrine of Humanitarian Interventions it exists a third exception to the use of force, which allows states to legally intervene in the event of a humanitarian catastrophe.  This thesis will first examine the link between R2P and Unilateral Humanitarian Intervention. Secondly, the legal status of Unilateral Humanitarian interventions will be examined, and how Unilateral Humanitarian Intervention can fulfil the elements of the crime of aggression. The last part examines if Unilateral Humanitarian Intervention can constitute ‘defensive force of others’ as grounds to exclude criminal responsibility, in the event of an ICC criminal trial for the crime of aggression.The thesis concludes that a person subject to a criminal prosecution for the crime of aggression in the event of Unilateral Humanitarian Intervention, could successfully argue ‘defensive force of others’ as grounds to exclude criminal responsibility.

Patterns of articles accepted for publication in the Journal of College Counseling from the past 12 years were reviewed in this metastudy. Results were described and statistically analyzed to identify trends over time in characteristics of authors, including sex, institutional classifications, employment setting, and domicile, and characteristics of articles, including article type, research design, sample size, types of participants, and statistical procedures.

WTO provides the bedrock of international trade law. Thus, it supports open and predictable trade. Regional trade arrangements have become an accepted channel for trade development, consequently, they are recognised by WTO under article XXIV of GATT and the Enabling Clause. Most RIs are brought about by regional trade arrangements. The most common forms of RI are CUs and FTAs. WTO legal framework on RTAs in CUs and FTAs with regards to trade in goods are governed by the Text of Article XXIV GATT. Tanzania has three RTAs – EAC, SADC and AfCFTA. The focus of this study is on two – EAC and SADC. Tanzania is in a multilateral preferential trade arrangement that is inconsistent with WTO requirements on RTAs. That is to say, Tanzania as a member of EAC which is a CU implies that she has to comply with WTO requirements on RTAs as provided for under article XXIV of GATT. The major being to enter into trade agreements collectively with other members of CU and not individually, since they operate as a single customs territory with a common external trade regime. However, Tanzania is both a member of a CU – EAC and a member of an FTA – SADC to the exclusion of other members of CU. WTO members are required to notify WTO upon the formation of RTAs so that the same can be examined by the Committee on RTAs. However, the Committee has enjoyed little success in assessing the consistency of the RTAs notified to WTO over the years. Therefore, functions of the Committee should be reviewed to serve as a forum for notification and provision of clarity on RTAs to WTO members on the basis of a factual presentations by WTO Secretariat. Due to multiple memberships of member states in various RECs, both EAC and SADC use RoO to determine whether goods originate from partner states in order to qualify for community preferential treatment. The administration of EAC CET faces a number of challenges including the lack of a customs authority at the regional level that would ensure uniformity in the management of CU. Another setback in the implementation of the CET is multiple memberships of member states where preferential treatment is still extended to other RECs despite a restricting provision and existence of CU, thus, eroding the gains of such union. This is brought about by problems in drafting Treaties where partner states exploit loopholes, for instance, Protocol on EACCU does not prohibit EAC member states from maintaining trade arrangements they had prior to the formation of CU or signing individual agreements thereafter such as FTAs. This became evident in the ratification of AfCFTA Agreement. / Mini Dissertation (LLM (International Trade and Investment Law in Africa))--University of Pretoria, 2021. / Charles Okehalam Scholarship / Centre for Human Rights / LLM (International Trade and Investment Law in Africa) / Unrestricted

Autonomy is a concept often used within International law and conflict studies as a tool to resolve tensions between state and a distinct group wanting to break free from the state. However, autonomy has no real definition within international law. Similarly, autonomy retraction lacks a clear definition and conceptualization, mostly due to it being a rare occurrence. There are five known cases of autonomy retraction. The most recent is India’s revoking of article 370 of the Indian constitution previously granting the region of Jammu and Kashmir a special status of autonomy. This thesis used this case to try and conceptualize autonomy retraction by looking at the historical context of autonomy retraction comparing how the region of Assam, Kosovo, Sudan and Tibet lost their autonomy. Historical context tells us that retraction usually comes from legislative changes and increased nationalistic policy making by central governments. Additionally, the case of Jammu and Kashmir has been examined using an altered version of an existing framework developed by the author Maria Ackrén where she looked at how regional/territorial autonomy is established. The altered version used in the thesis looks at if her framework can be used to see how and why autonomy was retracted in Jammu and Kashmir. Evidently, ideology and growing asymmetric power structures and authoritarian tendencies imposed by the Bharatiya Janata Party in India seem to be at the core to the revocation of article 370. The ultimate goal in this thesis was to conceptualize autonomy retraction and while certain components such as ideology and ethnicity plays a large part as evident in the case of India revoking article 370, further research would be beneficial to identify additional components needed to generalize the concept of autonomy retraction.

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