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[en] X-SMIL: IMPROVING REUSE AND EXPRESSIVENESS IN HYPERMEDIA AUTHORING LANGUAGES / [pt] X-SMIL: AUMENTANDO REUSO E EXPRESSIVIDADE EM LINGUAGENS DE AUTORIA HIPERMÍDIAHERON VILELA DE OLIVEIRA E SILVA 26 August 2005 (has links)
[pt] Este trabalho está inserido no contexto de ambientes de
autoria e execução
hipermídia, sendo as linguagens declarativas para autoria
de documentos o seu
foco principal. Tendo-se como objetivo aumentar a
expressividade e o reuso na
especificação de documentos hipermídia, este trabalho
introduz as linguagens XSMIL
e NCL - Nested Context Language - versão 2.1. Utilizando-
se o conceito de
templates, X-SMIL permite a definição de novas semânticas
para composições
SMIL, além dos tradicionais elementos seq, par e excl.
Templates, em X-SMIL,
são especificados em um perfil de XTemplate, que estende a
idéia original da
linguagem XTemplate de NCL. Com base nas novas facilidades
para definição de
templates, esse perfil foi usado para especificar a
linguagem NCL 2.1. X-SMIL
também permite a especificação de conectores hipermídia,
tratando relações
hipermídia como entidades de primeira classe -
funcionalidade incorporada em XSMIL
pelo uso do módulo XConnector de NCL. Outro objetivo deste
trabalho é o
de apresentar um framework para o processamento de
documentos XML.
Utilizando-se esse framework, diversos compiladores foram
implementados, o
que possibilitou, entre outras funcionalidades, a
conversão de documentos NCL
em especificações SMIL ou X-SMIL e vice-versa. / [en] This work is related to hypermedia authoring and execution
environments,
and its main focus is declarative document authoring.
Aiming at improving the
expressiveness and reuse in the specification of
hypermedia documents, this work
introduces the hypermedia authoring languages X-SMIL and
NCL - Nested
Context Language - version 2.1. Exploiting the concept of
templates, X-SMIL
allows the definition of new semantics for SMIL
compositions, besides its usual
seq, par and excl elements. X-SMIL templates are specified
using an XTemplate
profile, which extends the original idea of the NCL
XTemplate language.
Bringing new facilities for template definitions, this new
profile is used to further
improve the NCL language. X-SMIL also offers support for
handling hypermedia
relations as first-class entities, through the use of
hypermedia connectors - brought
to X-SMIL via the NCL XConnector module. Another important
goal of this work
is to present a framework to facilitate the development of
XML documents
parsing and processing tools. Based on this framework,
several compilers were
implemented, permitting, among other features, the
conversion of NCL
documents into SMIL or X-SMIL specifications and vice-
versa.
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O ethos irônico de Saramago: uma leitura de Ensaio sobre a cegueira e O conto da ilha desconhecidaMuner, Camila Rocha 26 April 2010 (has links)
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Previous issue date: 2010-04-26 / José Saramago, in the article entitled The distinction between narrator and author, takes his controversial concept in the academic world in reveal that the figure of the narrator and author are coincident. For him should not exist the presence of a narrator free from its author. This fact might sound, in his view, such as lack of commitment to the work or some attempt to escape the responsibilities of author. Saramago's reflections on the authorship question refers to the fact that some authors to let their roles in support of the narrators, as if to give up their own responsibility, not only literary but also ideological. After all, with the several academic speculations about the types of narrators and points of view, the writer fears that ultimately diminish the author s thought to relegate it to a secondary role, what, for him, reveal a work without reason, therefore be ineffective. From this concept, one could say that Saramago-author is present in his narrators explicitly? Faced with the intricate problem of authorship by novelist the notion of ethos presented as compelling and consistent interface to offer an opportunity to understand the issue. Aristotelian in origin and currently used in literary analysis to understand who is speaking, the notion of ethos made us accept the views expressed by Saramago about authorship and, in his works, we could see how it manifests the presence of the narrator in text. So, were elected to form the corpus of our research two works Ensaio sobre a cegueira and O conto da ilha desconhecida. Throughout the process of analysis and reflection, both texts were revealed as areas of significant support for the study of ethos and it offered specific questions about the narrator, as well as the speaker in the texts. Before the route taken, we point a fundamental aspect of the constitution of Saramago s speech that is the ironic stroke of his arguments. The call for radical criticism of the added irony as registration discursive result in the striking features of the manifestation of the romantic ethos. Thus Saramago, a kind of creative author that is inscribed on his creature, he signed his unique presence in the characterization of the narrator and allows the verification of an ethos in his works / José Saramago, no artigo intitulado A distinção entre narrador e autor,
assume sua polêmica concepção em revelar ao mundo acadêmico que a figura
do narrador e do autor são coincidentes. Para ele não deve existir a presença
de um narrador isento de seu autor, ou seja, que não carregue a marca de sua
autoria. Tal fato poderia soar, a seu ver, como falta de compromisso para com
a obra ou certa tentativa de fugir às responsabilidades de autor.
As reflexões de Saramago sobre a questão da autoria se referem ao fato
de alguns autores abdicarem de seus papéis em prol dos narradores, como se
abrissem mão de suas responsabilidades próprias, não só literárias, mas
também ideológicas. Afinal, com as várias especulações acadêmicas em torno
das tipologias de narradores e pontos de vista, o romancista receia que
acabem por diminuir o pensamento do autor ao relegá-lo a um papel
secundário, o que, para ele, revelaria uma obra sem razão de ser, portanto,
inoperante.
Partindo dessa concepção, poder-se-ia dizer que Saramago-autor está
presente em seus narradores, de forma explícita?
Frente ao intrincado problema da autoria saramaguiana, a noção de
ethos apresentou-se como interface instigante e coerente para oferecer uma
possibilidade de entendimento da questão.
De origem aristotélica e atualmente utilizada na análise literária para se
perceber quem fala, a noção de ethos fez com que nos confrontássemos com
as opiniões defendidas por Saramago sobre a autoria e vivenciássemos, em
suas obras, o modo como se manifesta a presença do narrador no texto.
Assim, foram eleitas para constituírem o corpus de nossa pesquisa duas
obras Ensaio sobre a cegueira e O conto da ilha desconhecida. Ao longo
do processo de análises e reflexões, ambos os textos se revelaram como
espaços de apoio importantes para o estudo da manifestação do ethos e
ofereceram questões pontuais sobre a figura do narrador, assim como de quem
fala nos textos.
Diante do percurso realizado, destacamos um aspecto fundamental da
constituição do discurso saramaguiano, qual seja, o traçado irônico de seus
argumentos. O apelo à radicalidade da crítica somado à ironia como inscrição
discursiva resultam em características marcantes da manifestação do ethos
romanesco.
Assim, Saramago, espécie de criador que se faz inscrito em sua criatura,
assina sua presença original na caracterização do narrador e permite a
constatação de um ethos na perspectiva de sua própria autoria
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Experiência e autoria digital colaborativa como estratégia de aprendizagem na Educação Básica: professores e alunos autores em tempos de dispositivos móveisRota, Paulo Jorge Storace 07 August 2018 (has links)
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Previous issue date: 2018-08-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Basic Education faces challenges when improving learning. Educational institutions
and teachers need to prepare themselves to use digital technologies in learning
process by taking advantage of the student's technology skills. The study deals with
school learning in Basic Education, considering the use of mobile devices as a
pedagogical resource. The theoretical reference is the concept of experience based
on the learning theory of Dewey and Kilpatrick. The study also refers to Siemens'
Connectivism and Latour's Actor-Network theory.
The study performs an analysis of the national curricular documents, especially the
BNCC, approved in 2017, from the perspective of the experience as an official
curricular reference. Furthermore, the scope is the authorship study, specifically the
collaborative authorship through internet connected cell phones. Data survey is
based on student's comments analysis of their collaborative writing experience for
an essay using WhatsApp as a collaborative authoring digital tool / A Educação Básica encontra-se diante de desafios para o desenvolvimento da
aprendizagem. Instituições e professores precisam se preparar quanto ao uso de
tecnologias digitais no desenvolvimento da aprendizagem escolar, valendo-se da
própria experiência dos estudantes no uso dessas tecnologias. Esta pesquisa trata
da aprendizagem escolar na Educação Básica, considerando o uso de dispositivos
móveis como recurso pedagógico. A referência teórica é baseada nos estudos de
Dewey e Kilpatrick, acerca do conceito de experiência, de Siemens, sobre o
conectivismo e de Latour e sua teoria sobre ator-rede.
Consta desse estudo uma análise dos documentos curriculares nacionais,
sobretudo da Base Nacional Comum Curricular (BNCC), homologada em 2017, na
perspectiva da experiência como referência curricular oficial. Além disso, o foco
dessa pesquisa é o estudo da autoria, especificamente da autoria colaborativa por
meio de celulares conectados à internet. O levantamento dos dados foi por meio da
análise dos comentários de estudantes acerca da experiência vivenciada em um
trabalho de produção de texto colaborativo realizado por meio do aplicativo
WhatsApp que propiciou a autoria colaborativa em ambiente digital
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"A construção de um currículo em ação na formação do educador infantil. De Alice a Alice: relatos de experiências no país das maravilhas da docência" / "The construction of a curriculum in action in early childhood teacher education - from Alice to Alice: reports of experiences in the wonderlands of teaching"Proença, Maria Alice de Rezende 07 May 2009 (has links)
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Previous issue date: 2009-05-07 / This collaborative inter-disciplinary research in action aims to reflect upon an experience of early childhood teacher education, basead on the belief that the school is the proper locus for the (trans)formation of the educators through a process of valuing and strengthening their own practical and theoretical knowledge and their group culture. It has its foundation in a constructivist philosophy that stresses the importance of social interaction and practical knowledge present in everyday life in the classroom. The methodology of study was structured in projects of work which included the elaboration of portfolios and data bases as instruments for reflection and replainning of the curriculum. The curriculum in action was built with the use of methodological instruments as: observation, recording, reflection, planning and evaluation in the search of attending the living demands of the group class such as: interests, needs and lacks, which drive the transformation of the pedagogical practices. The results indicate the value of early childhood teacher education experiences based on this constructivist approach. The teachers involved in this project demonstrated gains in: being more conscious and responsible on his own choices, action and authorship in pedagogical projects and the colective life of the school / Esta pesquisa-ação colaborativa de cunho interdisciplinar tem como objetivo apresentar, no sentido de tornar presente, um projeto de formação em serviço de educadores da infância. A escola, considerada como o lócus apropriado para a (trans)formação dos docentes, a partir dos saberes e fazeres dos professores de educação infantil e do fortalecimento de uma cultura de grupo, foi o espaço-ambiente deste processo. A pesquisa baseia-se na elaboração de um currículo vivo , construído no dia-a-dia da instituição, pautado no uso de instrumentos metodológico observação, planejamento, registro, reflexão e avaliação , considerados como ferramentas essenciais ao trabalho pedagógico qualificado. A meta foi a construção de um currículo que contemplasse interesses, necessidades, faltas do grupo e nas transformações decorrentes das práticas pedagógicas. A proposta de formação está baseada na filosofia construtivista, na interação entre os sujeitos do grupo e na relação estabelecida entre fazeres e saberes pedagógicos que compõem a ação cotidiana dos professores. A metodologia utilizada foi o trabalho com projetos e registros em redes e portfólios, espaços de interação e trocas desafiadoras, que ampliam matrizes de atuação de cada sujeito e do grupo como um todo. Os resultados obtidos com o projeto apontam para a apropriação da intencionalidade da ação docente, a responsabilidade de escolhas, a construção da autoria dos projetos, a participação do grupo como um todo na aprendizagem de cada sujeito e, em especial, a clareza do que é ser professor de educação infantil
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Exile, authorship, and 'the good German' : a reconsideration of the screenplays and novels of Emeric PressburgerMcDonald, Caitlin Elizabeth January 2018 (has links)
Despite being an equal in the most significant partnership in British cinema, Emeric Pressburger has largely been overshadowed by his long term collaborator Michael Powell in both critical and academic studies. While there have been countless books on Powell and Pressburger as a team, those who have sought to separate the partnership have, until now, focussed almost exclusively on Powell. This thesis will attempt to redress the balance within Powell and Pressburger scholarship and attempt to break away from director-centric film studies. It will aim to examine Pressburger’s morally ambiguous characters, such as the recurring “good German” and his propensity to humanise characters who would normally be termed evil or corrupt, in conjunction with the central themes of displacement and exile within Pressburger’s screenplays and novels. The thesis will also utilise both unpublished and unfilmed material and demonstrate that the study of these works that exist only in archives provide a greater insight into the working practises of authors and filmmakers, while providing a valuable point of comparison to their more widely known works. Specifically, this thesis will address four separate aspects of Pressburger’s canon. First, it will discuss Pressburger’s war films which he made with Powell, which have suffered to an extent from neglect by many Archers’ scholars. It is clear that Pressburger’s key hallmarks and mirroring of his own experiences during the war can be seen to develop within these works and provide an ideal point of comparison with that of his later projects such as his novels. Chapter two will then examine the often overlooked filmed operetta, <i>Oh ... Rosalinda!! </i>(1955) along with Pressburger’s unfilmed screenplay <i>The Golden Years</i> (1951) a biopic of Richard Strauss, and provide a comparison to demonstrate the manner in which Pressburger’s love of opera overlapped with his development of complex characters and response to the war. Chapter three will analyse Pressburger two published novels, both of which have been largely ignored by both cinema and literary critics. Through the study of these novels, the difference in approach after the transition from screenwriter to novelist will be examined, along with the further development of his seeming neutrality in the portrayal of morally unsound characters. Chapter four will then focus on Pressburger’s two unpublished novels, <i>The Unholy Passion</i> and <i>A Face like England</i>, with consideration of Pressburger’s developing ideas of morality and forgiveness in his later years. In conclusion, by closely examining works that have been overlooked by Powell and Pressburger scholars, the thesis will shed new light on Pressburger, both as a filmmaker and an author and demonstrate the complexities of both his characters and his writing.
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iRepositório: repositório interativo de conteúdos digitais para cursos baseados na Internet / iRepository: Interactive Repository of Digital Contents for Internet based courses.Nascimento, Mauricio Garcia Franco do 21 May 2014 (has links)
A crescente demanda por cursos baseados na World Wide Web (Web) tem imposto uma série de desafios para a área da Tecnologia da Informação e da Comunicação (TIC), em particular quando se considera a Educação apoiada pela Web. Uma das necessidades emergentes da Educação via Web está relacionada com o uso de Objetos de Aprendizagem (OA) dentro de Sistemas Gerenciadores de Curso (SGC). Além de considerar a produção de OA com \"qualidade\", deve-se providenciar seu armazenamento e disseminação de modo eficaz. Entretanto, algumas dificuldades tem sido reportadas por professores envolvidos com cursos pela Web, tais como: o \"custo elevado\" para a autoria do OA; a falta de ferramentas para o compartilhamento desses materiais; e experiências práticas negativas no reúso desses conteúdos em um SGC. Uma primeira proposta para mitigar esses problemas tem sido o desenvolvimento de ferramentas de Repositório de Objetos de Aprendizagem (ROA), visando principalmente facilitar a disseminação dos OA. Apesar do progresso já alcançado, ainda existem várias barreiras para a sua adoção pelos professores, como falta de integração simples entre o SGC e o ROA. Em geral as integrações atuais mostram-se difíceis para um usuário típico. Neste cenário, o objetivo deste projeto é apresentar um ROA inovador, o Repositório Interativo de Conteúdo Digital - iRepositório, cujo modelo prevê uma integração simplificada com um particular SGC e ainda oferece vários recursos para melhorar os processos de ensino e de aprendizagem, como o registro da eficácia educacional do OA. Como contribuição prática os fundamentos do iRepositório foram implementados para um SGC específico, o Moodle. Além de compartilhar OA entre cursos e usuários, ele provê recursos a outro componente do Moodle, o Tarefa Interativa - iTarefa, para armazenamento, classificação e busca de OA ou ainda facilidades para a manipulação dos Módulos de Aprendizagem Interativa (iMA). / The increasing demand for World Wide Web (Web) based courses has imposed some challenges in Information and Communications Technology (ICT) field, in particular when considering the education supported by the Web. One of the emerging needs of education supported by the Web is related to the Learning Objects (LO) usage inside Learning Management Systems (LMS). Besides production of \"good quality\" LO, it must be provided efficient methods concerning their storage and dissemination. However, some difficulties have been reported by teachers of Web based courses: \"expensive costs\" for LO authoring; lack of tools for sharing these materials; and negative practical experiences for reusing them in an LMS. Some proposals to mitigate these problems have been the development of Learning Object Repository (LOR) tools, mainly in order to facilitate the dissemination of LO. Despite the progress already achieved, there are still several barriers for their adoption by teachers such as lack of easy integration between LMS environment and LOR. In general, current integrations are not simple for typical users. In this context, the target of this project is to presents an innovative LOR, the Interactive Repository of Digital Contents - iRepository. Its model provides seamless integration with a particular LMS and offers several resources to help teaching and learning processes, such as registry of LO educational effectiveness. As a practical contribution, the fundamentals of iRepository model were implemented for an specific LMS, the Moodle system. Besides promoting LO sharing among courses and users, it provides resources to other Moodle component, the Interactive Assignment - iAssign, for storage, classification e searching of LO, or even ease management of Interactive Learning Module (iLM).
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Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?Wagner, Brandon Joel 24 September 2014 (has links)
Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.
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La déconstruction du droit d'auteur sous prétexte de technologie numérique / Deconstruction of author's right under the pretext of digital technologyGraça, Orlanda Gisela 09 November 2012 (has links)
L'avènement des technologies numériques, notamment des réseaux numériques, a servi de prétexte pour introduire dans le droit d'auteur des réformes qui mènent à une mutation profonde de ce droit. Un précédent a été créé par l'inclusion des logiciels et des bases de données électroniques dans son champ de protection ; ce sont de créations strictement fonctionnelles, qui ne devraient pas appartenir à la catégorie « oeuvre de l'esprit ». Cela ne pouvait qu'engendrer une distorsion du critère de l'originalité. En outre, la nature de ces objets imposera d'adapter le régime juridique ainsi que les règles de titularité. Naquit ainsi, au sein du droit d'auteur classique, un paradigme spécial que tout rapproche du copyright américain. Centré sur l'investisseur et sur la notion de fixation, il est désormais en train de contaminer le droit d'auteur. Au demeurant, on ne peut négliger l'influence capitale du copyright américain dans tout ce processus de construction et d'extension puisque certains de ses concepts et principes se retrouvent aujourd'hui dans le droit d'auteur. On assiste à un véritable mouvement de déconstruction du droit d'auteur personnaliste hérité de la Révolution française et dont l'apogée fut la loi du 11 mars 1957. Nous mettrons en évidence les divers facteurs qui ont agi et qui agissent conjointement aux niveaux national, communautaire et international, tout en démontrant que si l'environnement numérique pose certes des difficultés pour l'exploitation des oeuvres de l'esprit, le droit d'auteur, centré sur l'auteur et fondé sur la notion de communication au public, était bel et bien capable d'y faire face sans avoir besoin d'ébranler ses assises / The advent of digital technologies, including digital networks, served as a pretext to introduce author's right reforms that lead to a profound change in this right. A precedent was set with the inclusion of software and electronic databases in the field of protection as these are strictly functional creations that should not belong to the category of "oeuvre de l'esprit". This inclusion leads to a distortion of the criteria of originality as well as the need to change both the rules of ownership and the legal regime of author's rights. Consequently a special paradigm, similar to U.S. copyright, is born inside the classical author's right system. Focused on the investor and in the notion of fixation, this special right of sotware and database now contaminates the author's right system. We cannot ignore the important influence of American concept of copyright in the whole process of construction and expansion of this special paradigm as some of its concepts and principles are reflected in today's notion of author's rights. We are witnessing a movement of deconstruction of the author's rights personalist legacy of the French Revolution which culminated in the Act of 11 March 1957. We will highlight the various factors that have acted and act jointly at national, EU and international level to produce this result, while demonstrating that while the digital environment certainly poses difficulties for the use of works of authorship, the author's right, author-centered and based on the notion of communication to the public, would indeed be able to cope with digital environment without the need to undermine its foundations
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[en] INTEGRATION AND INTEROPERABILITY OF MPEG-4 AND NCL DOCUMENTS / [pt] INTEGRAÇÃO E INTEROPERABILIDADE DE DOCUMENTOS MPEG-4 E NCLROMUALDO MONTEIRO DE RESENDE COSTA 27 June 2005 (has links)
[pt] A abordagem orientada a objetos do padrão MPEG-4, para a
codificação de
conteúdo audiovisual, é similar às utilizadas em vários
modelos e linguagens de
especificação de documentos multimídia/hipermídia. Entre
essas linguagens, a
NCL (Nested Context Language), utilizada no sistema
HyperProp, introduz uma
série de novos conceitos que podem ser integrados ao
padrão, com vantagens.
Esta dissertação propõe, inicialmente, a conversão de
documentos especificados
em NCL para MPEG-4 (XMT-O) e vice-versa, permitindo que
ferramentas de
autoria e formatação possam ser utilizadas na
especificação e exibição de
documentos de ambas as linguagens. Este trabalho também
propõe a incorporação
de cenas MPEG-4 tanto como objetos de mídia quanto
composições da linguagem
NCL, permitindo o estabelecimento de relacionamentos entre
cenas. Para permitir
a exibição desses novos objetos NCL, é incorporado ao
Formatador HyperProp
um exibidor MPEG-4 capaz de reportar ao controlador a
ocorrência de eventos
que, entre outras coisas, permite o sincronismo entre
cenas MPEG-4 e outros
objetos NCL, incluindo outras cenas MPEG-4. Por fim,
explorando o conceito de
templates introduzido pela linguagem NCL, a capacidade de
autoria no MPEG-4 é
estendida, através da definição de novas semânticas para
as composições da
linguagem XMT-O e da concepção de compiladores para essa
linguagem. / [en] The MPEG-4 standard object-oriented approach, employed to
the encoding
of audiovisual content, is similar to those used on many
models and languages for
multimedia/hypermedia document specification. Among those
languages, the
NCL (Nested Context Language), used in the HyperProp
system, introduces a
series of new concepts that can be integrated to the
standard, with advantages.
Initially, the proposal of this work is to convert NCL to
MPEG-4 (XMT-O)
documents and vice versa, allowing authoring and
formatting tools to be used in
the specification and presentation of documents in both
languages. This work also
proposes both the placing of MPEG-4 scenes as media
objects and NCL language
compositions, allowing the establishment of relationships
among scenes. In order
to allow displaying these new NCL objects, an MPEG-4
player is incorporated to
the HyperProp Formatter. The MPEG-4 player is able to
report to the controller
the occurrence of events that, among other things, allows
the synchronization
between MPEG-4 scenes and othe r NCL objects, including
other MPEG-4 scenes.
Finally, exploring the concept of templates, introduced by
the NCL language, the
authoring in the MPEG-4 is improved, by means of the
definition of new
semantics for XMT-O language compositions and the design
of compilers for this
language.
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Strutture drammaturgiche e tecniche di scrittura del cinema americano classico : casi di intertestualità tra teatro e cinema / Dramaturgic Structures and Screenwriting Techniques in the Classical American Cinema. Intertextuality Cases Between Theatre and Cinema.CHIARULLI, RAFFAELE ROSARIO 26 June 2012 (has links)
Questa tesi è un’esplorazione dei rapporti tra il segno teatrale e il segno cinematografico attraverso la prospettiva degli sceneggiatori e della sceneggiatura nel cinema hollywoodiano classico. Presenta problematiche che riguardano la sceneggiatura come pratica, forma d’arte, oggetto di discussione, mezzo di espressione e risultato di una messa in campo di propositi, valori e significati. / This doctoral thesis is an analysis of the relationships between the
"theatrical sign" and the "cinematographic sign" from the perspective of
screenwriters and of Classic Hollywood screenwriting. It introduces issues
related to screenwriting as practical activity, form of art, subject of
discussion, system of communication, and as the result of a negotiation of
aims, values and meanings.
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