The aim this thesis is to analyse the narrative structure of the novel, The Portrait of A Lady, with the aim of revealing how meaning is made and to show how certain elements are transferred to the film version and the consequent changes in meaning and emphasis. The structural analysis of The Portrait will chiefly rely on Shlomith Rimmon- Kenan&rsquo / s scheme she draws in her book Narrative Fiction. The functional analysis to show the consequent changes in meaning and emphasis, on the other hand, will rely on Roland Barthes&rsquo / s theory of functions he discusses in his article &ldquo / Structural Analysis of Narratives&rdquo / . In order to explore the narrative structure of The Portrait of A Lady, this thesis will examine story, characterization, time and focalization and demonstrate the techniques Henry James uses in narration. In the functional analysis of the novel, on the other hand, the functions of the units discussed in the story and the characterization will be compared to the functions of the same units that are transferred to the adaptation of the novel to reveal how the meaning and emphasis of the novel changes.

Zugl.: Diss. / Includes bibliographical references and index.

Texte remanié de: Diss.--Fachbereich Geschichte--Tübingen--Universität, 1975. / Bibliogr. p. [IX]-XVII. Index.

Thesis (MSc (Mathematics))--University of Stellenbosch, 2009. / Wavelet decomposition techniques have grown over the last two decades into a powerful tool in signal analysis. Similarly, spline functions have enjoyed a sustained high popularity in the approximation of data. In this thesis, we study the cardinal B-spline wavelet construction procedure based on quasiinterpolation and local linear projection, before specialising to the cubic B-spline on a bounded interval. First, we present some fundamental results on cardinal B-splines, which are piecewise polynomials with uniformly spaced breakpoints at the dyadic points Z/2r, for r ∈ Z. We start our wavelet decomposition method with a quasi-interpolation operator Qm,r mapping, for every integer r, real-valued functions on R into Sr m where Sr m is the space of cardinal splines of order m, such that the polynomial reproduction property Qm,rp = p, p ∈ m−1, r ∈ Z is satisfied. We then give the explicit construction of Qm,r. We next introduce, in Chapter 3, a local linear projection operator sequence {Pm,r : r ∈ Z}, with Pm,r : Sr+1 m → Sr m , r ∈ Z, in terms of a Laurent polynomial m solution of minimally length which satisfies a certain Bezout identity based on the refinement mask symbol Am, which we give explicitly. With such a linear projection operator sequence, we define, in Chapter 4, the error space sequence Wr m = {f − Pm,rf : f ∈ Sr+1 m }. We then show by solving a certain Bezout identity that there exists a finitely supported function m ∈ S1 m such that, for every r ∈ Z, the integer shift sequence { m(2 · −j)} spans the linear space Wr m . According to our definition, we then call m the mth order cardinal B-spline wavelet. The wavelet decomposition algorithm based on the quasi-interpolation operator Qm,r, the local linear projection operator Pm,r, and the wavelet m, is then based on finite sequences, and is shown to possess, for a given signal f, the essential property of yielding relatively small wavelet coefficients in regions where the support interval of m(2r · −j) overlaps with a Cm-smooth region of f. Finally, in Chapter 5, we explicitly construct minimally supported cubic B-spline wavelets on a bounded interval [0, n]. We also develop a corresponding explicit decomposition algorithm for a signal f on a bounded interval. ii Throughout Chapters 2 to 5, numerical examples are provided to graphically illustrate the theoretical results.

Submitted by Fabielle Cheuczuk (fabielle.cheuczuk@unioeste.br) on 2018-06-05T12:41:15Z No. of bitstreams: 2 Dulcinéia .pdf: 3586390 bytes, checksum: 29d58aec68d358ecd143c02c6aeb2652 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-06-05T12:41:16Z (GMT). No. of bitstreams: 2 Dulcinéia .pdf: 3586390 bytes, checksum: 29d58aec68d358ecd143c02c6aeb2652 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-26 / This master thesis about “The teaching of topological relationship with children from the first years of Elementary School I" focuses on the difficulties that the child presents in the learning process, mainly, in the formation of concepts that involve the laterality, the cardinal directions and the other guiding principles. It is justified by the fact that many children present difficulties to understand the topological relationship and to relate the laterality directions to the cardinals (right / East, left / West, front / North and back / South). Also by the difficulty to teaching Geography in the children education and, consequently, by the lack of importance given to the geographic contents. The text approach the Theory of Activity proposed by Leontiev, because it supports the foundations of the relationship between those who teach and those who learn. It explains the process of construction concepts and the apprehension of certain activities realized in the school context. Another basis is in Vygotsky because he proposes the emphasis on action and learning as a process that occurs from outside to into and is full of historicity. Also by the context that those who teaches is the mediator of the process. Another theorist is Lúria that defends the activities in the concrete context, to enable to pass to the abstract categories. This research of a methodological nature, a case study, is based on Yin (2001). The data collection was based on interviews with 114 children between five (5) and six (6) years; five (5) teachers; one (1) coordinator. It was realized in four (4) municipal schools from Itapejara D’Oeste/PR. The interviews were conducted individually and 39 activities were done, four (4) individual and thirty five (35) in the collective. It enabled a space for discoveries of teaching methodologies that, through them, teachers can teach important geographical concepts. It identifies the importance of considering the individuality of the child to investigate the difficulties presented by this child. The didactic sequences give the children the opportunity to participate in the construction of knowledge, show the importance of pedagogical work related to the geographical concepts of: laterality, cardinal directions, also, to work the cartographic representations. If the child presents difficulty during the formation of these concepts is because the process is still in progress. The child needs to have the knowledge associated with something that is part of his daily life, mainly in terms of cardinal directions and spatial references. When the child does not understand the relationship between the concepts North / Front, South / Back, East / Right and West / Left, it is difficult for the child to orient or locate himself in space and even understand what these concepts are for. / Esta dissertação sobre “O ensino das relações topológicas com crianças dos anos iniciais do Ensino Fundamental I” enfoca as dificuldades que a criança apresenta no processo de aprendizagem, principalmente, na formação de conceitos que envolvem a lateralidade, as direções cardeais e os demais princípios norteadores. Se justifica pelo fato de muitas crianças apresentarem dificuldades para compreender as relações topológicas e de relacionar as direções de lateralidade com as cardeais (direita/Leste, esquerda/Oeste, frente/Norte e atrás/Sul). Também pela dificuldade de ensinar Geografia na educação infantil e, consequentemente, pela falta de importância dada aos conteúdos geográficos. O texto aborda a Teoria da Atividade proposta por Leontiev, porque sustenta os alicerces da relação entre quem ensina e quem aprende. Explicita o processo de construção de conceitos e a compreensão de determinadas atividades realizadas no ambiente escolar. Outra base é em Vygotsky porque propõe a ênfase na ação e na aprendizagem, como processo que ocorre de fora para dentro e está repleto de historicidade. Também pelo contexto de que quem ensina é o mediador do processo. Outro teórico é Lúria que defende as atividades no contexto concreto, para possibilitar passar às categorias abstratas. Esta pesquisa de cunho metodológico estudo de caso, está baseada em Yin (2001). A coleta dos dados teve por base entrevistas com 114 crianças entre cinco (5) e seis (6) anos; cinco (5) professores; uma (1) coordenadora. Foi realizada em quatro (4) escolas municipais de Itapejara D’Oeste/PR. As entrevistas foram realizadas individualmente e foram trabalhadas 39 atividades, quatro (4) individuais e trinta e cinco (35) no coletivo. Possibilitou um espaço, para descobertas de metodologias de ensino que, por elas, os professores podem ensinar conceitos geográficos importantes. Identifica a importância de considerar a individualidade da criança para investigar as dificuldades apresentadas por ela. As sequências didáticas proporcionam às crianças a oportunidade de participarem da construção do conhecimento, mostram a importância do trabalho pedagógico relacionado aos conceitos geográficos de: lateralidade; direções cardeais, também, para trabalhar as representações cartográficas. Se a criança apresentar dificuldade durante a formação desses conceitos é porque o processo ainda está em curso. A criança precisa ter o conhecimento associado a algo que faça parte do seu cotidiano, principalmente, no que se refere às direções cardeais e referências espaciais. Quando a criança não compreendem a relação entre os conceitos Norte/frente, Sul/atrás, Leste/direita e Oeste/ esquerda, fica difícil para ela se orientar ou se localizar no espaço e mesmo de entender para que servem esses conceitos.

Louis XIII's reign has long garnered historians' and popular interest. The king of Cardinal Richelieu and the three musketeers, Louis is traditionally viewed as having presided over the development of the French state and facilitated the rise of absolutism. Yet his court has received comparatively little attention. Traditionally understood as the reflection of its master, Louis XIII's court has been assumed to be backwards and inconsequential. On the contrary, this thesis contends that Louis's court experienced substantial institutional development and expansion over the course of his rule. Neither Louis nor Richelieu was the principal instigator of this growth. The main drivers were the courtiers themselves who sought to expand their prerogatives and to find new ways of profiting from their offices. The changes that were initiated from the top down were not determined by a broad, sweeping agenda held by Louis or his minister-favourites but rather by immediate needs and contingencies. Cardinal Richelieu, nonetheless, recognised that Louis's court really mattered for high politics in this period: the royal households produced key players for the governance of the realm, either gravitating from court office to broader governmental office, or holding both simultaneously. Furthermore, Louis's court helped to bind the realm together, not just because it acted as a hub attracting people from the provinces but also because of the time it spent in the provinces. Richelieu, however, struggled to control this court — so vital to the direction of the French monarchy in this period — because its members were so active and vibrant. They shaped the cultural and social environment surrounding and associated with the court because they were heavily invested in the court as an institution. Indeed, the court did not only serve the needs of the monarch: courts could only operate because a large group of people had a stake in ensuring that they functioned. By establishing the importance of Louis XIII's court for the direction of the French monarchy, and his courtiers' role in moulding it, this thesis seeks to throw light on humans' fundamental relationship with power.

The primary result from this dissertation is following inequality: d(B) ≤ min(2^< wd(B),sup{λ^c(B): λ < wd(B)}) in ZFC, where B is a homogeneous complete Boolean algebra, d(B) is the density, wd(B) is the weak density, and c(B) is the cellularity of B. Chapter II of this dissertation is a general overview of homogeneous complete Boolean algebras. Assuming the existence of a weakly inaccessible cardinal, we give an example of a homogeneous complete Boolean algebra which does not attain its cellularity. In chapter III, we prove that for any integer n > 1, wd_2(B) = wd_n(B). Also in this chapter, we show that if X⊂B is κ—weakly dense for 1 < κ < sat(B), then sup{wd_κ(B):κ < sat(B)} = d(B). In chapter IV, we address the following question: If X is weakly dense in a homogeneous complete Boolean algebra B, does there necessarily exist b € B\{0} such that {x∗b: x ∈ X} is dense in B|b = {c € B: c ≤ b}? We show that the answer is no for collapsing algebras. In chapter V, we give new proofs to some well known results concerning supporting antichains. A direct consequence of these results is the relation c(B) < wd(B), i.e., the weak density of a homogeneous complete Boolean algebra B is at least as big as the cellularity. Also in this chapter, we introduce discernible sets. We prove that a discernible set of cardinality no greater than c(B) cannot be weakly dense. In chapter VI, we prove the main result of this dissertation, i.e., d(B) ≤ min(2^< wd(B),sup{λ^c(B): λ < wd(B)}). In chapter VII, we list some unsolved problems concerning this dissertation.

Alena Adamcová Name of thesis: Cardinal Beran`s Contribution to the field of pastoral work Abstract Cardinal Josef Beran`s personality is shown from the point of view of a pastoral worker and a pastor with the help of analysis of Beran`s written works, namely within his pedagogical and educational activities, in the time of internment and in the Roman exile. The work describes Cardinal Beran`s pastoral activity as a pedagogue, a diocesan bishop and a cardinal based also on the research of other available sources

An experiment was conducted to determine temperature effects on switchgrass seed germination, a native species with feedstock potential for the biofuel industry. Stratified seeds were germinated at constant temperatures, 15 to 45°C with 5°C interval. Maximum seed germination (MSG) and germination rate (GR), estimated by fitting sigmoid function to germination-time series data, varied among genotypes. Quadratic and bilinear models best described the MSG and GR responses to temperature, respectively. The mean cardinal temperatures, minimum, optimum and maximum, were 8.1, 26.6 and 45.1ºC for MSG and 11.1, 33.1 and 46.0ºC for GR, respectively, varied among genotypes. Genotypes were classified for temperature tolerance based on cumulative temperature response index: ‘Summer’ and ‘Expresso’ were identified as the most heat- and cold-tolerant genotypes, respectively. The functional algorithms and identified tolerant genotypes may be used to improve switchgrass models for field applications and breeding programs to develop new genotypes with enhanced tolerance for niche environments.

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