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Structural And Functional Analysis Of Henry JamesCelebi, Hatice 01 January 2003 (has links) (PDF)
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.
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Numerous meanings : the meaning of English cardinals and the legacy of Paul Grice /Bultinck, Bert. January 2005 (has links)
Zugl.: Diss. / Includes bibliographical references and index.
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Die Kanonessammlung Polycarpus des Gregor von S. Grisogono : Quellen und Tendenzen /Horst, Uwe. January 1980 (has links)
Texte remanié de: Diss.--Fachbereich Geschichte--Tübingen--Universität, 1975. / Bibliogr. p. [IX]-XVII. Index.
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Cardinal spline wavelet decomposition based on quasi-interpolation and local projectionAhiati, Veroncia Sitsofe 03 1900 (has links)
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.
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O ensino das relações topológicas com crianças dos anos iniciais do ensino fundamental I / The teaching of topological relationship with children from the first years of elementary school IChiapetti, Dulcinéia Cristina 26 February 2018 (has links)
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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.
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The Court of Louis XIII, 1610-1643Jaffre, Marc W. S. January 2017 (has links)
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.
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Weakly Dense Subsets of Homogeneous Complete Boolean AlgebrasBozeman, Alan Kyle 08 1900 (has links)
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.
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Josef kardinál Beran jako pastoralista / Joseph Cardinal Beran as a PastoralistAdamcová, Alena January 2014 (has links)
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
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Switchgrass (Panicum virgatum L.) intraspecific variation and temperature tolerance classification using in vitro seed germination assaySeepaul, Ramdeo 01 May 2010 (has links)
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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West Nile Virus in northern cardinals: antibody patterns and fitness consequencesMarshall, James S. 22 September 2006 (has links)
No description available.
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