Modeling context-dependent systems for their analysis is challenging as verification tools usually rely on an input language close to imperative programming languages which need not support description of contexts well. We introduce the concept of contextualized programs where operational behaviors and context knowledge are modeled separately using domain-specific formalisms. For behaviors specified in stochastic guarded-command language and contextual knowledge given by OWL description logic ontologies, we develop a technique to efficiently incorporate contextual information into behavioral descriptions by reasoning about the ontology. We show how our presented concepts support and facilitate the quantitative analysis of context-dependent systems using probabilistic model checking. For this, we evaluate our implementation on a case study issuing a multi-server system.

Born into a visual culture, today’s generation of learners generally prefer a visually-rich multimodal learning environment. Tapping into the potential of visuals in language pedagogy, this study was aimed at discovering the impact of a visual presentation of grammatical concepts related to sentence structure on student writing. The study used a mixed methods design to analyse the impact of the visual approach first by statistically measuring sentence variety and syntactic complexity of student pre and post intervention texts and then using interviews to explain the nature of the impact of visuals on student conceptual understanding and its effect on their writing development. Statistical findings reveal that the experimental groups of Chinese students who were taught grammatical concepts in the context of writing instruction using a visual approach outperformed the students in the control groups who were given similar lessons in the context of writing instruction but using traditional printed hand-outs. Qualitative findings suggest that the visuals seems to have increased these students’ conceptual understanding of grammatical items that were taught, and this resulted in more sophisticated and syntactically complex texts after the intervention. The study supports the theory of contextualized teaching of grammar and proposes the use of external visuals that lead to internal visualization based on the cognitive theory of multimodal learning. In so doing, it extends the use of visual learning to grammar pedagogy. However, the findings also suggest that the visual approach would not work effectively in cultures that promote rote learning and decontextualized exercises in grammar with the sole aim of passing the exams. A shift in attitude towards grammar pedagogy in China is deemed necessary.

L’objectif de l’étude est de mettre en valeur les fonctions de l’enseignant remplies dans les interactions en classe du FLE et de trouver des pistes didactiques optimisant au maximum les résultats de l’enseignement en classe de FLE en Corée du Sud. Nous avons recueilli les corpus oraux des enseignants coréens et des enseignants français en classe avec les apprenants coréens pour comparer leurs techniques et apercevoir comment les objectifs pédagogiques et la compréhension des apprenants s’accomplissent. Les classes observées, enregistrées ont été analysées pour observer la méthode de constitution du scénario didactique et les stratégies didactiques que chaque enseignant choisit selon ses propres expériences et sa culture, et leurs effets didactiques. L’analyse des interactions en classe est accompagnée des entretiens avec les enseignants effectuées avant/après le cours ; la planification et l’auto-évaluation de chaque enseignant nous permettent de comprendre leurs choix en matière de méthodologies didactiques. Cette étude nous amène enfin à réfléchir sur le type d’enseignement contextualisé au public coréen ; des interviews et une enquête effectuées auprès des apprenants sont présentés afin de cerner leurs envies et besoins, et discutés ensuite en rapport avec le travail de l’enseignant. L’étude vise à établir les différents rôles de l’enseignant adaptés à un public coréen. / The objective of the study is to highlight the functions of the teacher in FLE classroom interactions and to discover teaching methods that can lead to optimal teaching results of FLE in South Korea. We collected the oral corpus of both Korean and French teachers in class with Korean learners to compare their techniques and to identify how the learning objectives and learners' understanding are accomplished. The observed, recorded classes were analyzed in order to observe the method of constitution of the didactic scenario and the didactic strategies that each teacher chooses according to his own experiences and culture and their didactic effects. Interaction analysis in the classroom is accompanied by interviews with teachers before/ after the class ; The planning and the self-evaluation of each teacher enables us to understand their didactic choices. This study finally leads us to reflect on the type of teaching contextualized for Koreans; Interviews and a survey of learners are presented to identify their wants and needs and then discussed in relation to the work of the teacher. The study aims to establish the different roles of the teacher adapted to the Korean public.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-05-17T14:00:47Z No. of bitstreams: 1 2016 - Josaphar Silva Valen?a.pdf: 4116325 bytes, checksum: 9927ecf51181d089b09309a5cdb2d8da (MD5) / Made available in DSpace on 2017-05-17T14:00:47Z (GMT). No. of bitstreams: 1 2016 - Josaphar Silva Valen?a.pdf: 4116325 bytes, checksum: 9927ecf51181d089b09309a5cdb2d8da (MD5) Previous issue date: 2016-08-25 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work is the result of a qualitative and quantitative analysis of the problems encountered in the teaching of plane figures in young and adult education and, even as a present activity in day-to-day lives, it is still a problem. This theme was chosen because of the student?s desires to learn that content, enabling to search where is the origin of the various difficulties encountered by them in calculating areas of plane figures and to get applied in their daily lives. The choice of this teaching modality comes from the challenge of how to work this content with a very heterogeneous group, both in age and in the motivation that led them to attend the classrooms of young and adult education. This fact causes a significant change in the methodology used by the professor in relation to the same applied in regular education. To understand all this process it is necessary to know a little of young and adult education in Brazil, its normative aspects and the historical importance of knowing how to calculate areas of flat figures. Through a questionnaire, we identified the young and adult education professor's profile, how this type of education is administered by the government and how professionals deal with such different student profiles. With this information, together with the analyzes of the questions answered by the students, we conclude that the difficulty of assigning correctly the units of area and length measurements is due to the difficulty of the student to relate the mathematical content learned in school to their daily lives. In some of the issues applied to students we had to allow the use of the calculator due to the difficulty that students have to perform at least one of the four arithmetic operations / Esse trabalho ? o resultado de uma an?lise qualitativa e quantitativa sobre os problemas encontrados no ensino de ?rea de figuras planas na EJA e que, mesmo sendo uma atividade presente no dia-a-dia deles, ainda ? um problema. Esse tema foi escolhido devido aos anseios dos alunos em aprender esse conte?do, possibilitando assim, pesquisar onde est? a origem das diversas dificuldades encontradas por eles em calcular ?reas de figuras planas e conseguirem aplicar em seus cotidianos. A escolha dessa modalidade de ensino surge do desafio de como trabalhar esse conte?do com um grupo muito heterog?neo, tanto na faixa et?ria quanto na motiva??o que os levaram a frequentar as salas de aula da EJA. Este fato provoca uma mudan?a significativa na metodologia aplicada pelo professor em rela??o ? mesma metodologia aplicada no ensino regular. Para entender todo esse processo faz-se necess?rio conhecer um pouco da EJA no Brasil, seus aspectos normativos e a import?ncia hist?rica de saber calcular ?reas de figuras planas. Por meio de um question?rio, identificamos o perfil do professor da EJA, como essa modalidade de ensino ? administrada pelo poder p?blico e como os profissionais lidam com perfis t?o diferentes de alunos. De posse dessas informa??es, somadas as an?lises das quest?es respondidas pelos alunos, conclu?mos que a dificuldade de atribuir de forma correta as unidades de medidas de ?rea e de comprimento devem-se ? dificuldade do aluno em relacionar o conte?do matem?tico aprendido na escola ao seu cotidiano. Em algumas das quest?es aplicadas aos alunos tivemos que permitir o uso da calculadora devido ? dificuldade que os alunos possuem em realizar pelo menos uma das quatro opera??es da aritm?tica.

Made available in DSpace on 2015-05-14T12:23:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 710137 bytes, checksum: d99920b02ee152e0e051fc66c04d236d (MD5) Previous issue date: 2009-03-14 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work is linked to the line of research Regional History, of the course of the mastership of Pos-Graduate in History from UFPB, whose the concentration area is History and Historical Culture Has as main objective, apprehend how the proposed sociability with the brazilian Semi-Arid has favored the (re) signification of education and the history teaching in the Municipal Elementary School Lili Queiroga. In this sense, in the second chapter developed a theoretical discussion of historical culture, school culture, representations and appropriations. Then we question the notion of sociability with the brazilian Semi-Arid from the understanding of what is brazilian Northeast, for to show the transformation the social and cultural in the educational of the Brazilian Semi-Arid context. Continuing, in the third chapter also analyzed legislation, parecer and parameters of the National Education Political, trying comprehend how they possibiliting the debate around the education contextualized. In this chapter also analyzed the didactic book contextualized "Knowing the Brazilian Semi-Arid Region 1 and 2" produced by RESAB and adopted in camp Acauã's elementary school in year 2007. Now in the fourth chapter we understand how the discussion about sociability go possibiliting the (re) construction of new knowledge, principally, referring to historical knowledge. The work's architecture is based in bibliographical source, oral history's methodology and documentary analysis of laws National Education Political. / Esta dissertação vincula-se à linha de pesquisa História Regional, do curso de mestrado do Programa de Pós-Graduação em História/UFPB, cuja área de concentração é História e Cultura Histórica. Tem, como objetivo principal, apreender como a proposta de Convivência com o Semi-Árido favoreceu a (re)significação da educação, e do ensino de história na Escola Municipal de Ensino Fundamental Lili Queiroga. Nesse sentido, no 2º capitulo desenvolvemos uma discussão teórica sobre Cultura histórica, cultura escolar, representações e apropriações. Em seguida problematizamos a noção de Convivência com o Semi-Árido a partir do entendimento do que seria o Nordeste, para mostrar as transformações das práticas sócio-culturais no contexto educacional do Semi-Árido Brasileiro. Dando prosseguimento, no 3º capítulo analisamos as legislações, pareceres e parâmetros da educação Nacional, tentando compreender como eles vêm possibilitando o debate em torno da educação contextualizada. Nesse capítulo analisamos ainda o livro didático contextualizado Conhecendo o Semi-Árido 1 e 2 produzido pela RESAB e adotado na escola do assentamento Acauã no ano de 2007. Já o 4º capitulo visa compreender como a discussão sobre Convivência vem possibilitando a (re)construção de novos conhecimentos, principalmente, os referentes ao conhecimento histórico. A arquitetura do trabalho se fundamenta em fontes bibliográficas, na metodologia da história oral e na análise documental das legislações da educação Nacional.

O ensino de Português na contemporaneidade tem sido tratado sob novas perspectivas, dentre elas a contextualização, ao se desenvolver subsídios para que o estudo de Língua seja feito de modo a contemplar as habilidades comunicativas do aluno. Este trabalho está circunscrito nas áreas da Linguística Textual e do Interacionismo Sociodiscursivo e se justifica pela necessidade e pela busca de renovação do ensino de Língua Portuguesa, baseando-se nas perspectivas enunciativas e na transposição dos gêneros textuais e das sequências didáticas para seus usos em sala de aula. A pesquisa é de cunho semiexperimental, realizada no 9º ano, turma única, do Ensino Fundamental, da Escola Municipal Cícero Ferreira Guerra, com uma amostragem de 29 alunos; tem como objetivo central apresentar um modelo teórico de ensino de Língua Materna baseado em um único eixo temático, a sequência didática Os padrões de beleza ; e se fundamenta em alguns autores, dentre eles: Arendt (2007), Beveniste (1989), Bakhtin (2003), Marcuschi (2008/2010), Bronckart (1999), Schneuwly e Dolz (2004). Neste sentido, utilizaramse, neste trabalho, estudos linguísticos que vêm sendo desenvolvidos nas últimas décadas e privilegiam a utilização dos diversos temas e textos que estão presentes no convívio diário dos alunos, chegando, por meio desta pesquisa, à ampliação dos níveis de leitura, interpretação e produção de diversos gêneros textuais por parte dos discentes nela envolvidos. / Portuguese teaching has been nowadays treated under new perspectives, among them contextualization, developing subsides so that language study can be done in a way to work students communicative abilities. This research is part of Text Linguistics and Sociodiscursive Interactionism and it is justified by the necessity and the search for renewing the Portuguese teaching, based on enunciative perspectives and the transposition of text genres and didactic sequences for their uses in class. This research is a semi-experimental one, developed in the 9th year of elementary school at Cicero Ferreira Guerra School, with a model of 29 students; the central aim is to present a theoretical model of Mother Tongue, based on an only thematic axis, the didactic sequence The beauty Standard , and also based on some authors, such as: Arendt (2007), Beveniste (1989), Bakhtin (2003), Marcuschi (2008/2010), Bronckart (1999), Schneuwly and Dolz (2004). Therefore, it was used linguistic studies which has been developed over the last decades, and privilege the use of different themes and texts from students daily lives, and thanks to that practice, getting better reading levels, comprehension and production of different text genres by students involved in this research.

Cette thèse étudie l'expression de la concession l'oral dans une perspective contrastive français - vietnamien. A partir d'un corpus d'émissions radiophoniques en français et ensuivant trois approches complémentaires - linguistique, logique et interactionnelle -, le fonctionnement et les caractéristiques des concessions ont été analysés afin de les classer par catégories et d'en proposer un modèle d'expression. Les concessions en vietnamien ont été étudiées à partir de données homologues afin de mettre en évidence les similitudes et les différences. / The aim of this PhD is a linguistic analysis of the concessive clause in a contrastive French/Vietnamese perspective based on a corpus of radio programs. Three complementary approaches (linguistic, logical and interactional) are used to define the functions and the properties of concessive clauses in French as in Vietnamese in order to observe the similarities and the differences toward a modelling.

This thesis investigates how pre-trained contextualized language models can be adapted for multi-label text classification of Swedish news articles. Various classifiers are built on pre-trained BERT and ELECTRA models, exploring global and local classifier approaches. Furthermore, the effects of domain specialization, using additional metadata features and model compression are investigated. Several hundred thousand news articles are gathered to create unlabeled and labeled datasets for pre-training and fine-tuning, respectively. The findings show that a local classifier approach is superior to a global classifier approach and that BERT outperforms ELECTRA significantly. Notably, a baseline classifier built on SVMs yields competitive performance. The effect of further in-domain pre-training varies; ELECTRA’s performance improves while BERT’s is largely unaffected. It is found that utilizing metadata features in combination with text representations improves performance. Both BERT and ELECTRA exhibit robustness to quantization and pruning, allowing model sizes to be cut in half without any performance loss.

The potential of Digital twin (DT) technology outside of the industrial field has been recognized by researchers who have promoted the vision of applying DTs technology beyond manufacturing, to purposes such as enhancing human well-being and improving quality of life (QoL). The expanded definition of DTs to incorporate living and nonliving physical entities into the definition of DTs was a key motivation behind the model introduced in this thesis for building health digital twins of citizens. In contrast with DTs that have been developed in more industrial fields, this type of digital twins modeling necessitates protecting each citizen's unique identity while also representing features common to all citizens in a unified way. In nature, DNA is an example of a model that is both unified, common to all humans, and unique, distinguishing each human as an individual. DNA’s architecture is what inspired us to propose a digital twin DNA (DT-DNA) model as the basis for building health DTs for citizens. A review of the literature shows that no unified model for citizens’ health has been developed that can act as a base for building digital twins of citizens while also protecting their unique identity thus we aim to fill this gap in this research. Accordingly, in this thesis, we proposed a DT-DNA model, which is specifically designed to protect the unique identity of each citizen’s digital twin, similar to what DNA does for each human. We also proposed a DT-DNA-based framework to build standardized health digital twins of citizens on micro, meso and macro levels using two ISO standards: ISO/IEEE 11073 (X73) and ISO 37120. To achieve our goal, we started by analyzing the biological DNA model and the influencing factors shaping health in smart cities. The purpose of the first is to highlight the DNA model features which provide the building blocks for our DT-DNA model. The purpose of the latter is to determine the main bases of our DT-DNA model of health DTs. Based on the analysis results; we proposed DT-DNA to model health DTs for citizens. In keeping with our DNA analogy, we have identified four bases, A, T, G, and C, for our unified and unique DT-DNA model. The A base in the proposed model represents a citizen’s anthropometric when we build the DT-DNA on an individual level and represents the city’s regulatory authorities when we build the DT-DNA on community and city levels. The T base represents different tasks included in the provided health data that are required to model citizens’ health DT-DNA on different levels. The G base represents the geographic and temporal information of the city, where the citizen exists at the time of data collection. The C base represents the context at the time of data collection. To proof the concept, we present our initial work on building health DTs for citizens in four case studies. The first two case studies are dedicated for health DTs at the micro level, the third case study is dedicated for health DTs at the meso level and the fourth case study is dedicated for health DTs at the macro level. In addition, we developed an algorithm to compare cities in terms of their community fitness and health services status. The four case studies provide promising results in terms of applicability of the proposed DT-DNA model and framework in handling the health data of citizens, communities and cities, collected through various sources, and presenting them in a standardized, unique model.

This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.