SUMMARY This work examines behaviour/manner correction options of hysteroidal type of character. Analyzing behaviour of adolescents possessing hysteroidal (demonstrative) type of character has been observed that this subject has been much examined neither in scientific pedagogical literature nor in pedagogical practice. This phenomenon has been the subject of investigation psychological and psychiatric researches. However, considering both scientific literature and pedagogical practice we have noticed that educators oftentimes have to cope with children possessing different types of character accentuations and thus they are to refer to psychologists and social educators for help. Object of research: adolescents possessing hysteroidal (demonstrative) type of character aged from 13 to 18 Aim of research: behaviour/manner correction options of hysteroidal type of character Methods of research: Theoretical Exploration and summarizing of the scientific resources concerned the work theme. Empirical Schoolchildren Questionnaire to determine the hysteroidal character type of accentuation Observation Statistical Mathematical statistical summary of collected data, study analysis Hypothesis Adolescents possessing hysteroidal type of character undergo behaviour problems which can not be eliminated; however, these problems can be adjusted to facilitate individual socialization. The aim of the research has been to ascertain how hysteroidal adolescents are regarded in peer group, how... [to full text]

Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-03-10T18:03:33Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) O ensino de conceitos científicos em espaços não formais de educação- Vanessa de Souza Rodriguez.pdf: 4711190 bytes, checksum: d7dfb5017966322eb905826e03793a30 (MD5) / Approved for entry into archive by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2017-03-10T18:04:00Z (GMT) No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) O ensino de conceitos científicos em espaços não formais de educação- Vanessa de Souza Rodriguez.pdf: 4711190 bytes, checksum: d7dfb5017966322eb905826e03793a30 (MD5) / Made available in DSpace on 2017-03-10T18:04:00Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) O ensino de conceitos científicos em espaços não formais de educação- Vanessa de Souza Rodriguez.pdf: 4711190 bytes, checksum: d7dfb5017966322eb905826e03793a30 (MD5) Previous issue date: 2016-06-17 / O uso de atividades experimentais tem sido considerado essencial no processo ensino e aprendizagem por despertar um forte interesse dos alunos (SCHÄFER e BARBOSA, 2008; FRANCISCO, FERREIRA e HARTWIG, 2008). Fundamentadas nas ideias de Vygotski (1991) sobre como o conhecimento espontâneo pode transformar-se em conhecimento científico, as atividades didáticas abordaram aspectos físico-químicos do tratamento da água em um espaço não formal de educação, conectando aspectos científicos e tecnológicos com a realidade dos alunos. A proposta deste trabalho foi elaborar experimentos, em microescala, que reproduzem algumas etapas do tratamento da água, segundo os procedimentos realizados na estação de tratamento de água do Departamento de Água e Esgotos de Bagé/RS (floculação, decantação e filtração), e a utilização dos mesmos para abordagem dos conceitos científicos de reação química e gravidade, envolvidos no tratamento da água. Estes experimentos foram realizados no Centro de Educação Ambiental localizado na estação de tratamento de água de Bagé (ETA). A pesquisa teve uma abordagem quanti-qualitativa, tendo o pesquisador como participante reunindo dados através de questionários, diário de bordo e grupo focal para avaliar o aprendizado dos conceitos científicos e atitudes que busquem a conservação da água. Os resultados dessa experiência mostram evidências de que o uso de espaço não formal de educação, neste caso a ETA, aliada ao uso de experimentação demonstrativa pode contribuir com a aprendizagem de conceitos de reação química e gravidade. / The use of experimental activities have been considered essential in the teaching and learning by stimulating strong interest of students (SCHÄFER and BARBOSA, 2008; FRANCISCO FERREIRA and Hartwig, 2008). Based on the ideas of Vygotsky (1991) on the spontaneous knowledge can be transformed into scientific knowledge, educational activities addressed physicochemical aspects of water treatment in a non-formal education space, connecting scientific and technological aspects with the reality of students. The purpose of this study was to conduct experiments in microscale, which reproduce some stages of water treatment, according to the procedures performed in the water treatment of the Department of Water and Sewage Bagé / RS (flocculation, sedimentation and filtration), and using the same approach to scientific concepts of chemical reaction and gravity involved in treating the water. These experiments were conducted at the Environmental Education Center located in water treatment of Bage (ETA). The survey had a quantitative and qualitative approach, and the researcher as a participant gathering data using questionnaires, logbook and focus groups to evaluate the learning of scientific concepts and attitudes that seek to water conservation. The results of this experiment show evidence that the use of non-formal education space, in this case the ETA, together with the use of demonstrative experimentation can contribute to learning chemical reaction concepts and severity.

O presente trabalho pretende contribuir para a discussão acerca das mudanças por que passa o sistema demonstrativo do Português Brasileiro, comparando-o ao Português Europeu. Concentramos nossa atenção sobre a oposição entre "este" e "esse". Para tanto não nos limitamos à oralidade, mas procuramos estudar as ocorrências desses demonstrativos em corpora diferentes, que representassem três tipos discursivos distintos: a escrita ficcional, a escrita jornalística e a oralidade. O tratamento dado a cada corpus respeitou a divisão proposta por Halliday e Hasan (1997) que separa as referências endofórica e as exofórica. A pesquisa selecionou dos níveis sintático, semântico e discursivo as variáveis que impactassem na distribuição de "este" e "esse". O resultado mostrou que os brasileiros só fazem uso significativo de "este" nos gêneros marcados pela revisão gramatical. Os portugueses, no entanto, mantêm o sistema ternário, ainda ancorado na questão espacial / no campo de interlocução, tanto na fala como na escrita. Nos tipos de textos em que a norma dos manuais se impõe, os dois sistemas encontram espaço para optar livremente cada qual por uma forma: o português opta por "este", enquanto o brasileiro, por "esse". A presente pesquisa contestou a interpretação de Marine (2004) que via na oralidade brasileira um caso de especialização de formas em função do tipo de referência. Os nossos dados mostraram que na fala do brasileiro a forma "este" é apenas residual e está em vias de substituição por "esse". O binarismo brasileiro não tem mesma configuração daquele vigente no Inglês. Os resultados mostraram que não há uma inteira adesão entre a forma "esse" e "this", e o demonstrativo brasileiro aparece em contextos de uso onde no Inglês apenas "that" seria possível. Outra conclusão importante de nossa pesquisa foi a de sugerir uma relação entre a hierarquia referencial e a escolha do demonstrativo. Na maior parte dos corpora, nós encontramos uma associação entre o aumento do uso percentual de "este" e a referência a elementos marcados por uma maior carga de referencialidade. / The aim of the following project is to contribute to the discussion regarding the changes through which the Brazilian Portuguese demonstrative system goes, comparing two types of Portuguese language, the Brazilian and the European. We will concentrate our attention on the opposition between “este" e “esse." Furthermore, we will not limit ourselves to the way of speaking and will focus on studying the occurrence of such demonstratives in several corpora that represent three different discourse types: fictional and journalistic writing, and also the way of speaking. Each corpus was treated according to the characterization proposed by Halliday and Hasan (1997), separating both references, endophoric and exophoric. The research selected from the three levels (syntactic, semantic and discursive), variables that would have impact on the usage of “este" e “esse." The results show that Brazilians only use “este" significantly in the genders characterized by the existence of grammatical review. However, the Portuguese people maintain the ternary system which is still rooted in the spatial issue/ interlocution field in speaking as well as in writing. Texts in which manual’s rules are emphasized have enough room for both nationalities to choose between the two options: the Portuguese people choose “este" while the Brazilians prefer “ esse." This research disputes Marine´s (2004) view that the Brazilian oral system shows a specialization according to the kind of reference. Our data has shown that within the Brazilian speech "este" appears just residually and is bound to be replaced with "esse". The Brazilian binary configuration is different from the one used in English. The results show that the words “this" and “esse" are not exactly synonyms. The usage of the Brazilian demonstrative appears in contexts where in English only “that" could be used. The research reached another important conclusion. It suggests the existence of a relationship between the referential hierarchy and the choice of demonstrative. In most corpora we found an association between a higher usage percentage of “este" and the reference to elements characterized by a larger load of references.

Editar, respeitando as normas vigentes, o manuscrito Reminiscências de Santos, escrito por João Luis Promessa, e pertencente à Igreja Santo Antonio do Valongo, em Santos. Precede a edição, breve histórico do documento, da Igreja e do autor, João Luis Promessa, bem como a análise codicológica e paleográfica do manuscrito. Após a edição, faz-se a análise das ocorrências dos pronomes demonstrativos do texto editado, comparando-as aos dados coletados com o levantamento das ocorrências do pronome demonstrativo dos textos da dissertação de Mestrado Edição de Textos Relativos à Defesa, Segurança e Fiscalização Portuária da Baixada Santista no Período Final do Século XVIII e Início do Século XIX e do livro Por Minha Letra e Sinal. Faz parte, ainda, desta tese, um levantamento histórico da trajetória dos pronomes demonstrativos, do latim às orientações das atuais gramáticas prescritivas. / Edit, respecting the standards, the manuscript \"Reminiscent of Santos\", written by João Luis Promise and belonging to the Church of Santo Antonio Valongo in Santos. Preceding edition, brief history of the document, the Church and the author, John Luis Promise and the codicology and palaeography analysis of the manuscript. After editing, it is the analysis of occurrences of demonstrative pronouns from the text edited, comparing them to data collected with the survey of occurrences of the demonstrative pronoun of the texts of the dissertation of Masters \"Edition of Texts Concerning the Protection, Security and Surveillance of Baixada Santista Port in the end period of the eighteenth century and beginning of the nineteenth century\" and the book \"The Sign and My Letter\". Part, even in this thesis, a survey of the historical trajectory of pronouns demonstrative, the Latin to the gidelines of current prescriptive grammars.

O presente trabalho pretende contribuir para a discussão acerca das mudanças por que passa o sistema demonstrativo do Português Brasileiro, comparando-o ao Português Europeu. Concentramos nossa atenção sobre a oposição entre "este" e "esse". Para tanto não nos limitamos à oralidade, mas procuramos estudar as ocorrências desses demonstrativos em corpora diferentes, que representassem três tipos discursivos distintos: a escrita ficcional, a escrita jornalística e a oralidade. O tratamento dado a cada corpus respeitou a divisão proposta por Halliday e Hasan (1997) que separa as referências endofórica e as exofórica. A pesquisa selecionou dos níveis sintático, semântico e discursivo as variáveis que impactassem na distribuição de "este" e "esse". O resultado mostrou que os brasileiros só fazem uso significativo de "este" nos gêneros marcados pela revisão gramatical. Os portugueses, no entanto, mantêm o sistema ternário, ainda ancorado na questão espacial / no campo de interlocução, tanto na fala como na escrita. Nos tipos de textos em que a norma dos manuais se impõe, os dois sistemas encontram espaço para optar livremente cada qual por uma forma: o português opta por "este", enquanto o brasileiro, por "esse". A presente pesquisa contestou a interpretação de Marine (2004) que via na oralidade brasileira um caso de especialização de formas em função do tipo de referência. Os nossos dados mostraram que na fala do brasileiro a forma "este" é apenas residual e está em vias de substituição por "esse". O binarismo brasileiro não tem mesma configuração daquele vigente no Inglês. Os resultados mostraram que não há uma inteira adesão entre a forma "esse" e "this", e o demonstrativo brasileiro aparece em contextos de uso onde no Inglês apenas "that" seria possível. Outra conclusão importante de nossa pesquisa foi a de sugerir uma relação entre a hierarquia referencial e a escolha do demonstrativo. Na maior parte dos corpora, nós encontramos uma associação entre o aumento do uso percentual de "este" e a referência a elementos marcados por uma maior carga de referencialidade. / The aim of the following project is to contribute to the discussion regarding the changes through which the Brazilian Portuguese demonstrative system goes, comparing two types of Portuguese language, the Brazilian and the European. We will concentrate our attention on the opposition between “este” e “esse.” Furthermore, we will not limit ourselves to the way of speaking and will focus on studying the occurrence of such demonstratives in several corpora that represent three different discourse types: fictional and journalistic writing, and also the way of speaking. Each corpus was treated according to the characterization proposed by Halliday and Hasan (1997), separating both references, endophoric and exophoric. The research selected from the three levels (syntactic, semantic and discursive), variables that would have impact on the usage of “este” e “esse.” The results show that Brazilians only use “este” significantly in the genders characterized by the existence of grammatical review. However, the Portuguese people maintain the ternary system which is still rooted in the spatial issue/ interlocution field in speaking as well as in writing. Texts in which manual’s rules are emphasized have enough room for both nationalities to choose between the two options: the Portuguese people choose “este” while the Brazilians prefer “ esse.” This research disputes Marine´s (2004) view that the Brazilian oral system shows a specialization according to the kind of reference. Our data has shown that within the Brazilian speech "este" appears just residually and is bound to be replaced with "esse". The Brazilian binary configuration is different from the one used in English. The results show that the words “this” and “esse” are not exactly synonyms. The usage of the Brazilian demonstrative appears in contexts where in English only “that” could be used. The research reached another important conclusion. It suggests the existence of a relationship between the referential hierarchy and the choice of demonstrative. In most corpora we found an association between a higher usage percentage of “este” and the reference to elements characterized by a larger load of references.

Editar, respeitando as normas vigentes, o manuscrito Reminiscências de Santos, escrito por João Luis Promessa, e pertencente à Igreja Santo Antonio do Valongo, em Santos. Precede a edição, breve histórico do documento, da Igreja e do autor, João Luis Promessa, bem como a análise codicológica e paleográfica do manuscrito. Após a edição, faz-se a análise das ocorrências dos pronomes demonstrativos do texto editado, comparando-as aos dados coletados com o levantamento das ocorrências do pronome demonstrativo dos textos da dissertação de Mestrado Edição de Textos Relativos à Defesa, Segurança e Fiscalização Portuária da Baixada Santista no Período Final do Século XVIII e Início do Século XIX e do livro Por Minha Letra e Sinal. Faz parte, ainda, desta tese, um levantamento histórico da trajetória dos pronomes demonstrativos, do latim às orientações das atuais gramáticas prescritivas. / Edit, respecting the standards, the manuscript \"Reminiscent of Santos\", written by João Luis Promise and belonging to the Church of Santo Antonio Valongo in Santos. Preceding edition, brief history of the document, the Church and the author, John Luis Promise and the codicology and palaeography analysis of the manuscript. After editing, it is the analysis of occurrences of demonstrative pronouns from the text edited, comparing them to data collected with the survey of occurrences of the demonstrative pronoun of the texts of the dissertation of Masters \"Edition of Texts Concerning the Protection, Security and Surveillance of Baixada Santista Port in the end period of the eighteenth century and beginning of the nineteenth century\" and the book \"The Sign and My Letter\". Part, even in this thesis, a survey of the historical trajectory of pronouns demonstrative, the Latin to the gidelines of current prescriptive grammars.

Este estudo trata dos demonstrativos no português do Brasil e em espanhol a partir de uma análise quantitativa e do estudo de casos extraídos de um corpus de língua oral formado por intervenções de ouvintes em programas de rádios do Brasil, da Argentina e da Espanha. O estudo tem um enfoque enunciativo, privilegiando uma visão da linguagem como representação que constitui, no próprio discurso, relações entre as pessoas e os objetos representados; os demonstrativos são focalizados na sua participação na construção dessa representação. Para as análises feitas, consideramos os demonstrativos como formas cujo sentido só pode ser construído na enunciação e cujas referências também só se constituem no universo do discurso. O corpus inicial está formado por mil ocorrências de demonstrativos, que foram gravadas e transcritas, divididas por séries e contabilizadas. Foi constatada a hipótese inicial de uma distribuição das três séries que difere da que se apresenta em diversos instrumentos normativos e descritivos em relação às três pessoas do discurso. Partindo dos resultados encontrados, fazemos uma análise de casos que ilustram o funcionamento dos demonstrativos nas duas línguas, e as conclusões às quais chegamos sobre o nosso corpus explicitam semelhanças e diferenças no emprego dos demonstrativos no português do Brasil e em espanhol. Observamos uma alternância de formas para referir-se a um mesmo referente e observamos também expressões que têm um efeito de maior indefinição das quais os demonstrativos participam, o que nos levou a pensá-los como formas que talvez não se caracterizem somente por criar um efeito de definição da expressão nominal da qual participam, mas que têm funções que vão além da função referencial. / This study deals with demonstrative pronouns in Brazilian Portuguese and Spanish taken from a quantitative analysis and case studies drawn from a spoken language corpus consisting of radio listeners interventions in Spain, Brazil, and Argentina. The study has an enunciative approach, favoring a view of the language as a representation that constitutes, in the speech itself, relationships between people and the objects represented; the demonstrative pronouns are focused on their participation in the construction of this representation. For the cases studied, we considered the demonstrative pronouns as forms which meanings can only be built on enunciation and which references are also only in the universe of the speech. The initial corpus is composed of a thousand cases of demonstrative pronouns that were recorded and transcribed, divided by series and counted. The initial hypothesis of the three-series distribution that differs from the one that is presented in various normative and descriptive instruments in relation to the speeches of three people was verified. Based on the results, we make case analysis that illustrate the statements operation in the two languages, and the conclusions which we arrived on our corpus elucidate the similarities and the differences in the use of pronouns in Brazilian Portuguese and in Spanish. It was observed an alternation of forms to refer to the same referent and we also noticed expressions that have an effect of greater uncertainty in which the statements are involved, which led us to think of them as forms that might not characterize themselves only by creating an effect definition of the nominal expression in which they participate, but that have functions that go beyond the referential function.

The use of demonstrative adverbs is a function of making reference to a real or abstract location. In German, there are three principle demonstrative adverbs that are used spatially--hier, da, and dort. This thesis provides an overview of the primary theories proposed in the literature to explain the German hier/da/dort system of reference and examines those claims from the context of a study of L2 learners and L1 speakers combined with a corpus-based analysis of the frequency, distribution, and use of the demonstrative adverbs, both in isolation and in unison. The evidence from learner data, native speaker interpretations and grammaticality judgments, adult use corpora, and L1 child corpora all point to da as playing a more significant role than dort in the three-way spatial adverb system of German. Evidence from multiple sources points to the default hier `here' counterpart, there-like equivalent being da. While da is not always used to indicate a non-speaker location, this flexibility is not an indication of its primary or default role. Context often provides semantic information, and even if used in a semi-neutral manner, the use of da often suggests the possibility of a dort-type non-speaker location or of an abstract location/third location. The flexibility that da has in being used in non-contrastive locations or idiomatic expressions to refer to the location of the speaker does not discount the role da has as a primary means of indicating spatial differences in opposition to hier. The presence of dort enables a third location to be identified with a distinct spatial adverb, while hier appears to be highly restricted in its usage. Evidence from child L1 learners is congruent with this analysis. The frequency of da in child L1 learner speech cannot simply be explained by phonetic production, and the child L1 corpora show that dort is only chosen when da and hier are already present (three or more locations are referenced). Native speaker survey data concerning the three spatial adverbs under investigation indicate that locational situation affects the acceptance and interpretation of all three adverbs including da. Da is not shown to be a superfluous double, as it is neither consistently accepted at or near 100%, nor is its acceptance consistently near that of dort or hier. There is evidence that native speaker grammaticality judgments show regional variation when da is used to indicate a speaker location, with northern speakers tending to prefer hier and southern speakers tending to prefer da. L2 speakers show a greater variation from native speakers with respect to their acceptance and interpretations of da as compared with that of hier and dort. Non-native speakers were more likely to accept hier and less likely to accept da than were the native speakers in this study. Elementary, intermediate, and advanced L2 learners showed a significant difference in their acceptance rates of da in at least 50% of the items, while the group of highly-proficient L2 speakers of German showed a significant difference in their acceptance of da in only one item.

This paper focuses on two spatial Kiswahili demontratives. In Kiswahili, demonstratives have been traditionally treated as morphosyntactic elements that modulate various elements and realize emphatic function. Demonstratives have also been studied as elements that express and facilitate cohesive relations and elements that realize deictic functions in discourse. In this paper we look at Kiswahili demonstratives as used in the standard Kiswahili language in Nairobi city. We argue that besides the traditionally recognized functions, demonstratives in standard Kiswahili are also used to pass subtle discourse messages which can only be explained by taking into account the pragmatic strategies employed in the use of demonstratives in specific discourse settings.

The main purpose of this thesis is to identify the status of the students aged 9 to10 within the classroom environment, who are ascribed to the demonstrative character accentuation. The first part of this work is dedicated to the analysis of A.Ličko (1983), K.Leonhard (1989), V.Justickis (1993), V.Kaziukėnaitė (1995), I.Petrauskienė (1999) articles, that deal with the features of demonstrative accentuations, the motives of behavior and the possibilities of diagnosis. The second part of the thesis is dedicated to the theoretical aspects of characteristics of group and the importance of the child’s relationships in it. Also indicated are the relationships of the demonstrative children with both the official group ( class ) and the informal one ( chosen friends ). In the third part of this work a research of the primary school students in Kaunas is presented. The hypothesis that the children of demonstrative behavior, experience social difficulties was confirmed. Trying to gain the attention of others they become boring and not interesting to their peers therefore their status in the class is very low. It is recommended for teachers to cooperate with parents and help them to understand the features of the child with demonstrative character and attempt to correct them.