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This study comprises an introduction and six chapters. The introduction presents a chronological synopsis of the development of Arabic language teaching up to now. Chapter One presents a broad framework for this study as well as the problem and associated questions whose resolution is being sought, namely treating shortcomings relating to the teaching of Arabic to non-Arabic speakers as regards reading. Chapter Two is a survey of the theoretical study that classifies the most psychological, pedagogic, cultural, linguistic and reading competence principles needing compliance in the compilation and simplification of texts. Chapter Three comprises texts that have been simplified by this researcher. Chapter Four analyses and appraises simplified texts by providing mechanisms used for that purpose. Chapter Five comprises a model lesson, based on the principles outlined above. Chapter Six reviews the most important findings in terms of the ideal time needed for realising the hypothesis of the research and provides other proposals and concluding comments. / Religious Studies and Arabic / M.A. (Arabic)

La conception de la théorie de l’interprétation est constante. Elle repose sur une distinction entre les textes contractuels clairs et les textes contractuels ambigus. L’interprétation des textes ambigus relève du pouvoir souverain des juges du fond tandis que l’interprétation des textes clairs est considérée comme une dénaturation, cas d’ouverture à cassation. Toutefois, cette conception classique de la théorie de l’interprétation semble contestable. Les textes législatifs relatifs à cette théorie ne justifient pas le clivage entre les textes clairs et les textes ambigus, que nous proposons d’écarter au profit de l’admission de l’absoluité du pouvoir d’interprétation des juges du fond. Par ailleurs, l’opération d’interprétation des contrats est régie par les directives déclaratives, les directives protectrices de la partie faible et les directives complétives. Elle est marquée par l’emprise de l’équité sur l’interprétation complétive. L’ensemble des directives d’interprétation conduit à la mise en oeuvre de « l’équité subjective originelle », ou subsidiairement de « l’équité complétive », « subjective » par référence à la volonté contractuelle sinon « objective » en se fondant sur la conception raisonnable de la société. L’interprétation s’avère un processus au service de l’équité contractuelle. Elle contribue à la préservation de l’équité subjective contractuelle et conduit à défaut à l’élaboration d’une équité objective contractuelle. Différentes conceptions juridiques constituent des applications avérées de cette lecture de la théorie de l’interprétation, à savoir l’interdiction de détournement de la finalité d’un droit, l’abandon de l’acte ostensible simulé pour l’application de l’acte secret sincère et l’adjonction d’obligations à certains contrats. En parallèle, de nouvelles applications sont proposées. La théorie de l’interprétation peut constituer le complément de la notion de cause, le dénouement de la problématique de la révision pour imprévision et une technique de révision des contrats nés déséquilibrés. / The concept of the theory of interpretation has been always based on the distinction between the clear contractual texts and the ambiguous contractual texts. The ambiguous texts are interpreted freely by the judges on merits whereas the interpretation of the clear texts is considered as a denaturation and a cause to claim cassation. However, this classic concept of the theory of interpretation seams disputable. As the difference in the interpretation of the clear and ambiguous texts is not justified by legal texts, we suggest to drop out this distinction and to give the judges the absolute authority to interpret all texts. Besides, the interpretation of contracts is governed by three rules: the declaration of the real common intention of the contracting parties rather than paying attention to the literal meaning of the terms, the protection of the weak party and the completion of the intention of the parties. The interpretation theory leads to the application of the equity which prevails over the completion rules. The judges will initially ascertain the “original subjective equity”. If not applicable, they will then establish the “subjective completive equity” depending on the contractual will, or the “objective completive equity” based on the reasonable conception of the society. The interpretation theory favors the contractual equity. It contributes to preserve the subjective contractual equity and creates an objective contractual equity. Several legal concepts constitute a genuine application of our understanding of the theory of interpretation, such as the interdiction of using a contractual right contrary to the reason created for, the abandonment of the fake apparent act in order to apply the real unrevealed one, and the addition of obligations to some contracts. In parallel, new applications are suggested. The theory of interpretation may complete the notion of cause, handle the problem of the unforeseen circumstances and permit to revise the imbalanced contracts.

The aim of this thesis is to provide an insight into the translation of technical texts from German to Czech. The theoretical part discusses the present state of knowledge of technical translation in Czech and German speaking countries, the scientific discourse, text typology and classification of texts with regard to the context. Furthermore, this thesis describes contrasts of technical texts, and their characteristic features on a lexical, syntactic, semantic, pragmatic and text level. This thesis focuses on technical translation of medical texts with their most common text types and specific features, and explains implications for their translation from German to Czech. The empirical part of the thesis includes translation analysis of a chosen text type and an overview of main text types in medicine, followed by examples of parallel texts in Czech and German. To provide more objective information about translation of technical texts, a survey was carried out among translators and translation services agencies. The subsequent results were compared with the findings presented in the theoretical part. In the conclusion, this thesis summarizes the results of the research into the translation of technical texts from German to Czech with regard to medical texts and offers suggestions for further research.

This thesis is focused on research of style tendencies, which show themselves in Czech scientific texts at the present. The aim of the study is to describe these style tendencies based on detailed analysis of two traditional and two contemporary scientific texts and comparison of each other. The whole thesis is divided into five chapters. The first chapter introduces the reader to development of professional style with respect to the separation of scientific style. The second chapter deals with typologies of traditional culturally different intellectual styles - Teutonic, Saxonic and Gallic - and characteristics of traditional Czech scientific style. The third chapter brings a picture of contemporary scientific discourse in the Czech Republic. In the fourth chapter are subsequently defined methods of research, research questions and research criteria; based on these the selected texts are analyzed in the fifth chapter. The results of research are presented and specified in conclusion of the thesis. Key words: style tendencies, traditional scientific texts, contemporary scientific texts, Teutonic intellectual (scientific) style, Anglo-Saxon intellectual (scientific) style

The aim of the present thesis is translation, detailed analysis and interpretation of the Coffin Texts of the Late-period tomb of Iufaa at Abusir. The corpus of these texts is unique, because except for a few text sequences, which were common in the Late Period, there are texts that are not preserved elsewhere in the Late Period and sometimes only exist in highly fragmentary Middle Kingdom versions. The Coffin Texts found on Iufaa's outer sarcophagus and on the walls of his burial chamber consist only of such uncommon texts. Some of these are also placed on the inner sarcophagus, whereall theremaining Coffin Texts spells are also located. The thesis presents a translation and analysis of the individual texts, focusing on their development, tradition and changes between the Middle Kingdom and the Late Period, including commentaries on grammar and language use as well as on the content. Iufaa's versions of these texts significantly contribute to our understanding and interpretation of some Coffin Texts spells and present a wider view on Egyptian religious texts and their interpretation, as well as on the textual transmission and work of Egyptian priests and scribes themselves.

This thesis deals with the assessment of school texts by students in Swedish upper-secondary school or in the corresponding adult education and concentrates on what differs between the grades Pass and Fail. The 60 texts used in the survey come from the 1997 archives of the national test construction group. A questionnaire to teachers asks what criteria are most important when distinguishing between Pass and Fail. The five criteria pointed out are Holistic scoring, Relevant content, The connecting thought, Sentence structure and How the student has followed the instructions. The most salient result regarding grades is the difference between grades from the students’ own teachers and from the independent assessors. Ten texts have received a Fail from the student’s own teacher, but as many as 35 get an average Fail from three assessors. There is variation in assessment, but 18 Fail texts and 18 Pass texts get a unanimous grade. Quantitative analyses of the 60 texts show a definite correlation between grade and number of words. However, the Fail-groups among narrative, expository and argumentative texts contain both the shortest and the longest texts. School texts are longer now than thirty years ago, especially texts with low grades. Sentences and words have become shorter. Coherence is investigated by a method of reference cohesion. No clear difference between Pass and Fail texts can be found, but between types of essay topics. Also important is the organization of the text and its paragraphs, a factor which separates Fail and Pass texts. Various aspects of sentence structure show better results in the Pass texts. The thesis is concluded with a commentary on the demands of the last compulsory course in Swedish. The needed level is argued to be the ability to write for an unknown reader.

This study comprises an introduction and six chapters. The introduction presents a chronological synopsis of the development of Arabic language teaching up to now. Chapter One presents a broad framework for this study as well as the problem and associated questions whose resolution is being sought, namely treating shortcomings relating to the teaching of Arabic to non-Arabic speakers as regards reading. Chapter Two is a survey of the theoretical study that classifies the most psychological, pedagogic, cultural, linguistic and reading competence principles needing compliance in the compilation and simplification of texts. Chapter Three comprises texts that have been simplified by this researcher. Chapter Four analyses and appraises simplified texts by providing mechanisms used for that purpose. Chapter Five comprises a model lesson, based on the principles outlined above. Chapter Six reviews the most important findings in terms of the ideal time needed for realising the hypothesis of the research and provides other proposals and concluding comments. / Religious Studies and Arabic / M.A. (Arabic)

Prendre en compte l'aspect sémantique des données textuelles lors de la tâche de classification s'est imposé comme un réel défi ces dix dernières années. Cette difficulté vient s'ajouter au fait que la plupart des données disponibles sur les réseaux sociaux sont des textes courts, ce qui a notamment pour conséquence de rendre les méthodes basées sur la représentation "bag of words" peu efficientes. L'approche proposée dans ce projet de recherche est différente des approches proposées dans les travaux antérieurs sur l'enrichissement des messages courts et ce pour trois raisons. Tout d'abord, nous n'utilisons pas des bases de connaissances externes comme Wikipedia parce que généralement les messages courts qui sont traités par l'entreprise proveniennent des domaines spécifiques. Deuxièment, les données à traiter ne sont pas utilisées pour la constitution de ressources à cause du fonctionnement de l'outil. Troisièment, à notre connaissance il n'existe pas des travaux d'une part qui exploitent des données structurées comme celles de l'entreprise pour constituer des ressources sémantiques, et d'autre part qui mesurent l'impact de l'enrichissement sur un système interactif de regroupement de flux de textes. Dans cette thèse, nous proposons la création de ressources permettant d'enrichir les messages courts afin d'améliorer la performance de l'outil du regroupement sémantique de l'entreprise Succeed Together. Ce dernier implémente des méthodes de classification supervisée et non supervisée. Pour constituer ces ressources, nous utilisons des techniques de fouille de données séquentielles. / Taking into account the semantic aspect of the textual data during the classification task has become a real challenge in the last ten years. This difficulty is in addition to the fact that most of the data available on social networks are short texts, which in particular results in making methods based on the "bag of words" representation inefficient. The approach proposed in this research project is different from the approaches proposed in previous work on the enrichment of short messages for three reasons. First, we do not use external knowledge like Wikipedia because typically short messages that are processed by the company come from specific domains. Secondly, the data to be processed are not used for the creation of resources because of the operation of the tool. Thirdly, to our knowledge there is no work on the one hand, which uses structured data such as the company's data to constitute semantic resources, and on the other hand, which measure the impact of enrichment on a system Interactive grouping of text flows. In this thesis, we propose the creation of resources enabling to enrich the short messages in order to improve the performance of the tool of the semantic grouping of the company Succeed Together. The tool implements supervised and unsupervised classification methods. To build these resources, we use sequential data mining techniques.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Science Teaching in Brazil has been increasingly acknowledged as a research field and has also been seeking for alternatives to improve scientific education in all levels. One of the research fields is the incorporation of History and Philosophy of Science (HFC) in education, which has received significant attention by government guidelines and researchers in the field. This work presents the results obtained by the implementation of a HFC related didactic module with undergraduate students from UFSM s course of Physics. The purpose of this work was to evaluate the use of Scientists Original Texts (TOC) and History of Scientific Ideas Texts (THIC) in Science Teaching, more specifically in Physics Teaching. In order to subsidize the elaboration of the module, we performed a research in the field magazines and events, trying to ascertain to what extent these publications concern class works and which are the resources used. The results were classified in classroom approaches or HFC subsidies. The results show that there is a low number of classroom approaches, and the main resources for HFC use in the classroom are texts. The results also show that there are almost no reports of the use of TOC and THIC in undergraduate courses. Optics was the chosen theme and conceptual aspects, nature of science aspects and the aspects concerning the requirements of teacher formation were considered. The results, obtained by the application of questionnaires during the length of classes, have indicated an advancement concerning students conceptions about science. They also have indicated that few students succeeded in using the discussions about Optics conceptual contents in the questions proposed. According to the research analysis, there was great acceptance about the texts, especially the ones concerning THIC. Based on the results, we propose didactic module changes and other possible research developments. / O Ensino de Ciências no Brasil tem se afirmado cada vez mais como campo de pesquisa e buscado incorporar os resultados das pesquisas ao longo dos anos para melhorar a educação científica em todos os níveis de Ensino. Uma das linhas de trabalho diz respeito à incorporação de História e Filosofia da Ciência (HFC) ao Ensino das Ciências, que tem ganhado significativa atenção por parte das orientações governamentais e também dos pesquisadores da área. O presente trabalho apresenta os resultados obtidos com a implementação de um módulo didático relacionado à HFC com alunos do curso de Licenciatura em Física da UFSM. O objetivo do trabalho foi avaliar a utilização de Textos Originais de Cientistas (TOC) e Textos sobre a História das Ideias da Ciência (THIC) no Ensino de Ciências, nesse caso, mais especificamente no Ensino de Física. Visando subsidiar a elaboração do módulo foi realizada uma pesquisa em periódicos e eventos da área que buscou verificar em que medida essas publicações contemplam o trabalho em sala de aula e quais são os recursos empregados para este trabalho. Esses resultados, que foram classificados em propostas para a sala de aula ou subsídios ao trabalho com HFC, mostraram que é reduzido o número de propostas para sala de aula sendo que os principais recursos utilizados no trabalho com HFC em sala de aula são textos. Os resultados também indicaram que praticamente não há relatos de utilização de TOC e THIC no Ensino Superior. O tema escolhido foi ótica e a proposta procurou associar aspectos conceituais desse assunto, aspectos sobre a natureza da ciência e aspectos relativos às necessidades formativas de professores. Os resultados, obtidos por meio da análise de questionários aplicados durante a execução das aulas indicaram um avanço em relação às concepções dos alunos sobre a Ciência. Também indicaram que poucos alunos conseguiram utilizar as discussões sobre os conteúdos conceituais de ótica nas questões propostas. Da análise realizada do trabalho desenvolvido constata-se uma grande aceitação dos alunos, principalmente em relação aos THIC. A partir dos resultados obtidos são propostas modificações no módulo didático e outros possíveis desdobramentos da pesquisa.