The main purpose of the study was to compare the effectiveness of the conceptual chance texts oriented instruction accompanied with analagoies over traditionally designed science instruction on 7th grade students&rsquo / understanding of atom, molecule, ion and matter concepts and their attitudes toward science as a school subject. In this study 70 seventh grade students from two classes of science course instructed by the same teacher from Battalgazi Elementary School took part. The study was conducted during 2004-2005 fall semester. This study included two groups which were selected randomly throughout five clasesses. One of the group was defined as control group in which students were taught by traditionally designed science instruction, while other group defined as experimental group in which students were instructed by conceptual chance texts oriented instruction accompanied with analogies (CCTI). Atom, Molecule, Ion and Matter Concepts Test (AMIMCT) was administered to both groups as a pre-test andpost-test and Attitudes Scale toward Science were administered as post-test to assesthe students understanding of atom, molecule, ion and matter concepts and students&rsquo / attitudes toward science as a school subject, respectively. The hypotheses were tested by using two-way analysis of variance (ANOVA). The results showed that CCTI caused significantly better acquisition of the scientific conceptions related to atom, molecule, ion and matter concepts than TDSI. The result showed that there was no significant difference between test mean scores of students taught with CCTI and those taught with TDSI with respect to their attitudes toward science as a school subject.

The role of discourse in the construction of institutional and academic knowledge is now recognised within a wide variety of theoretical perspectives, including social constructionism, the sociology of scientific knowledge, the rhetoric of inquiry and discursive psychology. The purpose of this study was to examine the ways in which such discursive knowledge construction practices occur in relation to psychological phenomena. The site of this investigation was the highly contentious debate surrounding the reality of repressed/recovered memories of childhood sexual abuse. Ten 'popular' psychology texts (five supporting the concept of recovered memories and five questioning it) were discursively and rhetorically analysed in order to gain an understanding of how the authors of these texts deployed arguments to support their own positions and undermine those of their opponents. Five broad rhetorical resources were identified as being prominent in the texts, each of which was examined in detail to determine more specifically the source of their persuasive power. The five resources included authorial credibility, definitions, science, history and personal experience. Despite the meta-rhetoric surrounding the debate, which suggests that it is essentially an argument between researchers (drawing on scientific evidence) and clinicians (drawing on clinical experience), what was apparent was that all of these resources were utilised to varying degrees to support both pro- and anti- recovered memory positions. This analysis suggested that a reasonably structured set of discursive resources were available for making arguments about the nature of psychological phenomena. Furthermore, when given the opportunity, rhetors utilised as many of these resources as possible in order to produce a convincing argument, even when this resulted in inconsistencies within their texts. It was concluded that in the memory debate, the demands of the rhetorical imperative (to persuade the audience) often appear to be paramount, and should not be discounted by those seeking to understand this difficult and often distressing topic.

Thesis (Ph. D.)--Universidad Complutense de Madrid, 1980. / Includes bibliographical references (p. 1052-1070).

Η αναγνώριση και κατηγοριοποίηση ονομάτων οντοτήτων είναι μία ιδιαίτερα χρήσιμη υπό-εργασία σε πολλές εφαρμογές επεξεργασίας φυσικής γλώσσας. Σε αυτήν την εργασία παρουσιάζεται μία προσπάθεια αναγνώρισης και κατηγοριοποίησης ονομάτων προσώπων, ημερομηνιών, περιοχών(πόλεων, χωρών) και οργανισμών(π.χ. Δημόσια Επιχείρηση Ηλεκτρισμού) χρησιμοποιώντας μια νέα μέθοδο επιβλεπόμενης μάθησης για ταξινόμηση δεδομένων, τα «Τυχαία Δάση». Η μέθοδος κατηγοριοποίησης αυτή, χρησιμοποιεί ένα σύνολο δέντρων απόφασης, όπου το κάθε ένα «ψηφίζει» μια κατηγορία. Η τελική και οριστική κατηγοριοποίηση γίνεται με το «τυχαίο δάσος» να διαλέγει την κατηγορία με τις περισσότερες ψήφους. Σε μια συλλογή ελληνικών κειμένων, εφαρμόστηκαν τεχνικές επεξεργασίας κειμένων για διαχωρισμό και κατηγοριοποίηση των λέξεων, όπου το αποτέλεσμα που προέκυψε ήταν ένα σύνολο χαρακτηριστικών για κάθε λέξη. Το σύνολο των χαρακτηριστικών χωρίστηκε σε ένα «σύνολο εκπαίδευσης» και ένα «σύνολο ελέγχου». Το «σύνολο εκπαίδευσης» χρησιμοποιήθηκε για την εκπαίδευση του «τυχαίου δάσους». Το τελευταίο, θα χρησιμοποιηθεί για την αναγνώριση της κατηγορίας στην οποία ανήκει μια λέξη. Το Τυχαίο Δάσος που αναπτύχθηκε, ελέγχθηκε με βάση το «σύνολο ελέγχου» και προέκυψαν ικανοποιητικά αποτελέσματα, πιο συγκεκριμένα για την κατάταξη ημερομηνιών και οργανισμών η απόδοση ήταν 96% ενώ η ακρίβειά του ήταν 93%. Επιπλέον, για το πρόβλημα που διερευνάται, συγκρίθηκαν τα αποτελέσματα της χρήσης Μηχανών Διανυσμάτων Υποστήριξης και Νευρωνικών Δικτύων με αυτά των Τυχαίων Δασών. / Name entity recognition and categorization is a very important subtask in several natural language processing applications. In this master thesis, we present an attempt to recognize and categorize person names, temporal expressions(i.e. dates), areas (cities/countries), organizations (e.g. Public Electric Company) by using a new supervised learning method for classification, Random Forests. This classification method, uses a group of decision trees where each tree, votes for one classification category. The Random Forest results to the classification category with the most votes. In a Greek corpus (collection of texts), text processing techniques were applied such as stemming and tokenization. The result obtained was a set of features for each word. The set of features was divided to a “train dataset” and a “test dataset”. The “train dataset” was used in order to train the Random Forest. The latter will classify each word to one of the four categories mentioned before. The Random Forest, was tested against the “test dataset” and the results were very satisfactory, in particular the performance for classifying dates and organizations was 96%, in addition classification accuracy was 93%. Furthermore, for the problem examined, the results of using Support Vector Machines and Neural Networks, where compared with the ones of Random Forests.

L’histoire de l’Anatolie « hittite » constitue une page importante de l’histoire du Proche-Orient ancien du deuxième millénaire avant J.-C. Pendant longtemps après la découverte des Hittites la recherche s’était focalisée sur le cœur de l’Empire hittite. Excepté le Sud-Est les zones périphériques sortent peu à peu de l’ombre C’est dans cette perspective que cette thèse s’inscrit : les rapports entre l’empire hittite et les entités politiques situées à l’Est dont le territoire avait été considéré comme le berceau d’un peuple d’origine toujours obscure : les Arméniens.Un certain nombre d’inscriptions cunéiformes hittites ont été étudiés dans le but de trouver des traces des Proto-Arméniens en Anatolie orientale au deuxième millénaire avant J.-C. Notre recherche est donc constituée selon le plan suivant : Dans le cadre du premier chapitre, nous examinerons l’histoire de la philologique régionale, y compris les langues. Nous présenterons les écoles de pensée et les méthodes appliquées par les grands savants occidentaux et soviétiques dès 19ème siècle pour le classement de ces langues « voisines » régionales qui appartiennent pourtant à des familles linguistiques différentes.Dans le cadre du deuxième chapitre, nous étudierons la géographie historique de l’Anatolie orientale (régions mentionnées par les sources hittites et arméniennes), considérées comme le berceau des Arméniens. Le troisième chapitre a été consacré à l’étude comparée du vocabulaire hittito-arménien. Dans le cadre du dernier chapitre (chapitre 4), nous présenterons et étudierons les textes hittites relatifs à l’Anatolie orientale. / The history of 'Hittite' Anatolia is an important part of the history of the ancient Near East of the second millennium B.C.For a long time after the discovery of the Hittites, the research had focused on the heart of the Hittite Empire. With the exception of the Southeast, the peripheral areas gradually emerge from the shadows. It is in this perspective that this thesis takes place: the relations between the Hittite empire and the political entities situated in the East, whose territory had been considered the cradle of a people of obscure origin : the Armenians.A number of Hittite cuneiform inscriptions have been studies with tha aim of finding traces of the Proto-Armenians in Eastern Anatolia in the second millennium B.C.Our research constituted according to the following plan: Within the framework of the first chapter, we will examine the history of regional philology, including languages. We will present the schools of thought and the methods applied by the great Western and Soviet scholars of the 19th century for the classification of these neighboring regional languages which belong to different linguistic families.In the second chapter, we will study the historical geography of Eastern Anatolia (areas mentioned by Hittite and Armenian sources), considered the cradle of the Armenians.The third chapter was devoted to the comparative study of the Hittite-Armenian vocabulary. In the last chapter (chapter 4), we will present and study the Hittite texts relating to Eastern Anatolia.

Multimodala texter är den vanligaste textformen som elever möter idag (Björkvall, 2009:8f). Traditionella texter utmanas nu av multimodala texter och hur texter kan produceras och läses har förändrats. Syftet med studien är att undersöka hur sex lärare i årskurserna 1–3 uppfattar arbetet med multimodala texter i svenskundervisning. Följande frågeställningar har formulerats utifrån syftet: Hur säger sig lärare använda olika multimodala texter i svenskundervisningen? Hur säger sig lärare använda olika digitala hjälpmedel i arbetet med multimodala texter? Vilka möjligheter och utmaningar ser lärarna med multimodala texter i svenskundervisningen? Studien utgår från det sociokulturella perspektivet med utgångspunkt i att texter skapas i sociala kontexter och att texten får sin status genom lärarens undervisning. Materialet samlas in genom intervjuer. Resultaten visar att lärare främst arbetar med skrift och muntliga former i sin svenskundervisning. Skriften framställs även som den viktigaste modaliteten och komponenten itexter. Digitala hjälpmedel anses vara ett stöd som hjälper elever att komma framåt i textarbetet, exempelvis genom skrivstöd. Lärarna upplever dock att tekniken med digitala hjälpmedel är stressande och tidskrävande. Lärarna är osäkra på begreppet multimodala texter och vad det innefattar. Ett tecken på osäkerheten är att digitala texter automatiskt ses som multimodala. Lärarna behöver få tid att fortbilda sig inom det multimodala textarbetet för att bli mer säkra, vilket ligger på rektorns ansvar att se till.

The presented diploma thesis is divided into two parts. The crucial part consists of a translation of a theatre play La Seconde Chute au Godot, Acte III (1993) written by Swiss French-writing author Sylviane Dupuis. This play continues one of the most important plays of 20th century - Waiting for Godot by Samuel Beckett - and it wants to provide a new outlook on its topics. The translation is completed by a study about Swiss francophone theatre focused mainly on Sylviane Dupuis and a thorough analysis of the play. The center of interest of the second part of the thesis is La Seconde Chute's strong intertextuality and the problems it brings to the phase of understanding and interpretation, as well as in the translation itself. Key words: interpretation, analysis, theatre, Swiss theatre, Sylviane Dupuis, translation of dramatic texts

Orientador: Odete Pacubi Baierl Teixeira / Banca: Roberto Nardi / Banca: Marco Aurélio Alvarenga Monteiro / Resumo: Algumas pesquisas em ensino de física têm apontado a importância da utilização de textos paradidáticos, no processo de aprendizagem, como um recurso que pode contribuir para viabilizar um espaço de diálogo em sala de aula, possibilitando interações e, consequentemente, corroborando para a construção coletiva de conhecimentos. Nesta vertente, o papel do professor é fundamental, tendo em vista que será por intermédio da sua mediação que os diferentes conhecimentos, estudados no cotidiano da sala de aula, se desencadearão e se estruturarão. Desta forma, a presente pesquisa investigou as características das ações manifestadas por um professor de física, ao utilizar, particularmente, um capítulo de um específico texto paradidático, no contexto da sala de aula, identificando possíveis avanços e apropriações de conhecimento por parte dos alunos de uma turma de ensino de jovens e adultos (EJA). A pesquisa é um estudo de caso e as transcrições das aulas foram obtidas através de gravações em vídeo. Foi utilizada a categorização da análise da enunciação, defendida por Bardin, para identificar elementos referentes ao perfil do discurso do professor e, de posse deste perfil, foi empregada a categorização, proposta por Penick, visando a verificação relacionada ao nível hierárquico de alfabetização científica assumida pelos alunos. Os conhecimentos específicos, particularmente presentes durante a utilização do texto, envolviam velocidade, gravitação, força, impulso, pressão, radiação, massa e teoria do Bib Bang. Verificou-se que o texto, da maneira como foi empregado pelo professor, foi motivador para o aprendizado e, potencialmente significativo para o aumento do interesse dos alunos nas aulas de física, tendo sido observados casos de avanços de nível de alfabetização científica, principalmente com relação aos conceitos de campol... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Some researches associated with different of teaching physics have shown the importance of using paradidactic texts in the learning process. This recource can contribute in creating opportunites for discussions in the classroom by making interactions possible and, consequently, making the collective construction of knowledge feasible. In view of that, the teacher's role is crucial since it will be through the teacher that most knowledge provided in class will be structured and consolidated. Therefore, by identifying any possible progress and how knowledge was incorporated throughout the learning process of a group of young and adult students (herein called JA), this research has analyzed a physics teacher's actions in class while teaching a particular chapter of a paradidactic text. This research is a case study and transcripts of the lessons were obtained from videotapes and then categorized according to Bardin's teachings about analysis of the enunciation statements in order to identify elements regarding the profile of the teacher's discourse. After classifying such profile, the categorization proposed by Penick was then applied so as to verify the level of scientific literacy of the students. Specific knowledge, available mainly during text utilization, involved velocity, gravitation, force, impulse, pressure, radiation, mass and the Bib Bang theory. Due to the way it was used by the teacher, the text proved efficient in motivating students in the learning course of action and potentially significatn to increase their interest in physics lessons. As a matter of fact, in some cases there was some advance in terms of concepts such as gravitational field, gravitational acceleration and its dependency in relation to the mass of interacting bodies as well as the difference between mass and weight. / Mestre

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-05-03T18:35:26Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) valdir_junior_cordeiro_rocha.pdf: 3757934 bytes, checksum: 00a2e6ee18188436daa1415ec6a05021 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-05-04T16:22:37Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) valdir_junior_cordeiro_rocha.pdf: 3757934 bytes, checksum: 00a2e6ee18188436daa1415ec6a05021 (MD5) / Made available in DSpace on 2018-05-04T16:22:37Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) valdir_junior_cordeiro_rocha.pdf: 3757934 bytes, checksum: 00a2e6ee18188436daa1415ec6a05021 (MD5) Previous issue date: 2017 / Com a amplia??o do acesso ? internet e a cria??o de ferramentas que possibilitam pessoas a criarem conte?do, a informa??o dispon?vel cresce de forma acelerada. Textos sobre os mais diversos assuntos e autores s?o criados todos os dias. ? imposs?vel absorver a quantidade de informa??o dispon?vel, o que dificulta a escolha da mais adequada para determinado interesse ou p?blico. A sumariza??o autom?tica de textos, al?m de apresentar um texto de forma condensada, pode simplifica-lo, gerando uma alternativa para ganho de tempo e amplia??o do acesso a informa??o contida aos mais diferentes tipos de leitores. Os sumarizadores autom?ticos existentes atualmente na literatura n?o apresentam m?todos de personifica??o dos sum?rios para cada tipo de leitor, e consequentemente geram resultados pouco precisos. Este trabalho tem como objetivo utilizar o sumarizador autom?tico de textos PragmaSUM em textos educacionais com novas t?cnicas de sumariza??o utilizando palavras-chave. A utiliza??o de m?todos de personifica??o do sum?rio com palavras-chave visa aumentar a precis?o e melhorar o desempenho do PragmaSUM e seus sum?rios. Para isto, um corpus formado apenas por artigos cient?ficos da ?rea educacional foi criado para realiza??o de testes e compara??es entre diferentes sumarizadores e m?todos de sumariza??o. O desempenho dos sumarizadores foi medido pelas m?tricas Recall, Precision e F-Measure presentes na ferramenta ROUGE e validados com os testes estat?sticos ANOVA de Friedman e Coeficiente de Concord?ncia de Kendall. Os resultados obtidos apontam uma melhora no desempenho com a utiliza??o de palavras-chave na sumariza??o com o PragmaSUM, indicando a import?ncia na escolha adequada destas palavras-chave para classifica??o do conte?do do texto fonte. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / By expanding access to the internet and creating tools that enable people to create content, available information grows rapidly. Texts on the most diverse subjects and authors are created every day. It is impossible to absorb the amount of information available, which makes it difficult to choose the most appropriate for a particular interest or public. Automatic text summarization, as well as presenting a condensed text, can simplify it, generating an alternative to gain time and increase the access to information contained to the most different types of readers. The automatic summarizers that currently exist in the literature do not present methods of personification of the summaries for each type of reader, and consequently generate results inaccurate. This work aims to use the PragmaSUM automatic text summarizer in educational texts with new summarization techniques using keywords. Using summary keywords impersonation methods is intended to increase accuracy and improve the performance of PragmaSUM and its summaries. For this, a corpus formed only by scientific articles of the educational area was created to carry out tests and comparisons between different summarizers and summarization methods. The performance of the summarizers was measured by the Recall, Precision and F-Measure metrics present in the ROUGE tool and validated with the Friedman ANOVA statistical tests and Kendall's coefficient of agreement. The results obtained indicate an improvement in the performance with the use of keywords in the summarization with PragmaSUM, pointing out importance in the appropriate choice of these keywords for classification of the content of the source text.

São muitos os discursos circulantes na escola e fora dela sobre a relação entre as imagens veiculadas pela televisão e o processo de alfabetização. Um dos discursos predominantes sobre o tema, sendo este o escolhido para ser debatido nesta Dissertação, seria o de que a criança pode aprender a ler também a partir do seu contato com a televisão, pois as significações produzidas por este produto cultural estariam contribuindo para o processo de alfabetização. Esta Dissertação apresenta os resultados decorrentes de oito meses de contatos semanais com uma turma de alunos de uma classe de alfabetização de uma escola pública de Porto Alegre, na qual se pretendeu investigar o consumo televisivo destas crianças e as relações que elas estão estabelecendo entre os textos veiculados na televisão e os textos produzidos na escola. Esta pesquisa foi motivada pelos depoimentos de professoras alfabetizadoras, entrevistadas durante a pesquisa realizada na Proposta de Dissertação, que afirmaram que assistir televisão influenciaria diretamente e efetivamente na aquisição da leitura e da escrita, sugerindo que seus alunos lêem palavras apresentadas pelos programas televisivos e fazem uso destas palavras como referencial para a aquisição da leitura e da escrita em sala de aula. Diante disso, partiu-se para uma pesquisa empírica com crianças em processo de alfabetização com o propósito de analisar os possíveis efeitos deste contato como referencial para leituras e escritas escolarizadas. Os resultados foram obtidos a partir de desenhos, escritas e entrevistas, e, posteriormente, analisados sob as perspectivas dos Estudos Culturais em Educação e dos Estudos de Recepção. Os dados produzidos apontaram para um certo afastamento entre estas práticas culturais, diferenciando o modo com o qual as crianças e as professoras percebem o material escrito presente nos textos televisivos e as estratégias escolares que utilizam para construir a leitura e a escrita. No entanto, também foram muitas as aproximações realizadas pelas crianças entre estes textos e o processo de aquisição da leitura e da escrita. Sob o ponto de vista do consumo de produtos e de comportamentos veiculados na televisão, estes podem estar contribuindo na constituição das identidades destas crianças. / There are a lot of discourses circulating in the school and out of it. These discourses are about the relation between the images showed by television and the literacy process. Chosen for this thesis, one of these predominant discourses is the one that children can also learn how to read through their contacts with television, mainly because the meanings produced by this cultural artifact would have been contributing to the literacy process. This thesis presents the results obtained from a literacy class students’ group in a public school of Porto Alegre during eight months of weekly contacts. In this literacy class, it was intended to investigate the television consumption by these children and the relations that they are establishing between the texts showed by television and the texts produced in the school. This research came up from literacy teachers’ depositions, who were interviewed during the thesis proposal. They said that to watch television would directly and effectively influence in the process of reading and writing acquisition. The teachers also said students read words presented by the television programs and they use these words as references to the process of reading and writing acquisition in the classroom. Thus, it started an empirical research with children in literacy process whose main goal was to analyze the possible effects of this contact as reference to scholar reading and writing. Being analyzed under Cultural Studies and Reception Studies perspectives, the results were obtained through drawings, writings, and interviews students’ and parents’. By one hand, the datum point out to such separation between these cultural practices, in order to differentiate the way children and teachers perceive the writing material presented in the television texts and the scholar strategies used to the acquisition of reading and writing. By the other hand, children also approach these texts to the process of reading and writing acquisition. Moreover, under a consumption of behaviors, these texts can be contributing to these children identities’ constitution.