Made available in DSpace on 2014-12-17T15:32:34Z (GMT). No. of bitstreams: 1 ErickaJDS_tese.pdf: 814077 bytes, checksum: c31b79040c7db1898443078febad2a0d (MD5) Previous issue date: 2007-03-09 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The progression of the oral squamous cells carcinomas (OSCCs) seems to suffer influence from related factors to the host, as local and systemic immunologic response, which are essential to the antineoplasic defenses. The purpose of this study was evaluate the local immunity in 30 tongue and 20 lower lip SCC by immunohistochemistry method, utilizing antibodies anti-CD3, CD4, -CD8, -CD25 e -ζ(zeta), which immunoexpressions were compared considering the anatomical localization, the intensity of the inflammatory infiltrate into the front of invasion and metastases. The CD4/CD8+ ratio was calculated for each case and associate with the mentioned variable, being the intensity of the inflammatory infiltrated also compared with the anatomical localization and metastase and for this the cases had been grouped in two categories: (n = 10) absent/scarce inflammatory infiltrate; and (n = 40) moderate/intense infiltrate. Fisher?s exact test was performed (α= 0.05) and it was not observed any significant correlation between these groups with anatomical sites and metastases. With regard to the immunoexpression, the CD3+, CD4+, CD8+ and CD25+ cells count was higher in the lower lip SCCs while the anti-ζimmunomarcation was more evident in the non metastatic cases. Through the statistical analyses, it was verified that the CD3 exhibited positive-significant correlation with the inflammatory infiltrate (p = 0.023). Furthermore, antibodies against CD8 and CD25 cells were also significantly correlated with the inflammatory infiltrate (p = 0.002 and 0.030, respectively) and with the anatomical site (p = 0.004 and p = 0.004) mainly in the lower lip SCCs. CD4/CD8 ratio did not show significant association with metastase nor with anatomical localization. We conclude that the inflammatory infiltrated of the Bryne s (1998) system did not constitute an indicator of aggressiveness in the tongue and lower lip SCCs analyzed and that clinical behavior of the SCCs studied was related in part to the immunohistochemical profile of infiltrated the inflammatory present in tumoral invasion front / A progress?o dos carcinomas epiderm?ides orais (CEOs) parece sofrer influ?ncia de fatores relacionados ao hospedeiro, como a resposta imunol?gica local e sist?mica, as quais parecem ser essenciais para a defesa anti-neopl?sica. O presente estudo teve por objetivo analisar a imunidade local em 30 casos de CEs de l?ngua e 20 de l?bio inferior, atrav?s do m?todo da imuno-histoqu?mica, utilizando os anticorpos anti-CD3, -CD4, -CD8, -CD25 e -ζ(zeta), comparando a imunomarca??o em ambas as localiza??es, com a intensidade de infiltrado inflamat?rio no front de invas?o e com presen?a ou n?o de met?stase. A raz?o de c?lulas CD4/CD8+ foi calculada para cada caso e associada com as vari?veis mencionadas, sendo a intensidade do infiltrado inflamat?rio comparada tamb?m com a localiza??o anat?mica e met?stase e para isso os casos foram agrupados em duas categorias (infiltrado escasso ou ausente E/A e infiltrado intenso ou moderado I/M), sendo encontrado 10 casos na categoria E/A e 40 na categoria I/M. Aplicado o teste exato de Fisher n?o verificamos associa??o significativa destes grupos com o s?tio anat?mico ou com met?stase. Em rela??o ? imunomarca??o, a contagem das c?lulas CD3+, CD4+, CD8+ e CD25+ foi maior nos CEs de l?bio inferior e sem met?stase, enquanto que o anti-ζfoi mais expresso apenas nos casos sem met?stase. Atrav?s da an?lise estat?stica verificou-se que os anticorpos anti-CD3, anti-CD8 e anti-CD25 exibiram associa??o significativa positiva com o infiltrado inflamat?rio (p=0.023, p=0.002 e p=0.030, respectivamente); e os anticorpos anti-CD8 a anti-CD25 estiveram associados de forma positiva com a localiza??o anat?mica, ambos com valores de p=0.004, estando estes mais presentes nos CEs de l?bio inferior. A raz?o CD4/CD8 n?o exibiu associa??o significativa com met?stase nem com localiza??o anat?mica. Conclu?mos que o padr?o infiltrado inflamat?rio da grada??o histol?gica de malignidade de Bryne (1998) n?o constituiu um indicador de agressividade nos CEs de l?ngua e l?bio inferior analisados, e que o comportamento cl?nico dos CEs estudados esteve relacionado em parte ao perfil imuno-histoqu?mico do infiltrado inflamat?rio presente no front de invas?o tumoral

Abstract Oral tongue squamous cell carcinoma (OTSCC) is the most common cancer of the oral cavity. The 5-year mortality of OTSCC remains at about 50%. The tumor microenvironment (TME) is now recognized as an important factor in cancer progression and metastasis, as well as a tool for prognostication. The aim of this study was to elucidate the roles of TME hypoxia and soluble factors on cancer cell migration and invasion, and the prognostic value of two extracellular matrix (ECM) molecules: tenascin-C (TNC) and fibronectin (FN). Hypoxia was studied using oral squamous cell carcinoma cells in migration and invasion assays. Invasion assays were carried out using a 3D-myoma invasion method. Similarly, the effect of soluble factors as well as ECM alterations were studied using the myoma model: the effect of soluble factors was studied by rinsing the myoma discs prior to experiments, and ECM alterations by lyophilizing and rehydrating. ECM was further studied by analyzing the prognostic value of TNC and FN from OTSCC samples. The effect of hypoxia was shown to be OTSCC cell line dependent: the effect of hypoxia on migration and invasion was increased in aggressive cell lines. Additionally, the response to hypoxia was altered in rinsed tissue. Tissue rinsing media were analyzed and factors affecting cell motility were found. The TME was found to be pivotal for cancer invasion: invasion was impaired in non-neoplastic tissue. Furthermore, changes in the ECM by lyophilization and rehydration led to a change in the invasion mechanism. High expression of stromal TNC and FN were excellent prognosticators in early-stage OTSCC. In conclusion, the present study highlighted the role of various TME components in cancer cell invasion as well as prognostication in OTSCC. Additionally, this study provided feasible tools for more precise diagnosis of early-stage OTSCC. / Tiivistelmä Liikkuvan kielen levyepiteelikarsinooma (OTSCC) on suuontelon yleisin syöpä. Viiden vuoden kuolleisuus OTSCC:an on edelleen noin 50 %. Kasvaimen mikroympäristön (TME) tiedetään nykyään olevan tärkeässä roolissa syövän kehityksessä ja etäpesäkkeiden muodostuksessa, sekä tarjoavan työkaluja ennusteiden laadintaan. Tämän tutkimuksen tarkoituksena oli selvittää TME:n hypoksian ja liukoisten tekijöiden vaikutusta syöpäsolujen liikkumiseen ja invaasioon ympäröivään kudokseen, sekä tutkia kahden solunulkoisen matriksin (ECM) proteiinin, tenaskiini-C:n (TNC) ja fibronektiinin (FN), vaikutusta OTSCC:n ennusteeseen. Hypoksian vaikutusta tutkittiin käyttäen suun levyepiteelikarsinoomasoluja liikkuvuus- ja invaasiokokeissa. Invaasiokokeissa hyödynnettiin kolmiulotteista ihmisen myoomaan perustuvaa invaasiomallia. Myös liukoisten tekijöiden ja ECM:n muutosten vaikutusten tutkimisessa käytettiin myoomamallia: liukoisten tekijöiden vaikutusta tutkittiin huuhtomalla myoomakiekot ennen niiden käyttämistä, ja ECM:n muutosten vaikutusta kylmäkuivaamalla ja uudelleen nesteyttämällä myoomakiekot. ECM:ia tutkittiin myös analysoimalla TNC:n ja FN:n värjäytyvyyden merkitystä OTSCC:n ennusteessa. Hypoksian vaikutus osoittautui solulinjariippuvaiseksi: hypoksia lisäsi kielisyöpäsolujen liikkuvuutta ja invaasiota eniten aggressiivisimmilla solulinjoilla. Lisäksi solujen vaste hypoksialle oli erilainen huuhdotussa kudoksessa. Huuhteluliuos analysoitiin ja siitä löydettiin solujen liikkumiseen vaikuttavia tekijöitä. TME:n havaittiin olevan ratkaisevassa roolissa syöpäsolujen invaasiossa: syöpäsolut eivät kyenneet invasoitumaan lainkaan ei-neoplastiseen kudokseen. Lisäksi muutosten ECM:ssä havaittiin johtavan muutoksiin solujen käyttämässä invaasion mekanismissa. Strooman TNC:n ja FN:n värjäytyvyyden todettiin olevan erinomaisia ennustekijöitä aikaisen vaiheen OTSCC:ssa. Tiivistettynä voidaan todeta, että tämä tutkimus alleviivasi useiden TME:n komponenttien vaikutusta syövän invaasiolle ja ennusteelle OTSCC:ssä. Lisäksi se tarjoaa käyttökelpoiset työkalut (TNC ja FN) tarkemmalle diagnostiikalle aikaisen vaiheen OTSCC:ssä.

Den här studien syftade till att belysa hur några pedagoger med olika typ av bakgrund, verksamma i ett homogent svensktalande respektive ett mer mångkulturellt område, tänker om och arbetar med flerspråkiga barn i förskolan. Frågeställningarna rörde pedagogernas syn på hur en språkstimulerande miljö bör utformas, positiva samt negativa aspekter i arbetet med flerspråkiga förskolebarn, samt om skillnader i uttalanden hos de olika yrkesrollerna kunde utrönas. Jag ville också ta reda på om barnens modersmål talades i verksamheten eller om dess ursprung lyftes fram på något annat vis. Jag använde mig av intervjuer som forskningsmetod. Min resultatanalys visade att samtliga pedagoger betonar användandet av ett nyanserat, rikt och benämnande språk i det vardagliga talet, under alla situationer i verksamheten. För barn med annat modersmål än svenska blir det extra viktigt med stöd i form av bilder och konkret material, enligt pedagogerna. Problematiska aspekter med att tala flera olika språk i verksamheten, som lyftes fram var dels organisatoriska - att erhålla pedagoger med en viss flerspråkig kompetens - och dels att hålla en sund balans där också det svenska språket ska betonas. På två av förskolorna talar pedagogerna andra språk än svenska i den dagliga verksamheten. De gör detta med hänvisning till de positiva kognitiva effekter barnet får. Tvärtemot detta har en förskollärare på en annan förskola valt att inte tala flera olika språk i verksamheten. Hon menar att detta sänder ut negativa signaler till de barn vars modersmål inte talas av någon av pedagogerna. Generellt sett framkom en ståndpunkt hos pedagogerna om att problem och svårigheter ingår i yrket, det ingår att anstränga sig, varför exempelvis språkförbistringar egentligen inte anses vara jobbigt. / The aim of this study was to shed light on how some teachers with different backgrounds, in a homogenous Swedish-speaking and a more multicultural area, think about and work with multilingual children in preschool. My research questions concerned the teachers’ vision of how a language stimulating environment should be designed. If multilingual children need a particular design - plus positive and negative aspects of the work with multilingual preschool children, as well as if there’s differences between the statements of the various professional roles. I also wanted to find out whether children's mother tongue was spoken in the everyday praxis or not - or if the child’s origins were highlighted in other ways. Interviews were used as my reasearch metod. My results showed that all teachers stress the use of a nuanced, rich and naming language in everyday praxis. For children with a mother tongue other than Swedish, it becomes more important with language aid, like pictures and concrete materials, according to teachers. Problematic aspects of speaking several languages in preschool were partly organizational - to obtain staff with multilingual skills - and partly to keep a balance in also emphasizing Swedish. In two of the preschools’ everyday activity, teachers speak languages other than Swedish. They do this referring to the positive cognitive effects on the child. Contrary to this, a preschool teacher at another preschool chose not to speak other languages in everyday activity. She feels that this sends out negative signals to the children whose first language is not spoken by any of the teachers. In general, there was a position with the teachers that problems and difficulties are in the profession, making an effort forms a part of the occupation.

The traditional way of estimating the formant frequencies from articulatory data presupposes knowledge of how the vocal tract cross-sectional area varies for a given articulatory shape (Fant 1960/1970). Accordingly, in order to derive the formant pattern of a given articulation, the three-dimensional shape of the vocal tract (VT) needs to be known. In the past cross-sectional areas have typically been derived by means of ‘d-to-A rules’ that use the mid-sagittal cross-distance d at each point along the VT to produce a corresponding cross-sectional area A. X-ray and MRI data have been used to calibrate such rules (Heinz & Stevens 1964, Sundberg et al. 1987, Ericsdotter 2005). Although this procedure has produced many useful results it is time consuming and laborious. It is speaker-specific. It presupposes access to information on the three-dimensional shape of the VT, which is not experimentally readily accessible. Such observations raise the question whether sufficiently accurate alternative approaches can be developed. Is it possible to go straight from articulatory data to formant frequencies without having to construct a cross-sectional area function? If such methods could be developed it would have many uses both in phonetics and practical applications. This paper reports an attempt to map the time variations of selected articulatory parameters from X-ray profiles directly on the formant tracks using multiple regression analysis. Preliminary results for F1 indicate that multiple regression analysis can indeed be useful for making such predictions. The prospects of extending the present analyses to other formants are discussed.

Genom iakttagelser under den verksamhetsförlagda delen av min yrkeslärarutbildning har jag gjort iakttagelser som ligger till grund för den här studien. Läsförståelse är avgörande för att kunna tillgodogöra sig sina studier på bästa sätt det finns det forskningen om, men hur ser forskningen ut när det handlar om läsförståelse inom vuxenutbildning? Jag har i den här studien valt att fokusera på de elever som har svenska som modersmål då det inte tenderar vara ett prioriterat område inom forskning om läsförståelse. Genom fenomenografi som metod har jag undersökt hur elever med svenska som modersmål tolkar några av de centrala begrepp som används inom vård- och omsorgs utbildning. Tillsammans med studiens etnografiska ansats har jag kunnat observera och analysera vad som påverkar läsförståelsen hos elever i vuxenutbildning men också kunna sätta in läsförståelsen i en större och vidare kontext genom den skoldidaktiska teorin som ligger till grund för diskussionen. Resultatet visar på att det finns anledning att se över hur man arbetar med läsförståelse även inom vuxenutbildningen för att ge alla elever bästa möjliga förutsättningar till progression i sin utbildning. / Through observations during the activity-related part of my vocational education program, I have made observations that underlie this study. Reading comprehension is crucial in order to be able to study their studies in the best possible way. There is research, but what does the research look like when it comes to reading comprehension in adult education? In this study, I have chosen to focus on those students who have Swedish as a mother tongue as it does not tend to be a priority area in research on reading comprehension. By means of phenomenology as a method, I have investigated how students with Swedish as a mother tongue interpret some of the key concepts used in healthcare and education. Together with the ethnographic approach of the study, I have been able to observe and analyze what influences reading comprehension in adult education students but also to put the reading comprehension into a broader and further context through the school-didactic theory underlying the discussion. The result shows that there is a need to review how to work with reading comprehension, even in adult education, to give all students the best possible conditions for progression in their education.

The pass rate in mathematics is unsatisfactory both in South Africa and internationally. Historically disadvantaged students tend to underachieve even more due to a variety of hampering factors. An investigation into the reasons for underachievement in mathematics prompted the researcher to launch a study through which she wanted to remediate some of these identified problems. The research project took place at Technikon Northern Gauteng (TNG), and comprised of the implementation of tutorial sessions. The study was conducted by means of a quasi-experimental design using action research. The primary goal of this dissertation is to report on the process, outcomes and recommendations in order to facilitate improvement in practice. The researcher's overarching hypothesis was that tutorials in mathematics would have a positive effect on the achievement of first year mathematics students at TNG. The following questions were focussed on during the course of the study: ¨ What is the impact of mathematics tutorials on problem-solving abilities and critical thinking? ¨ What is the impact of tutorials on the self-image of the students, with reference to mathematics and mathematics achievement? ¨ What is the impact of tutorials on mathematics achievement? ¨ Which role could tutors play in the creation of role models? ¨ Do students have the need to communicate mathematically in their mother tongue? ¨ How successfully could portfolio assessment be implemented? Quantitative and qualitative data were gathered through a standardised questionnaire, the SOM, a specifically designed, structured questionnaire, observations, focus group interviews, reflective diaries and student records. Some of the findings include: ¨ Historically disadvantaged students § often possess a unsatisfactory study orientation; § apply inefficient time management; § suffer from mathematics anxiety; § do not show a correlation in terms of grade 12 symbols and success at tertiary level § often experience milieu deficit; § do not achieve according to their expectations; and § do not have a learning culture (COLT) at their disposal. ¨ Students generally perceived the tutorials as positive and contributing towards success. The students § did not often speak in their mother tongues; § appreciated the relaxed work tempo; and § utilise the support system of the smaller group. ¨ During the focus group interviews students recognised the following success factors: § regular class attendance; § completion of homework § planning and revision according to a study timetable. ¨ Students shared some personal experiences with the researcher, namely that § the tutorials boosted their self-image and make them willing to ask questions during lectures; § some tutors acted as positive role models; and § the consistent involvement of the lecturer motivated students. The statistical procedures revealed that the students in the experimental group did not perform significantly better than those in the control group, yet that does not diminish the value of the study in any way. The researcher recommends further research in the tertiary mathematics environment in order to empower students. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Tutkielman tavoitteena oli selvittää voiko Suomessa julkaistua oppikirjaa perustellusti käyttää ruotsalaisessa suomi äidinkielenä -opetuksessa, ruotsalaisen peruskoulun opetussuunnitelman äidin­kielen kurssisuunnitelman keskeisiä sisältöjä vasten tarkasteltuna, kun kirja on tarkoitettu alun perin käytettäväksi Suomessa ruotsinkielisten koulujen suomi toisena kotimaisena kielenä -oppiaineessa, äidinkielenomaisen suomen oppimäärässä. Tutkimuksen taustalla on Ruotsissa julkaistun suomen kielen oppimateriaalin, joka olisi suunnattu ruotsalaisen kurssisuunitelman ”suomi ensimmäisenä kielenä” oppiaineeseen, vähäisyys. Äidinkielen­opettajat Ruotsissa käyttävät ruotsalaisen materiaalin vähäisyyden vuoksi Suomessa julkaistua opetusmateriaalia. Tutkimuksen teoreettinen kehys perustuu sosiokulttuurisen oppimis­käsityksen teorialle, ja sitä kehittävälle systeemis-funktionaaliselle kieliteorialle, tai genre­pedagogiikalle. Opetuksen, ja sen myötä myös oppimateriaalin tehtävien ja käsiteltävien tekstien on oltava näiden näkemysten mukaan sellaisia, että ne ovat oppijan lähikehityksen vyöhykkeellä. Tutkielman menetelmänä oli oppikirjatutkimuksen alalla yleinen sisällöntutkimus, ja tässä tutkielmassa sisällön­tutkimuksen kohteena oli nimenomaan oppikirja pedagogisena, ei ideologisena artefaktina. Oppikirjassa ei ole mukana ruotsinsuomalaista näkökulmaa, eikä se mainitse ruotsissa puhuttua suomea, joten tutkimuksessa on rajattu nämä kurssisuunnitelman kohdat tutkimuksen ulkopuolelle.  Tutkimuksen perusteella on todettavissa, että suomessa julkaistua suomen kielen opetusmateriaalia voidaan käyttää äidinkielenopetuksessa, mutta tietyin varauksin. Maiden välisten opetussuunnitelmien painotuserojen vuoksi käsitellyssä oppikirjassa oli vain vähän kaunokirjallisuuteen liittyviä sisältöjä ja tehtäviä, kaunokirjallisuuden ollessa kuitenkin yksi keskeinen osa ruotsalaista kurssisuunnitelmaa. / Målet med denna studie var att undersöka om det går att använda en finsk lärobok i modersmåls­undervisning i finska i Sverige i enlighet med den svenska kursplanen. Boken är publicerad i Finland och riktad mot undervisning i finlandssvenska skolor i ämnet finska som det andra inhemska språket, den modersmålsinriktade lärokursen (mofi). Det saknas lämpliga läroböcker och -material som är utformade för modersmålsundervisning i Sverige med de elever som studerar finska enligt kursplanen ”finska som modersmål”. På grund av bristen har modersmålslärare i Sverige använt sig av läromedel från Finland i undervisningen. Den teoretiska utgångspunkten i studien är den sociokulturella teorin om lärande, som utvecklas vidare i systemisk-funktionell grammatik, eller genrepedagogik. Enligt denna syn på lärande ska läroböcker, -medel och uppgifter vara anpassade så att eleven befinner sig i sin proximala utvecklingszon. Undersökningen grundar sig vidare på innehållsanalysens metoder och betraktar boken som pedagogisk artefakt, inte ideologisk. Boken har inte det sverigefinska perspektivet och nämner inte finskan man talar i Sverige, och därför har jag valt att lämna ut kursplanens delar som berör sverigefinsk kultur. Med den gällande svenska kursplan i modersmål - finska och dess centralt innehåll, visar studien att man kan använda boken i modersmåls­undervisningen även i Sverige, men på vissa villkor: På grund av de tyngdpunkter som den finska läroplanen i Finland har, uppvisar läroboken vissa brister, till exempel beträffande genrer: skönlitteratur saknas i stort sett helt i boken. / The goal of this study was to analyse whether it is arguable to use a textbook in Finnish mother tongue instruction in Sweden when the book itself is originally published in Finland and aimed to be used by Swedish speakers in language instruction within a subject called “Finnish as a second national language” in Finland. There is a lack of suitable textbooks and material that are designed for the Sweden Finnish mother tongue instruction with learners that are studying Finnish in Sweden following the course plan of “Finnish as a first language”. Due to the lack of suitable Swedish-made material, mother tongue teachers in Sweden have used material published in Finland. The theoretical basis of this study is found in the sociocultural perspective of learning and the systemic-functional language theory or genre-based pedagogy. According to these theories, the used material, textbooks and exercises should be on the learners’ zone of proximal development.  The analysis in this study follows the methods of content analysis, and the study focuses on the book as a pedagogical rather than ideological artefact. The textbook analysed in this study does not contain the Sweden Finnish perspective, and does not mention the Finnish spoken in Sweden, and therefore the parts of the Swedish course plan that are related to the perspective are left out of this study. With the current Swedish course plan for Finnish, and its core contents, the textbook in question may be used in mother tongue instruction, with some reservations. The book lacks few genres that are present in the Swedish course plan’s core contents, such as fictional literary genres other than short stories. The lack of specific genres is due to the different emphasises that the curricula of the two countries’ school systems have.

Le projet littéraire d’Hernán Ronsino (Chivilcoy, Argentine, 1975) présente actuellement une charnière spatiale et temporelle qui, sans laisser de côté sa poétique sur la langue, s’apprête à retrouver un nouvel élan. Cet auteur a commencé à publier dans les années 2000, moment où des nouvelles maisons d’édition ont ouvert leurs portes aux jeunes écrivains, peu connus. Dans ce contexte de renouveau, les questionnements sur la langue littéraire se sont multipliés. Le travail de Ronsino propose depuis cette époque une réflexion sur la langue et sur la condition linguistique des êtres humains. Il intègre dans la diégèse cet état d’esprit expérimental vis-à-vis de la langue littéraire. Lorsque le champ littéraire questionnait sa langue, cet écrivain a bâti son projet à partir de la poétisation de ces réflexions. Son rapport à la langue est pour nous l’aspect le plus important de sa poétique.L’étude que nous proposons dans cette thèse cherche à déterminer les piliers de son projet, ainsi qu’à formuler, à travers ses mots lorsqu’il s’exprime dans des entretiens à propos de son écriture, des catégories qui permettent d’analyser son travail créatif. Cette perspective méthodologique constitue, à notre sens, un point de départ conséquent dans notre démarche de croisement du texte fictionnel et de la parole de l’écrivain. Pour développer ces propos, nous présentons une thèse à deux parties.Dans la première partie, divisée en trois chapitres, nous menons une étude intégrale de la stylistique de ses quatre premiers livres. Nous analysons la manière dont Ronsino travaille la temporalité d’un point de vue transtextuel, s’appuyant sur la figure de la répétition. Les liens établis avec d’autres textes deviennent une caisse de résonance construisant une image du régime d’historicité. À cet égard, la répétition sert à élaborer une organisation temporelle à l’intérieur de son projet, ainsi qu’à insérer dans son propre discours la formulation d’autres écrivains. Ronsino cherche surtout à faire de la phrase la face visible d’une « poétique de l’accent ». En effet, nous trouvons au sein de son projet le désir d’écrire l’oralité de son village natal.Dans la deuxième partie nous abordons deux notions dérivées de la poétique de l’accent: l’espace et le corps. La matérialité du livre est au centre d’un intérêt pour une écriture historiquement dense. Cette matérialité participe à la poétisation de l’espace réel et met en avant une approche de la littérature en tant qu’art graphique. Dans ces circonstances, le corps joue un rôle déterminant à l’heure de penser l’écriture dans la dimension gestuelle et corporelle. Il s’agit, après tout, d’une pratique qui engage pleinement le corps. Ainsi, la littérature peut entraîner une pensée du corps qui permet une approche biopoétique des textes. / Hernán Ronsino's literary project (Chivilcoy, Argentina, 1975) presents a spatial and temporal hinge that, without leaving aside its poetics on the language, is about to regain a new momentum. This author began publishing in the 2000s, when new publishing houses opened their doors to young lesser-known writers. In this context of renewal, questions about the literary language have multiplied. Since then, Ronsino's work has been a reflection on language and the linguistic condition of human beings. In his diegesis, he integrates this experimental state of mind vis-à-vis the literary language. When the literary field questioned his language, this writer built his project from the poetization of these reflections. His relation to language is for us the most important aspect of his poetics.The study that we propose in this thesis seeks to determine the pillars of his project, as well as to formulate, through his words when he expresses himself in interviews about his writing, categories that make it possible to analyze his creative work. This methodological perspective is, in our opinion, a starting point in our approach to cross the fictional text and the writer's words. To develop these words, we present a two-part thesis.In the first part, divided into three chapters, we conduct an integral study of the stylistics of his first four books. We analyze the way in which Ronsino works temporality from a transtextual point of view, based on the figure of repetition. Links established with other texts become a box of resonance building an image of the regime of historicity. In this respect, repetition serves to elaborate a temporal organization within one's project, as well as to insert in one's speech the formulation of other writers. Ronsino seeks, above all, to make the sentence the visible face of a "poetics of the accent". Indeed, in his project we find the desire to write the orality of his native village.In the second part, we address two notions derived from the poetics of the accent: space and the body. The materiality of the book is at the center of an interest in historically dense writing. This materiality contributes to the poetization of real space and puts forward an approach to literature as a graphic art. In these circumstances, the body plays a decisive role when it comes to thinking about writing in the gestural and corporal dimension. It is, after all, a practice that fully engages the body. Thus, literature can lead to a body thinking that allows a biopoetique approach to texts.

Huvudsyftet med denna studien var att granska hur kommuner informerar om modersmål i förskoleklassen på finska. Tio kommuner valdes för att studera detta, fem s.k. förvaltningskommuner för finska, fem som inte var det. Studien visar att det är vanligare att kommunerna informerar om modersmål och förskoleklass på finska om kommunen ingår i förvaltningsområdet för det finska språket. För att sprida information på finska använder kommunerna både finskspråkiga myndighetstexter och automatiska översättningsprogram. Kommunernas finskspråkiga texter visade sig vara vaga och mångtydiga. De automatiska översättningarna motsvarade inte det förväntade innehållet. Denna kvalitativa studie tar sin teoretiska utgångspunkt i nationell lagstiftning ur ett språk- och minoritetspolitiskt synsätt. Huvudmaterialet består av de valda kommunernas internetsidor som samlades in under oktober 2019 och analyserades med hjälp av kritisk diskursanalys. / The aim of this study was to examine how municipalities inform about mother tongue in the pre-school class in Finnish. Ten municipalities were chosen to study this, five so-called administrative areas for Finnish, five that were not. The study shows that it is more common for municipalities to provide information about mother tongue and pre-school class in Finnish if the municipality is included in the administrative area for Finnish language. To disseminate information in Finnish, the municipalities use both government texts in Finnish and automatic translation programs. The language texts of the municipalities in Finnish proved to be vague and ambiguous. The automatic translations did not match the expected content. This qualitative study takes its theoretical point of departure in national legislation from the perspective of a language and minority policy. The main material consists of ten municipalities' internet pages which were collected in October 2019 and analysed using critical discourse analysis.

Abstract:​ Diploma thesis called​ Pupil with a different mother tongue​ concerns the topic of pupils with a home language different from the language of communication of the country they are in. In the theoretical part, the thesis describes the situation of these pupils in the Czech republic and in the world, especially the topic of bilingualism which reflects the situation of pupils with a different home language which already use the second language in various degrees. Next, it deals with intercultural communication, support of these pupils in school and methods of maintaining both languages (native and second). Practical part is based on observation of bilingual children in a particular Czech school in England, further on analyzed language utterances of children with a different home language and on semi-structured interviews with some bilingual families (children and parents) in England and in the Czech republic. Interviews concern the maintenance of mother language and situations regarding usage of both languages by questioned children in families and in school. The aim of the thesis is to describe the situation of pupils with a different home language in family and in school in England and in the Czech republic and to find out how families deal with maintenance of mother language and which of both...