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В магистерской диссертации исследуются рукописные воспоминания непрофессионального, наивного автора Фенина В. Е. в свете теории речевых жанров. Рассматривается концепция адресанта в рукописных воспоминаниях. Анализируются строевые элементы гипержанра воспоминаний (субжанры) – метатекстовые высказывания, выделяются их функции. Разбирается информативно-оценочная программа построения субжанров рукописных воспоминаний. / In the master's dissertation the handwritten memories of a non-professional, naive author Fenin V. E. are examined in the light of the speech genres theory. The concept of the addressee in handwritten memories is considered. The structural elements of the hypergenre of memories (subgenres) – metatextual statements – are analyzed and their functions are highlighted. The informative-evaluative program of the subgenres' construction in handwritten memories is analyzed.

Marqueur linguistique très usité dans la comédie, la forme diminutive est une des particularités de la langue d’Aristophane. Comparables au suffixe -ette en français (e.g. maison > maisonnette), les suffixes -ιον et -ισκος sont utilisés par des personnages de tous les genres et de toutes les classes sociales pour exprimer leur évaluation diminutive. Parfois utilisés pour représenter un objet plus petit, parfois pour complimenter et parfois pour exprimer son dédain, les diminutifs sont difficiles à définir et encore plus complexes à démêler des autres formes qui peuvent partager leur suffixe. La première étape de ma recherche a donc consisté à créer un schéma radial capable d’expliquer les différents aspects sémantiques et pragmatiques du diminutif dans le dialecte attique d’Aristophane. La seconde partie de ma recherche a servi de vérification du schéma radial proposé. À travers une méthode établie à partir du schéma radial et de la définition morphologique du diminutif grec, j’ai classé et vérifié les termes trouvés par une application de traitement automatique des langues naturelles créée dans le cadre de cette recherche. Ces données ont également servi à vérifier certaines hypothèses sur la fréquence d’apparition du diminutif et sa variété d’expression dans le sociolecte féminin chez Aristophane. Sujet encore débattu chez les linguistes, la relation entre le genre et l’expression est au centre des préoccupations de la recherche actuelle en morphologie évaluative. L’ensemble de cette recherche se veut donc également une description d’un cadre méthodologique adapté à l’analyse des textes anciens à l’aide de méthodes informatiques. / A linguistic marker widely used in comedy, the diminutive form is one of the distinctive features of Aristophanes' language. Comparable to the suffix -ette in French (e.g. maison > maisonnette), the suffixes -ιον and -ισκος are used by characters of all genders and social classes to express their diminutive valuation. Sometimes used to represent a smaller object, sometimes to compliment and sometimes to express disdain, diminutives are difficult to define and even more complex to disentangle from other forms that may share their suffix. The first stage of my research therefore involved creating a radial scheme capable of explaining the various semantic and pragmatic aspects of the diminutive in Aristophanes’ attic dialect. The second part of my research served to verify the proposed radial scheme. Using a method based on my radial scheme and the morphological definition of the greek diminutive, I classified and verified the terms found by a natural language processing application created as part of this research. These data were also used to test certain hypotheses on the frequency of appearance of the diminutive and its variety of expression in Aristophanes' feminine sociolect. The relationship between gender and expression is still a hotly debated topic among linguists, and is at the heart of current research in evaluative morphology. The whole of this research is therefore also intended as a description of a methodological framework suitable for the analysis of ancient texts with computational methods.

The aim of this thesis was to examine the conditions for democratic bildung-oriented education for students in the school science discourse. This is something that the Swedish curriculum is based on and thereby the education should develop students' capacity for social, political and cultural awareness. The theoretical framework used is grounded in critical didactics and feminist theories which assume that students should feel involved and get their voices heard. The Swedish national test in chemistry (2009-2012) and student answers (198n) from one of the items in the 2009 test have been analyzed using discourse analysis. The first study explored the norms and values present in the national tests in chemistry, in relation to people, society and nature. The second study focused on student’s evaluative language in their free-text answers to one of the items. Thereby attitudes in student answers were projected in relation to the norms and values found in the first study. Finally, the student answers were used once more in a third study, where students’ positioning in relation to the scientific discourse in the chemistry test (2009) was explored, as well as which feminist figurations these subject positions express. The results show that the national tests harbor an elitist image and anandrocentric bias.The normative message is that students should adopt an objective, rational, non-judgmental and non-emotional role. Topics connected to young people’s everyday life, that might interest students, are rare. Contrary to the normative messages mediated by the tests, students use evaluative and embodied language to a high extent in their answers. They choose to write about topics that are close to their everyday life and they show that they are emotionally engaged. Through feminist figurations theories used in the third study one can see how the student-subject positions offer resistance in different ways. This is shown in their criticism of science and technology, human society and nature. The students' responses have embraced an embodied chemistry that can be interpreted as teaching based on bildung and deliberative discussions.

State planning and transportation agencies continually face the escalating problem of increasing needs coupled with limited financial resources to meet those needs. In this difficult fiscal environment, the importance of meaningfully involving the public in the decisions that shape the future of our cities and regions becomes even more amplified. Proactively working with the public to gain buy-in from the early stages of the planning process is one of the most effective strategies to reduce project costs. The classic process in which state planning and transportation agencies have engaged the public is no longer an effective or efficient model as public meeting attendance has consistently decreased. As technology continues to shape the way that the public communicates with each other and their government, the onus falls on state planning and transportation agencies not only to continue to provide the traditional methods of engagement, but to look for new and innovative ways to gain increased public participation in the planning process. The traditional methods of public engagement will always be an important part of the planning process, but discovering the effectiveness of emerging technologies in order to develop new best practices for public engagement is the charge of the future. This report will evaluate whether a) online participatory planning spaces expand participation in the planning process and b) examine how evaluative metrics gathered by using online tools can inform decision makers of the utility of virtual planning spaces. This report will then present an evaluative criteria in order to establish a baseline by which to assess the performance of public involvement processes. This report will then present a case study of the Oak Hill Parkway Virtual Open House Pilot Project, a pilot study conducted in Austin, Texas to test the effectiveness of online participatory planning spaces in the field. This report will also share the results of interviews with Oak Hill Parkway Project representatives regarding the usefulness of virtual planning spaces. The report will conclude with a discussion of lessons learned and future research needs. / text

Filozofická fakulta Univerzity Karlovy v Praze DIPLOMOVÁ PRÁCE 2012 Bc. et Bc. Karolína Kudláčková Filozofická fakulta Univerzity Karlovy v Praze Katedra pedagogiky Diplomová práce Karolína Kudláčková Sociální podnikání jako forma sociálně-pedagogické práce The Social Enterprise as the Form of Social Pedagogy's Working 2012 Vedoucí práce: PhDr. Jitka Lorenzová, Ph. D. Děkuji vedoucí své diplomové práce PhDr. Jitce Lorenzové, Ph.D. za cenné rady v průběhu jejího psaní. Chci ale vyjádřit svou vděčnost také všem ředitelům a vedoucím, kteří mi umožnili realizovat kvalitativní výzkum ve svých organizacích, jejich zaměstnancům a externím pracovníkům pak za jejich ochotu a otevřenost, s nimiž mi sdělili své názory a postoje. Byla jsem mile překvapena, s jakým pochopením jsem se setkala nejen v neziskových organizacích, nýbrž také v řadách státních úředníků. Prohlašuji, že jsem tuto diplomovou práci vypracovala samostatně a výhradně s použitím citovaných pramenů, literatury a dalších odborných zdrojů. Tato má práce, ani její části nebyly využity v rámci jiného vysokoškolského studia či získání jakéhokoliv akademického titulu. Karolína Kudláčková v. r. V Praze dne 28. června 2012 Anotace Diplomová práce Sociální podnikání jako forma sociálně-pedagogické práce se snaží předložit co možná nejcelistvější pohled na...

This diploma thesis examines functions of the modal verb should in nominal content clauses introduced by the conjunction that. The Czech counterparts of the English sentences are considered as well. The research focuses on the so-called putative should which occurs after main clauses with directive, epistemic, attitudinal, evaluative and volitional expressions. Should expressing intrinsic (root) modality (expressing permission, obligation or ability) is left out of account. The work pays attention to the basic classification of nominal content clauses deriving from a verbal form alternating with putative should. Two kinds of putative should will be dealt with, namely should after directive and volitional expressions which could have its alternative form in the present subjunctive and should after epistemic, attitudinal and evaluative expressions which could possibly alternate with the indicative. The work examines these verbal forms in relation to the intentional modality of the sentence in an independent form (e.g. declarative, interrogative or imperative sentence). The work is divided into two parts: theoretical and practical. The theoretical part of the work describes the basic classification of all central modal verbs in English and putative should in terms of its relation towards the...

Made available in DSpace on 2016-04-28T18:23:25Z (GMT). No. of bitstreams: 1 LAEL - Rosemary Neves de Sales Dias.pdf: 1689212 bytes, checksum: 013cde1f03ac6f55ed8a6823448d9cd6 (MD5) Previous issue date: 2006-10-17 / The objective of this work is to examine the folders of two hotels that belong to the Hotel chain Accor: the Formule 1 Hotel and the Sofitel Sao Paulo Hotel an economic and a luxury hotel located in the city of Sao Paulo , in order to verify through the evaluative dimensions in terms of Lemke (1998), the differences of lexicogrammatical choices that accomplish the different languages used by the hotels folders considering the market segment. Having the purpose of examining the evaluative dimensions used by both hotels , the methodology offered by the systemic functional linguistic developed by Halliday (1994; 2004) was chosen, as well as the proposed the Genre and Register Theory proposed by Eggins & Martin (1997). Lemke states that the lexicogrammatical resources enables the expression not only of the ideational meaning as well as the speaker s attitude in relation to his propositions and proposes. Anything we say about the world will carry our point of view about it: if we believe it, it will be usual, expected, important, probable, surprisingly, serious or comprehensible, and these beliefs are transformed into the seven dimensions proposed by him, of this evaluative orientation in relation to the text semantics. At the end of this analysis, the data shows that the evaluative dimensions Importance, Desirability, Warrantability, Expectedness, and not Usuality are present in both folders, while the evaluative dimensions Normativity and not Expectedness are the differences between them / O objetivo desta dissertação é examinar os folders de dois hotéis da Rede hoteleira Accor: o Hotel Formule 1 e o Hotel Sofitel, um econômico e outro de luxo, respectivamente, localizados na cidade de São Paulo, para verificar, através das dimensões avaliativas em termos de Lemke (1998), as diferenças de escolhas léxico-gramaticais que realizam as diferentes linguagens utilizadas pelos hotéis, considerando os segmentos de mercado a que se destinam. Com a finalidade de examinar as dimensões avaliativas praticadas pelos dois hotéis da rede Accor, optou-se pela metodologia oferecida pela lingüística sistêmicofuncional, desenvolvida por Halliday (1994; 2004), e em especial a proposta da Teoria dos Gêneros e Registros (TGR), de Eggins & Martin (1997). Lemke afirma que os recursos léxico-gramaticais permitem expressar não só o conteúdo ideacional, mas também a atitude do falante tanto em relação ao interlocutor, quanto em relação de suas proposições e propostas. Qualquer coisa que digamos sobre o mundo incluirá também o nosso ponto de vista sobre a coisa declarada: se acreditamos nela, se ela é provável, desejável, importante, permitida, surpreendente, séria ou compreensível, e que se traduzem nas sete dimensões por ele propostas, da orientação avaliativa em relação à semântica do texto. A análise dos dados demonstraram que as dimensões avaliativas: Importante, Desejável, Garantido, Surpreendente e não-Esperável aparecem em ambos os folders, enquanto que as diferenças entre eles se materializaram nas dimensões: Necessário e não-Esperável

Made available in DSpace on 2016-04-28T20:57:26Z (GMT). No. of bitstreams: 1 Marcia Maria Dias Reis Pacheco.pdf: 643460 bytes, checksum: d6b5120089f21d4df9df1798b6791da6 (MD5) Previous issue date: 2008-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work aimed at investigating the docents evaluative conceptions at a higher learning institution located in São Paulo state. The research was held with docents actuating in the following areas: Mathematics, Chemistry, Physics, Physical Education, Biological Sciences and Pedagogy, and it was assumed that their evaluative practices would positively influence the students future performance on such pedagogical aspect. The instruments for data collection consisted on a questionnaire and further interviews. It was a questionnaire with closed questions, in a total of 25, based on statements registered on other researches on evaluation applied to the docents of the institution. The answers in the questionnaires were used to elect the docents to be interviewed. The open-ended interviews with the six elected allowed the expression of profound thoughts on the issues investigated: 1. Why evaluating? 2. What is to be evaluated? 3. How to evaluate? The answers were then submitted to the analysis of contents. The theoretical references were concentrated the authors: Luckesi, Prado de Souza, Perreunoud, Hadji and Afonso Janela. It was evidenced that the practices developed by the interviewed has a formative role, being used to detect the students difficulties, raising information and enhancing the educational process. It was also possible to identify that they apply diverse evaluative instruments and procedures, aiming at integrating the evaluative and the teaching-learning processes. The results suggest that the didacticadministrative organization in the institution favors the development of differentiated evaluative practices. This study represented a means to reflect more about the evaluative procedures to be used by future professors actuating within the elementary education, constructing or not differentiated and proficient practices / Na presente tese objetivou-se investigar as concepções avaliativas dos professores que atuam nos cursos de licenciatura. A pesquisa realizou-se em uma instituição de ensino superior, no interior do Estado de São Paulo, com professores dos cursos de licenciaturas existentes na instituição: Matemática, Química, Física, Educação Física, Ciências Biológicas e Pedagogia. Partiu-se do pressuposto de que as práticas de avaliação desenvolvidas pelos professores nos cursos de formação, possibilitavam aos alunos experiências que influenciariam na construção nas futuras práticas avaliativas. Os instrumentos de coleta de dados foram questionário e entrevista semi-estruturada. O questionário com questões fechadas, composto de 25 itens, foi inspirado em depoimentos registrados em pesquisas sobre avaliação da aprendizagem no contexto do ensino superior e aplicado a todos os professores que ministram aulas nos cursos de licenciaturas da instituição. Os dados dos questionários foram utilizados para a escolha dos entrevistados. A entrevista semiestruturada foi realizada com seis professores, o que permitiu um aprofundamento das questões que permeiam as práticas avaliativas. Os dados foram agrupados em três categorias: Para que avaliar? O que avaliar? Como avaliar? e foram submetidos à análise de conteúdos. No referencial teórico utilizamos as contribuições de autores como: Luckesi, Prado de Souza, Perreunoud, Hadji e Afonso Janela. Constatou-se que as práticas desenvolvidas pelos professores têm um papel formativo, são utilizadas para detectar as dificuldades dos alunos, obter informações e aperfeiçoar o processo de ensino. Foi possível identificar ainda que os professores, em suas práticas avaliativas, utilizam vários instrumentos e procedimentos avaliativos e que procuram integrar o processo avaliativo ao processo de ensino-aprendizagem. Os resultados obtidos também sugerem que a instituição, com sua organização didáticoadministrativa e suas ações favorece o desenvolvimento de práticas avaliativas diferenciadas. Em linhas gerais, este estudo representou a possibilidade e a preocupação de pensarmos criticamente os processos avaliativos a que são submetidos os futuros professores que atuarão na educação básica, o que, de certa forma, levanta importantes pontos de reflexão, sobre a formação de professores e revela, de modo especial, que os futuros docentes poderão construir saberes e práticas avaliativas diferenciadas, a partir das experiências vivenciadas em seus cursos de formação inicial, criando bases para a futura prática docente