After World War II, Europe has only experienced two wars, in the 1990s when Yugoslavia dissolved and now in 2022 when Russia went to war with Ukraine. Regardless of the outcomes of wars, it is clear that wars continue to recur in a continent that prides itself on its peaceful aspirations. During the breakup of Yugoslavia, the war in Bosnia was, in terms of scale,  the most terrible of all wars in the Balkans. In addition, it was the war that received extensive media coverage. This affordance has not been fully utilized. After the war ended, the Bosnians went a long way in rebuilding their devastated community. Based on a semiotic analysis of media representation of war-torn reality in this community, it was found that community subjectivity built up at a similar rate to the media's representation of their reality. The results show the five most commonly used terms to describe Bosnians in connection with the Bosnian War. These terms are 1. Genocide 2. Crime 3. Tragedy 4. Invaders 5. Victims. And,  results show that realistic depictions of war presented in the media reduce victim identification in war-devastated communities.

Данное иследование направлено на перевод интерфейса программы Autodesk 3ds MAX и на составление обучающего глоссария к этой программе для унификации терминов программы, пользования начинающими и опытными пользователями. Актуальность исследования состоит в том, что настоящее время все больше людей переходят на формат работы онлайн, работы из дома или работы в полном погружении в виртуальную среду. Большая часть моделирования новых продуктов, симуляций, дизайнов интерьеров и экстерьеров проводится при помощи компьютерного моделирования. При этом программное обеспечение зарубежных разработчиков не имеет альтернатив. Также, как не имеет и локализации на русский язык. Программное обеспечение Autodesk 3ds MAX является наиболее популярным из них. Если в отношении англоязычной лексики данной программы существуют многочисленные словари, глоссарии в электронном виде, то вопрос правильности их перевода, унификации терминов и полноты материала явно не может быть удовлетворительным. Теоретическая часть исследования разбирает предмет локализации, ее историю, назначение и важность. Также разбираются основные проблемы проектирования глоссария и выявляются факторы, определяющие его содержание и структуру. Практическая часть исследования состоит из структурированного перевода интерфейса программы Autodesk 3ds MAX с объяснениями функций команд и инструментов для составления глоссария к этой программе. В результате исследования были проанализированы основные подходы к локализации программного обеспечения, были рассмотрены критерии составления словарей, была назначена структура и процесс составления глоссария, был получен полный учебный глоссарий программы Autodesk 3ds MAX, который переводит и объясняет, за что отвечает та или иная функция программы. Правильность перевода, корректность объяснений были проверены профессиональными дизайнерами. Глоссарий был протестирован начинающими и опытными пользователями Autodesk 3ds MAX. / This research is aimed at translating the interface of the Autodesk 3ds MAX program and compiling a training glossary for this program to unify the program terms for use by beginners and experienced users. The relevance of the study lies in the fact that nowadays more and more people are switching to the format of working online, working from home, or working in complete immersion in a virtual environment. Most new product modeling, simulations, interior and exterior designs are done using computer simulations. At the same time, software from foreign developers has no alternatives. Also, it does not have localization into Russian. Autodesk 3ds MAX software is the most popular of them. If there are numerous dictionaries and glossaries in electronic form regarding the English vocabulary of this program, then the question of the correctness of their translation, unification of terms and completeness of the material clearly cannot be satisfactory. The theoretical part of the study examines the subject of localization, its history, purpose and importance. The main problems of glossary design are also examined and the factors that determine its content and structure are identified. The practical part of the study consists of a structured translation of the Autodesk 3ds MAX program interface with explanations of the functions of commands and tools for compiling a glossary for this program. As a result of the study, the main approaches to software localization were analyzed, the criteria for compiling dictionaries were considered, the structure and process of compiling a glossary was assigned, and a complete educational glossary of the Autodesk 3ds MAX program was obtained, which translates and explains what this or that program function is responsible for. The correctness of the translation and the correctness of the explanations were checked by professional designers. The glossary has been tested by novice and experienced users of Autodesk 3ds MAX.

Актуальность исследования в современном академическом дискурсе принято считать, что взаимодействие культур представляет собой сложный процесс, оказывающий значимое влияние на динамику культурных связей. Развитие глобальной коммуникации и культурного обмена, а также выявление эффективных стратегий межкультурного взаимодействия требуют глубокого анализа их фундаментальных принципов и механизмов, а также исследования взаимоотношений и партнерства между различными государствами и народами. Особенности российской системы образования делают Россию привлекательной для иностранных студентов. Русский язык выполняет важную коммуникативную и познавательную функции, стимулируя личностное и профессиональное развитие. Цель исследования разработка глоссария и методики обучения межкультурной коммуникации на занятиях по иностранному языку для студентов из Китая. / The relevance of research in modern academic discourse, it is generally accepted that the interaction of cultures is a complex process that has a significant impact on the dynamics of cultural relations. The development of global communication and cultural exchange, as well as the identification of effective strategies for intercultural interaction, require an in-depth analysis of their fundamental principles and mechanisms, as well as the study of relationships and partnerships between different states and peoples. The peculiarities of the Russian education system make Russia attractive for foreign students. The Russian language performs important communicative and cognitive functions, stimulating personal and professional development. Purpose of the study is to develop a glossary and methods for teaching intercultural communication in foreign language classes for students from China.

Диссертация посвящена разработке терминологического глоссарий для специалиста по внешнеэкономической деятельности в сфере машиностроения, а именно для вилочных погрузчиков. Особенностей перевода терминологических словосочетаний с китайского языка на русский и на английский, акцент на китайские термины. Были проанализированы разные мнения лингвистов что такое перевод и термин. Использующие терминологические словосочетания, специфичные для данной области. Структура работы. Данная работа состоит из введения, двух глав, заключения, списка использованной литературы. Первая глава посвящена теории. Вторая глава для решение практических задач. В приложениях приведены термины на русском, английском, и китайском языках и а также частично выбранные термины. Отдельно приведен разбор терминов, сделанный компонентным анализом в виде списка. / The dissertation is devoted to the development of a terminological glossary for a specialist in foreign economic activity in the field of mechanical engineering, namely for forklifts. The peculiarities of the translation of terminological phrases from Chinese into Russian and into English, the emphasis on Chinese terms. The different opinions of linguists on what translation and the term are were analyzed. Using terminology phrases specific to the field. The structure of the work. This work consists of an introduction, two chapters, a conclusion, and a list of references. The first chapter is devoted to theory. The second chapter is for solving practical problems. The appendices contain terms in Russian, English, and Chinese, as well as partially selected terms. A separate analysis of the terms made by component analysis in the form of a list is given.

Yes / The importance of including members of the public has been accorded a significant position in health planning, service delivery and research. But this position masks a lack of clarity about terms that are used. This paper identifies terms that are in common use in the lexicon of community based involvement and engagement in health with the intention of clarifying meaning and thus reducing ambiguity. We define and distinguish between key terms related to inclusion, we consider the terminology attached to community processes and to the challenges of inclusion and we engage with the strengths and weaknesses of the commonly used metaphor of "a ladder of participation". We wish to contribute to the clear communication of intentions, challenges and achievements in pursuing varied forms of inclusion in health.

1 SUMMARY The present thesis deals with cultural and cultural-political journals published between May 1945 and February 1948, as well as polemics that went on during that period. The thesis consists of two interconnected parts - the journals' profiles and the literary-historical introduction that analyzes certain important issues and problems in regard to the journals and selected personalities, placing them in the contemporary social context.

Esta tese trata do desenvolvimento de materiais de apoio para o ensino de leitura em inglês em cursos técnicos e tecnológicos do Brasil, especialmente no âmbito da formação em Eletrotécnica e Engenharia Elétrica. Os objetivos do trabalho são dois: a) apresentar a Terminografia Didático-Pedagógica (TD-P), uma metodologia inédita para desenvolvimento de materiais didáticos para professores de ESP (English for Specific Purposes - Inglês para Fins Específicos); b) verificar, junto a professores, se a metodologia é útil e replicável. Essa metodologia baseia-se nos preceitos teóricos do ensino do ESP, da Terminologia de perspectiva Textual, da Teoria Sócio-Cognitiva da Terminologia e da Linguística de Corpus. Seguindo o trajeto da metodologia da TD-P, extraíram-se dados lexicais e gramaticais de um corpus composto pelo gênero textual relevante ao ambiente de ensino da Eletrotécnica e Engenharia Elétrica, a fim de construir um protótipo de um glossário idealizado para o trabalho com a área especializada em questão. Para tanto, primeiramente, compilaram-se 30 datasheets de 11 componentes elétricos, somando 21.467 tokens. A coleta de candidatos a termos se deu através das ferramentas AntConc (ANTHONY, 2004) e TermoStat (DROUIN, 2003). Procedeu-se então ao levantamento de necessidades dos aprendizes através da distribuição dos mesmos datasheets a 108 alunos de cursos técnicos e de graduação da área, os quais apontaram as construções lexicais que lhes causavam dúvidas. As informações obtidas foram contrastadas e cotejadas com a análise de um especialista da área de aplicação. Os dados obtidos com a comparação das coletas resultaram em diferenças específicas que auxiliaram a desenvolver o protótipo de ferramenta terminográfica, o GlossElectric. Para a verificação da opinião de outros profissionais sobre a replicabilidade da metodologia da TD-P, foi produzido um vídeo sobre a mesma, e este foi distribuído juntamente com um questionário a 11 professores especialistas em ensino de Inglês para fins específicos. Os resultados da verificação da metodologia apontam para um grau satisfatório de replicabilidade, com uma média de 84% de participantes considerando a metodologia altamente reproduzível em seu ambiente de trabalho. / The current thesis concerns the development of support material for the teaching of reading skills in English in technical courses in Brazil, especially regarding the areas of Electrotechnical/Electrical Engineering. There are two aims for this work: a) introducing the Didatic-Pedagogical Terminography (TD-P), a methodology for developing and building didatic material for ESP (English for Specific Purposes) teachers and professors; b) verify, among ESP professors, if they consider the methodology useful and replicable in other areas. This methodology is based on the theoretical precepts of the teaching of ESP, the Terminology of Textual Perspective, the Socio-Cognitive Theory of Terminology and Corpus Linguistics. Following the methodology’s steps, lexical and gramatical data was extracted from a corpus composed by the textual genre relevant to the teaching environment of Electrotechnical/Electrical Engineering, with the aim of building a prototype of an idealized glossary, in order to work with the mentioned technical area. 30 datasheets from 11 diffrent electrical components were compiled, with the total of 21.467 tokens. The term extraction was carried out using the tools AntConc (ANTHONY, 2004) and TermoStat (DROUIN, 2003). After that, there was a data collection to determine the needs of the learners of the technical area, who need to deal with the datasheets during their professional preparation. The same datasheets used on the term extraction were distributed to 108 students of technical and graduation courses in the Electrotechnical/Electrical Engineering domain. These students were asked to point out the lexical features that caused doubts regarding meaning. The data obtained was contrasted and submitted to the analysis of a specilist in the technical domain. The data obtained from the crossing resulted in specific differences which helped to develop the prototype of the terminographic tool, named GlossElectric. In order to verify the opinion of other professionals regarding the replicability of the TD-P methodology, a video was produced and sent together with a questionnaire to 11 professors who were specialised in ESP. The results of the methodology verification point to a satisfactory degree of replicability, with an average of 84% of participants considering the methodology highly reproducible in their work environment.

Submitted by Jean Michel Pimentel Rocha null (jeanpimentel_sp@yahoo.com.br) on 2017-03-13T00:13:35Z No. of bitstreams: 1 Dissertação de Mestrado - Jean Michel Pimentel Rocha.pdf: 7641896 bytes, checksum: 2633c2aa0b97f8ba1b6073618c876b12 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-03-17T15:07:10Z (GMT) No. of bitstreams: 1 rocha_jmp_me_sjrp.pdf: 7641896 bytes, checksum: 2633c2aa0b97f8ba1b6073618c876b12 (MD5) / Made available in DSpace on 2017-03-17T15:07:10Z (GMT). No. of bitstreams: 1 rocha_jmp_me_sjrp.pdf: 7641896 bytes, checksum: 2633c2aa0b97f8ba1b6073618c876b12 (MD5) Previous issue date: 2017-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa, ancorada no aporte teórico da Linguística de Corpus e da Fraseologia, áreas cujo diálogo tem possibilitado a descrição e análise de padrões linguísticos, em especial os lexicais, a partir de corpora, teve por objetivo desenvolver um estudo teórico-metodológico acerca dos procedimentos necessários ao levantamento e à análise sintático-morfológica, léxico-semântica e tradutológica das colocações especializadas extraídas do corpus paralelo, em inglês e em espanhol, constituído pelos anuários (1968-2010) da UNCITRAL (Comissão das Nações Unidas para o Direito do Comércio Internacional); e de dois corpora comparáveis em português: um compilado pela ferramenta BootCat Front End (ZANCHETTA; BARONI; BERNARDINI, 2011) e, outro, pela coleta de textos online da área do Direito Comercial Internacional. Com base neste estudo, determinamos as colocações funcionalmente equivalentes (TOGNINI-BONELLI; MANCA, 2004) em português e elaboramos uma proposta de glossário trilíngue nas direções tradutórias inglês>espanhol>português, na área supracitada. Extraímos cerca de 200 bases candidatas a integrar o glossário, orientando-nos pelo método N-gram/cluster analysis e cooccurrence analysis (GRANGER, PAQUOT, 2008), mais especificamente, pela utilização das ferramentas Concord, Keywords e Wordlist do programa WordSmith Tools (SCOTT, 2012). Dessas, elegemos a base contract como modelo de análise a ser aplicada às demais. As colocações que dela se desdobram, estruturam-se, do ponto de vista sintático-morfológico, em colocações nominais, adjetivais e verbais. Quanto aos aspectos léxico-semânticos e tradutológicos, observamos muitos casos de variação colocacional, principalmente, nos níveis lexical e morfossintático, ora estruturando-se em um sintagma preposicionado ora em um sintagma nominal. Notamos, ainda, colocações, nas línguas portuguesa e espanhola, que apresentaram empréstimos em pelo menos um de seus constituintes. Além disso, há um grande número de colocações com similaridade ortográfica entre as línguas. Em nossas análises, defendemos que as colocações especializadas e suas variantes lexicais não podem ser perfeitamente sinônimas, já que não podemos afirmar categoricamente que uma substitui a outra em qualquer contexto. Conforme os dados analisados, as colocações especializadas podem estabelecer entre si uma relação parassinonímica, isto é, compartilham semas em comum. Argumentamos, também, que há uma relação de equivalência funcional entre as colocações descritas nos idiomas investigados, considerando que elas permeiam o léxico jurídico-comercial de línguas distintas, fruto de distintas tradições linguístico-culturais, o que pode acarretar mudanças de significado, por vezes sutis, que não permitem entendê-las como totalmente equivalentes. A pesquisa que se apresenta é de relevância para a fraseologia jurídico-comercial, pois a descrição dos padrões sintagmáticos, léxico-semânticos e tradutológicos das colocações pode auxiliar no reconhecimento das características linguísticas da área, visto que poucos são os trabalhos desenvolvidos, especialmente em relação às colocações especializadas e colocações especializadas estendidas. Ademais, o resultado prático, isto é, a proposta de glossário de colocações, poderá trazer contribuições aos tradutores, aprendizes e demais interessados na tradução e redação de documentos nas línguas estudadas. / This research, anchored in the theoretical background of Corpus Linguistics and Phraseology, areas whose dialogue has enabled descriptions and analysis of linguistic patterns, especially the corpus-based lexical ones, aimed at the development of a theoretical and methodological study on the necessary procedures for the extraction, syntactic-morphological, lexical-semantic and translational analysis of specialized collocations from a parallel corpus in English and Spanish, consisting of the UNCITRAL (United Nations Commission on International Trade Law) yearbooks (1968 – 2010); and from two comparable corpora in Portuguese: one of them compiled using the BootCat Front End tools (ZANCHETTA; BARONI; BERNARDINI, 2011) and the other one by collecting online texts from the field of International Trade Law. On the basis of that, we determined the functionally equivalents collocations (TOGNINI-BONELLI; MANCA, 2004) in Portuguese and elaborated a proposal for a trilingual glossary in the translation directions English>Spanish>Portuguese in the above area. We extracted about 200 bases candidates to be included in the glossary entries, guided by the N-gram/cluster and cooccurrence analysis methods (GRANGER, PAQUOT, 2008), more specifically, by the use of the tools Concord, Keywords and Wordlist of the software WordSmith Tools (SCOTT, 2012). Among the 200 extracted candidates, we chose the base contract as an analytical model to be applied to the others. The collocations of this base are structured, from a syntactic-morphological point of view, in nominal, adjectival and verbal collocations. Regarding the lexical-semantic and translational aspects, there are several cases of collocational variation. They vary mainly in the lexical and morphosyntactic levels and are structured in prepositional and noun phrases. We also observed collocations, in Portuguese and Spanish, which have words borrowed from English in at least one of its constituents. In addition, there are a large number of collocations which have orthographic similarities among the languages. In our analysis, we defend that specialized collocations and its lexical variants cannot be seen as perfect synonyms, since we cannot state categorically that one can replace the other in any context. According to the data, specialized collocations may establish among themselves a parasynonymic relationship, that is, they share semes in common. We also argue that there may be a functionally equivalence among the collocations described, considering the fact that they involve the legal and commercial lexicon of distinct languages, resulted from distinct linguistic and cultural traditions, which can entail changes, even though subtle, in their meanings that cannot allow us to understand them as fully equivalents. The research presented is relevant to the legal and commercial phraseology, as the description of syntagmatic and lexical-semantic patterns as well as translational aspects of collocations can aid in the recognition of linguistic features of the area, since there are few works developed, especially regarding specialized and extended collocations. Moreover, its practical outcome, that is, the glossary proposal can also bring contributions to translators, learners and other interested parties in the translation and editing of documents in the languages studied.

Made available in DSpace on 2016-04-28T18:22:12Z (GMT). No. of bitstreams: 1 Maria Helena Silveira.pdf: 5017508 bytes, checksum: 7174cb3e7b0836d1abe8cc0c7a8c3137 (MD5) Previous issue date: 2010-11-24 / Secretaria da Educação do Estado de São Paulo / This thesis aims to evaluate the role of language in the activity of elaborating a glossary with algebraic initial terms in an elementary classroom. The research was developed on mathematic classes ministered by the teacher-researcher to 6th grade students in 2006, and to the same class in 2007, this time on 7th grade. The glossary of algebraic terms was produced based on the students search for words in the didactic book used by the school. The senses attributed by the students to express the initial concepts of algebra were analyzed, as well as the collaborative method of research, based on Magalhães (2004, 2007, 2009). The glossary was structured according to the needs of the learning moment in conformity to the discussions of Vygotsky (1930/2002) about the centrality of the mediator instrument in learning and development. The theoretical background is supported by the discussions of the Social-Historical-Cultural Activity Theory, emphasizing Vygotsky s contributions on sense and meaning and ZPD, as well as by the studies of Leontiev (1978), Newman and Holzman (1993/2002), and Engeström (2001). This thesis is inserted in the Applied Linguistics area, under the research line Language and Education, from the Pontifícia Universidade Católica de São Paulo. The starting point was the relation between theory/practice in organizing the work into the classroom, based on the comprehension that the object s expansion teaching-learning in algebra occurs in and through the language. The research corpus is constituted of transcriptions of mathematics classes, student s exercise books with the glossary production and texts about their learning during the process, and the researcher s field diary. The linguistic-discursive analysis revealed that the instrument usage propitiated the students comprehending the senses and sharing the meanings of algebraic terms. The glossary elaboration also enabled an effective commitment of the students in the activity, contributing to addressing the difficulties in mathematics learning, situated within the language of the students, of the didactic book, the teacher and mathematics. This way, the glossary represented a concrete possibility of participation to the students, creating also spaces to the protagonism of their own actions, which brought empowerment and autonomy. The language as a mediator on senses and meanings construction by the activity participants and the appropriation of the glossary as an instrument were considered the central contribution to the interface Applied Linguistics Mathematics, which enabled a creative praxis instead of a routined and reiterative one / Esta tese tem como objetivo examinar o papel da linguagem na atividade de elaboração, em sala de aula, de um glossário de termos iniciais de álgebra, por uma turma de alunos do ensino fundamental. A pesquisa foi desenvolvida em aulas de matemática da professora-pesquisadora para alunos de 6ª série em 2006 e, em 2007, para a mesma turma, na 7ª série. O glossário de termos algébricos foi produzido a partir da busca de palavras, pelos alunos, presentes no livro didático adotado pela escola. São analisados os sentidos atribuídos pelos alunos aos termos utilizados para exprimir conceitos iniciais de álgebra, bem como o processo de colaboração com base em Magalhães (2004, 2007a, b, prelo). O glossário foi estruturado conforme as necessidades dos momentos da aprendizagem com base nas discussões de Vygotsky (1930/2002) sobre a centralidade do instrumento mediador na aprendizagem e no desenvolvimento. A fundamentação teórica está apoiada nas discussões da Teoria da Atividade Sócio-Histórico-Cultural, enfatizando as contribuições de Vygotsky sobre sentido e significado e ZPD, bem como no trabalho de Leontiev (1978), Newman e Holzman (1993/2002), e Engeström (2001). A tese está inserida na área da Linguística Aplicada, na Linha de Pesquisa Linguagem e Educação, da Pontifícia Universidade Católica de São Paulo. O ponto de partida foi a relação teoria e prática na organização do trabalho na sala de aula, com base na compreensão de que a expansão do objeto ensino-aprendizagem de álgebra se dá na e pela linguagem. O corpus da pesquisa é constituído por transcrições das aulas de matemática, cadernos de alunos com a produção do glossário, textos de alunos sobre suas aprendizagens no processo e diário de campo da pesquisadora. A análise linguístico-discursiva indicou que o uso do instrumento propiciou, aos alunos, compreender sentidos e compartilhar significados dos termos algébricos. A elaboração do glossário propiciou, também, um efetivo engajamento dos alunos na atividade, o que contribuiu para o enfrentamento de dificuldades na aprendizagem da matemática, situadas na relação entre a linguagem dos alunos, a do livro didático, a da professora e a da linguagem matemática. O glossário constituiu, pois, para os alunos, uma possibilidade concreta de participação, criando também espaços para o protagonismo de suas próprias ações, o que trouxe empoderamento e autonomia. A linguagem como mediadora na construção de sentidos e significados pelos participantes da atividade, e na apropriação do instrumento glossário, foi considerada a contribuição central para a interface Linguística Aplicada Matemática, o que possibilitou uma práxis criativa em lugar de uma práxis rotinizada e reiterativa

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