10. Summary In the area of Bohemia affected the German colonization in the 13th century the development of Czech and German language. The central Bohemia was under mining German colonist's influence, especially in Kutná Hora, in the historical medieval mining town, which became the second most important and the most powerful town in the area of Bohemia in the Middle Ages after the capital city Prague/Praha. The central theme of the dissertation is Graphemics in the German Documents of Kutná Hora (German: Kuttenberg) in the Period before the Hussites (1395 - 1420), in German: Der Schreibstand der Kuttenberger deutschsprachigen Urkunden aus vorhussitischer Zeit. The dissertation dealing with graphemics of twelve medieaval documents from Kutná Hora, of which original are deposited in the repository of municipal archive in Kutná Hora. I chose this theme because of my relation to this town, in relation to history and to privileged distinctive position among others medieval cities. The first chapter discribes the history of Kutná Hora, cultural development and economic expansion from the 13th century, after the revelation of silver mine. The follow-up chapters refer to the formation of new urban scribe and of the progress administration. The study of medieval documents require a detailed aquaitance of historical...

No description available.

Thesis (Ph.D.)(Electronic Engineering)--University of Pretoria, 2005. / Summaries in English and Afrikaans. Includes bibliographical references.

Thesis (M. Sc. (Physics)) -- University of Limpopo, 2016. / Bilayer graphene and single-walled carbon nanotubes were studied through classical molecular dynamics using Tersoff potential. The Tersoff potential has been the most successful model to replicate much of the semiconducting properties in carbon structures. The simulations were performed within a canonical (NVT) ensemble for structural properties and isothermal–isobaric ensemble (NPT) for thermodynamic properties of both materials. The bilayer graphene consists of two models of 64 and 256 atoms. Single-walled carbon nanotubes consist of three chiral structures of 264 atoms which is cnt(12,10), 260 atoms which is cnt(10,12) and armchair structure of 312 atoms which is cnt(12,12). The structural and thermodynamics properties were investigated in a range of temperature from 300 - 5000 K. It has been found that some of the properties of the graphene and carbon nanotube are similar. Graphene256 was found to be more stable than graphene64 and the armchair cnt(12,12) appears to be more mechanically stable than chiral cnt(12,10). Graphene and single-walled carbon nanotubes were also studied using X-ray diffraction and atomic force microscopy (AFM). The lattice constant for both materials were calculated and they agree well with the computational results. For carbon nanotubes, different solvents were used for characterization using the AFM. Chloroform was the best solvent since we managed to find some bundles of carbon nanotube. For ethanol and toluene solvents we did not managed to get any bundles. The diameter of single-walled carbon nanotube was determined only on a solution that chloroform solvent was used.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-05T12:07:54Z No. of bitstreams: 1 Nataly Santos do Nascimento Teixeira.pdf: 2455783 bytes, checksum: eb93123acde1f6e51809f197267f04d5 (MD5) / Made available in DSpace on 2018-10-05T12:07:54Z (GMT). No. of bitstreams: 1 Nataly Santos do Nascimento Teixeira.pdf: 2455783 bytes, checksum: eb93123acde1f6e51809f197267f04d5 (MD5) Previous issue date: 2018-08-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Studies have evaluated which conditions may facilitate the emergence of recombinative readings. Among the researches, the effect of teaching different units (phonemes or syllables) has been verified. The present study aimed to verify the effect of teaching auditory-visual relation involving phonemes and graphemes (AfCl), and dictation of syllables preceding the teaching of the relation between spoken word – printed word (AC) in the acquisition of recombinative reading. The participants were six pre-literacy children, exposed to the Teaching Phase. A multiple baseline design was adopted, in which three participants started the Teaching Phase concomitantly (P1, P2 and P3), and the others started at different moments considering the P3’s performance. Both the teaching words and test words were elaborated from a matrix that aimed to use four syllables in different positions and repeat them equal number of times. Eight words were taught, divided into four sets of teaching, which consisted of: (a) pre-test of the set; (b) teaching the AfCl relation (phoneme – grapheme); (c) constructed-response matching-to-sample (dictation); (d) intermediate test; (e) teaching the AC relation; and (f) post-test of the set. The tests included recombination words composed of the units of the taught words. Another evaluation with words from all sets and the Phonological Awareness Test by Oral Production (Prova de Consciência Fonológica por Produção Oral, PCFO) were applied at the beginning and at the end of the procedure. The results showed that the majority of the participants presented improvement in the performance related to both the taught and recombination words in the AC and A’C’ relations. Only two participants (P2 and P3) did not present textual behavior in the CD relation, and all of them named at least one of the recombination words (C’D’). Tests of textual behavior indicated that even in the wrong answers, there was partial control by some unit of the word. The PCFO results showed improvement in the tests involving syllabic manipulation, rhyme and alliteration / Estudos têm avaliado quais condições podem facilitar a emergência de leitura recombinativa. Dentre as investigações, tem sido verificado o efeito do ensino de diferentes unidades (fonemas ou sílabas). O presente estudo teve como objetivo verificar o efeito do ensino da relação auditivo-visual envolvendo fonemas e grafemas (AfCl) e do ditado de sílabas antecedendo o ensino da relação entre palavra falada – palavra escrita (AC) na aquisição de leitura recombinativa. Os participantes foram seis crianças da pré-alfabetização, expostas à Fase de Ensino. Um delineamento de linha de base múltipla foi adotado, no qual três participantes iniciaram a Fase de Ensino concomitantemente (P1, P2 e P3), e os demais, em momentos distintos, considerando o desempenho de P3. As palavras de ensino e de teste foram elaboradas a partir de uma matriz que visou utilizar quatro sílabas em diferentes posições e repetí-las igual número de vezes. Foram ensinadas oito palavras, divididas em quatro conjuntos de ensino, que consistiram em: (a) pré-teste do conjunto; (b) ensino da relação AfCl (fonema – grafema); (c) matching-to-sample de resposta construída (ditado); (d) teste intermediário; (e) ensino da relação AC; e (f) pós-teste do conjunto. Os testes incluíam palavras de recombinação compostas pelas unidades das palavras ensinadas. Outra avaliação com as palavras de todos os conjuntos e a Prova de Consciência Fonológica por Produção Oral (PCFO) foram aplicadas no início e no final do procedimento. Os resultados demonstraram que a maioria dos participantes apresentou melhora no desempenho em relação às palavras ensinadas e palavras de recombinação nas relações AC e A’C’. Apenas dois participantes (P2 e P3) não apresentaram comportamento textual na relação CD, e todos nomearam ao menos uma das palavras de recombinação (C’D’). Os testes do comportamento textual indicaram que, mesmo nas respostas incorretas, houve controle parcial por alguma unidade da palavra. Os resultados da PCFO revelaram melhora nas provas envolvendo manipulação silábica, rima e aliteração

Denna uppsats undersöker runformerna belagda i gotländska inskrifter från medeltiden och reformationstiden. Syftet är delvis att inventera samtliga runformer, delvis att belysa deras bruk, utveckling och spridning ur ett kronologiskt och materialmässigt perspektiv. Inventeringen görs genom en typologisk modell som möjliggör identifieringen av runformernas distinktiva och redundanta drag, och följaktligen deras indelning i graftyper och graftypsvarianter. Den stora variationen som präglar runristarnas teckenuppsättning, liksom uppkomsten och utvecklingen av nya medeltida runformer förklaras ur olika synvinklar. För vissa graftyper, bl. a. den gotländska s-runan, blir alfabetsinterna utvecklingstendenser aktuella, såsom homogenitetsprincipen och hasta + coda‐principen. I andra fall har den latinska majuskelskriften, kalenderrunor och handskrivna runor haft inflytande på de gotländska runformerna. Även inskriftsföremålens material har visat sig vara en viktig faktor för vilka runformer man valde att rista. Graftyper med en kantig form användes t.ex. exklusivt i trä-, metall- och putsinskrifter. Möjligheten att använda runformer vid datering av inskrifter undersöks och kronologiska mönster samt några dateringskriterier för Gotlands medeltida inskrifter tas upp. Även uppgifter om vissa graftypers geografiska spridning ges, som t.ex. den gotländska m‐runan och den stungna l-runan, vars bruk är koncentrerade till Gotlands östra resp. sydvästra del.

Le but de ces recherches doctorales est de donner un modèle critique de la ponctuation en français contemporain.<p>Pour ce faire, nous avons d'abord élaboré un premier modèle théorique basé sur les études antérieures.<p>Nous avons ensuite confronté ce premier modèle à un corpus récent imprimé en français. Ceci nous a permis de mettre au jour les limites d'une approche purement spéculative des modèles linguistiques.<p>Ces analyses ont été complétées par une série d'études stylistiques visant à voir si notre modèle permettait de rendre compte de "déviances" par rapport aux usages "standard" que nous avions précédemment observés. / Doctorat en philosophie et lettres, Orientation langue et littérature / info:eu-repo/semantics/nonPublished

For Chinese EFL learners, the skill of vocabulary learning is one of the most essential elements in their English learning process. Many Chinese students transfer their familiar character-learning strategies, which include shape identification and rote memorization, in their English word-learning process. As a result, they may spend time and effort associating the shape, the sound, and the meaning of an English word before they learn and memorize it. Since they do not take advantage of the correspondence between the print and the sound, their vocabulary-learning process seems to be less effective.

The study of kana 仮名 development has only begun in the last fifteen years, with much scholarship focused upon discerning either the Heian origins of kana or such later developments as furigana 振り仮名 (phonetic guides) and spelling rules. However, these perspectives have largely overlooked a key moment in Japanese writing history: in 1900, the Meiji government standardized the kana, from hundreds of possible variant graphemes to the forty-six used today, one symbol per sound. From then on, what had commonly been known only as kana were divided into two groups: hiragana 平仮名, the standard set, and hentaigana 変体仮名, the set of all non-standard graphemes. This standardization represented a seismic shift in Japanese writing culture, affecting everything from education to aesthetics, and yet it occurred without any bureaucratic debate—or, it seems, any post-legislation public outcry. This study addresses the apparent incongruity by examining a variety of primary sources for evidence of a pre-Meiji acceptance of a standardized set of graphemes, before the official standardization in 1900. Arguing from this evidence, a convincing case is made that the kana made standard in 1900 had been historically recognized as distinct from all other variants, despite there being no demonstrable difference in their use in context. This project, by closely examining long-neglected sources, sheds new light on the issue of pre-modern Japanese script usage.

Synaesthesia is a variation of normal human perception. A grapheme synaesthete, for example, can experience extra sensations, such as colours when seeing letters and/or numbers. Synaesthetic ability is commonly developed at an early age, and is linked to a genetic pre-disposition; however, there is a learnt component, as one must also learn to read and write to develop grapheme synaesthesia. To explore the extent to which synaesthesia can be learnt, a training method was employed, which was first used by Colizoli, Murre and Rouw (2012). In order to learn their own coloured letters a group of non-synaesthetic individuals read colour books, which are free eBooks reproduced to have four letters consistently appear in colour. Before and after reading, the participants completed a modified Stroop-design based on Mills (1999), which was used to measure if they had learnt the two key characteristics of synaesthesia, namely an involuntary and automatic reaction to letters. Both the colour reading (n=15) and control (n=6) groups did not have a significant involuntary reaction to letters. However, it was found that the participants had significantly more automatic reactions to letters. This included the control group, who did not read in colour, which suggests that merely completing the modified Stroop test is enough to learn the automatic characteristic of grapheme synaesthesia. / Psychology / M.A. (Psychology)