Made available in DSpace on 2016-07-18T17:54:07Z (GMT). No. of bitstreams: 1 Dissertacao Sergio Perius.pdf: 628232 bytes, checksum: f680295ebcd91f9d4523a6d6d5a54bf9 (MD5) Previous issue date: 2008-09-18 / This dissertation is resulted of the research developed in the Program of Maestria in Education, line of research 2 - Pedagogical Practical Formation and of the Teaching Professional, of the University of the São Paulo West. The research characterized as description-interpretative, carried through in the State University of the Mato Grosso of the South, with the objective to understand as it occurs the formation of aboriginal professors and the commitment of these juinto the community Guarani and Kaiowá of the Indigenous Reserve Amambai. The research was developed with application of questionnaires, depositions of professors and pupils and with comment of the pertaining to school routine of the course, involving sixteen citizens being a manager of the unit of the University, a pedagogical coordinator, eight professors and six academics of the Normal course Top Aboriginal. Objectifying to know the organization of the work of the University with the formation of aboriginal professors, the project of the course was analyzed, the relation between academic formation and the practical one in the community, analyzed the project of the course, the relation between academic formation and the practical one in the community, analyzed the resume of the course, the formation of the professors of the course and the methodology of I teach adopted for the same ones. The date of the questionnaire had been organized in tables and graphical and from these it was become fullfilled analysis and description of the date. As the formation of indigenous professors is one practical new, with the promulgation of the Federal Constitution of 1988. The referring changes to the aboriginal rights that had started to have a different treatment, in the measure had been conquest significant where if it recognizes its differentiated ethnic identities and if it charges the State to protect its cultural manifestations, at the same time where the right to a differentiated pertaining to school education is assured to them. From then on, some legislation had appeared standard and conferring abilities for development of the Indigenous Pertaining to school Education in Brazil. / Esta dissertação é resultado da pesquisa desenvolvida no Programa de Mestrado em Educação, linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A pesquisa caracterizou-se como descritivo-interpretativa, realizada na Universidade Estadual do Mato Grosso do Sul, com o objetivo de compreender como ocorre a formação de professores indígenas e o compromisso destes juinto a comunidade Guarani e Kaiowá da Reserva Indígena Amambai. A pesquisa foi desenvolvida com aplicação de questionários, depoimentos de professores e alunos e com observação da rotina escolar do curso, envolvendo dezesseis sujeitos sendo uma gerente da unidade da Universidade, uma coordenadora pedagógica, oito professores e seis acadêmicos do curso Normal Superior Indígena. Objetivando conhecer a organização do trabalho da Universidade com a formação de professores indígenas, analisou-se o projeto do curso, a relação entre formação acadêmica e a prática na comunidade, estudou-se-se o currículo do curso, a formação dos docentes do curso e a metodologia de ensino adotada pelos mesmos. Os dados do questionário foram organizados em tabelas e gráficos e a partir destes realizou-se a análise e descrição dos dados. A formação de professores indígenas é uma prática nova, com a promulgação da Constituição Federal de 1998 tomou proporções maiores em todo o territótio brasileiro. Foram conquistas significativas as mudanças referentes aos direitos indígenas que passaram a ter um tratamento diferente, na medida em que se reconhece sua identidades étnicas diferenciadas e se incumbe o Estado de proteger suas manifestações culturais, ao mesmo tempo em que lhes é assegurado o direito a uma educação escolar diferenciada. A partir daí, várias legislações surgiram normatizando e conferindo competências para desenvolvimento da Educação Escolar Indígena no Brasil. Os dados revelam que a educação escolar indígena ainda necessita de muito apoio para a melhoria da eficácia da mesma, isso requer investimento em formação de professores para as comunidades indígenas.

Speech synthesis is a technology that increasingly influences our daily lives, in the form of smart assistants, advanced translation systems and similar applications. In this thesis, the phenomenon of making one’s voice sound like the voice of someone else is explored. This topic is called voice conversion and needs to be done without altering the linguistic content of speech. More specifically, a Cycle-Consistent Adversarial Network that has proven to work well in a monolingual setting, is evaluated in a multilingual environment. The model is trained to convert voices between native speakers from the Nordic countries. In the experiments no parallel, transcribed or aligned speech data is being used, forcing the model to focus on the raw audio signal. The goal of the thesis is to evaluate if performance is degraded in a multilingual environment, in comparison to monolingual voice conversion, and to measure the impact of the potential performance drop. In the study, performance is measured in terms of naturalness and speaker similarity between the generated speech and the target voice. For evaluation, listening tests are conducted, as well as objective comparisons of the synthesized speech. The results show that voice conversion between a Swedish and Norwegian speaker is possible and also that it can be performed without performance degradation in comparison to Swedish-to-Swedish conversion. Furthermore, conversion between Finnish and Swedish speakers, as well as Danish and Swedish speakers show a performance drop for the generated speech. However, despite the performance decrease, the model produces fluent and clearly articulated converted speech in all experiments. These results are noteworthy, especially since the network is trained on less than 15 minutes of nonparallel speaker data for each speaker. This thesis opens up for further areas of research, for instance investigating more languages, more recent Generative Adversarial Network architectures and devoting more resources to tweaking the hyperparameters to further optimize the model for multilingual voice conversion. / Talsyntes är ett område som allt mer influerar vår vardag, exempelvis genom smarta assistenter, avancerade översättningssystem och liknande användningsområden. I det här examensarbetet utforskas fenomenet röstkonvertering, som innebär att man får en talare att låta som någon annan, utan att det som sades förändras. Mer specifikt undersöks ett Cycle-Consistent Adversarial Network som fungerat väl för röstkonvertering inom ett enskilt språk för röstkonvertering mellan olika språk. Det neurala nätverket tränas för konvertering mellan röster från olika modersmålstalare från de nordiska länderna. I experimenten används ingen parallell eller transkriberad data, vilket tvingar modellen att endast använda sig av ljudsignalen. Målet med examensarbetet är att utvärdera om modellens prestanda försämras i en flerspråkig kontext, jämfört med en enkelspråkig sådan, samt mäta hur stor försämringen i sådant fall är. I studien mäts prestanda i termer av kvalitet och talarlikhet för det genererade talet och rösten som efterliknas. För att utvärdera detta genomförs lyssningstester, samt objektiva analyser av det genererade talet. Resultaten visar att röstkonvertering mellan en svensk och norsk talare är möjlig utan att modellens prestanda försämras, jämfört med konvertering mellan svenska talare. För konvertering mellan finska och svenska talare, samt danska och svenska talare försämrades däremot kvaliteten av det genererade talet. Trots denna försämring producerade modellen tydligt och sammanhängande tal i samtliga experiment. Det här är anmärkningsvärt eftersom modellen tränades på mindre än 15 minuter icke-parallel data för varje talare. Detta examensarbete öppnar upp för nya framtida studier, exempelvis skulle fler språk kunna inkluderas eller nyare varianter av typen Generative Adversarial Network utvärderas. Mer resurser skulle även kunna läggas på att optimera hyperparametrarna för att ytterligare optimera den undersökta modellen för flerspråkig röstkonvertering.

La mise à disposition massive de documents via Internet (pages Web, entrepôts de données,documents numériques, numérisés ou retranscrits, etc.) rend de plus en plus aisée la récupération d’idées. Malheureusement, ce phénomène s’accompagne d’une augmentation des cas de plagiat.En effet, s’approprier du contenu, peu importe sa forme, sans le consentement de son auteur (ou de ses ayants droit) et sans citer ses sources, dans le but de le présenter comme sa propre œuvre ou création est considéré comme plagiat. De plus, ces dernières années, l’expansion d’Internet a également facilité l’accès à des documents du monde entier (écrits dans des langues étrangères)et à des outils de traduction automatique de plus en plus performants, accentuant ainsi la progression d’un nouveau type de plagiat : le plagiat translingue. Ce plagiat implique l’emprunt d’un texte tout en le traduisant (manuellement ou automatiquement) de sa langue originale vers la langue du document dans lequel le plagiaire veut l’inclure. De nos jours, la prévention du plagiat commence à porter ses fruits, grâce notamment à des logiciels anti-plagiat performants qui reposent sur des techniques de comparaison monolingue déjà bien éprouvées. Néanmoins, ces derniers ne traitent pas encore de manière efficace les cas translingues. Cette thèse est née du besoin de Compilatio, une société d’édition de l’un de ces logiciels anti-plagiat, de mesurer des similarités textuelles sémantiques translingues (sous-tâche de la détection du plagiat). Après avoir défini le plagiat et les différents concepts abordés au cours de cette thèse, nous établissons un état de l’art des différentes approches de détection du plagiat translingue. Nousprésentons également les différents corpus déjà existants pour la détection du plagiat translingue et exposons les limites qu’ils peuvent rencontrer lors d’une évaluation de méthodes de détection du plagiat translingue. Nous présentons ensuite le corpus que nous avons constitué et qui ne possède pas la plupart des limites rencontrées par les différents corpus déjà existants. Nous menons,à l’aide de ce nouveau corpus, une évaluation de plusieurs méthodes de l’état de l’art et découvrons que ces dernières se comportent différemment en fonction de certaines caractéristiques des textes sur lesquelles elles opèrent. Ensuite, nous présentons des nouvelles méthodes de mesure de similarités textuelles sémantiques translingues basées sur des représentations continues de mots(word embeddings). Nous proposons également une notion de pondération morphosyntaxique et fréquentielle de mots, qui peut aussi bien être utilisée au sein d’un vecteur qu’au sein d’un sac de mots, et nous montrons que son introduction dans ces nouvelles méthodes augmente leurs performances respectives. Nous testons ensuite différents systèmes de fusion et combinaison entre différentes méthodes et étudions les performances, sur notre corpus, de ces méthodes et fusions en les comparant à celles des méthodes de l’état de l’art. Nous obtenons ainsi de meilleurs résultats que l’état de l’art dans la totalité des sous-corpus étudiés. Nous terminons en présentant et discutant les résultats de ces méthodes lors de notre participation à la tâche de similarité textuelle sémantique (STS) translingue de la campagne d’évaluation SemEval 2017, où nous nous sommes classés 1er à la sous-tâche correspondant le plus au scénario industriel de Compilatio. / The massive amount of documents through the Internet (e.g. web pages, data warehouses anddigital or transcribed texts) makes easier the recycling of ideas. Unfortunately, this phenomenonis accompanied by an increase of plagiarism cases. Indeed, claim ownership of content, withoutthe consent of its author and without crediting its source, and present it as new and original, isconsidered as plagiarism. In addition, the expansion of the Internet, which facilitates access todocuments throughout the world (written in foreign languages) as well as increasingly efficient(and freely available) machine translation tools, contribute to spread a new kind of plagiarism:cross-language plagiarism. Cross-language plagiarism means plagiarism by translation, i.e. a texthas been plagiarized while being translated (manually or automatically) from its original languageinto the language of the document in which the plagiarist wishes to include it. While prevention ofplagiarism is an active field of research and development, it covers mostly monolingual comparisontechniques. This thesis is a joint work between an academic laboratory (LIG) and Compilatio (asoftware publishing company of solutions for plagiarism detection), and proposes cross-lingualsemantic textual similarity measures, which is an important sub-task of cross-language plagiarismdetection.After defining the plagiarism and the different concepts discussed during this thesis, wepresent a state-of-the-art of the different cross-language plagiarism detection approaches. Wealso present the preexisting corpora for cross-language plagiarism detection and show their limits.Then we describe how we have gathered and built a new dataset, which does not contain mostof the limits encountered by the preexisting corpora. Using this new dataset, we conduct arigorous evaluation of several state-of-the-art methods and discover that they behave differentlyaccording to certain characteristics of the texts on which they operate. We next present newmethods for measuring cross-lingual semantic textual similarities based on word embeddings.We also propose a notion of morphosyntactic and frequency weighting of words, which can beused both within a vector and within a bag-of-words, and we show that its introduction inthe new methods increases their respective performance. Then we test different fusion systems(mostly based on linear regression). Our experiments show that we obtain better results thanthe state-of-the-art in all the sub-corpora studied. We conclude by presenting and discussingthe results of these methods obtained during our participation to the cross-lingual SemanticTextual Similarity (STS) task of SemEval-2017, where we ranked 1st on the sub-task that bestcorresponds to Compilatio’s use-case scenario.

No description available.

There is a requirement for English teachers in Sweden to adapt their teaching to align with the policy documents advocating to foster the students' continuous and lifelong learning. This study aims to address in what way the participating teachers work to create engaging learning environments and lessons that promote communication and cooperation. Furthermore, the study explores which methods the participating teachers use to differentiate instructions and make adaptations to teacher practices and materials to successfully reach each individual student. The data was gathered by conducting qualitative semi-structured interviews with four 7-9 English teachers. The interviews were focused on four main themes: (1) Adaptations for differentiated learning through multi-modality, (2) Adaptations for differentiated learning through the bi-lingual approach, (3) Adaptations for differentiated learning through cooperative learning and (4) Adaptations for differentiated learning through other practices. Based on the guidelines provided by The Swedish National Agency for Education, findings from previous research, and the data collected in this study, it becomes evident that teachers must adopt their teaching in various ways. The adaptation of teaching strategies and practices include ways to effectively engage all of their individual groups of students, as well as the utilization of visual aids, bi-lingual instructional practices, comprehensible input and output, and cooperative learning methods. The results show that these are important ways to differentiate instruction and enhance learning to support the students’ academic and cognitive growth. The presented teacher practices can aid teachers to use differentiated instruction in accordance with the needs of their individual groups of students, both in terms of classes and the individual students within those classes.

The best performing Transformer-based Language Models are monolingual and mainly focus on high-resource languages such as English. In an attempt to extend their usage to more languages, multilingual models have been introduced. Nevertheless, multilingual models still underperform on a specific language when compared to a similarly sized monolingual model that has been trained solely on that specific language. The main objective of this thesis project is to explore how a multilingual model can be improved for Swedish which is a low-resource language. We study if a multilingual model can benefit from further pre-training on Swedish or on a mix of English and Swedish text before fine-tuning. Our results on the task of semantic text similarity show that further pre-training increases the Pearson Correlation Score by 5% for specific cross-lingual language settings. Taking into account the responsibilities that arise from the increased use of Language Models in real-world applications, we supplement our work by additional experiments that measure stereotypical biases associated to gender. We use a new dataset that we designed specifically for that purpose. Our systematic study compares Swedish to English as well as various model sizes. The insights from our exploration indicate that the Swedish language carries less bias associated to gender than English and that higher manifestation of gender bias is associated to the use of larger Language Models. / De bästa Transformerbaserade språkmodellerna är enspråkiga och fokuserar främst på resursrika språk som engelska. I ett försök att utöka deras användning till fler språk har flerspråkiga modeller introducerats. Flerspråkiga modeller underpresterar dock fortfarande på enskilda språk när man jämför med en enspråkig modell av samma storlek som enbart har tränats på det specifika språket. Huvudsyftet med detta examensarbete är att utforska hur en flerspråkig modell kan förbättras för svenska som är ett resurssnålt språk. Vi studerar om en flerspråkig modell kan dra nytta av ytterligare förträning på svenska eller av en blandning av engelsk och svensk text innan finjustering. Våra resultat på uppgiften om semantisk textlikhet visar att ytterligare förträning ökar Pearsons korrelationspoäng med 5% för specifika tvärspråkiga språkinställningar. Med hänsyn till det ansvar som uppstår från den ökade användningen av språkmodeller i verkliga tillämpningar, kompletterar vi vårt arbete med ytterligare experiment som mäter stereotypa fördomar kopplade till kön. Vi använder en ny datauppsättning som vi har utformat specifikt för det ändamålet. Vår systematiska studie jämför svenska med engelska samt olika modellstorlekar. Insikterna från vår forskning tyder på att det svenska språket har mindre partiskhet förknippat med kön än engelska, samt att högre manifestation av könsfördomar är förknippat med användningen av större språkmodeller.

No description available.

No description available.

La presente investigación realizada bajo un enfoque cuantitativo, de tipo no experimental y de diseño transeccional descriptivo, cuyo objetivo fue describir las características de la producción del habla en niños de 5 a 7 años con frenillo lingual adecuado y alterado de una institución educativa del distrito de Carabayllo. Para el recojo de datos se utilizó la técnica de observación sistemática y el protocolo de evaluación de frenillo de lengua de Irene Marchesan adaptado a Lima-Perú por Rivera y Susaníbar (2014) a una población de 30 niños de una institución educativa del distrito de Carabayllo. Los resultados indican que el 70% de los niños presentan frenillo lingual adecuado, mientras que un 30% presentan frenillo lingual alterado. Los niños con frenillo lingual adecuado, no presentaron alteraciones en el habla, mientras que los niños con frenillo lingual alterado, presentaron alteraciones en la producción de los fonos vibrante múltiple /r/, vibrante simple /r/ y grupos consonánticos de /r/. Se concluye que los niños con frenillo lingual alterado presentan alteraciones en la producción del habla, específicamente en la emisión de fonemas vibrantes y grupos consonánticos / This is a descriptive, non-experimental, cross-sectional research paper with a quantitative approach. Its purpose was to describe the speech production characteristics of 5-to 7- year-old children with adequate and altered lingual frenulum of a private educational institution. For data collection, the systematic observation technique and the lingual frenulum evaluation protocol by Irene Marchesan adapted to Lima-Peru by Rivera and Susaníbar (2014) were used on a population of 30 children from a private educational institution in the district of Carabayllo. The results show that 70% of children have an adequate lingual frenulum, while 30% have an altered lingual frenulum. Children with an adequate lingual frenulum did not present speech alterations, while children with altered lingual frenulum presented alterations in the production of the alveolar trill /r/, alveolar tap /r/ and consonant clusters /r/. It is concluded that children with altered lingual frenulum have alterations in speech production, especially in the emission of vibrating phonemes and consonant clusters

La presente investigación es de tipo no experimental y diseño transeccional descriptivo y tiene como objetivo general describir las alteraciones del habla en niños de 6 y 7 años de edad con frenillo lingual alterado del colegio Santa Rita de Casia. Para la recolección de datos se utilizó la técnica de la observación sistemática y la aplicación del Protocolo de Evaluación del Frenillo de la Lengua a una población de 102 niños de 6 y 7 años obteniendo como muestra 14 niños quienes representan el 14% de la población investigada. En la muestra investigada se observa que las alteraciones en el habla son principalmente las distorsiones, presentes en un 79% en el habla espontánea y nominación de figuras, y 71% en el habla automática. Los fones que se ven más afectados en los niños que presentan frenillo lingual alterado son /s/ y el vibrante múltiple /r/. El frenillo lingual alterado causa dificultades en la producción del habla así como también en la movilidad de la lengua y alteraciones en la forma del ápice lingual.