The number of female secondary school students in Mozambique is very low. Different reasons are stated for this, but mainly that the students’ parents believe that education is better suited for boys than girls. Furthermore, the students who do attend education might face a low quality of education, lack of proper hygiene facilities, and run the risk of being sexually abused by teachers at school. This study took place at two schools in Maputo and the aim of this study was to find out how students in Maputo regard their secondary education and what factors they believe can affect their education. The main focus was on the female students, since they are the ones most likely having trouble with attending education. However, some data were collected from male students in order to make a limited comparison. Furthermore, some teachers and officials have also been interviewed and thus given their views on the issues. Most of the students’ future plans were to get into university in order to get a good job with a high salary. However, some wanted to get a job directly after secondary education. Regarding their present education, the use of alcohol and drugs in school, money, and the teachers’ handling of marks were brought up as problems. The students gave examples of how their fellow students drink and do drugs within the school area, but also on how they work with campaigns and meetings in order to prevent and stop it. The issue of money was mostly connected to the possibility and difficulty of entering university. These difficulties were also connected to the low number of places available at each course at the university and the students’ inability to pay the high fees. In the race for entering university, it was important to have good marks. However, the handling of marks was not always done in a professional way by the teachers. The students gave examples of how teachers demand money or sexual favours in exchange for good marks, and they were aware of the consequences of offering such sexual favours and provided many solutions to get rid of the problem. One solution was to avoid dressing ‘sexy’, while others were to start campaigns, meetings or groups where these issues are discussed. The teachers’ view was that Mozambican education faces many difficulties, such as too many students, lack of properly built schools, lack of material and the students’ lack of motivation. The teachers acknowledged that there is a problem of teachers abusing female students sexually, or selling marks to students, and emphasised that teachers have to follow the ethics of their profession. Much information on female education in Mozambique was provided by the ONP, the Ministry of Education and the Board of Education in the City of Maputo, where it was discovered that the number of female students in the city of Maputo is actually equal to the number of male student, despite the disparity in the country. Some of the teachers as well as the officials claimed that the issue of sexual abuse is most common in the countryside. However, the students’ awareness and experiences of the problem imply that it exists in Maputo as well, and that the students have the possibility to do something about it. Furthermore, it is evident through campaigns and work done by organisations and authorities that it is considered a problem which has to be stopped. Moreover, concerning all the issues the students find problematic, most of them show awareness and strength and will to change things for the better. Hence, when working for improving education and especially regarding the issues brought up by the students, it is important to listen to the students’ ideas and let them participate.

Made available in DSpace on 2015-05-14T12:43:21Z (GMT). No. of bitstreams: 1 parte1.pdf: 2079012 bytes, checksum: 6a19b75b39b7d51b2f689a1039877c98 (MD5) Previous issue date: 2010-07-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertação investigates the way for which the citizens construct (s) the sensible one (s) in the avaliativo context and as this if it reflects in its productions written in classroom. The corpus analyzed in this work is constituted by written texts produced for pupils of as the module of the course of Secretaryship of the Federal Institute of Education, Science and Technology of the Tocantins - Campus Palms in reply the referring avaliativas questions the two curricular components of the course (Introduction to the Marketing and Right, Legislation and Ethics) and also for the answers given for pupils and its professors to the carried through interview. We leave of the estimated one of that the interpretation of the avaliativas questions depends in such a way on the procedures of decoding as of the accomplishment of inferences, therefore we very believe to be difficult to have understanding without inferences. Having this in mind, we search to investigate of that way the elaboration of the avaliativas questions can intervene with the inferencial performance of the pupils; of that it forms the conception of evaluation of the pupils exerts influence in the inferenciais processes. Moreover, we search to relate the linguísticas marks gifts in the avaliativas questions and the inferences had in the commentaries of the citizens. For the enterprise of our research we opt to adopting the sociocognitivointeracionista conception of reading according to which the direction does not exist a priori, being a construction that involves the interaction author-text-reader. E, in the special case of the evaluations used in our research, we perceive that the inferences produced for the pupils are regulated not only by the vision decoder of the evaluation defended for the searched professors, but also for the traditional conception of evaluation of the learning. / Esta dissertação investiga a maneira pela qual os sujeitos constroem o(s) sentido(s) no contexto avaliativo e como isso se reflete em suas produções escritas em sala de aula. O corpus analisado neste trabalho é constituído por textos escritos produzidos por alunos do segundo módulo do curso de Secretariado do Instituto Federal de Educação, Ciência e Tecnologia do Tocantins Campus Palmas em resposta a questões avaliativas referentes a dois componentes curriculares do curso (Introdução ao Marketing e Direito, Legislação e Ética) e também pelas respostas dadas por alunos e seus professores à entrevista realizada. Partimos do pressuposto de que a interpretação das questões avaliativas depende tanto dos procedimentos de decodificação como da realização de inferências, pois acreditamos ser muito difícil haver compreensão sem inferências. Tendo isso em mente, buscamos investigar de que modo a elaboração das questões avaliativas pode interferir no desempenho inferencial dos alunos; de que forma a concepção de avaliação dos alunos exerce influência nos processos inferenciais. Além disso, buscamos relacionar as marcas linguísticas presentes nas questões avaliativas e as inferências havidas nos comentários dos sujeitos. Para o empreendimento de nossa pesquisa optamos por adotar a concepção sociocognitivo-interacionista de leitura segundo a qual o sentido não existe a priori, sendo uma construção que envolve a interação autor-texto-leitor. E, no caso especial das avaliações utilizadas em nossa pesquisa, percebemos que as inferências produzidas pelos alunos são reguladas não apenas pela visão decodificadora da avaliação defendida pelos docentes pesquisados, mas também pela concepção tradicional de avaliação da aprendizagem.

Made available in DSpace on 2015-05-14T12:43:28Z (GMT). No. of bitstreams: 1 parte1.pdf: 2890530 bytes, checksum: 646f3ca3871ce63cb35a73ffb96fd938 (MD5) Previous issue date: 2010-09-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study investigated the role of confidence in the future and in life, in the discursive-texts of teachers and students, and the possible effects of meaning in the construction of the students professional identity, more specifically, the way they see the world, the future and themselves within this world. The accelerated development of information and communication technologies has determined new social, economic and cultural settings and reproduces a mass culture where prevails the mechanical logic and such increasingly fragmented human beings and their seizure in the world, especially their ability to reflection. Believing in collective spaces as places of interaction and creation of all the aspects related to humans and therefore the only possibility of transforming the social reality in which humanity lives, it uses the theoretical subsidies offered by the Social-Discursive Interactionism, the Theory of Communicative Action and the Theory of Complexity in Applied Linguistics. The intersection point between them is a singular human being with endless potential for emancipation, because of the language he uses and his ability to represent the multiple realities that he experiences. Starting out with this point of view, a field research was carried out in a public institution dedicated to professional education. The research was built on the assumptions that language actions materialize representations of confidence that teachers have about the work in the world, their own profession, and the future life and that the students identity formation for the future and work in the world is influenced by experienced trust and shared in the actions of language between them and teachers. Data were collected through questionnaires and interviews with four teachers and eight teenage students from the Technical Course on Building Integrated High School. The proceedings of data analysis (mainly qualitative) derive from the intercrossing of modal marks and representations of the formal worlds, according to Habermas (1987 apud BRONCKART, 2003) and how they suggest the teacher s acts: the communicative or the instrumental one, and then, analyze the students discursive-texts in search of the effects of the teachers actions. The results indicate that only modal marks do not necessarily give a certain kind of acting teacher, and that living with the instrumental and communicative actions allows students to learn how to cope with the complexity of life. / Esse estudo investigou as representações da confiança no futuro e na vida, nos textosdiscursos de professores e alunos, e os possíveis efeitos de sentido na construção da identidade profissional dos alunos, mais especificamente, na forma de verem o mundo, o futuro e a si mesmos nesse mundo. O desenvolvimento acelerado das tecnologias de informação e comunicação tem determinado novas configurações sócio-econômicas e culturais, reproduzindo uma cultura massificante, em que prevalece a lógica da mecanicidade e que fragmenta cada vez mais o ser humano e suas apreensões no mundo, principalmente a sua capacidade de reflexão. Acreditando nos espaços coletivos como locais de interação e de constituição de tudo que diz respeito ao humano e, por isso, única possibilidade de transformação da realidade social em que vive a humanidade, utiliza-se a fundamentação teórica do Interacionismo Sociodiscursivo, bem como da Teoria do Agir Comunicativo e da Teoria da Complexidade na Linguística Aplicada, tendo como ponto de interseção um ser humano singular, com infindável potencial de emancipação, por conta da linguagem que utiliza e da capacidade de representação das múltiplas realidades que vivencia. A partir desse olhar, é realizada pesquisa de campo dentro de uma instituição pública voltada para a educação profissional, partindo dos pressupostos de que as ações de linguagem materializam as representações de confiança que o professor possui com relação ao trabalho no mundo, a sua própria profissão, ao futuro e a vida e de que a formação identitária dos alunos com relação ao futuro e ao trabalho no mundo é influenciada pela confiança vivida e compartilhada nas ações de linguagem entre eles e os professores. Os dados foram coletados através de questionários e entrevistas com quatro professores e oito alunos adolescentes do Curso Técnico em Edificações integrado ao Ensino Médio. O encaminhamento da análise (essencialmente qualitativa) dos dados deriva do entrecruzamento das modalizações e das representações dos mundos, segundo Habermas (1987 apud BRONCKART, 2003) e de como elas indiciam o agir docente: no agir comunicativo ou no agir instrumental, para, a partir daí, analisar os textos-discursos dos alunos em busca dos efeitos do agir do professor. Os resultados indicam que somente a identificação das modalizações não indicia, obrigatoriamente, um determinado tipo de agir do professor, e que a convivência com o agir comunicativo e o instrumental possibilita aos alunos aprenderem a lidar com a complexidade da vida.

The cost and environmental damage of reclaims is a large problem within thepaper industry. With certain types of paper, so called crepe marks on the paper’ssurface is a common issue, leading to printing defects and consequentlyreclaims. This thesis compares four different image analysis methods for evaluatingcrepe marks and predicting printing results. The methods evaluated consistsof one established methods, two adaptations of established methods andone novel method. All methods were evaluated on the same data, topographicheight images of paper samples from 4 paper rolls of similar type but differingin roughness. The method based on 1D Fourier analysis and the method basedon fully convolutional networks performs best, depending on if speed or detailedcharacteristics is a priority.

Biological molecules often undergo large structural changes to perform their function. Computational methods can provide a fine-grained description at the atomistic scale. Without sufficient approximations to accelerate the simulations, however, the time-scale on which functional motions often occur is out of reach for many traditional methods. Natural Move Monte Carlo belongs to a class of methods that were introduced to bridge this gap. I present three novel applications for Natural Move Monte Carlo, two on proteins and one on DNA epigenetics. In the second part of this thesis I introduce a new protocol for the testing of hypotheses regarding the functional motions of biological systems, named customised Natural Move Monte Carlo. Two different case studies are presented aimed at demonstrating the feasibility of customised Natural Move Monte Carlo.

The work deals with the issue of marks on pottery vessels in the Early and High Middle Ages in the present-day Klatovy district. An introductory chapter summarizes findings on the issue of the pottery and marking of the vessels. Furthermore, the work discusses settlement in a particular area (archaeological findings, secular and religious architecture, written records). The work also includes an experimental section, which summarizes the findings on the desk preparation, marking of the vessel sub-base issue and the pottery burning itself. A possibility of identification of identical remarks is discussed on the basis of a simple test. The thesis also contains maps, tables and illustrations of particular archaeological findings.

This thesis explores what I call 'physical spectatorship' as it is generated by a group of films concerned with the mutilation of the human body. Focusing on the representation of mutilation on the screen and the physical responses this evokes, the thesis is organised around the study of a series of dynamic engagements that reconfigure the film-viewer relationship; these include: corporeal mimicry and the cinematic visualisations of mutilation; generalised anxiety and experimental use of sound; and the nausea generated by audio-visual techniques that both signify and locate the filmic gut in the viewer's body. Combining close textual analyses with theoretical approaches, this thesis draws upon psychoanalytic, phenomenological and feminist theories of film and spectatorship. Throughout the chapters, my argument builds upon the work of Vivian Sobchack and Laura Marks in order to interrogate further what might be meant by the notion of the embodied spectator. The chapters explore this notion, alongside that of the film viewer, to generate a dialogue with previous theorists of the cinematic spectator, including Christian Metz and Richard Rushton. Exploring through close textual analyses the specific filmic techniques that generate intense physical responses, this thesis argues that the mutilation film demands a rethinking of some of the key categories in theories of spectatorship. Extending across national cinemas and reaching beyond conventional generic distinctions, the mutilation film produces a visceral aesthetic that has yet to be analysed. Focusing on particular aspects of the mutilation film, such as the assault narrative sequence, use of extreme frequencies and haptic sounds and images, the thesis offers detailed readings of the following texts: Dans Ma Peau (Marina de Van, 2002), Irréversible (Gaspar Noé, 2002), Saw II (Darren Lynn Bousman, 2005) Saw III (Darren Lynn Bousman, 2006) Saw IV (Darren Lynn Bousman, 2007) Saw V (David Hackl, 2008) Saw VI (Kevin Greutert, 2009) Saw 3D (Kevin Greutert, 2010), Hostel (Eli Roth, 2005), À l'intérieur (Alexandre Bustillo and Julien Maury, 2007), The Human Centipede: First Sequence (Tom Six, 2009) and The Human Centipede: Full Sequence (Tom Six, 2011).The analyses that form this thesis demonstrate the problems with separating notions of the 'spectator as textual construction' from that of the 'viewer as physically embodied'; yet these readings also indicate the necessity of continuing the task of conceptualising their interrelatedness, rather than simply using them interchangeably. The conclusion argues that the concept of physical spectatorship offers one way to understand how particular contemporary aesthetics have reconfigured the boundary between viewer and film.

Submitted by Lara Oliveira (lara@ufersa.edu.br) on 2017-09-13T20:42:26Z No. of bitstreams: 1 CamiloCD_DISSERT.pdf: 2672507 bytes, checksum: d50d300dbb04da2f73d158d0ac70f5a1 (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2017-10-27T13:05:05Z (GMT) No. of bitstreams: 1 CamiloCD_DISSERT.pdf: 2672507 bytes, checksum: d50d300dbb04da2f73d158d0ac70f5a1 (MD5) / Approved for entry into archive by Vanessa Christiane (referencia@ufersa.edu.br) on 2017-10-27T13:08:25Z (GMT) No. of bitstreams: 1 CamiloCD_DISSERT.pdf: 2672507 bytes, checksum: d50d300dbb04da2f73d158d0ac70f5a1 (MD5) / Made available in DSpace on 2017-10-27T13:08:38Z (GMT). No. of bitstreams: 1 CamiloCD_DISSERT.pdf: 2672507 bytes, checksum: d50d300dbb04da2f73d158d0ac70f5a1 (MD5) Previous issue date: 2017-02-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Taphonomic studies reveals important information about how the environment affects the remains of organisms during the process of decaying. This approach can be used for the study of both ancient and recent organisms. The use of taphonomic techniques to study recent marine mammals were underused, despite its potential. This work aims to study bone material of marine mammals in search of marks left by post-mortem processes related to biotic and abiotic environmental factors in the northern cost of Rio Grande do Norte State, Brasil. According to the taphonomic signatures found in the bone material it was identified weathering processes, abrasion, necrophagy, breaks, taphonomic feedback and human actions. For the northern coast of Rio Grande do Norte skulls have better representation in strandings of marine mammals, but vertebrae have greater reliability for faunal survey. The dynamic tidal influences directly on the samples, acting as a carrier and modifying factor. Also according to the taphomonic signatures found the study area has great heterogeneity regarding the environmental dynamics that produce the signatures studied, adjacent areas can produce different signatures and distant areas can produce similar signatures / Estudos tafonômicos revelam informações importantes sobre como o ambiente afeta os restos de organismos durante o processo de decaimento. Esta abordagem pode ser utilizada tanto para estudo de organismos antigos, como para organismos recentes. A utilização das técnicas de tafonomia para estudo com mamíferos marinhos recentes foram pouco exploradas, apesar de seu potencial. Este trabalho objetiva estudar material ósseo de mamíferos marinhos em busca de marcas deixadas por processos post-mortem relacionados aos fatores ambientais bióticos e abióticos no litoral setentrional do Rio Grande do Norte, Brasil. De acordo com as assinaturas tafonômicas encontradas no material ósseo foi possível identificar processos de intemperismo, abrasão, necrofagia, quebras, retroalimentação tafonômica e ações antrópicas. Para o litoral setentrional do Rio Grande do Norte os crânios possuem uma melhor representação nos encalhes de mamíferos marinhos, porém nota-se que as vértebras possuem maior fidedignidade para levantamento faunístico. A dinâmica das marés influencia diretamente nas amostras, servindo como fator transportador e modificador. Ainda de acordo com as assinaturas tafonômicas encontradas nota-se que a área de estudo possui grande heterogeneidade quanto às dinâmicas ambientais que produzem as assinaturas estudadas, áreas adjacentes podem produzir assinaturas diferentes e áreas distantes podem produzir assinaturas semelhantes / 2017-09-13

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-03-19T18:53:12Z No. of bitstreams: 1 Dissertação Lenade - normalizada final.pdf: 748861 bytes, checksum: 61b70132c85f926d266d2895222cec72 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-03-20T19:12:53Z (GMT) No. of bitstreams: 1 Dissertação Lenade - normalizada final.pdf: 748861 bytes, checksum: 61b70132c85f926d266d2895222cec72 (MD5) / Made available in DSpace on 2015-03-20T19:12:53Z (GMT). No. of bitstreams: 1 Dissertação Lenade - normalizada final.pdf: 748861 bytes, checksum: 61b70132c85f926d266d2895222cec72 (MD5) / Quando um indivíduo entra em uma organização, passa a ter que negociar entre o "quem eu sou" e o "isso é o que somos”, o que remete ao conceito de “trabalho identitário”. O objetivo desta pesquisa é examinar como o trabalho identitário se constrói dentro de um contexto de identidade pessoal, profissional, organizacional e regional. Mobiliza-se o conceito de marcas de identidade para introduzir e destacar as influências da identidade no plano local. A metodologia utilizada é a autoetnografia, com base em quatro práticas vividas institucionalmente. As práticas envolvem temáticas de organização física do ambiente de trabalho, integração de pessoal, organização do trabalho e capacitação de pessoal. As marcas de identidade construídas nesta pesquisa são a agregação excludente, a sincretização, o congraçamento, e o ganhamento. Os resultados apontam para a importância de se reconsiderar a relevância da identidade local no processo de trabalho identitário, destacando as marcas de identidade como um recurso conceitual que permite conectar as várias escalas que influenciam a construção da identidade nas organizações. When an individual enters an organization, he faces the obligation of negotiating between the “who I am” and the “this is what we are” which is something that leads to the concept of “identity work”. The aim of this research is to examine how the identity work is constructed in a context of personal, professional, organizational and regional identities. The concept of identity marks is mobilized in order to introduce and highlight the influences of identity at the local level. The methodology used is the self-ethnography, based on four practices lived in the institution. The practices involve the themes of the physical organization of the workspace, personnel integration, work organization and personnel development. The identity marks constructed in this research are the exclusionary aggregation, the syncretism (process), the harmonization and the gain. The results point to the importance of reconsidering the relevance of the local cultural identity in the identity work process highlighting the identity marks as a conceptual resource that permits to connect the various scales that influence the construction of identity in organizations.

A presente pesquisa objetiva investigar em que contextos ocorrem a troca do ponto pela vírgula e da vírgula pelo ponto em redações de vestibular. Este estudo foi buscar seu referencial teórico-metodológico numa teoria gramatical cientificamente fundamentada, bem como na Linguística do Texto, Análise do Discurso e Estilística. As perspectivas em relação à linguagem advindas do movimento teórico no interior da linguística tiveram consequências diretas na questão do ensino, motivando a construção deste estudo. Para fins de análise, serviram como corpus duzentas redações do vestibular da UERJ 2007/2008, além de alguns poucos textos de alunos de primeiro período de uma instituição de ensino particular em que a autora trabalha que mostraram-se interessantes para a análise. A pesquisa evidenciou que a troca da vírgula pelo ponto, de maneira geral, acarretou erro, possibilitando a formulação de regras; e a do ponto pela vírgula concentrou-se na esfera do estilisticamente desejável, favorecendo a formulação de conselhos. Os dados da análise serviram como referente básico para sugestões metodológicas com ressonância prática para os docentes em sala de aula / The following paper aims to search in which contexts there is the change from final stop to comma and vice versa in university entrance exams. As our theoretical methodology we used a grammatical theory scientifically based on the field of Textual Linguistics, Discourse Analysis as well as Stylistics. Perspectives regarding language in relation to the theoretical movement developed from Linguistics had direct consequences on teaching methods. Thus, the data found on this analysis served as basic referent for methodological suggestions with practical results for teachers. In order to reach such results we made use of two hundred compositions written for UERJ (State College of Rio de Janeiro) entrance exams during the years of 207/2008 as well as some compositions from other students, which made clear that the change from comma to final stop usually led to mistakes that made it possible to formulate rules; and the change from final stop to comma focused in the field of what would be stylistic desirable making it possible the formulation of useful advice