- Blank Note This thesis deals with blank note (incomplete instrument) as a particular subset of promissory notes/bills of exchange. It is comprised of a brief introduction on history of securities followed by a summarization of development of prommisory note, including its legislative history in the Czech Republic. International conferences aiming to unify the subject matter are also considered. The main body of the text aims to define the incomplete instrument; the definitions itself subsequently subdivided to provide comprehensive description of form, minimal content of the instrument, demands placed on signature and on the intent of parties to create an inchoate note. A whole individual chapter investigates one of the crucial elements typical of incomplete instrument, which is authority to fill in empty spots as given by the signee to a holder. Thus, its goal is to illustrate its nature and the ways it can originate and terminate. It being the crucial issue of many litigations concerning a once incomplete promissory note, particular attention is given to termination of such authority while the largest part of this chapter looks at application of licence to fill in violation of the authority given. In this context, a brief description of possible penal repercussions follows. The thesis also...

Esta tesis tiene como finalidad entender cómo determinados instrumentos y procedimientos de aprendizaje, que implican el uso de la lectura y la escritura, son usados como herramientas de aprendizaje en los contextos educativos formales. Concretamente, nos centramos en el estudio de la toma de apuntes, dado que se trata de uno de los instrumentos y procedimientos de aprendizaje más frecuentemente utilizado por los estudiantes en educación superior. Se analizan algunos de los elementos que configuran el uso de este instrumento y procedimiento de aprendizaje y se identifican las posibles relaciones entre determinadas variables implicadas en las condiciones de dicho uso como, por ejemplo, la representación de los estudiantes, el enfoque de aprendizaje, los procesos de anotación que realizan, los usos que hacen de dichas anotaciones y los resultados de aprendizaje que obtienen al abordar una tarea académica concreta. El abordaje metodológico adoptado es de carácter naturalista, observacional, descriptivo y contextual. El análisis detallado tanto de las representaciones que manejan los estudiantes como de los procedimientos de anotación y uso efectivo que llevan a cabo con sus anotaciones en el momento de realizar una tarea académica concreta, junto con el análisis del contexto de enseñanza y aprendizaje en el que se enmarcan dichos aspectos, constituyen la base empírica de nuestro trabajo. Los resultados obtenidos permiten observar algunas tendencias respecto de las relaciones entre el enfoque de aprendizaje de los estudiantes y los procedimientos de anotación y uso de los apuntes que realizan. Concretamente, se observa que en general los estudiantes con enfoque profundo anotan la información preferentemente de forma incompleta, literal y fundamentalmente a partir de la información visual presentada por el docente, mientras que sus compañeros con enfoque superficial utilizan diferentes procedimientos de anotación. Asimismo, los estudiantes con enfoque profundo tienden a parafrasear, en mayor medida que sus compañeros con enfoque superficial, la información contenida en sus apuntes antes de incorporarla en el producto escrito que deben realizar en la situación analizada, y a realizar acciones vinculadas con el control de conformidad, es decir, se aseguran de que el contenido de sus apuntes es coherente con el producto elaborado. Finalmente, se pone de manifiesto que algunos estudiantes, bajo determinadas condiciones y según las características del contexto de enseñanza y aprendizaje, modifican su enfoque de aprendizaje y adoptan conductas más propias de un enfoque diferente al identificado inicialmente. / This thesis sets out to understand how certain learning instruments and procedures involving the use of reading and writing are employed as learning tools in formal educational contexts. In particular, it focuses on the study of note-taking, as this is one of the learning instruments and procedures most frequently used by students in higher education. It examines some of the elements shaping the use of this learning instrument and procedure and identifies the possible relations between certain variables of the conditions under which it is used, such as the students’ representation, learning approach and note-taking processes, the uses the students make of their notes and the learning outcome they achieve in performing a particular academic task. The theoretical approach adopted is naturalistic, observational, descriptive and contextual. The empirical basis for the work is provided by a detailed analysis of the representations held and the note-taking procedures employed by the students, and the actual use they make of their note-taking in carrying out a specific academic task, together with an examination of the teaching and learning context in which all this occurs. The results obtained revealed certain trends regarding the relationship between the students’ learning approach, their note-taking procedures and the use they made of their notes. In particular, it was found that, in general, students with a deep approach tended to note the information literally but incompletely, mostly on the basis of the visual information presented by the teacher, whereas students with a superficial approach employed different note-taking procedures. In addition, students with a deep approach tended to paraphrase the information in their notes before including it in the written product required of them in the situation under study to a greater extent than those with a superficial approach, and performed compliance-checks to ensure that their written products were consistent with the contents of their notes. Lastly, it was found that certain students, in certain conditions depending on the characteristics of the teaching and learning context, modified their learning approach and engaged in behaviours more in keeping with a different approach from the one initially identified.

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The goal of the thesis is to sum up the issues of the contract for the international carriage of goods by road and rail comprehensively, from the perspective of the Czech legal system, and to analyze the issues of the electronic consignment notes, to evaluate the advantages and disadvantages of their usage, or to asses the barriers for their usage if they are not widely used yet.

This Thesis is focused on the arranging of the melody, which is accompanied by jazz chords. It deals with creating a more harmonious voices using Block Voicing method. Distribution to target notes and passing notes is made using techniques of constraint programming (CSP). Passing notes are reharmonized by dominant seventh chord or by parallel chord. Using CSP a bass part is also created. To solve CSP is used Gecode library. The harmonious voices are arranged by Four Part Close Voicing. The application result is a tool for the music arranger.

La détection d'insatisfaction basée sur les notes de progression rédigées par des soignants de la santé domestique attire de plus en plus d'attention en tant que méthode de sondage, ce qui aidera à réduire le taux de rotation du personnel soignant. Nous proposons d'étudier la détection d'insatisfaction du soignant comme un problème de classification binaire (le soignant est susceptible de quitter ou pas). Dans ce mémoire, les données réelles de six mois recueillies à partir de deux agences de soins à domicile sont utilisées. Après avoir montré la nature des données et le prétraitement des données, trois tâches de classification avec des granularités d'échantillonnage différentes (par note, par période et par soignant) sont conçues et abordées. Différentes combinaisons d'hyper-paramètres d'étiquetage sont soigneusement testées. Différentes méthodes de découpage sont couvertes pour montrer les limites des performances théoriques des modèles. L'aire sous la courbe ROC est utilisée pour évaluer les limites des approches mises en place que nous aurons mis en place. Les 6 ensembles d'attributs textuels et statistiques sont comparées. Enfin, les caractéristiques importantes des résultats sont analysées manuellement et automatiquement. Nous montrons que les modèles fonctionnent mieux "par note" et "par période" que "par soignant" en termes de classification des notes. L'analyse manuelle montre que les modèles capturent les facteurs d'insatisfaction bien qu'il y en ait assez peu. L'analyse automatique n'exprime cependant aucune information utile. / Dissatisfaction detection based on the home health caregiver's progress note draws more and more attention as a probing method, which will help lower down the turnover rate. We propose to study the detection of dissatisfaction of health caregiver as a binary classification problem (the caregiver is likely to "leave" or "stay"). In this master thesis, the real six-month data collected from two home care agencies are used. After showing the nature of the data and the prepossessing of data, three classification tasks with different sample granularity (note wise, period wise and employee wise) are designed and tackled. Different combinations of labeling hyper-parameters are tested thoroughly. Different split methods are covered to show the theoretical performance boundaries of the models. The under the ROC curve area (AUC) scores are reported to show the description ability of each model. The 6 sets of textual and statistical features' performance are compared. Lastly, the important features from the results are analyzed manually and automatically. We show that models work better on note wise and period wise than employee wise in terms of classifying the notes. The result of manual analysis shows the models capture the dissatisfaction factors, although there are quite few. The result of automatic analysis doesn't show any useful information.

本論文旨在探討作筆記(note-taking)是否能幫助英語為外語的國中生增進會話或短文的聽力能力。根據本研究生的經驗及本實驗對象的個人英語聽力學習狀況的問卷調查結果，學生對英語聽力測驗中的對話或短文題型最易受挫。因此本研究嘗試引進學習策略中的作筆記方式以幫助學生改善對這種題型的聽力能力。 　　本論文所要探討的問題包含(1)受試者認為最難的聽力測驗題型是什麼？(2)國中生是否只重聽同樣內容及老師的測後解釋就能增進對話或短文測驗的英語聽力能力呢？(3)做筆記的學習者是否比未做筆記者進步？(4)作筆記策略適用程度高的學習者或程度低的學習者？(5)受試者對本實驗的意見:最有用和最無用的聽力測驗指導方式為何？受試者在此項實驗中改善最多的為那三樣？ 　　本實驗期約四個月，包含國三學生兩個班70個學生。一班為實驗班，另一班為對照班。為了進一步的比較，每一班再分為高、低分群。實驗班考聽力測驗時要作筆記，對照班則無此要求。所有的教材全取自康軒出版社，詹麗馨，李欣蓉編著的 “國中英語聽力測驗”第五冊。 　　由統計分析及問卷調查得到下列結論：（1）國中生認為最困難的聽力測驗題型為聽完短文或對話後選出最適當的答案; (2)在實驗後，對照班及實驗班均進步並達顯著水準。由此可見若老師提供學習者重聽同樣的內容及測後講解聽力內容讓學生有更正的機會，學習者仍可以改善聽力能力；（3）雖然實驗班也進步並達顯著水準，但和對照班比較結果，不論是全班或高低分群，均未有顯著差異。可見做筆記的學習者並沒有比未做筆記者進步。這意謂著並非每種學習策略適合每個人，而且也沒有保證成功的學習策略。因此，老師應介紹各種學習策略以供學習者選擇有利個人學習的策略；（4）在實驗班中，低分群進步分數達顯著水準且和高分群的進步分數達顯著差異。顯然，作筆記策略嘉惠低分群但可能導致高分群無法專心聽；(5) 問卷調查結果發現大多數受試者認為老師試後講解聽力內容幫助最大;知道不同的口音助益最小。此外，依受試者意見顯示，作 筆記可使學生不分心，養成記重點字的習慣並且容易記得內容。 　　由以上研究，建議老師聽力測驗多播放幾次，並在測後講解內容及指導學生作筆記的方式。不過，作筆記較適合低分群而非高分群。因此，老師可以不要求高分群作筆記，避免影響他們的專心度。此外，本研究發現學習者很難去預測即將聽到的句子或內容。 關鍵字；聽力訓練，作筆記策略，國中生 / This study aims to explore if note-taking could assist EFL junior high school students to improve their listening comprehension in the test style of “selecting anoptimal choice after listening to a dialogue or a short passage.” According to the researcher’s experience and the personal profile questionnaires of students, studentsfeel frustrated easily when they have a listening test on a dialogue or a short passage. Thus, the researcher tries to help them improve their listening comprehension in the test style by teaching them how to take notes. The research questions of this study included: (1) What is the most difficultlistening test style? (2) Could junior high school students improve their listening ability in understanding a dialogue or a short passage bylistening to the same content several times and through the teacher’s teaching instruction? (3) Did junior high school students who were asked to take notes perform better than those who were not? (4) Does note-taking benefit only high proficiency subjects or only low proficiency subjects? (5) How did the subjects feel about the experiment? What are the most useful and useless ways in a listening activity? What are the first three improved aspects the subjects felt after the experiment? The duration of this experiment was four months. Seventy of the third junior high school students from two classes were involved in the study. One class was assigned as an experiment class and the other as a control class. For further comparison, each class was subdivided into high and low proficiency groups. The experiment class was asked to take notes while listening but the control class was not.All the materials were adopted from “English Listening Comprehension for Junior High School”(Li-shin Jan, Shin-rung Li, 2001, Kan-shiuan Publisher). The statistical analyses and the questionnaires showed the following conclusions: (1) The most difficult listening test style was selecting an optimal choice after listening to a dialogue or a passage.(2) The classes made significant progress after the experiment. The result indicated that learners improved their listening ability when a teacher provided the students with sufficient practice by letting them listen to the same content several times and explained the meanings of the sentences after a listening test; (3) Although making significant progress, the experiment class, compared with the control class, did not improve significantly. The two different proficiency groups did not make significant progress, either. This could imply that not every learning strategy fits every learner. Also, no learning strategy assures success. Therefore, a teacher had better introduce different kinds of learning strategies for learners to choose an optimal learning strategy on their own; (4) In the experiment class, low proficiency learners made more progress than high proficiency ones at a significant level. Apparently, note-taking benefited low proficiency learners but may hinder high proficiency learners from concentrating on listening. (5) The subjects chose “teacher’s explanation of the content after a listening test” as the most useful way to improve their listening ability. However, they thought “knowing the different accents” as the least useful way. In addition, as seen in the result of the feedback questionnaire, note-taking helped learners listen without distraction, acquire a habit of writing down key words and remember the content easily. The research suggested that a teacher should let students listen to the same content several times on the tape, explain the meanings of the sentences after a listening test, and instruct learners how to take notes. However, note-taking was good for low proficiency learners, but not for high proficiency ones. Thus, a teacher might not need to ask high achievers to take notes, which might block them to concentrate on listening. In addition, it seems not easy for learners to predict the coming message. Key words: listening training, “note-taking strategy”, junior high school students

[pt] Nesta dissertação, analisamos os aforismos reunidos no livro Notes sur le cinématographe (1975), do diretor Robert Bresson, com o objetivo de delimitar seu conceito de verdade. No livro, Bresson opõe seu ideal do cinema como arte pura, o cinematógrafo, ao cinema contaminado pela estética teatral de representação. O primeiro alcança a expressão verdadeira por ser consistente com sua essência, seguindo os princípios dados nos aforismos. Como estes não são organizados por qualquer tipo de divisão no livro, agrupamo-os em temas e subtemas que discernimos a partir da recorrência de certas palavras. A dissertação concentrou-se nos seguintes temas e sua relação com a verdade: técnicas elípticas contra a representação; realidade e falsidade; a figura do diretor-artista; os modelos e o automatismo; composição e montagem. Essa análise reforçou as abordagens que aproximam Bresson das concepções fenomenológicas, pela fundamentação da verdade nas percepções imediatas, pré-reflexivas. Tais sensações devem corresponder à essência do objeto real percebido, e deixam de ser verdadeiras quando a cognição as submete ao sistema linguístico. A verdade não está nas proposições, mas na sensação momentânea da presença do objeto em meio ao desconhecido externo e interno ao sujeito. A câmera pode tornar a realidade oculta parcialmente visível, captando os indícios da sua essência. Nos filmes, a composição apresenta essa realidade nas repetidas conjunções entre o desconhecido, em diversas formas de elipses, e a materialidade intensificada das coisas. / [en] In this dissertation, we analyzed the aphorisms collected in the book Notes on cinematography by film director Robert Bresson, to gain a more substantial understanding of his concept of truth. In the book, Bresson opposes his ideal of cinema as a pure art, or cinematography, to cinema contaminated by the representational esthetics of theater. The former attains truthful expression by remaining consistent with its essence, following the principles given in the aphorisms. Since these are not divided into any sections in the book, we grouped them by themes and subthemes discerned mainly through the recurrence of certain words. The dissertation focused on the following themes and their relation to truth: elliptical techniques against representation; reality and falsity; the figure of the director-artist; models and automatism; composition and editing. This analysis supported the views that link Bresson to phenomenological conceptions, given his grounding of truth in immediate, pre-reflexive perceptions. Such sensations must correspond to the essence of the perceived real object, and become untrue when cognition submits them to the linguistic system. Truth is not in propositions, but in the fleeting sensation of the perceived object amidst the unknown, which is both external to and inside the subject. The camera can make the hidden reality partly visible, capturing the glimmer of its essence. In his films, the composition presents this reality in repeated conjunctions between the unknown, in various forms of ellipses, and the intensified materiality of things.

Muitas controvérsias cercam, atualmente, a negociação da Cédula de Crédito Bancário (CCB), dividindo a doutrina e atraindo a atenção do mercado financeiro e de capitais. A discussão central gira em torno da natureza jurídica da CCB, mais especificamente de seu enquadramento no conceito de valor mobiliário, do qual decorreria a competência da Comissão de Valores Mobiliários para regulamentar e supervisionar as ofertas públicas de CCBs. A análise da natureza jurídica da CCB torna-se, assim, imperativa para a delimitação do campo de atuação da Comissão de Valores Mobiliários. Para fins dessa análise, examina-se neste trabalho, inicialmente, o conceito e características dos títulos de crédito e valores mobiliários. Analisa-se, ainda, o conceito de CCB, sua origem, finalidade no âmbito do mercado financeiro, elementos característicos e modelos de negociação. Este trabalho também tem por escopo a investigação dos riscos associados à CCB e o exame da necessidade e das formas de se assegurar a proteção dos investidores. Diante dos elementos característicos da CCB e do conceito de valor mobiliário adotado pelo direito brasileiro, este trabalho conclui sobre a não caracterização da CCB como valor mobiliário. Este trabalho propõe-se, ainda, a concluir sobre os mecanismos adequados de proteção daqueles que investem em CCBs, em vista dos riscos inerentes a esse título de crédito. / Several controversies currently surround the trading of Bank Credit Note (Cédula de Crédito Bancário - CCB), dividing the doctrine and attracting the attention of financial and capital market. The main discussion is around the legal nature of CCB, more precisely around the characterization of CCB as security, from which would arise the competence of the Brazilian Securities Commission to regulate and supervise the public offering of CCBs. The exam of the legal nature of the CCB becomes, therefore, imperative for delimitation of the actuation field of Brazilian Securities Commission. For purpose of this analysis, it is initially examined in this work the concept and characteristics of the titles of credit and securities. It is also examined the concept of CCB, its origin, purposes within the financial market, characteristics elements, and trading models. This work has also as scope the investigation of the risks associated to CCB and the exam of the need and forms to assure the investors protection. Considering the characteristics elements of CCB and the concept of security adopted by Brazilian law, this work concludes that the CCB does not constitute a security. This work also concludes on the proper mechanisms for the protection of those who invest in CCBs, given the risks inherent to such title of credit.

Esta dissertação expõe uma investigação sobre como a música pode tocar o sujeito humano, sobretudo no Real da teoria lacaniana, em uma experiência denominada, pelo psicanalista francês Alain Didier-Weill, Nota Azul, e perscrutar elementos da música que atingem o sujeito ouvinte no que ele sente e pensa o traduzir e mobilizar identificações da ordem racional e da ordem inconsciente. O trabalho constitui-se de um levantamento teórico sobre o entendimento da música como linguagem, a partir dos olhares da Linguística e da Psicanálise, expondo a forma como a música pode falar sobre os mais diversos afetos humanos aquilo que se sabe dizer sobre o que se sente e também aquilo que escapa à linguagem. Atém-se à teoria da Nota Azul, que vem falar desse lugar inapreensível pelo entendimento. Apresenta a pesquisa qualitativa realizada, composta de entrevista com cinco sujeitos músicos em escuta sobre suas experiências como ouvintes de música e sobre como se sentem tocados por ela. A análise de dados seguiu as diretrizes da análise de conteúdo de Bardin (2016). Os resultados obtidos trouxeram dados significativos sobre como a música é uma importante via da arte que tenta dar conta de questões profundas do sujeito humano. / The present dissertation exposes an investigation about the way music can touch the human subject, especially in relation to the Real in lacanian theory, in an experience called the Blue Note by French psychoanalyst Alain Didier-Weill, and examines musical elements which touch the listener in what he/she feels and thinks translating and mobilizing identifications in rational and unconscious level. The work is a theoretical research about music as language, from the Linguistics and Psychoanalysis perspective, showing the way music can talk to a variety of human affections what it is possible to be said and also what escapes from language. The theory of Blue Note talks about this place which is inapprehensible. We use qualitative research, with interviews made with five musicians when they shared their experiencies as music listeners and how they feel touched by it. The data analysis followed the content analysis guidelines by Bardin (2016). The results brought significant data about how music is an aspect of art that tries to understand deep issues about the human subject.