The goal of this essay is to investigate the works of Galdós and Lorca and how they shapedthe position of women in the late nineteenth and early twentieth century. Feminist literarytheory is used to elucidate how debates about the position of women developed and whatmechanisms our writers used to highlight injustice towards the female figure. They alsoexplored how women could also be sexist with those of the same gender. The results showthat the works reflect a degree of awareness of both Lorca and Galdós regarding theposition of women in Spanish society and in their own way they denounced it with theirprose. They exposed with their lyrics the difficulties women were going through. / El objetivo de este ensayo es investigar las obras de Galdós en Doña Perfecta y Lorca enLa casa de Bernarda Alba y cómo representaron la posición de la mujer a finales del sigloXIX y principios del XX. La teoría literaria feminista se utiliza para dilucidar cómo sedesarrollaron los debates sobre la posición de las mujeres y qué mecanismos se utilizan enlos textos para resaltar la injusticia hacia la figura femenina. También exploraron cómo lasmujeres también podrían ser sexistas con las del mismo género. Los resultados muestranque las obras reflejan un grado de conciencia tanto de Lorca como Galdós en cuanto a laposición de la mujer en la sociedad española y a su manera lo denunciaban con su prosa.Expusieron con sus letras las dificultades por las que pasaban las mujeres.

Concerned with anxiety and displacement, the artist explores a sense of place within the self. Personal experiences are presented as an accumulation of fragmented symbols, textures and pattern. Symbolic imagery is being created, influenced by a devaluation of established norms and a reorganization of cultural identity. The individualÆs interaction and experience with the surrounding world affirms his idiosyncratic symbolism. The artwork is a visual language that through the use of disparate segments sets up the portrayal of the fragmented self and psychological journeys of the artist. Individuals establish themselves in many ways, including gestures as part of expression. This expression can be in the visual plane, such as works of art with their color and exploration of ideas. Thus there is continuity in life being established by the artist, while looking for meaning in the apprehended sense of place created in response to natural instinct and intuition.

We provide algorithms and documention to compute the cohomology of congruence subgroups of the special linear group over the integers when n=3 using the well-rounded retract and the Voronoi decomposition. We define the Sharbly complex and how one acts on a k-sharbly by the Hecke operators. Since the norm of a sharbly is not preserved by the Hecke operators we also examine the reduction techniques described by Gunnells and present our implementation of said techniques for n=3.

No description available.

Text in Afrikaans, abstract in Afrikaans and English / Die gebruik van simbole maak wiskunde eenvoudiger en kragtiger, maar ook moeiliker verstaanbaar. Laasgenoemde kan voorkom word as slegs eenvoudige en noodsaaklike simbole gebruik word, met die verduidelikings en motiverings in woorde. Die krag van simbole le veral in die feit dat simbole as substitute vir konsepte kan dien. Omdat die krag van simbole hierin le, skuil daar 'n groot gevaar in die gebruik van simbole. Wanneer simbole los is van sinvolle verstandsvoorstellings, is daar geen krag in simbole nie. Dit is die geval met die huidige benadering in skoolalgebra. Voordat voldoende verstandsvoorstellings opgebou is, word daar op die manipulasie van simbole gekonsentreer. Die algebraiese historiese-kenteoretiese perspektief maak algebra meer betekenisvol vir leerders. Hiervolgens moet die leerlinge die geleentheid gegun word om oplossings in prosavorm te skryf en self hul eie wiskundige simbole vir idees spontaan in te voer. Hulle moet self die voordeel van algebraiese simbole beleef. / The use of symbols in algebra both simplifies and strengthens the subject, but it also increases its level of complexity.This problem can be prevented if only simple and essential symbols are used and if the explanations are fully verbalised. The power of symbols stems from their potential to be used as substitutes for concepts. As this constitutes the crux of mathematical symbolic representation, it also presents a danger in that the symbols may not be comprehended. If symbols are not related to mental representations, the symbols are meaningless. This is the case in the present approach to algebra. Before sufficient mental representations are built, there is a concentration on the manipulation of symbols. The algebraic historical epistemological perspective makes algebra more meaningful for learners. Learners should be granted the opportunities to write their solutions in prose and to develop their own symbols for concepts. / Mathematics Education / M. Sc. (Wiskunde-Onderwys)

Text in Afrikaans, abstract in Afrikaans and English / Die gebruik van simbole maak wiskunde eenvoudiger en kragtiger, maar ook moeiliker verstaanbaar. Laasgenoemde kan voorkom word as slegs eenvoudige en noodsaaklike simbole gebruik word, met die verduidelikings en motiverings in woorde. Die krag van simbole le veral in die feit dat simbole as substitute vir konsepte kan dien. Omdat die krag van simbole hierin le, skuil daar 'n groot gevaar in die gebruik van simbole. Wanneer simbole los is van sinvolle verstandsvoorstellings, is daar geen krag in simbole nie. Dit is die geval met die huidige benadering in skoolalgebra. Voordat voldoende verstandsvoorstellings opgebou is, word daar op die manipulasie van simbole gekonsentreer. Die algebraiese historiese-kenteoretiese perspektief maak algebra meer betekenisvol vir leerders. Hiervolgens moet die leerlinge die geleentheid gegun word om oplossings in prosavorm te skryf en self hul eie wiskundige simbole vir idees spontaan in te voer. Hulle moet self die voordeel van algebraiese simbole beleef. / The use of symbols in algebra both simplifies and strengthens the subject, but it also increases its level of complexity.This problem can be prevented if only simple and essential symbols are used and if the explanations are fully verbalised. The power of symbols stems from their potential to be used as substitutes for concepts. As this constitutes the crux of mathematical symbolic representation, it also presents a danger in that the symbols may not be comprehended. If symbols are not related to mental representations, the symbols are meaningless. This is the case in the present approach to algebra. Before sufficient mental representations are built, there is a concentration on the manipulation of symbols. The algebraic historical epistemological perspective makes algebra more meaningful for learners. Learners should be granted the opportunities to write their solutions in prose and to develop their own symbols for concepts. / Mathematics Education / M. Sc. (Wiskunde-Onderwys)

本研究旨在探討校園公共藝術符號互動表徵、校園公共藝術符號之影響的現況及其關係，並據以提出結論與建議，期能提供學校運用符號互動表徵，增進公共藝術影響的參考。本研究採取文件分析、問卷調查、觀察法、訪談法進行研究，首先蒐集相關文獻，探討校園公共藝術及符號互動的相關理論；透過文件分析我國2005、2006、2007校園公共藝術設置案計136件，歸納出校園公共藝術符號互動表徵，包含：器物符號、操作符號、構念符號等三層面。另就校園公共藝術符號之影響進行探討，包含：提升校園環境品質、呈現學校品牌形象、涵養學生美學素養、促進公共關係發展、強化溝通協調功能等五層面。再利用問卷調查學校成員與校園公共藝術符號的互動及影響現況資料，將實徵資料進行統計分析，針對研究目的與問題發展訪談提綱，針對個案研究學校進行觀察與訪談，最後綜合研究發現做成結論，並提出具體建議。 本研究之問卷對象為臺北市、臺北縣、宜蘭縣2005、2006、2007國民中、小學校園公共藝術設置學校計35所之師生，抽樣調查765位，取得有效樣本706份，調查結果以平均數、標準差、t考驗、單因子變異係數分析、回歸分析等統計方法，進行資料處理分析，獲致以下結論： 一、學校師生與校園公共藝術符號表徵的互動現況以「器物符號」最顯見，其次為「構念符號」，再其次為「操作符號」。 二、學校師生受到校園公共藝術符號的影響現況，依序為：「提升校園環境品質」、「涵養學生美學素養」、「呈現學校品牌形象」、「促進公共關係發展」、「強化溝通協調功能」。 三、學校師生與校園公共藝術符號表徵之互動在學校區域、服務年資、教育程度、現任職務上具有差異。 四、學校師生受到校園公共藝術符號之影響在學校區域、性別、服務年資、教育程度、現任職務、就讀年級上具有差異。 五、校園公共藝術符號表徵與校園公共藝術符號之影響各層面均呈現正相關。其中「操作符號」與「強化溝通協調功能」相關程度最高；其次為「操作符號」與「提升校園環境品質」；最低者為「器物符號」與「涵養學生美學素養」。 六、「操作符號」對整體校園公共藝術符號之影響的預測力最佳。 七、個案學校師生普遍認同校園公共藝術符號互動各層面之表徵。 八、個案學校師生對於校園公共藝術符號之影響，因符號互動表徵不同而有差異。 根據結論，提出以下建議，供作學校未來設置公共藝術，能有效運用符號互動表徵，來強化公共藝術的影響之參考。 壹、對學校之建議： 一、運用符號互動表徵，強化公共藝術影響 二、善用公共藝術經費，涵養學生美學素養 三、落實公共藝術教育，提升校園環境品質 四、活用操作符號表徵，增進溝通協調功能 五、行銷校園公共藝術，建立學校公共關係 六、設計校園建築符號，營造學校品牌形象 貳、對教師之建議： 一、參與校園公共藝術，增進專業對話溝通 二、發展公共藝術課程，陶冶師生藝術生活 三、經驗傳承研習進修，兼任行政專業成長 / This study explored the status and relations between the characterization of campus public art symbolic interaction and the influence of campus public art symbol, and then to propose conclusions and recommendations provided for school to apply the characterization of symbolic interaction and refer to strengthen the influence of the public art. The researcher adopted document analysis, questionnaires, observation, and interview research in the study. The research was begun to collect the related documents and then probe related theories of the campus public art and the symbolic interaction. Through document analysis of 136 campus public art cases, from 2005 to 2007, inducted three levels of the characterization of campus public art symbolic interaction, including: objects symbols, operation symbols, and construct symbols. On the other hand, to explore the influence of the campus public art, including: enhancing the quality of campus environment, conserving students’ aesthetic literacy ", showing the school brand image, promoting the development of public relations, and strengthening the function of communication and coordination of the five dimensions. Further, to survey the interaction and status of the members of the school and the campus public art signs by questionnaires, the researcher proceeded with the statistical analysis of the empirical data to develop the interview outline related to the study purposes , interview and observe the case study schools .According to the comprehensive findings , the study showed the specific recommendations . From 2005 to 2007, there are 35 schools that are from the national primary and secondary schools of public art in Taipei City, Taipei County, Ilan County in this study questionnaire. There are 765 subjects who were surveyed altogether and 706 valid samples were acquired. The statistical methods of the research include mean, standard deviation, t test, one-way anova , regression analysis and other statistical methods, data processing and analysis. The summary of the research findings are as followings: 1. The symbolic objects is the "most obvious" ，followed by "construct symbols “, and then followed by "operational symbols" in the interactive status of the symbolic representation between the teachers and students and the campus public art. 2. Teachers and students in school by campus public art symbols were to: " enhance the quality of campus environment," "conserve students’ aesthetic literacy ", "show the school brand image", "promote the development of public relations", "strengthen the function of communication and coordination" 3. Between the teachers and students and the campus public art are the differences in the school district, years of service, education, and current position. 4. Teachers and students in school are affected by campus public art symbols with the differences in the school district, gender, years of service, education, current position, and school grade. 5. The symbolic representation of public art on campus and the campus public art signs at all levels showed a positive correlation. The “operation symbols” and to "strengthen communication and coordination functions," were the highest relevance; followed by “operation symbols” and "improving the quality of campus environment"; the lowest relevance for the "symbolic objects" and "conserving students’ aesthetic literacy." 6. "Operation symbols" on the public art of the overall campus can predict the best. 7. Teachers and students in case school generally agree that the public art at all levels of symbolic interaction representation. 8. Teachers and students in case school differ from the influence of the campus public art symbol. Based on the research finding, the following recommendations are made for school and teacher: Recommendations on school: 1. To use the characterization of the symbolic interaction, and strengthen the influence of the public art. 2. To make use of thee funds for public arts and conserve students’ aesthetic literacy. 3. To implement the public arts education, and improve the quality of the campus environment. 4. To utilize operation symbolic representation, and enhance the function of communication and coordination. 5. To market campus public art, and establish the school public relations. 6. To design the campus building signs, and create the school brand image. Suggestions for teachers: 1. To participate campus public art , and enhance communication and professional dialogue. 2. To develop public art programs, and refine teachers and students’ artistic life. 3. To inherit the experience of the studies education, and promote the administrative professional development.

O objetivo deste trabalho é comprovar a criação de um gênero híbrido e inovador - a prosa poética - , ligada ao jornalismo e à literatura do final do século XIX. Esta pesquisa analisa a prosa poética de Raul Pompéia, a partir de textos selecionados como corpus, publicados no periódico, A Gazeta da Tarde, de 21 a 29 jan. 1986. Paralelamente comparamos os textos equivalentes em sua versão de livro, publicados pela primeira vez em 1900, comentando também o conjunto das Canções sem metro. / The main objective of this work is to compare the creation of a hybrid and new genre - the poetic prose -, by Raul Pompéia, related to journalism and literature at the end of the XIX century. This research analyses the poetic prose written by Raul Pompéia, by selecting texts as its corpus, published in the periodic \"A Gazeta da Tarde\", from January 21st to January 29th, 1986. At the same time we have compared the equivalent texts published on book for the first time in 1900, also discussing the other texts which form the whole group.

O problema de reconhecimento de expressões matemáticas manuscritas envolve três subproblemas importantes: segmentação de símbolos, reconhecimento de símbolos e análise estrutural de expressões. Para avaliar métodos e técnicas de reconhecimento, eles precisam ser testados sobre conjuntos de amostras representativos do domínio de aplicação. Uma das preocupações que tem sido apontada ultimamente é a quase inexistência de base de dados pública de expressões matemáticas, o que dificulta o desenvolvimento e comparação de diferentes abordagens. Em geral, os resultados de reconhecimento apresentados na literatura restringem-se a conjuntos de dados pequenos, não disponíveis publicamente, e muitas vezes formados por dados que visam avaliar apenas alguns aspectos específicos do reconhecimento. No caso de expressões online, para treinar e testar reconhecedores de símbolos, as amostras são em geral obtidas solicitando-se que as pessoas escrevam uma série de símbolos individualmente e repetidas vezes. Tal tarefa é monótona e cansativa. Uma abordagem alternativa para obter amostras de símbolos seria solicitar aos usuários a transcrição de expressões modelo previamente definidas. Dessa forma, a escrita dos símbolos seria realizada de forma natural, menos monótona, e várias amostras de símbolos poderiam ser obtidas de uma única expressão. Para evitar o trabalho de anotar manualmente cada símbolo das expressões transcritas, este trabalho propõe um método para casamento de expressões matemáticas manuscritas, no qual símbolos de uma expressão transcrita por um usuário são associados aos correspondentes símbolos (previamente identificados) da expressão modelo. O método proposto é baseado em uma formulação que reduz o problema a um problema de associação simples, no qual os custos são definidos em termos de características dos símbolos e estrutura da expressão. Resultados experimentais utilizando o método proposto mostram taxas médias de associação correta superiores a 99%. / The problem of recognizing handwritten mathematical expressions includes three important subproblems: symbol segmentation, symbol recognition, and structural analysis of expressions. In order to evaluate recognition methods and techniques, they should be tested on representative sample sets of the application domain. One of the concerns that are being repeatedly pointed recently is the almost non-existence of public representative datasets of mathematical expressions, which makes difficult the development and comparison of distinct approaches. In general, recognition results reported in the literature are restricted to small datasets, not publicly available, and often consisting of data aiming only evaluation of some specific aspects of the recognition. In the case of online expressions, to train and test symbol recognizers, samples are in general obtained asking users to write a series of symbols individually and repeatedly. Such task is boring and tiring. An alternative approach for obtaining samples of symbols would be to ask users to transcribe previously defined model expressions. By doing so, writing would be more natural and less boring, and several symbol samples could be obtained from one transcription. To avoid the task of manually labeling the symbols of the transcribed expressions, in this work a method for handwritten expression matching, in which symbols of a transcribed expression are assigned to the corresponding ones in the model expression, is proposed. The proposed method is based on a formulation that reduces the matching problem to a linear assignment problem, where costs are defined based on symbol features and expression structure. Experimental results using the proposed method show that mean correct assignment rate superior to 99% is achieved.

Lo Ka Yu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 334-341). / Abstracts in English and Chinese. / Lo Ka Yu. / 論文擇要 --- p.i / Abstract --- p.ii / Acknowledgments --- p.iii / Table of Content --- p.iv / List of Figures --- p.vi / List of Tables --- p.xv / Introduction --- p.1 / Chapter 1.1 --- Questions raised --- p.1 / Chapter 1.2 --- Literature in Chinese wood carving and symbolic language --- p.11 / Chapter 1.3 --- Methodology and field work --- p.26 / Chapter 1.4 --- Content of the thesis --- p.29 / Jixiang 吉祥 carvings --- p.30 / Chapter 2.1 --- An exhibition of wishes --- p.30 / Chapter 2.2 --- Chinese: People of symbols --- p.32 / Chapter 2.3 --- Chinese Sense of Auspiciousness --- p.37 / Chapter 2.4 --- Chinese House: symbols and jixiang 吉祥 --- p.41 / Chapter 2.5 --- Jixiang 吉祥 motifs in wood carvings --- p.44 / Chapter 2.6 --- "Motifs, symbols and symbolic language" --- p.47 / Domestic Decorations --- p.55 / Chapter 3.1 --- Tai Fu Tai 大夫第，San Tin 新田 --- p.57 / Chapter 3.2 --- "No. 123 village house, San Tin 新田" --- p.104 / Chapter 3.3 --- Ching Shu Hin 清暑軒，Ping Shan 屏山 --- p.107 / Chapter 3.4 --- "No. 93 village house, Shui Tsan Tin Tsuen 水盞田村" --- p.141 / Chapter 3.5 --- "No. 32&33 village houses, Ha Tin Liu Ha 下田寮下" --- p.143 / Ceremonial Buildings --- p.147 / Chapter 4.1 --- Man Ancestral Hall 文氏宗祠，San Tin 新田 --- p.149 / Chapter 4.2 --- Man Lun Fung ancestral hall 麟峰文公祠，San Tin 新田 --- p.155 / Chapter 4.3 --- Kun Ting Study Hall 覲廷書室，Ping Shan 屏山 --- p.171 / Chapter 4.4 --- Wai Hing Study Hall 渭卿書室，Ping Shan 屏山 --- p.198 / Chapter 4.5 --- Yan Dun Kong Study Hall 仁敦岡書室，Ping Shan 屏山 --- p.201 / Chapter 4.6 --- Sin Sui Study Hall 善述書室，Lung Yeuk Tau 龍躍頭 --- p.217 / Religious Buildings --- p.246 / Chapter 5.1 --- Tung Shan Temple 東山古廟，San Tin 新田 --- p.248 / Chapter 5.2 --- Kwan Tai Temple 關帝古廟，Tai O 大澳 --- p.251 / Chapter 5.3 --- "Yeung Hau Temple 楊侯古廟, Tai O 大澳" --- p.262 / Symbolic Language of Wood Carvings --- p.277 / Chapter 6.1 --- Symbols - pictorial vocabularies --- p.277 / Chapter 6.2 --- Symbolic meanings --- p.284 / Chapter 6.3 --- Reading the Symbolic language --- p.287 / Chapter 6.4 --- Dynamics of Symbolic Language --- p.312 / Conclusion --- p.316 / Appendix I --- p.319 / Appendix II --- p.320 / Appendix III --- p.321 / Appendix IV --- p.323 / Appendix V --- p.326 / Appendix VI --- p.327 / Bibliography --- p.334 / Manuscripts before 1911 --- p.334 / Works after 1911 --- p.336 / Other References --- p.341