<p> A survey of the main features and characteristics of text editors and formatters is given. An implementation of a text editing and formatting system is discussed. The Text Editor and Formatter (TEF) was designed to be easy to learn and use and to allow extensions of the present version with little modification to the existing system. TEF is a content (or context) oriented editing system with line organization and text formatting capabilities. </p> / Thesis / Master of Science (MSc)

In this article, the reader will find methodological guidelines on how to write a college textbook. It offers procedures for setting up a work team responsible for the preparation of textbooks; explains how to define the topics to be addressed, as well as procedures for information management, and detection of appropriate literature. Additionally, it emphasizes theoretical research types, interpretation of theories, theoretical conclusions and the pedagogical function of the college textbook. Finally, it provides some editorial guidelines, such as textbook structure, notes, bibliographical references, images and charts, authors’ biographies, correction stage, and final review up to distribution. / En el presente trabajo, el lector encontrará pautas metodológicas para la realización de un libro de texto universitario; se sistematizan procedimientos para la conformación del equipo de trabajo encargado de la elaboración de los libros de texto; se explica cómo delimitar las temáticas que pueden ser abordadas; se exponen los procedimientos de gestión de la información, así como la detección de la literatura apropiada. Además, se enfatiza en las formas de indagación teórica, interpretación de teorías, conclusiones teóricas y las funciones didácticas del libro de texto. Por último, se exponen algunas pautas editoriales que van, desde la estructura del libro de texto, notas, referencias bibliográficas, tratamiento de imágenes o tablas, semblanza de los autores, etapa de corrección; hasta la revisión final y puesta en valor de la obra.

The work focuses on the problems of hearing impaired pupils, their education, describing teaching methods and editing texts for reading comprehension. The practical part was the presentation of texts in four genres, namely short stories, drama, poetry and scholarly article, verifying understanding of one of the selected modified texts in one classroom at an elementary school in Ječná and based on this experience, further develop the methodological process of creating these texts. Method of work was to analyze the available literature, further observations in the sample lesson of Czech language and literature at the end was to verify understanding through inspection questionnaire with open questions. Based on this verification, it was found that the adjusted texts help pupils better in the text or characters or navigate example to understand complex sentence parts units. But verification must be performed in several ways. Unable to rely on regular testing for pupils with hearing people using open questions. Neither the texts modified are not always definitive and must continue to work with them, as for every pupil must be treated individually. KEYWORDS hearing impairment, reading, education, text editing, testing of pupils

Este trabalho estuda o campo da edição de texto na produção editorial de livros no Brasil. O objetivo é apontar algumas distinções necessárias às pesquisas acadêmicas sobre edição de textos, e importantes para a formação de pesquisadores e profissionais. A proposta centra-se nas principais etapas (edição de texto, preparação de originais e revisão de provas) que compõem o processo por que passa um texto a ser transformado em livro. Parte-se de análise dos manuais de editoração e de pesquisas acadêmicas que tangenciam o tema. E articula-se um diálogo entre alguns trabalhos acadêmicos das áreas de psicolinguística e psicologia cognitiva sobre leitura em suas relações possíveis com os estudos em editoração e a experiência empírica dos editores de texto. Contribui-se, assim, para o aprimoramento dos conhecimentos sobre a edição de texto, entre eles: as etapas, os objetivos principais e secundários, as estratégias, as tarefas e um conjunto de elementos necessários para que um profissional atue como editor de texto consciente de sua intervenção. / It is the purpose of this thesis to study the field of text-editing in the Brazilian book publishing industry. Its main aim is to point out a few distinctions deemed necessary not only to the academic research but also to the formation of researchers and professionals in this particular field of study and work. In order to achieve this goal, the main phases the text goes through on its way to becoming a book -- text-editing, copy-editing and proofreading -- are here taken into account and characterized. Examining the available manuals and academic papers on the book editing field is the starting point of this research. It then goes on to promoting a dialogue between the book editing field and other areas of expertise, such as psycholinguistics and cognitive psychology, that also deal with the process of reading. The possible relationships this dialogue reveals and the actual praxis of text editing are then analyzed. Contributing to a better knowledge of what text-editing actually involves is therefore a primary aim of this thesis. It intends to shed some light on the specific phases, primary and secondary goals and strategies text-editing comprises, as well as on a series of elements needed not only for the praxis of text-editing itself but also for a more conscientious practice of this activity.

Al-Asbāb wa-l-ʿalāmāt « Les causes et les symptômes » de Nağīb al-Dīn al-Samarqandī (m. 619/1222) est un traité de médecine qui a fait la renommée de son auteur. Toutefois, et malgré le fait qu’il ait été signalé dès 1935 par l’historien des sciences Max Meyerhof comme l’un des ouvrages « à publier de préférence », il est resté inédit. C’est une édition intégrale de ce traité que nous proposons.Il s’agit d’un vademecum dont l’auteur a fondé la rédaction sur trois sources, notamment le Canon d’Avicenne. Il a ainsi respecté la tradition médicale de l’époque qui classifiait les maladies d’une part en pathologies spécifiques à chacun des organes du corps, d’autre part en affections non spécifiques « générales », celles qui touchent tout le corps telles les fièvres. Il a aussi traité de la cosmétologie, des poisons, des maladies de la peau, des blessures, des fractures et luxations, cela dans un esprit d’exhaustivité. La description des pathologies est assortie de l’exposé des symptômes auxquels notre auteur préconise des remèdes à base de médicaments simples ou composés. Nous avons édité le texte en arabe en veillant à respecter l’orthographe et la grammaire du manuscrit de base.Cet ouvrage riche en vocabulaire technique nous a permis d’établir plusieurs glossaires, représentant la première classification détaillée du vocabulaire médical arabe médiéval en langue française. Nous voulons contribuer par cette édition à enrichir le corpus des textes médicaux, en particulier celui du XIIIe siècle, et lutter contre les idées reçues qui font de cette époque une période historique de décadence, sinon le début d’une sclérose culturelle et scientifique dans le monde arabe. / Al-Asbāb wa-l-ʿalāmāt "The causes and symptoms" by Nağīb al-Dīn al-Samarqandī (d.619 / 1222), is a medical treatise which made its author famous. However despite the fact that in 1935 it was acclaimed by science historian Max Meyerhof as a book that "should be published", it never made it to print. This work, the object of this thesis, is a critical edition of a complete version of the treatise.The redaction of this vade mecum was based by the author on three sources, particularly the "Canon" of Avicenna. He therefore respected the medical tradition of the time, which classified diseases on the one hand by pathologies specific to each organ of the body, and on the other hand by non-specific conditions (which we could qualify as general) affecting the entire body such as fevers. He also examined cosmetology and poisons, skin diseases, wounds, fractures and dislocations in a spirit of completeness. For every disease described, the author included its associated symptoms, advocatingtreatments based on simple or compound remedies.We edited the Arabic text while strictly observing the spelling and grammar of the original manuscript.This book, rich in technical terms specific to the field of anatomy and pathology, has allowed us to establish several glossaries that represent the first detailed classification of medieval Arabic medical vocabulary in French.Our aim, in this text edition, is to contribute to enrich the corpus of medical texts and in particular that of the thirteenth century and to counter the accepted ideas claiming that this era was a historical period of decline, if not the beginning of a cultural and scientific sclerosis in the Arab world.

This paper reports work in progress on an experimental text editor called CREF, the Cross Referenced Editing Facility. CREF deals with chunks of text, called segments, which may have associated features such as keywords or various kinds of links to other segments. Text in CREF is organized into linear collections for normal browsing. The use of summary and cross-reference links in CREF allows the imposition of an auxiliary network structure upon the text which can be useful for "zooming in and out" or "non-local transitions." Although it was designed as a tool for use in complex protocol analysis by a "knowledge Engineer's Assistant," CREF has many interesting features which should make it suitable for a wide variety of applications, including browsing, program editing, document preparation, and mail reading.

Este trabalho estuda o campo da edição de texto na produção editorial de livros no Brasil. O objetivo é apontar algumas distinções necessárias às pesquisas acadêmicas sobre edição de textos, e importantes para a formação de pesquisadores e profissionais. A proposta centra-se nas principais etapas (edição de texto, preparação de originais e revisão de provas) que compõem o processo por que passa um texto a ser transformado em livro. Parte-se de análise dos manuais de editoração e de pesquisas acadêmicas que tangenciam o tema. E articula-se um diálogo entre alguns trabalhos acadêmicos das áreas de psicolinguística e psicologia cognitiva sobre leitura em suas relações possíveis com os estudos em editoração e a experiência empírica dos editores de texto. Contribui-se, assim, para o aprimoramento dos conhecimentos sobre a edição de texto, entre eles: as etapas, os objetivos principais e secundários, as estratégias, as tarefas e um conjunto de elementos necessários para que um profissional atue como editor de texto consciente de sua intervenção. / It is the purpose of this thesis to study the field of text-editing in the Brazilian book publishing industry. Its main aim is to point out a few distinctions deemed necessary not only to the academic research but also to the formation of researchers and professionals in this particular field of study and work. In order to achieve this goal, the main phases the text goes through on its way to becoming a book -- text-editing, copy-editing and proofreading -- are here taken into account and characterized. Examining the available manuals and academic papers on the book editing field is the starting point of this research. It then goes on to promoting a dialogue between the book editing field and other areas of expertise, such as psycholinguistics and cognitive psychology, that also deal with the process of reading. The possible relationships this dialogue reveals and the actual praxis of text editing are then analyzed. Contributing to a better knowledge of what text-editing actually involves is therefore a primary aim of this thesis. It intends to shed some light on the specific phases, primary and secondary goals and strategies text-editing comprises, as well as on a series of elements needed not only for the praxis of text-editing itself but also for a more conscientious practice of this activity.

This study investigates the difficulties that may arise for students as a consequence of differences that exist in mathematics education between different educational systems. The questions asked are when and why difficulties as a consequence of differences in writing or types of student problems may arise and in which way teachers and students attend to these difficulties. The focus is thus on the written parts of mathematics education and the questions are asked within the frame of general upper secondary education.In order to answer these questions, a sociocultural perspective based mainly on Sfard’s (2006) participationist theories together with Vygotsky’s (1999) general theories on development and learning is used. An important analytic tool is the discourse concept which in this context means a type of communication that brings some people together while excluding others from the communication. From this perspective the different rules that govern the way student problems are formulated and the ways of writing that will be accepted, may be described as parts of a specific discourse in the mathematics education rather than universally accepted truths.The study has been based on a qualitative research method and has included observations of lessons and semi-structured interviews with teachers and students. In order to give a global picture, four schools have participated in the study and one week has been spent at each school. The selection has consisted of one international school with IB education, two schools abroad (from different countries) and one Swedish upper secondary school.The study shows that difficulties occur for students and that these are mainly due to differences in the mathematics education between the different educational systems. Partly, the student problems have proved to differ in crucial ways and therefore it is difficult for students to interpret and find solutions to unknown student problems. Besides, the mathematical writing differs in many fields such as text editing, use of mathematical notation and algorithms, and this also causes difficulties. In order to overcome these difficulties, teachers and students use methods which aim at creating habits for the new way of working by showing the practices to the students who then repeat them on their own accord.Apart from the direct answers to the research questions, another great problem for students who start studying mathematics in a new educational system appeared to be lacking basic knowledge, which means that they lack certain essential knowledge and calculation proficiencies that are necessary prerequisites. This problem is specifically preponderant for students with Swedish educational background. Furthermore, it appears that the teachers at the international schools are much conscious of the fact that there exist differences in mathematics education and in general they consider it inspiring to be able to learn more from the knowledge of their students.By interpreting the differences in the mathematics education as representative for different discourses, it has been possible to understand that the difficulties that arise are due to the fact that the student has not yet individualized the new discourse. This means that the student is only able to carry out the discursive routines collectively, with aid from the teacher or the group, which explains the routine creating practices used by teachers and students. When the student has worked within the new discourse it will be individualized and the student will be able to work within the discourse in a deliberate and independent way. For the education, thisimplies that the students will first be able to perform certain routines within the discourse before a comprehension of the rules that govern them will be achieved.Since the problem of lacking basic knowledge is due to a total lack of the students’ necessary prerequisites, it is possible to interpret this problem with help of Vygotsky’s (1999) reasoning. The knowledge assumed by the new discourse does not lie within the zone of proximal development and therefore the conditions for learning are not fulfilled. The positive and reflective attitude of the teachers with respect to differences in the mathematics education differs in a decisive sense from the literature and appears to influence the possibilities to overcome the difficulties in a positive way. / Denna studie undersöker svårigheter som kan uppstå för elever på grund av skillnader som finns i matematikundervisningen mellan olika utbildningssystem. De frågor som ställs är när och varför svårigheter till följd av skillnader i skrivsätt och uppgiftstyper kan uppstå samt på vilket sätt lärare och elever arbetar med dessa svårigheter. Fokus ligger således på de skriftliga delarna av matematikundervisningen och frågorna ställs inom ramen för studieförberedande gymnasieutbildningar.För att besvara dessa frågor används ett sociokulturellt synsätt som huvudsakligen utgår från Sfards (2006) participationistiska teoribildning tillsammans med Vygotskijs (1999) generella teorier om utveckling och lärande. Ett viktigt analysverktyg är begreppet diskurs som i detta sammanhang innebär en typ av kommunikation som för samman vissa människor medan andra exkluderas från kommunikationen. Utifrån detta perspektiv kan de olika reglerna som styr hur uppgifter utformas och vilka skrivsätt som kommer att accepteras, beskrivas som delar av en specifik diskurs i matematikundervisningen snarare än universellt vedertagna sanningar.Undersökningen har utgått från en kvalitativ undersökningsmetodik och har innefattat lektionsobservationer och semistrukturerade intervjuer med lärare och elever. För att ge en övergripande bild har fyra skolor deltagit i studien och en vecka har tillbringats på vardera skolan. Urvalet har utgjorts av en internationell skola med IB-undervisning, två utlandsskolor (från olika länder) samt en svensk gymnasieskola.Studien visar på att det förekommer svårigheter för elever och att dessa framför allt beror på skillnader i matematikundervisningen mellan de olika utbildningssystemen. Dels har det visat sig att uppgiftstyperna kan skilja sig på avgörande sätt och att det därför är svårt för eleverna att tolka och hitta lösningar till obekanta uppgifter. Dessutom skiljer sig det matematiska skrivsättet på flera områden såsom textredigering, notationsanvändning och algoritmer vilket också ger upphov till svårigheter. För att överbrygga dessa svårigheter använder sig lärare och elever av metoder som syftar till att skapa en vana vid det nya arbetssättet genom att läraren visar på arbetsmetoder och att eleverna även repeterar dessa på egen hand.Utöver de direkta svaren på frågeställningarna framkom också att ett stort problem för elever som börjar studera matematik i ett nytt undervisningssystem kan vara bristande baskunskaper, det vill säga att de saknar vissa grundläggande kunskaper eller räknefärdigheter som är nödvändiga förkunskaper. Detta problem är speciellt framträdande för elever med svensk utbildningsbakgrund. Dessutom har det framkommit lärarna på de internationella skolorna mycket väl är medvetna om att det finns skillnader i matematikundervisningen och generellt upplever det som inspirerande att kunna lära sig om dessa genom elevernas kunskaper.Genom att tolka skillnaderna i matematikundervisningen som representativa för olika diskurser, har det varit möjligt att förstå att de svårigheter som uppstår beror på att eleven inte har individualiserat den nya diskursen. Detta innebär att eleven endast klarar av att utföra de diskursiva rutinerna kollektivt, med hjälp av läraren eller gruppen, vilket förklarar det rutinskapande arbetssättet som tillämpas av lärare och elever. När eleven har arbetat i den nya diskursen kommer den att individualiseras och eleven kan arbeta inom den på ett avsiktligt och självständigt sätt. En implikation för undervisningen är här att eleverna först kan utföra vissa rutiner inom diskursen innan en förståelse reglerna som styr dem skapas.Eftersom problemet med bristande baskunskaper grundar sig i att eleverna helt saknar de nödvändiga förkunskaperna är detta möjligt att tolka genom Vygotskijs (1999) resonemang. De kunskaper som den nya diskursen förutsätter befinner sig inte i den närmaste utvecklingszonen varför förutsättningar för lärande inte föreligger. Lärarnas positiva och reflekterade inställning till skillnader i matematikundervisningen skiljer sig på ett avgörande sätt från litteraturen och förefaller påverka möjligheterna till att överbrygga svårigheter på ett positivt sätt.