Dissertations / Theses on the topic 'Grammatical method'

This thesis is an investigation of Ludwig Wittgenstein‘s later conception of grammar and philosophy as a grammatical investigation. I seek to clarify how one should understand the later Wittgenstein‘s statement that "grammar describes the use of words in the language" (PG 60), as well as what motivates Wittgenstein‘s philosophical interest in grammar. I explore and critically assess three different interpretative approaches to Wittgenstein‘s conception of grammar, each of which presents a different characterisation of his view that philosophy is a grammatical investigation. I argue that Wittgenstein‘s conception of grammar and philosophy should be understood against the background of his early views, and also in light of his later critique of those views in the Philosophical Investigations. I develop a sustained critique of the standard interpretation of grammar and grammatical investigation, which, I argue, tends to obliterate important contrasts between Wittgenstein‘s early and later views. I propose that in interpreting Wittgenstein‘s use of the term grammar, one should be sensitive to a distinction between two different notions of use, which in turn give rise to two different notions of grammar: namely, grammar as that which describes the use of words in sentential contexts, and grammar as that which describes the use of words in the context of particular activities on different occasions. I argue that, on the later Wittgenstein‘s view, neglecting the latter aspect of use is responsible for many philosophical confusions, and that Wittgenstein‘s grammatical methods aim to eliminate confusions by bringing this dimension of use and grammar back into focus.

À la différence de "Philosophie, mythologie et pseudo-science. Wittgenstein lecteur de Freud", l'influent essai de Jacques Bouveresse (1991), cette étude vise à établir qu'aussi critique qu'il se soit effectivement montré à l'égard de la psychanalyse, Wittgenstein n'en a pas moins beaucoup appris et retenu de Freud. Au plan de sa conception de l'élucidation philosophique, principalement. Composée de trois parties, ladite étude consiste d'abord à mettre en évidence les fragilités de l'argumentation présentée au premier chapitre de J'ouvrage classique de Jacques Bouveresse ; puis à rendre compte de la place centrale du motif psychologico-clinique dans la définition et la mise en œuvre de la méthode grammaticale de Wittgenstein ; pour mieux isoler ensuite les six aspects plus proprement freudiens de la clinique philosophique wittgensteinienne. La conclusion de ce travail étant finalement réservée à l'interprétation des résultats acquis au cours de cet itinéraire<br>Unlike « Philosophie, mythologie et pseudo-science. Wittgenstein lecteur de Freud”, the influential essay of Jacques Bouveresse (1991), this study aims to establish that even though he was critical towards psychoanalysis, Wittgenstein also leamed a lot from Freud. Mainly on the plan of his conception of philosophical elucidation. This study is divided in three parts : the first highlights the weaknesses of the argumentation introduced in the first chapter of the classical work of Jacques Bouveresse; then the second one reflects the core of the psychologic-clinical pattern in the definition and the implementation of the grammatical method of Wittgenstein; finally, to better isolate the six aspects of the wittgensteinian philosophicaI clinic that are the most strictly freudian. The conclusion of this work is, in the end, dedicated to the interpretation of the results acquired in the course of this path

Made available in DSpace on 2016-07-27T13:48:30Z (GMT). No. of bitstreams: 1 LAZARA DIVINA COELHO.pdf: 2121141 bytes, checksum: cd4a685fb28ee75bab3fe1a7fdf87201 (MD5) Previous issue date: 2013-11-26<br>The object of this research is the Historical-Grammatical Method understood as a system of Bible interpretation derived from the Protestant Reformation of the sixteenth century. Its goal is to trace the route of this method, since the post-apostolic period up to contemporary times, and solidification as a method of interpretation adopted by different theological currents in the search for systematization of its methodology. Its relevance lies in the possibility of rescuing the history of the method seen as a precedent over the others in terms of the orthodox system and aim of biblical interpretation. The search path can be set into stages of research and presentation of the results: in the first case takes place the identification and definition of method: the traditional hermeneutic, as presentation of methodological principles and techniques needed to interpret biblical texts, is the formal principle of the Method; and the exegesis, as the application of hermeneutical principles to the biblical text in order to understand and explain it, it is the method referred, in practice, to the steps to be given in the interpretation process. In the second stage, there is a review of the historical process which culminated in the Grammatical-Historical Method: by it the embryo of the method is located in the post-New Testament period and its development in the centuries that followed, passing by the schools of Antioch, the West and St. Victor, beyond the Protestant Reformation and later periods. And, in the third stage, we describe the method itself of theological and methodological perspectives. The conclusion is that the grammatical-historical method of the view that God exists and has revealed himself to man through the written Word and that this revelation, to have originated in his will, makes this knowledge possible and necessary to man. The possibility of knowledge achieves the sense of the Scriptures as intended by God through the human author. It is about a unique, true and full sense, clearly stated and explained in the Scriptures and their understanding can be achieved through ordinary means, as the preaching, the reading and the prayer.<br>O objeto dessa pesquisa é o Método Histórico-Gramatical entendido como um sistema de interpretação da Bíblia procedente da Reforma Protestante do século XVI. Seu objetivo é traçar o percurso desse método, desde o período pós-apostólico até a contemporaneidade, e sua solidificação como método de interpretação adotado por correntes teológicas distintas na busca da sistematização de sua metodologia. Sua relevância encontra-se na possibilidade de resgatar a história do método visto como precedente sobre os demais em termos de sistema ortodoxo e objetivo de interpretação bíblica. O caminho da pesquisa pode ser definido em estágios da investigação e da apresentação dos resultados: no primeiro, acontece a identificação e definição do método: a hermenêutica tradicional, como apresentação de princípios metodológicos e técnicas necessárias para interpretar textos bíblicos, é o princípio formal do Método; e a exegese, como a aplicação dos princípios hermenêuticos ao texto bíblico com o objetivo de entendê-lo e explicá-lo, é o método que se refere, na prática, às etapas a serem dadas no processo de interpretação. No segundo estágio, há uma revisão do processo histórico que desembocou no Método Histórico-Gramatical: por ela o embrião do método é localizado no período pós-Novo Testamento e seu desenvolvimento nos séculos que se seguiram, passando pelas escolas de Antioquia, do Ocidente e de São Vitor, além da Reforma Protestante e períodos posteriores. E, no terceiro estágio, descreve-se o método propriamente dito das perspectivas teológica e metodológica. A conclusão é que o Método Histórico-Gramatical parte da perspectiva de que Deus existe e revelou-se ao homem por meio da Palavra escrita e que essa revelação, por ter origem na sua vontade, faz esse conhecimento possível e necessário ao homem. A possibilidade de conhecimento alcança o sentido das Escrituras conforme pretendido por Deus por meio de autor humano. Trata-se de um sentido único, verdadeiro e pleno, claramente exposto e explicado nas Escrituras e sua compreensão pode ser conseguida mediante os meios ordinários, como a pregação, a leitura e a oração.

<p> In computer vision, grammatical models are models that represent objects hierarchically as compositions of sub-objects. This allows us to specify rich object models in a standard Bayesian probabilistic framework. In this thesis, we formulate shape grammars, a probabilistic model of curve formation that allows for both continuous variation and structural variation. We derive an EM-based training algorithm for shape grammars. We demonstrate the effectiveness of shape grammars for modeling human silhouettes, and also demonstrate their effectiveness in classifying curves by shape. We also give a general method for heuristically speeding up a large class of dynamic programming algorithms. We provide a general framework for discussing coarse-to-fine search strategies, and provide proofs of correctness. Our method can also be used with inadmissible heuristics. </p><p> Finally, we give an algorithm for doing approximate context-free parsing of long strings in linear time. We define a notion of approximate parsing in terms of restricted families of decompositions, and construct small families which can approximate arbitrary parses.</p>

Uma exegese histórico-gramatical da Iniciação (Prólogo) do Evangelho de João. Inicia-se com uma análise dos métodos histórico-crítico, semiótico e histórico-gramatical. Esse último é escolhido sem preterir os avanços permitidos pelo histórico-crítico que não conflitem com aquele método. Procede-se à crítica textual escolhendo as variantes mais expressivas. É elaborada uma tradução prévia, sem muitos requintes, privilegiando o sentido literal. Faz-se uma análise literária para delimitar o texto, conhecer sua estrutura, suas fontes literárias e a função literária da perícope. Na busca pela estrutura do texto, são descobertos quatro segmentos: o logos criador, o logos luminoso, o logos encarnado e o logos glorioso. Na função literária da perícope, discute-se a inadequação do termo Prólogo e se propõe o termo Iniciação. Em seguida, tem-se a análise da redação, onde são discutidas evidências internas e externas a respeito da autoria, fatores que podem indicar a data da composição do texto, seu local de escrita e destinatários. Ao fim da análise da redação, propõe-se como propósito principal da escrita do evangelho a defesa da fé frente às ameaças gnósticas e judaicas, através da cristologia joanina. Na análise das formas, enquadra-se o texto dentro de um gênero maior e como um gênero menor, analisando seus possíveis lugares vivenciais. Na análise das tradições, são discutidos os substratos que estão por trás de termos que podem ter diversas origens: logos, luz, conhecer e verdade. Então se chega ao coração da exegese, que corresponde à análise de conteúdo. São analisados cada um dos quatro segmentos descobertos na análise literária. Dentro de cada segmento, primeiro é feita uma análise gramatical com ênfase na descoberta do significado de cada palavra à luz das impressões que o evangelista deixa ao longo do evangelho e de seu mundo vivencial. Em seguida, faz-se uma análise de contexto amplo, aproveitando-se das descobertas gramaticais e analisando as perspectivas históricas. Essa é seguida de análises de contexto específico, nas quais o texto é entendido à luz do problema judaico e do problema gnóstico. Depois se tem a análise teológica, que aborda os assuntos mais importantes da teologia do prólogo em conexão com outros textos teológicos das Escrituras. Por fim, tem-se a tradução final, que visa a valer-se dos conhecimentos produzidos ao longo de toda exegese para produzir uma tradução que mais se aproxime da mensagem que o autor quis transmitir aos seus primeiros leitores.<br>A historical-grammatical exegesis of the Initiation (Prologue) of the Gospel of John. It begins with an analysis of the historical-critical, semiotic and historical-grammatical methods. This latter one was chosen without neglecting the advances propitiated by the historical-critical method which do not conflict with that method. We proceed to the textual criticism choosing the most expressive variables. A prior translation is elaborated without many refinements prioritizing a literal sense. A literary analysis is made to delimit the text, get to know its structure, its literary sources and the literary role of the pericope. In the quest for the structure of the text, four segments are discovered: the creator logos, the luminous logos, the incarnated logos and the glorious logos. In the literary role of the pericope the inadequateness of the term Prologue is discussed and the term Initiation is proposed. Following, there is the analysis of the redaction where internal and external evidence is discussed related to authorship, factors which can indicate the date of the composition of the text, the place where it was written and recipients. At the end of the redaction analysis, the proposition is posited that the main purpose for the writing of the gospel is for the defense of the faith, which is facing Gnostic and Jewish threats, through the Johanine Christology. In the form analyses the text is a smaller genre within a larger genre, analyzing its possible living places. Within the analysis of traditions the substrata which are behind the terms which can have various origins are discussed: logos, light, getting to know and truth. Then one gets to the heart of the exegesis which corresponds to the analysis of the content. Each one of the four segments discovered in the literary analysis is analyzed. Within each segment, first, a grammatical analysis is done with emphasis on discovering the meaning of each word in the light of the impressions which the evangelist left throughout the Gospel and his living world. Next, an analysis of the broad context is done using the grammatical discoveries and analyzing the historical perspectives. This is followed by analyses of the specific context, in which the text is understood in light of the Jewish and Gnostic problem. After comes the theological analysis which deals with the most important issues of the theology of the prologue in connection with other theological texts of the Scriptures. Finally we have the final translation which aims at making use of the knowledge produced throughout the whole exegesis to produce a translation which comes closest to the message which the author wanted to transmit to his first readers.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Literatura, Florianópolis, 2009.<br>Made available in DSpace on 2012-10-24T17:29:26Z (GMT). No. of bitstreams: 1 272848.pdf: 1320306 bytes, checksum: a770524796cfcdfaad00fc681050b8e3 (MD5)<br>A presente pesquisa tem como objetivo mostrar em que medida o autor Mendes Fradique, em sua obra Grammatica portugueza pelo methodo confuso, transita livremente pelo cômico, pelo nonsense e pelo experimentalismo, revelando significativa independência em relação aos movimentos literários organizados, além de antecipar formas de expressão literária que se tornariam comuns décadas após o lançamento do seu método confuso. Concomitantemente, procuraremos mostrar que a obra em questão é essencialmente crítica, tendo como pano de fundo a transgressão dos cânones literários e da própria gramática, além de problematizar as relações de poder subjacentes à linguagem. A partir da análise dessas questões, tentaremos conferir maior importância à obra de Mendes Fradique no contexto literário. Além disso, esta pesquisa poderá servir para ampliar os estudos nessa área do humor, bem como resgatar contribuições valiosas e inovadoras de um autor pouco (re)conhecido, cuja produção poderia ter chegado até nossos dias de forma menos obscura e marginal.<br>The present research aims at showing to what extent the author Mendes Fradique, in his work called Grammatica portugueza pelo methodo confuso, strolls freely by humor, nonsense and experimentalism, revealing a significant independence in relation to the organized literary movements, besides anticipating forms of literary expression which would become common decades after the release of his confused method. Simultaneously, we will try to show that the work in analysis is essentially critical, having as its background the transgression of the literary canons and the grammar itself, besides questioning the power relations present in language. From the analysis of these problems, we will try to confer more importance to Fradiques work within the literary context. Moreover, this research may be useful to widen the studies in the area of humor, as well as to recover important and innovative contributions of a lesser known author, whose production could have arrived to the present days in a less obscure and marginal way.

Cette methode informatisee que nous avons programmee tente de reduire la repercussion prosodique de toute langue maternelle sur la langue francaise. Basee sur une methode d'apprentissage traditionnelle, nous avons selectionne 300 enonces, lesquels ont ete enregistres sur ordinateur par 4 sujets francophones. Ces enonces ont ete structures en 3 niveaux, chacun de ces niveaux contenant 10 lecons. Selon les aspects grammaticaux recherches, un exemplaire des 4 enregistrements a ete choisi comme modele pour chaque enonce. A partir de ces modeles, nous avons etabli les parametres pour l'affichage a l'ecran des graphiques stylises du rythme et de le melodie. De plus, un controle par ordinateur compare les differences rythmique et melodique entre l'exemple et la realisation de l'apprenant. L'utilisateur de cette methode doit d'abord ecouter plusieurs fois l'exemple avant d'enregistrer l'enonce. Lorsque une erreur est signalee sur l'ecran de l'ordinateur, l'utilisateur peut comprendre les differences rythmique et melodique grace a une aide integree a la methode et peut refaire un essai. L'illustration des tests confirme que rythme et melodie ont ete assimiles assez rapidement par nos testeurs. Par contre, lorsque nos enonces comportent non seulement des accents rythmiques mais encore des accents d'insistance, les testeurs ont rencontre des difficultes dans la reproduction de l'exemple. Les resultats des tests demontrent egalement qu'un tel logiciel pourrait completer une methode traditionnelle en l'apprentissage du rythme et de la melodie de la langue francaise<br>This computerised method we programmed attempts to reduce the prosodic repercussion from any mother language to the french language. Based on a traditional teaching method, we selected 300 sentences which were recorded by 4 native french speaking persons onto the computer. These sentences were structured into 3 stages with each stage containing 10 lessons. In reference to the studied grammarical aspects in these sentences, one of the 4 recording was selected as model for each sentence. From these models we established parameters to show styled graphics from rhythm and pitches. Furthermore, a computerised control compares the differences of rhythm and pitches between the examples and the students. To use this computerised method, a person listens to the sentence several times prior to recording it. Upon the indication of an error on the screen, the user can see the differences of rhythm and pitches, due to the integrated help facility and can repeat the process gain. The illustration of the tests confirms that rhythm and pitches are perceived quite rapidly by the testers. However, when the sentences contains not only rhythm accents but also stress accents the testers had difficulties in reproducing the model. The results of the tests prove that a program like this could perfect a traditional teaching method in learning rhythm and pitches of the french language

This study investigates how grammatical ability is assessed in L2 academic writing classrooms. In the assessment literature, grammatical ability is defined to include syntax and morphology (Purpura, 2004; Weigle, 2002) and lexical forms, cohesion, and information management on the subsentential, sentential, and suprasentential levels (Purpura, 2004). Writing teachers would, therefore, need to attend to morphosyntactic and other grammatical aspects in L2 texts that serve to organize information and create cohesion on the sentence, paragraph, and text levels. In a mixed methods triangulation design (Creswell &amp; Plano Clark, 2007) using both quantitative and qualitative methods, this study examines the indicators of grammatical ability that writing teachers (n = 2) attend to when assessing their students' (n = 33) grammatical ability in academic essays in one high-intermediate and one advanced L2 writing course at an English-medium university in Canada. In addition, the study considers to what extent the students' learning is affected by the teachers' assessment criteria. In the first phase of this study, the students' essay exams and the teacher-assigned grammar grade were collected and analyzed quantitatively using accuracy and complexity measures as indicators of morphosyntactic ability. They were also examined qualitatively within a framework of systemic functional linguistics to assess the students' ability to manage information in their texts. In phase two, student questionnaires were administered, and student interviews were conducted to determine the students' knowledge of the teachers' assessment criteria for grammar. In phase three, the teachers were interviewed about their criteria and their priorities in the assessment of grammar. Finally, the results from all three phases and all four data sources were integrated to come to an overall interpretation of the findings. The results indicate that writing teachers focus above all on grammatical accuracy when assessing their students' grammatical ability. Consequently, writing teachers seem to assess a reduced construct of grammatical ability in academic writing, compared to definitions in the L2 assessment literature. This emphasis has an impact on how students learn in these L2 writing classrooms. This dissertation concludes with a discussion of implications and makes recommendations for L2 writing assessment based on the findings of this study.<br>Cette recherche s'intéresse à la façon d'évaluer les compétences grammaticales dans les cours universitaires d'écriture langue seconde (L2). Selon la littérature, les compétences grammaticales comprennent la syntaxe et la morphologie (Purpura, 2004; Weigle, 2002) de même que les formes lexicales, la cohésion et la gestion de l'information au niveau sous-phrastique, phrastique et supra-phrastique (Purpura, 2004). Par conséquent, les professeurs d'écriture devraient, lors de l'étude de textes en L2, miser sur la morphosyntaxe et sur d'autres aspects grammaticaux utiles à l'organisation de l'information et assurant la cohésion au niveau de la phrase, du paragraphe et du texte. En s'appuyant sur une approche méthodologique mixte (Creswell &amp; Plano Clark, 2007), utilisant une triangulation de données qualitatives et quantitatives, cette recherche vise à déterminer quels sont les indicateurs de performance grammaticale sur lesquels s'appuient les professeurs d'écriture (n = 2) lorsqu'ils évaluent les compositions de leurs étudiants (n = 33). Les étudiants de l'échantillon étaient inscrits à une université canadienne anglophone et suivaient un cours d'anglais de niveau intermédiaire ou avancé. D'autre part, cette recherche a pour objectif de déterminer à quel point l'apprentissage des étudiants est influencé par les critères d'évaluation de leur professeur. Dans la première partie de la recherche, les compositions des étudiants et les notes de grammaire données par le professeur ont été collectées et analysées quantitativement, en utilisant des mesures de justesse et de complexité grammaticales comme indicateurs de la compétence morphosyntaxique. Elles ont également été analysées qualitativement dans un cadre linguistique systémique fonctionnel afin de déterminer la compétence des étudiants à gérer l'information dans leurs textes. Dans la seconde partie de la recherche, des questionnaires ont été administrés aux étudiants et certaines entrevues ont été menées afin d'évaluer la connaissance qu'avaient les étudiants des critères d'évaluation de leur professeur en ce qui a trait à la grammaire. Dans la troisième partie, les professeurs ont été interviewés au sujet de leurs critères et priorités dans l'évaluation de la grammaire. Enfin, les résultats des trois parties et des quatre sources d'informations ont été réunis afin d'en arriver à une interprétation globale des conclusions. Les résultats révèlent que les professeurs d'écriture priorisent surtout la justesse grammaticale lorsqu'ils évaluent les compétences grammaticales de leurs étudiants. Par conséquent, les professeurs d'écriture semblent s'appuyer sur une définition plus limitée de la compétence grammaticale dans l'évaluation des textes de leurs étudiants que ce qui est défini par la littérature à ce sujet, ce qui a nécessairement un effet sur la façon d'apprendre des étudiants qui suivent des cours d'écriture. Cette thèse se termine par une discussion qui met en lumière ce qu'impliquent ces résultats et où sont émises certaines recommandations au sujet de l'évaluation en écriture dans un cours de L2.

I den här avhandlingen undersöks den grammatiska samtalskonstruktionen apokoinou i svenskt samtalsspråk. I kontrast till traditioner av normativ grammatik och teoretiska perspektiv på språk, där apokoinou och besläktade fenomen har exkluderats från grammatisk beskrivning eller blivit behandlade som produkter av olika typer av misstag, är apokoinou här re-specificerad som en i högsta grad funktionell grammatisk resurs och metod för att åstadkomma lokala kommunikativa projekt i samtal. Apokoinouyttranden definieras formellt som produkterna av en konstruktionsmetod där det finala segment i en möjligt avslutad syntaktisk enhet (pivån) är retro-konstruerad som det initiala segmentet i en efterföljande syntaktisk enhet. Utbyggnaden av pivån görs med en dubblering av en eller flera syntaktiska konstituenter från segmentet som föregår pivån samt med en prosodisk design som integrerar yttrandet i sin helhet. Ur ett strikt och normativt perspektiv på en avgränsad (skrift)mening som grundenhet medför denna dubblering att den finala fasen i hela yttrandet framstår som inkoherent med den initiala fasen. Apokoinouyttranden är dock inte inkoherenta för samtalsdeltagare, utan är en familj av metoder för att åstadkomma två handlingar efter varandra inom samma yttrande. Den andra handlingen kan skifta perspektiv på den lokala ämnesaspekten, bekräfta eller insistera på ett lokalt ämne eller handling, avsluta och avgränsa ett lokal projekt, samt återuppta oavslutade kommunikativa projekt efter mellanliggande aktiviteter. Dessa handlingar är alla mottagaranpassade lokala kommunikativa projekt i det avseendet att de är utformade att passa in i en vidare kommunikativ kontext samt att de ofta är interaktionellt åstadkomna inom och genom minimala handlingssekvenser. Dessa resultat har konsekvenser för grammatiskt teori. En av dessa konsekvenser är att grammatik måste uppfattas som villkor för dynamiska konstruktionsprocesser, inte endast som statiska och fixerade strukturer. En annan konsekvens är att grammatik organiseras lokalt snarare än på en maximalt generell nivå. Apokoinou bör också inkluderas i en svensk samtalsgrammatik som en av de grammatiska resurser som är tillgängliga för deltagare i samtal.<br>This thesis investigates apokoinou in Swedish talk-in-interaction. In contrast to the traditions of normative grammar and theoretically based approaches to language, where apokoinou and related phenomena have been excluded from grammatical description altogether or been treated as the products of various kinds of mistakes, apokoinou is here re-specified as a highly functional grammatical resource and method to accomplish local communicative projects in talk. Apokoinou utterances are formally defined as the products of a construction method, where a segment that is final in a first possibly complete syntactic segment (the pivot) is retro-constructed as initial in a following second syntactic segment. The extension of the pivot segment is made by way of a doubling of syntactic constituents from the pre-pivot segment and with a prosodic design that integrates the whole utterance. From a strict and normative sentence-perspective, this doubling renders the final phase of the whole utterance incoherent with the initial phase. However, apokoinou utterances are not incoherent for participants, but a family of methods to accomplish two consecutive actions within one utterance. The second action can change perspective on some local topical aspect, confirm or insist on some local topic or action, close and demarcate a local project, and resume turns or skip-connect to pending local communicative projects after interstitial activities. These are all recipient designed local communicative projects in the sense of being designed to fit within the ongoing wider communicative context and they are often interactionally achieved in and through minimal sequences. These results have implications for grammatical theory. Among these are that grammar must be seen as conditions on dynamic constructional processes, not only as static and fixed structures, and that grammar is organized on a local level rather than on a maximally general level. Apokoinou should also be included in a grammar of Swedish conversational language as one of the grammatical resources available for participants in Swedish talk.

Les travaux de recherche présentés par l'auteur ont pour objet l'application de techniques d'extraction de connaissances à partir de données (ECD) en biologie. Deux thèmes majeurs de recherche en bio-informatique sont abordés : la recherche d'homologues distants dans des familles de protéines et l'analyse du transcriptome. La recherche d'homologues distants à partir de séquences protéiques est une problématique qui consiste à découvrir de nouveaux membres d'une famille de protéines. Celle-ci partageant généralement une fonction biologique, l'identification de la famille permet d'investiguer le rôle d'une séquence protéique. Des classifieurs ont été développés pour discriminer une superfamille de protéines particulière, celle des cytokines. Ces protéines sont impliquées dans le système immunitaire et leur étude est d'une importance cruciale en thérapeutique. La technique des Séparateurs à Vastes Marges (SVM) a été retenue, cette technique ayant donné les résultats les plus prometteurs pour ce type d'application. Une méthode originale de classification a été conçue, basée sur une étape préliminaire de découverte de mots sur-représentés dans la famille d'intérêt. L'apport de cette démarche est d'utiliser un dictionnaire retreint de motifs discriminants, par rapport à des techniques utilisant un espace global de k-mots. Une comparaison avec ces dernières méthodes montre la pertinence de cette approche en termes de performances de classification. La seconde contribution pour cette thématique porte sur l'agrégation des classifieurs basée sur des essaims grammaticaux. Cette méthode vise à optimiser l'association de classifieurs selon des modèles de comportement sociaux, à la manière des algorithmes génétiques d'optimisation. Le deuxième axe de recherche traite de l'analyse des données du transcriptome. L'étude du transcriptome représente un enjeu considérable, tant du point de vue de la compréhension des mécanismes du vivant que des applications cliniques et pharmacologiques. L'analyse implicative sur des règles d'association, développée initialement par Régis Gras, a été appliquée aux données du transcriptome. Une approche originale basée sur des rangs d'observation a été proposée. Deux applications illustrent la pertinence de cette méthode : la sélection de gènes informatifs et la classification de tumeurs. Enfin, une collaboration étroite avec une équipe INSERM dirigée par Rémi Houlgatte a conduit à l'enrichissement d'une suite logicielle dédiée aux données de puces à ADN. Cette collection d'outils dénommée MADTOOLS a pour objectifs l'intégration de données du transcriptome et l'aide à la méta-analyse. Une application majeure de cette suite utilise les données publiques relatives aux pathologies musculaires. La méta-analyse, en se basant sur des jeux de données indépendants, améliore grandement la robustesse des résultats. L'étude systématique de ces données a mis en évidence des groupes de gènes co-exprimés de façon récurrente. Ces groupes conservent leur propriété discriminante au travers de jeux très divers en termes d'espèces, de maladies ou de conditions expérimentales. Cette étude peut évidemment se généraliser à l'ensemble des données publiques concernant le transcriptome. Elle ouvre la voie à une approche à très grande échelle de ce type de données pour l'étude d'autres pathologies humaines.

Middle Eastern Studies<br>Kitāb al-jumal fī l-naḥw (KJN) is a short grammatical treatise dating back to the early centuries of Arabic grammatical development. There is no consensus in modern scholarship surrounding its authorship, or even the century in which it was composed. The text is sometimes attributed to the famous 8th century grammarian al-Khalīl ibn Aḥmad al-Farāhīdī, but this hypothesis is often rejected in favor of attribution to lesser-known 10th century grammarian Ibn Shuqayr. Contemporary attempts to date this text and identify its author have given inconclusive results, largely due to issues with the methodology employed up to this point. In this thesis, I propose a new methodology for dating Arabic grammatical texts. This method concerns the use of terminology to refer to vowels. The distinction between declensional and non-declensional vowel terminology that remains in use today was first introduced by Sibawayh in his Kitāb, in which he states that the terms rafʿ, naṣb, jarr, and jazm are reserved for syntactically determined vowel endings, while ḍamm, fatḥ, kasr, and sukūn are used for vowels that are not related to syntax. In works composed during the period before the Kitāb, as I will illustrate, vowel terminology is used in a disorganized and inconsistent fashion. In contrast, grammarians after the Kitāb adhere to Sibawayh’s distinction with remarkable consistency. Thus, vowel terminology represents a clear dividing line between pre-Kitāb (late 8th-early 9th centuries) and post-Kitāb works (late 9th century and onwards) and is a valuable method for dating texts. In this thesis, I will summarize the controversy surrounding the provenance of KJN, demonstrate the advantages that the method of vowel terminology has over the other approaches taken in contemporary scholarship in an attempt to date the text, and present material from a wide range of grammatical works in order to validate this approach. Finally, I will apply this method to KJN. The results of this study show that the use of vowel terminology in KJN is much more consistent with an earlier (8th century) dating of the text than with the later (10th century) dating that has often been proposed.<br>text

Relatório de estágio de mestrado em Ensino de Inglês e Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário<br>O presente relatório insere-se no âmbito da realização do estágio profissional do Mestrado em Ensino de Inglês e Espanhol no 3º Ciclo do Ensino Básico e no Ensino Secundário e relata um projeto desenvolvido em 2015/16 numa turma de Espanhol, do 10º ano de escolaridade, numa Escola Secundária da cidade de Barcelos distrito de Braga. O projeto centrou-se no desenvolvimento das competências gramaticais na aprendizagem da LE e teve os seguintes objetivos: 1) Diagnosticar as representações e capacidades dos alunos relativas à competência gramatical e à sua importância no ensino / aprendizagem da língua; 2) Determinar as principais dificuldades dos alunos na aprendizagem da gramática na aquisição da língua espanhola; 3) Desenvolver e monitorizar propostas de intervenção que possibilitem o uso da gramática em contextos comunicativos; 4) Promover a reflexão sobre o processo de aprendizagem da gramática em contexto comunicativo; 5) Avaliar o impacto da abordagem adotada no processo de aprendizagem dos alunos, as suas potencialidades e as suas limitações. Para cumprir os objetivos delineados, foram desenvolvidas estratégias de promoção do uso da gramática em contextos comunicativos. Assim foram, cuidadosamente, criados e selecionados materiais que permitissem o cumprimento dos objetivos propostos e a inclusão dos alunos como agentes ativos na sala de aula. Foram ainda desenvolvidas estratégias de autorregulação das aprendizagens, tendo sido utilizados instrumentos de recolha de informação para aferir a perceção dos alunos acerca das atividades desenvolvidas.<br>This report results from a project developed in the practicum of the Master in English and Spanish Teaching in the 3rd Cycle of Basic and Secondary Education, and reports a project developed in 2015/16 in a class of Spanish, with 10th grade students, in a School in Barcelos, district of Braga. The project focused on the development of grammatical skills in Foreign Language learning and had the following objectives: 1) To assess students' perceptions and abilities, regarding the grammar competence and its importance in teaching/learning the language; 2) To determine students' main difficulties in learning grammar in the acquiring of the Spanish language; 3) To develop and monitor intervention proposals that allow the use of grammar in communicative contexts; 4) To promote the development of self-regulation on the learning process of grammar in a communicative context; 5) To evaluate the impact of the approach adopted in the students' learning process, its potentialities and its limitations. In order to accomplish the outlined objectives, intervention strategies were designed to promote the use of grammar in communicative contexts. Materials were carefully created and selected so as to allow the achievement of the proposed objectives and the inclusion of students as active agents in the classroom. Strategies of self- regulation were also developed, and instruments of information collection were used to measure the students' perception of the activities developed.

abstract: Differentiating bilingual children with primary language impairment (PLI) from those with typical development in the process of learning a second language has been a challenge. Studies have focused on improving the diagnostic accuracy of language measures for bilinguals. However, researchers are faced with two main challenges when estimating the diagnostic accuracy of new measures: (a) using an a priori diagnosis of children (children with and without PLI), as a reference may introduce error given there is no gold standard for the a priori classification; and (b) classifying children into only two groups may be another source of error given evidence that there may be more than two language ability groups with different strengths and weaknesses or, alternatively, a single group characterized by a continuum of language performance. The current study tested for the number of distinct language ability groups and their characteristics in predominately Spanish-speaking children in the U.S. without using an a priori classification as a reference. In addition, the study examined to what extent the latent groups differed on each measure, and the stability of language ability groups across three assessment methods in Spanish (standardized tests, language sample analyses, and comprehensive assessment), taking in to account English and non-verbal cognitive skills. The study included 431 bilingual children attending English-only education. Three latent profile analyses were conducted, one for each method of assessment. Results suggested more than two distinct language ability groups in the population with the method of assessment influencing the number and characteristics of the groups. Specifically, four groups were estimated based on the comprehensive assessment, and three based on standardized assessment or language sample analysis in Spanish. The stability of the groups was high on average, particularly between the comprehensive assessment and the standardized measures. Results indicate that an a priori classification of children into two groups, those with and without PLI, could lead to misclassification, depending on the measures used.<br>Dissertation/Thesis<br>Ph.D. Speech and Hearing Science 2012

In the history of exegesis 1 Corinthians 14:34-35 and 1 Timothy 2:11-15 have functioned as the heavy artillery against women in the ministries. From the 4th century BC, when the Church really started to develop from a dynamic underground movement of believers to a state Church organised in the image of the Roman Empire and so became the Catholic Church, women were more and more suppressed under the influence of deeply rooted Hellenistic anthropological ideas that were read into these passages. Only in the second half of the Twentieth Century, under the influence of changes in society after the sexual and feminist revolutions, changes set in that sparked the discussion about the role of women in the Church. This discussion is still continuing – in the Reformed tradition at least. These two passages, however, seem to oppose an overwhelming number of biblical themes and data that at least bring a strong nuance to the picture the two passages seem to portray. The creation of man and woman in the image of God and the protection for women against the arbitrariness of men clearly picture an original and principal equality of men and women. In the circle of disciples around Jesus Christ this becomes even more manifest. This attitude is also visible in the earliest churches. Paul expresses this in Galatians 3:28: In Christ there is no … male nor female. The passages that seem to limit the rights of women in the Church do not actually oppose this picture, but show that for the sake of the proclamation of the gospel not everything is (immediately) allowed. This dissertation attempted to interpret these two passages with the help of the grammatical-historic method. In 1 Corinthians 14:34-35 Paul personally intervenes in the apparent chaotic meetings of the cosmopolitan and charismatic congregation. He requires from different categories of participants – among them the married women that have a Christian husband – to not burden the fellowship with – in the case of the aforementioned women – their (otherwise rightful) participation in the discussion of the prophetic message during the worship service. In 1 Timothy 2:11-15 he gives his friend and student Timothy, the young pastor and teacher of the congregation in Ephesus, tools to call upon the members of the congregation not to start a revolution but to conquer the world for Christ by living an exemplary life. The context of this directive is a heresy that was particularly influencing some women that developed a prominent and domineering attitude in the Church. None of these directives or instructions of Paul talk about special ministries in the Church. It is all about attitude. For the sake of the steady progress of the gospel this attitude is to be determined by discipline and humbleness. However, the form this discipline and humbleness have largely depends on the context of the believers.<br>MTh (New Testament), North-West University, Potchefstroom Campus, 2014

Nothing has influenced and affected the Lutheran Church in the U.S.A. in the past century more than the doctrine of the Church and its Ministry. When the first Norwegian immigrants entered the U.S. in the middle of the 19th century, there were not enough Lutheran pastors to minister to the spiritual needs of the people. Some of these immigrants resorted to a practice that had been used in Norway, that of using lay-preachers. This created problems because of a lack of proper theological training. The result was the teaching of false doctrine. Some thought more highly of the lay-preachers than they did of the ordained clergy. Consequently clergy were often viewed with a discerning eye and even despised. This was one of the earliest struggles within the Norwegian Synod. Further controversies involved whether the local congregation is the only form in which the church exists. Another facet of the controversy involves whether or not the ministry includes only the pastoral office; whether or not only ordained clergy do the ministry; whether teachers in the Lutheran schools are involved in the ministry; and whether or not any Christian can participate in the public ministry. Is a missionary, who serves on behalf of the entire church body, a pastor? If only the local congregation can call a pastor, then a missionary cannot be a pastor because he serves the entire church body in establishing new congregations. Is a seminary professor, who trains future pastors, a pastor? If only the local congregation can call a pastor, a seminary professor cannot be a pastor because he is called by the seminary board of control and not one particular congregation. In seeking to develop a statement that clearly defines the doctrine of the Church and its Ministry, a controversy exists within the church body known as the Evangelical Lutheran Synod (ELS), the successor synod to the Norwegian Synod. The reason for the controversy is that two different views of how to develop a doctrinal statement exist in the ELS. Some go directly to Scripture and set forth a position. Others follow an example found in C.F.W. Walther's theses on Church and Ministry. They misunderstand and misuse this approach that was developed only for use in a controversy against an erring Lutheran pastor, Johannes Grabau of the Buffalo Synod. Many of those who utilize this approach are former members of the Lutheran Church Missouri Synod (LCMS), of which Walther was one of the founders. As a result of the two distinct approaches, there has been an inability to unanimously agree on the wording of the statements on the doctrine of the Church and its Ministry. It is the conclusion of the author that it is this reliance on statements made by individuals in previous centuries regarding particular situations that has caused the struggle to develop and serves to prolong it.<br>Systematic Theology and Theological Ethics<br>D. Th. (Systematic Theology)

The thesis focuses on the way the grammatical category of time is presented in chosen textbooks of the Czech language for deaf and for foreigners. A small questionnaire survey, establishing which textbooks the teachers actually use in teaching Czech for deaf, whether they work also with textbooks for foreigners and what other materials they possibly use, is included. All the textbooks mentioned in the questionnaires are later analysed from the view of their presentation of the grammatical category of time, separately those for deaf and those for foreigners. In the second ones, inspiration for teaching deaf is being traced. At the end of the work there is an author's draft chapter of a textbook for deaf dealing with a part of the issue of verbs and times. The draft text contains an explanation and few exercises and concentrates on problematic phenomena.

The dissertation deals with semantic relations between adjectives and deadjectival verbs in Czech. It focuses on the question how the property scale conveyed by adjectives is encoded in the semantics of deadjectival verbs. After the first chapter which presents the topic of the dissertation, in the second chapter, I describe the theoretical and methodological context of contemporary linguistics from a broader perspective in order to relate the theoretical and methodological procedures present in this paper to the current linguistic development. The third chapter pursues the semantics of adjectives in Czech and various approaches to their classification. It presents a scalar classification of adjectives according to which adjectives denote a scale of some property, i.e. an ordered set of degrees along a dimension. With support of empirical research (based on a questionnaire survey and corpus data) I show that it is possible to implement the scalar model into the description of Czech adjectives. This approach states that adjectives are one of many means in language that serve to express measurement (and attribute it to objects and individuals). At the end of the chapter, I propose a classification of Czech adjectives and generalize prototypical semantics of adjectival classes by vector constructions...