Dissertations / Theses on the topic 'Scientific style'

The original aim of the research was to investigate the conceptual dimensions of style in tonal music in order to provide grounds for an objective, measurable categorization of the phenomenon that could be construed as the basis of a scientific taxonomy of musical styles. However, this is a formidable task that surpasses the practical possibilities of the project, which would hence concentrate on creating the tools that would be needed for the following stage. A review of previous attempts to deal with style in music provided a number of guidelines for the process of dealing with the material. The project intends to avoid the subjectivity of musical analysis concentrating on music observable features. A database of 250 keyboard scores in MusicXML format was built to the purpose of covering the whole span of styles in tonal music, from which it should be possible to extract features to be used in style categorization. Early on, it became apparent that most meaningful pitch-related features are linked to scale degrees, thus essentially depending on functional labeling, requiring the knowledge of the key of the music as a point function. Different proposed alternatives to determine the key were considered and a method decided upon. Software was written and its effectiveness tested. The method proved successful in determining the instant key with as much precision as feasible. On this basis, it became possible to functionally label scale degrees and chords. This software constitutes the basic tool for the extraction of pitch-related features. As its first use, the software was applied to the score database in order to quantify the usage of scale degrees and chords. The results indisputably showed that tonal music can be characterized by specific proportions in the use of the different scale degrees, whereas the use of chords shows a constant increase in chromaticism. Part of the material of this work appeared in the Springer-Verlag's 2006 volume of Lecture Notes in Computer Science.

В настоящее время научный стиль, обладая обширной сферой применения, оказывает разностороннее влияние на литературный язык. Непрерывность научно-технического прогресса способствует внедрению во всеобщее употребление значительного количества терминов, переходящих со страниц специальных изданий в повседневный обиход.

Cyberpunk – is the stylistic trend in literature, cinema, clothing, interiors and other areas of modern life, based on the aesthetics of science fiction films, games, ideas about the world of the future. This is a special picture of the world with incredible technologies, scientific achievements, robots -the versions have already been offered by dozens of creators of games, motion picture, novels. Futurism touched on clothes, shoes, make-up, hairstyles – a unique version of aesthetics with elements of minimalism, sports style, not lacking of comfort was obtained. The main goal of the designers is to embody the high technologies in everyday image, to emphasize the differences in the cyberpunk style with characteristic colors, shapes, accessories, and styles.
Киберпанк – стилистическое направление в литературе, кино, одежде, интерьере и других сферах современной жизни, основанное на эстетике фантастических фильмов, игр, представлениях о мире будущего. Это особая картина мира с невероятными технологиями, научными достижениями, роботами – варианты предлагали уже десятки создателей игр, кинолент, романов. Футуризм коснулся одежды, обуви, макияжа, прически – получился уникальный вариант эстетики с элементами минимализма, спортивного стиля, не лишенный комфорта. Основная цель дизайнеров – воплотить в повседневных образах высокие технологии, подчеркнуть отличия стиля киберпанк характерными цветами, формами, аксессуарами, фасонами.

Tiriamoji medžiaga. Šiame tyrime individualųjį tekstą reprezentuoja 600 sakinių imtis, parinkta iš mokslinio stiliaus filosofijos veikalų. Veikalus bandyta klasifikuoti pagal skirtingų žanrų tekstus. Statistiniam tyrimui pasirinkti filosofijos veikalai skirstomi į dvi grupes. Pirmąją grupę sudaro veikalai : „Būtis ir pasaulis: tyliojo gyvenimo fragmentai“ (1990), „Sietuvos: eseistikos rinktinė“ (1992), „Konservatoriaus išpažintys: 1988 – 1994 metų tekstai“ (1995); antrajai priklauso „Alfa ir omega: ontotopijos metmenys“ (1999), „Niekis ir esmas“ I tomas (2005), „Niekis ir esmas“ II tomas (2005). Darbo tikslas – aprašyti, kokio pobūdžio sakiniai (ilgi ar trumpi, vientisiniai, sujungiamieji, prijungiamieji, bejungtukiai, mišrieji) vartojami filosofo veikaluose ir kaip (ar) sakinio struktūra priklauso nuo teksto tipo. Atliekant tyrimą, siekta išsiaiškinti, ar nuo atmainos priklauso ir kalbos priemonių atranka bei jų išsidėstymas, ar minčių dėstymas išlaiko tą patį logiškumo principą, ar sakinių sandara tampa kondensuotesnė ar atvirkščiai – kalba ima laisvėti. Svarbu išsiaiškinti kiek gauti duomenys reprezentuoja mokslinį stilių, o kiek jie yra individualus, skiriasi tik mokslo publicistiniams tekstams būdingomis ypatybėmis.
A subject of performance destined philosopher patent individuality. There are saying that in Lithuania on that time is just one philosopher – Arvydas Šliogeris. Do not plumb in it how much is it right, but a spread of performance and discussing subjects no doubt very useful for community of philosophy education. Individual author style, usable idea and conception logic character commanding a chance to apply his performances to the academic investigation and aplenty philosophy subject par terminology do not let to blame the works of A.Šliogeris to the others functional styles. The analyzed material comprises of 600 sentence, randomly chosen from books, which are considered as philosophy texts. Works were tried to type in different genre of texts. For investigation were picked works of philosophy are dividing to two group. The first group was made of works: Būtis ir pasaulis: tyliojo gyvenimo fragmentai“ (1990), „Sietuvos: eseistikos rinktinė“ (1992), „Konservatoriaus išpažintys: 1988 – 1994 metų tekstai“ (1995); the second „Alfa ir omega: ontotopijos metmenys“ (1999), „Niekis ir esmas“ I t. (2005), „Niekis ir esmas“ t. II (2005). A object of work is to write what kind of character is sentences (long or short, simple sentences, coordinate, asyndetic ) are using in philosophers works and as sentence structure depends on text type. Very important to clarify how much got facts are representing scientific style and how much is individual, is just difference scientific sentences par... [to full text]

Abstract

 

The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in The Economist in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.

                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.

                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.

                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.

 

Keywords: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      

Abstract

 

The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in The Economist in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.

                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.

                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.

                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.

 

Keywords: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      

Abstract

 

The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in The Economist in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.

                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.

                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.

                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.

 

Keywords: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      

Abstract

 

The following essay is an analysis of the translation process from English into Swedish of four articles about the oceans of the world, printed in The Economist in December 2008. This publication claims to be using a language characterised by "clarity, style and precision", wherefore these concepts provide the focus for the analysis. "Clarity" was looked at in terms of metaphors, "style" in terms of quotes and allusions present in headlines, leads and subheadings and "precision" was studied in terms of hedging.

                      Metaphor is employed as a clarifying device in scientific discourse. The 36 occurring metaphors were classified as either 'dead', 'cliché', 'stock' or 'original'. Dead metaphors, 50% of all, turned out to be highly effective in scientific discourse and therefore the term 'fixed metaphors' would be preferred. The original metaphors used give evidence to the writer's literary ambitions. The translation strategy applied was in most cases literal translation.

                      The publication makes frequent use of quotes, allusions and aestheticizing devices in headlines, leads and subheadings. The origins of those stylistic elements are not always transparent and had to be identified. In case of existing recognized translations those were kept; when not available, original translations were attempted. Adopting the house-style by taking balance, metre, rhyme and alliteration into consideration during the translation process was time-consuming, indicating that a fully translated edition on a weekly basis is not feasible. Literal translation was rarely possible, instead equivalence was aimed at.

                      Hedging is a means for increased precision in scientific discourse. The main reason for using epistemic hedging with a proposition is face-saving, i.e. the writer avoids responsibility for the truth value of the proposition. 62% of the sentences were found to include at least one hedged instance. The instances of hedging of numerical data and quantifiers were almost equal to the number of hedges referring to the writer's personal stance. Literal translation was adequate for the translation process.

 

Keywords: translation strategies, scientific discourse, metaphors, stylistic devices, hedging      

 

Advances in computer technology have made it possible for educators to develop their own multimedia instructional materials using visuals such as animation. Despite the increased use of animation in the multimedia instructional materials, there is still relatively little research regarding the way in which students benefit from the attributes of computer animation. As a result, additional studies on the instructional attributes of animation are required to confirm the animation effect in the learning process. The purpose of this study was to investigate the effect of animation in the enhancement of the problem-solving and retention of scientific concepts in computer based modules across learners possessing different cognitive styles. In this study, 121 undergraduate and graduate students were classified as field-independent, field-neutral, or field-dependent as a result of their performance on the Group Embedded Figures Test. Participants were randomly assigned to either animation and narration treatment group (N=61) or static visual and narration treatment group (N=60). Problem-solving and recall tests were conducted immediately after the completion of each treatment. Participants receiving an animation treatment performed significantly better than those receiving a static visual treatment on problem-solving but not on recall. Field-dependent students in the animation group generated approximately 40% more correct solutions to the problem-solving test than those in the static visual group. The results of this study indicate that animation may be an effective tool in promoting problemsolving of scientific concepts, especially for field-dependent learners who have difficulty acquiring and processing visual information.
Ph. D.

Lenght of sentence add structure of educational texts depend on relation between author and recipient, individual style, branches of knowledge. Average lenght of sentence specialize educational texts, it's one of linguist feature. Distributin of language sections also specialize educational texts. Scientific style texts contain usage of intertextual correlation devices oriented towards the textual paradigm of this style.

The purpose of this essay is to investigate the translation stategies chosen by the translator when translating present and past participles in contracted sentences in a French scientific article into Swedish. Previous research shows that the French language has a predilection for an elliptical sentences structure, whereas the Swedish language prefers complete clauses. This difference could eventually cause problems during the translation process when translating the French present and past participles in contracted sentences into Swedish. The source text has been translated into Swedish. The translation of the participles has then been categorized according to the strategy chosen by the translator and then analyzed according to the theoretical models by Eriksson (1997, 2015) and Ingo (2007). Our study shows that the majority of the present and past participles in contracted sentences in the source text has been translated into complete causes in the target text. The relative clause seems to be the most common choice by the translator. However, other strategies have sometimes been chosen, often as a consequence of an already complicated sentence structure in the target text or due to stylistic choices.

This study examines one empirical manifestation of social order of two elite scientific communities. This project examines the cognitive order or structure of the cocitation cluster of papers representative of each group.

The method reported in this paper retrieves the cognitive structures of cocitation clusters associated with scientific specialties. This method uses socially reinforced regularities in scientific writing styles, technical content and communicating techniques displayed in published scientific papers. A cognitive structure denotes a developmental outline of a scientific specialty's central ideas. This structure comprises of a series of principal statements and the linkages associating them. A principal statement is a single sentence extracted from a paper which exemplifies the paper as a whole. The linkages represent associations between sentences such as refinement of previously stated ideas, confirmation of previous findings, even contradiction of previous conclusions, and others. I apply this method to two independent clusters of papers each representing a biology group: Australia Antigen and Lâ Dopa specialties, respectively. The resultant cognitive structures are compare to accounts of specialty cognitive development created by a previous study of the same specialty groups performed by Mullins et al. (1977) and (1980).

Master of Science

Thesis (MPhil)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: My provisional identification of chiasm in Mark 7:24-31 initiated this multidisciplinary study of the literary shape of this interesting text. New Testament scholars tend to agree that the genre (form, content and function) of the Gospel of Mark exhibits the literary characteristics typical of ancient, first century AD, Greco-Roman biography thereby evidencing, in a broad sense, Greco-Roman form and function, and Jewish content. As a result, the New Testament Gospels have been described as a "tertium quid'. However, until fairly recently, few scholars appear to have taken the possibility of finding Jewish rhetorical form, in the shape of chiasm, into account in their examination of New Testament texts and have almost exclusively tended to focus on classical Greek rhetorical forms. As a result, this study opens itself to the possibility of finding both Jewish and Greco- Roman literary forms in the text, thereby attempting to obtain a greater presence of understanding of what the implied author was doing with the text. This study therefore endeavours to understand, not only what the implied author intended to communicate through the literary form of the text to the implied reader but also, at the level of discourse, the "how" of that communication within the literary context of the Gospel as a whole. In the light of the aforegoing, the research questions appear as follows. (1) What, on a balance of probability, is the literary form or structure of Mark 7:24- 3 1 within its literary context? If the form of the text is found, on a balance of probability, to exhibit the characteristics of chiasm: (2) What implied effect would this have on an implied reader when understood and interpreted within the context of Greco-Roman biography? And, (3) what effect would the answers to (1) and (2) above have on a modern (present) reader of the Gospel of Mark? After a brief overview of the socio-historical and cultural setting to the Gospel of Mark that serves as essential background material necessary for an understanding of the text, this study proceeds to consider the ancient roots of chiasm with regard to the literature of the Ancient Near East and briefly traces its prevalence from the ancient past through to the period of the New Testament. Because chiasm is a particular form of parallelism, the importance of understanding Biblical parallelisms in the Hebrew literature in general and its significance with regard to the New Testament and Mark's Gospel in particular is considered. A discussion of various definitions of chiasm follows. After considering the Gospel of Mark and the literary context of the subject text, its literary form is examined in the light of known ancient literary conventions, including Biblical narrative and the various forms evidenced in the exchange of dialogue are considered and the text examined for further correspondences. Thereafter the text is reviewed within its literary context and, what follows, is an explanation of how the form of the text may function within its literary location.
AFRIKAANSE OPSOMMING: My voorlopige identifiesering van chiasme in Markus 7:24-31 inisieer 'n multidimensionele studie van die literêre vorm van dié interessante teks. Nuwe-Testamentici neig om saam te stem dat die genre (vorm, inhoud en funksie) van die evangelie volgens Markus die literêre kenmerke toon, tipies van antieke, eerste eeuse (AD) Grieks-Romeinse biografie en stel so, in 'n breë sin, Grieks-Romeinse vorm en funksie sowel as Joodse inhoud ten toon. As 'n resultaat is die Nuwe Testamentiese Evangelies beskryf as 'n "tertium quid." Tog, tot redelik onlangs het weinig Nuwe-Testamentici die moontlikheid in ag geneem om Joodse retoriese vorm, in die vorm van giasme, te vind in hulle ondersoek van Nuwe Testamentiese tekste en het geneig om bykans uitsluitlik te fokus op klassieke Griekse retoriese vorme. As 'n gevolg open hierdie studie ditself tot die moontlikheid om Joodse, sowel as Grieks-Romeinse literêre vorme binne die teks te vind en sodoende 'n groter begrip mee te bring van wat die geïmpliseerde outeur met die teks gemaak het. Die studie onderneem dus om nie net aan te dui wat die geïmpliseerde outeur beoog het om te kommunikeer d.m.v. die literêre vorm van die teks aan die geïmpliseerde gehoor nie, maar ook op die vlak van diskoers, die "hoe" van die kommunikasie binne die literêre konteks van die evangelie as geheel. In die lig van die voorafgaande kan die ondersoekvrae as volg geformuleer word. (1) Wat is die literêre vorm of struktuur van Markus 7:24-31 binne die bepaalde literêre konteks? lndien die vorm van die teks die kenmerke van chiasme vertoon: (2) Watter geïmpliseerde effek sal dit hê op 'n geïmpliseerde gehoor indien die teks verstaan en geïnterpreteer word binne die konteks van Grieks-Romeinse biografie? En (3) watter effek sal die antwoorde tot vrae (1) en (2) hê op die moderne (eietydse) leser van die Evangelie volgens Markus? Na 'n kort oorsig oor die sosio-historiese en kulturele plasing van die Evangelie volgens Markus wat dien as noodsaaklike agtergrond materiaal, noodsaaklik vir 'n verstaan van die teks, gaan die studie voort om die antieke wortels van chiasme te oorweeg, met inagneming die literatuur van die ou Nabye Ooste en gaan kortliks die belang hiervan na, vanaf die antieke tye tot en met die Nuwe Testamentiese tydperk. Aangesien chiasme 'n spesifieke vorm van parallelisme is, word die belang van die verstaan van Bybelse parallelisme binne die Hebreeuse literatuur in die algemeen en die belang daarvan rakende die Nuwe Testament en die Evangelie volgens Markus in besonder, oorweeg. 'n Bespreking van verskeie definisies van chiasme volg. Na 'n bespreking van die Evangelie volgens Markus, sowel as die literêre konteks van die bepaalde perikoop, word die literêre vorm ondersoek in die lig van bekende antieke literêre konvensies, insluitende Bybelse narratief en verskeie vorme wat, waarneembaar binne die uitruil van dialoog ondesoek, en word die teks ondersoek vir verdere ooreenstemminge. Om hiedie rede word die teks oorweeg binne die literêre konteks en wat daarop volg is 'n verduideliking van hoe die vorm van die teks kan funksioneer binne die literêre plasing daarvan.

Lietuviškų tekstų grožinio ir mokslinio stilių palyginimas naudojant statistinius metodus. Taikomos universalios kiekybinės charakteristikos, koreliacinė ir regresinė analizė, logtiesiniai modeliai. Tiriamos žodžių ilgių ir dažnių priklausomybės, žodžių pasiskirstymas tekstuose.
The comparison of Lithuanian texts‘ fiction and scientific literature styles by using statistics methods. by using the universal quantitative characteristics, the correlation and regression analysis, the loglinear models.

L'objectif de cette thèse est de comprendre l'influence de la culture des physiciens sur leurs représentations mentales profondes du réel. Ces représentations, appelées themata, sont des options ou des présupposés philosophiques : déterminisme, réductionnisme, objectivité, etc. Sont-elles partagées par les scientifiques, au-delà de leurs spécificités culturelles géographiques, reflettant ainsi les valeurs partagées de la science ? Autrement dit, la science est-elle vraiment universelle ? Ou bien la culture locale des scientifiques exerce-t-elle une influence sur leurs représentations du réel dans le cadre de leur travail scientifique ? Nous avons comparé plus de soixante-dix physiciens indiens et français, au sujet de leur représentation du réel, en particulier au sujet de la physique quantique.Les résultats de notre recherche montrent qu'il existe des différences entre certains themata des physiciens indiens et français. Nous avons en particulier observé que les physiciens indiens apparaissent plus déterministes que les physiciens français ; ils sont plus attachés à l'appréhension discrète et non continue de la matière ; ils accordent un rôle plus important au caractère subjectif de la connaissance c'est à dire à l'observateur, ils ont une approche plus systémique des objets et phénomènes physiques et ils conçoivent un ordre sous-jacent aux phénomènes, ce qui est beaucoup moins le cas pour les physiciens français. A l'issue de notre recherche, nous estimons que les physiciens indiens et français adhèrent à des themata différents. Nous pouvons donc parler de spécificités locales (ou nationales) pour les themata, c'est-à-dire de « styles thématiques locaux » (STL), un concept que nous développons spécifiquement pour cette recherche. Nous observons par ailleurs, que dans le cas de la physique quantique, ces « styles thématiques locaux » semblent influencer les choix de représentation et d'interprétation de la théorie quantique
This thesis examines the influence of the cultural background of physicists on their deep mental representations of reality. These representations, called themata, are philosophical presuppositions: determinism, reductionism, objectivity, etc. Are scientist' themata independent of their cultural backgrounds, reflecting instead the shared values of science? Is science universal? Does the scientific culture influences their representations of reality in the context of their scientific work? We compare the themata of seventy Indian and French physicists, with a focus on their interpretation of quantum physics.The results of our research suggest that there are differences between Indian and French physicists with respect to certain themata. In particular, we observe that Indian physicists appear more deterministic than their French counterparts and they are more attached to a discrete rather thana continuous conception of matter. Indian physicists give a greater role to the subjective nature of knowledge (the observer), they have a more systemic approach to physical objects and phenomena, and they have a preference for an order underlying the phenomena. If Indian and French physicists adhere to different themata this justifies talking about specific local (or national) styles for themata, that is to say, "local thematic styles" (STL), a concept that we have developed specifically for this research. We also note that in the case of quantum physics these "local thematic styles" seem to influence scientists' choice of representation and interpretation of quantum theory

The aim of my thesis is the current look and evaluation of architecture from the period of real socialism in Brno, since liberation in 1945 to the period of normalization in the seventies of the twentieth century, till 1975 (including duration of the implementation of the buildings). Emphasis put on realizations which are important from the nationwide perspective

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Studies on coping help to understand about human contexts and on coping skills to everyday demands. This work consists of two parts. In the first one performs an analysis of scientific literature on coping. The sample consists of 294 articles published between 1993 and 2012 in journals indexed to international database SciELO. Several indicators show that the academic production on coping enjoys positive characteristics, among which stands out the occurrence of significant empirical studies. Given the relevance of the study of coping in adolescents, obtained through systematic analysis of the production area, the second part takes place descriptive study about the use of coping strategies in adolescents, students of big Goiânia (N=430) of both genders and aged between 12 and 19 years. There are significant differences in the use of coping strategies as age and gender of the participants. To consolidate the findings presented, further research is desirable.
Estudos sobre coping ajudam a entender sobre contextos humanos e sobre habilidades de enfrentamento às demandas cotidianas. Este trabalho se compõe de duas partes. Na primeira delas realiza-se uma análise de produção científica sobre coping. A amostra é composta por 294 artigos publicados entre 1993 e 2012, em periódicos indexados à base de dados internacional SciELO. Diversos indicadores demonstram que a produção acadêmica sobre coping desfruta de características positivas, dentre as quais se destaca a ocorrência significante de estudos empíricos. Constatada a relevância do estudo sobre coping em adolescentes, obtida por meio do levantamento sistemático da produção na área, na segunda parte realiza-se estudo descritivo sobre o uso de estratégias de coping em adolescentes, escolares da grande Goiânia (N=430), de ambos os sexos e com idades entre 12 e 19 anos. Verificam-se diferenças significativas no uso de estratégias de coping conforme idade e gênero dos participantes. Para consolidação dos achados apresentados, novas pesquisas são desejáveis.

History is descriptive. Epistemology is conceived as normative. It appears, then, that a historical approach to epistemology, like historical epistemology, might not be epistemically normative. In our context here, epistemology is not a systematic theory of knowledge, truth, or justification. In this thesis I approach epistemic justification through the vantage point of practice of science. Practice is about reasoning. Reasoning, conceived as the human propensity to order perceptions, beliefs, memories, etc., in ways that permit us to have understanding, is not only about thinking. Reasoning has to do with our actions, too: In the ordering of reasoning we take into account the desires of ourselves and others. Reasoning has to do with tinkering with stuff, physical or abstract. Practice is primarily about skills. Practices are not mere groping. They have a form. Performing according to a practice is an activity with a lot of plasticity. The skilled performer retains the form of the practice in many different situations. Finally, practices are not static in time. Practices develop. People try new things, some of which may work out, others not. The technology involved in how to go about doing things in a particular practice changes, and the concepts concerning understanding what one is doing also may change. This is the point where history enters the picture. In this thesis I explore the interactions between history, reasoning, and skills from the viewpoint of a particular type of epistemic justification: a priori justification. An a priori justified proposition is a proposition which is evident independent of experience. Such propositions are self-evident. We will make sense of a priori justification in a context of regarding science as practice, so that we will be able to demonstrate that the latter accommodates the normative character of science.

The Council for Geoscience (CGS) is one of the National Science Councils of South Africa and is the legal successor to the Geological Survey of South Africa. The total staff complements numbered 291 as of March 2006, consisting of four executive managers, 18 unit managers, 124 professionals, 84 technicians, 41 administrative personnel, 17 unskilled labourers 3 skilled workers. The strength of the CGS is manifested in its core of competent geoscience and technical staff. The primary business of the CGS is science; therefore scientists, apart from human resources, finance and procurement, are appointed to senior positions in the organisation. The criteria for scientists to qualify for managerial positions are either a masters or doctorate degree in science. Although a sound knowledge of science is needed for these positions, the necessary managerial and leadership characteristics have never played a significant role in the appointment of unit leaders. Therefore, it is the aim of this study to determine the leadership style of the scientists that were appointed as unit leaders. Theories on leadership provide for a variety of potential explanations regarding effective leadership, including personal attributes, contingencies, and the role of subordinates. By analysing managerial leadership, it becomes important to consider and recognise the complex interplay among the structure of organisational life, patterns of behaviour, varied beliefs, values, interests, and initiatives of the individuals who create and work within this structure. Research on organisational leadership has grown systematically with the advance of industrialisation. Large work organisations are associated with bureaucratic and technological complexity that affects the demand for managers and the need for coordination and leadership roles. Leadership theories have evolved over time, becoming more sophisticated and even more applicable for their “innovation”. Different perspectives have featured throughout history. Theories of leadership are primarily analytical, directed at better understanding of the leadership process and the variations among them. The most up- to- date concept within leadership is the theory of transformational and transactional leadership. Transformational leadership comprises five factors — (1) idealised influence: attributed; (2) idealised influence: behaviour; (3) inspirational motivation; (4) intellectual simulation; and (5) individualised consideration — of which the first two factors refer to the concern, power, personal morality, and sacrifice of the leader, as well as his or her ability to instil collective pride in the group’s mission. The third factor relates to motivating the group to accomplish missions through challenging goals and by indicating certainty in areas of uncertainty, which, in turn, arouse individual and team spirit. The fourth factor refers to the leaders’ ability to relate at an individual level to the follower and the fifth factor to intellectual stimulation. Transactional leadership display behaviours associated with constructive and corrective transactions, and comprises three factors— (1) contingent reward leadership; (2) management-by-exception: active; and (3) management-by-exception: passive — of which relates to leaders who involve themselves only when things go wrong, i.e. the constructive style. Their interventions are associated with failure and punishment. The corrective style is labelled management-by-expectation: active, which refers to the closer involvement in monitoring the subordinates’ actions. Contingent reward leadership relates to rewards for work performance. The Multifactor Leadership Questionnaire (MLQ) has become a standard instrument for assessing a variety of transformational, transactional and non-leadership scales and was used to assess the leadership style of scientists of the Council for Geoscience. The instrument measures a broad range of leadership types: passive leaders, leaders who give contingent rewards to subordinates and leaders who transform their subordinates into leaders themselves. The objectives of the study were to (1) determine the leadership style of scientists in positions of unit leaders; (2) how their supervisors, peers and subordinates perceive their leadership style; and (3) whether scientists as unit leaders, perceive their own leadership style differently than do their supervisors, peers and subordinates. The MLQ instrument contains 45 items that identify and measure key leadership and effectiveness behaviours. A five point rating scale (0: 1: 2: 3: 4) is used for rating the frequency of observed leader behaviour where 0=not at all, and 4=frequently, if not always. The average scores of the MLQ questionnaire for the Council for Geoscience ranged from 2 to 3 on the transformational leadership factors. Participants in general perceive scientists in unit leader positions more as transformational leaders as apposed to transactional leaders. The 2.5 rating on transformational leadership indicates that the unit leaders are often influential in the awareness of what is important. The ratings of scientists as unit leaders were similar to the ratings of their peers and 'others'. Supervisors and subordinates, however, rated them lower. Transactional leadership ratings for the majority of leaders were between 2.0–3.0 on CR, and MBEA and 1.0–2.0 on MBEP. The ratings obtained, indicate that unit leaders would be seen as people wwho prefer to monitor and take action before failures occur. Supervisors, peers and others rated the scientists as unit leaders higher on transactional leadership, except for subordinates who rated them lower. Leaders are rated 0–1 on laissez-faire leadership style. Supervisors, peers and subordinates rated scientists as unit leaders higher on laissez-faire leadership style than the rating they gave themselves (self-rating). The low rating on the laissez-faire leadership style confirms that leaders do get involved in important issues and have a need to be involved in the decision-making process. Scientists as unit leaders, however, perceive themselves to be more involved than do supervisors and subordinates. Attribution ratings (extra-effort, effectiveness and satisfaction) varied from 2.0–3.0. For attribution dimensions, supervisors and subordinates rated the scientists as unit leaders lower on extra-effort, effectiveness and satisfaction, whereas peers rated them higher. The satisfaction dimension indicates that unit leaders often work with others in a satisfactory way. For attribution dimensions, supervisors and subordinates rated the scientists as unit leaders lower on extra-effort, effectiveness and satisfaction, whereas peers rated them higher. Supervisors are less satisfied with the leaders than subordinates are. The results obtained from the MLQ questionnaire for the leadership style of scientists in the Council for Geoscience are slightly different from those of United States companies. The Council for Geoscience, compared with United States (US) companies, rated lower on both transformational leadership and attribution dimensions (extra-effort, effectiveness and satisfaction) and higher on both transactional and laissez-faire leadership styles. This seems to indicate that the Council for Geoscience tends to follow a less inspirational and influential leadership style with more objective setting and less satisfying methods of leadership, compared with US companies. Transformational leadership development is recommended for the scientists as unit leaders of the Council for Geoscience. It is important to note that false transformational leaders (seemingly transformational leaders with a self-absorbed tendency) should be distinguished from the genuine ones. Optimism and employee frustration can be used in future surveys by the Council for Geoscience to determine the progress of transformational leadership development in the organisation. The leadership of an organisation influences the organisational culture. Upper management is responsible for the implementation of the necessary changes to promote transformational leadership. The culture of an organisation is a reflection of upper management. If upper management does not realise the importance of transformational leadership, the chances for the rest of the organisation to promote a transformational leadership culture in the organisation are not good. One recommendation to consider is for the Council for Geoscience to employ people with adequate managerial skills in unit leader positions. These skills would include leadership traits, operational skills, financial skills, etc. A decision needs to be taken by the Council for Geoscience that when scientists are employed as unit leaders or as members of the upper management cadre, they must have adequate managerial and leadership skills, and all parties have to agree with the competency and be satisfied with the management styles.
Graduate School of Business Leadership
M.B.L.

This thesis is focused on research of style tendencies, which show themselves in Czech scientific texts at the present. The aim of the study is to describe these style tendencies based on detailed analysis of two traditional and two contemporary scientific texts and comparison of each other. The whole thesis is divided into five chapters. The first chapter introduces the reader to development of professional style with respect to the separation of scientific style. The second chapter deals with typologies of traditional culturally different intellectual styles - Teutonic, Saxonic and Gallic - and characteristics of traditional Czech scientific style. The third chapter brings a picture of contemporary scientific discourse in the Czech Republic. In the fourth chapter are subsequently defined methods of research, research questions and research criteria; based on these the selected texts are analyzed in the fifth chapter. The results of research are presented and specified in conclusion of the thesis. Key words: style tendencies, traditional scientific texts, contemporary scientific texts, Teutonic intellectual (scientific) style, Anglo-Saxon intellectual (scientific) style

碩士
國立臺北教育大學
自然科學教育學系碩士班
95
Abstract Due to the great advance of the computer technology and application, e-learning has become a popular teaching method. The main purposes of this study are to evaluate the effect of an education game, The FormosaHope(FH) on student’s science-related attitude. The subjects of this study are 249 students of 8 classes from the fifth grade in a large-scale elementary school in Tao-Yuan City Taiwan. There are 123 students as experimental group and the other 126 students as the control group. The experimental group uses FH for 6 weeks, a total of 12 class -sessions, on the other hand, the control group does not use the education game. The approach of this study adopts quantitative as well as qualitative studies. Instrumentss of this study include “Science-related Attitude Scale” and “Learning Style Questionnaire”. Statistics methods used including “descriptive statistics”、“t-test”and“one-way analysis of covariance” . In addition, teacher’s class observation and student’s interview information are collected and analyzed. The major findings of this study are as following: 1. The science-related attitudes of students from the experimental group are superior to that of the students from the control group whether in total scores or in each dimension of “the attitude toward science”, “the attitude toward science subject”, “the attitude in participating the scientific activities” and “the scientific attitude”. 2. In different learning-style and gender, the science-related attitudes of students from the experimental group are superior to that of the students from the control group. 3. To the experimental group students, there is no significant difference were observed when grouped by different learning style and gender on science-related attitudes.

碩士
臺北市立教育大學
科學教育碩士學位學程
97
The purpose of this study was to investigate the relationship among elementary school children's learning styles, motivation for science learning, critical thinking abilities and critical thinking dispositions. The research adopted “correlative research” method, quantitative research primarily, qualitative measurements as auxiliary. The samples of this study were 200 fifth graders at an elementary school in Taoyuan County. There were four different kind of instruments in this study: the Kolb learning style scale(KLSS), the Scale on Science Learning Motivation(SSLM), the Test of Critical Thinking Ability in Science(TCTA) and the Test of Critical Thinking Disposition in Science(TCTD). After the scales administration, the entire quantitative data collection was reorganized. Data analysis included the descriptive statistics, t-test, one-way MANOVA and Pearson Correlation. Then, select six boys and six girls who have significant type of learning styles and significant extreme learning motivation to interview by critical contextual questions. The data of interview could inquire the students’deeper and more complete critical thinking abilities and dispositions. The interview data were used as auxiliary qualitative reference. The results of this study were as follows: (1) Although Students’ learning styles were different, there were no significant differences on the TCTA. However, there was a significant difference on the TCTD. Especially, the students with the convergence learning style were more positive on the TCTD than others. (2) Although Students’ learning motivations were different, there were no significant differences on the TCTA. However, there were significant differences on the TCTD between the higher score and low score hierarchy on the SSLM. (3) No significant correlation existed between KLSS and TCTA. Nevertheless, there was a significant low positive correlation between KLSS and TCTD (r＜.40, p < .01). (4) No significant correlation existed between SSLM and TCTA. However, there was a significant moderate positive correlation between SSLM and TCTD (r = .544, p < .01). (5) No significant low positive correlation existed between TCTA and TCTD (r＜.40, p < .05). The conclusions of this study are: (1) Students with the "convergence-type" learning style may show a positive critical thinking disposition. (2) If teachers can lead students to maintain strong learning motivation, then students will have significantly higher critical thinking disposition. (3) Students’ learning styles and learning motivations are closely related to critical thinking dispositions. Therefore, teachers should take student learning style and learning motivation into account to cultivate students’ critical thinking dispositions. (4) Science teachers could enhance students’ motivation which include the intrinsic goal orientation, learning self-efficacy, expectations of success, such as to effectively enhance students’ critical thinking ability. (5)Students with every types of learning styles are able to cultivate critical thinking ability, teachers’ teaching is crucial. (6) There was a significantly positive correlation between the critical thinking ability and the critical thinking dispositions. Teachers should nurture these together inorder to enhance each other. Therefore, science teachers should induce the students’ intrinsic motivation to cultivate their high-level thinking intelligence.

碩士
國立中央大學
學習與教學研究所
104
Inquiry-based learning approach plays an important role in science education, and technology has demonstrated its potential on enhancing inquiry-based learning performance. In this study,the author integrates simulation technology and POE (Prediction-Observation-Explanation)learning approach into a revised model named PSOE (Prediction-Simulation-Observation-Explanation). Sixty junior high school students were involved in this study lasting for seven weeks to evaluate the PSOE model. To provide the students a physical simulation environment,a platform, Algodoo, developed by Algoryx company was adopted in which the students can explore and observer the simulation results by manipulating the variables. Moreover, to explore the human factors affected learning performance, different cognitive style (field-dependent and field-independent students) and prior knowledge students (high prior knowledge and low prior knowledge students) were employed. The results reveal that most of the students were weak in the Explanation stage. The results also indicated that the field-independent students had higher score compared to the field-dependent student, and high-prior knowledge students had higher scores than the low-prior knowledge students, but low-prior knowledge students had much improvement than the high-prior knowledge students. Meanwhile, the students’ science attitudes were improved after adopting PSOE inquiry-based learning activity.

碩士
國立中山大學
教育研究所
104
When encountering the environmental issues, student’s scientific epistemic views (SEV) and decision-making style (DMS) affected their pro-environmental behavior (PEB). In this study, we investigated the relations among students’ PEB, DMS, and SEV. The participants in this study were 515 Taiwanese students, 177 male students and 338 female students, came from two high schools. Both the exploratory factor analysis and confirmatory factor analysis were used in this study to examine the factor structure, validity, and reliability of three questionnaires. The structural equation modeling analysis was used to examine the structural relationship among students’ PEB, DMS, and SEV. Students had the sophisticated scientific epistemic views, like “Theory-laden (TL)” and “Cultural impacts (CU),” would have the “Rational” decision making style, and performed the pro-environmental behavior. Students believed scientific knowledge is “Changing and tentative (CT)” did not use the “Rational” thinking but use the “Dependent” DMS. Last, students believed scientific knowledge comes from “Social negotiation (SN)” would influence them to do the pro-environmental behavior, through the “Intuitive” decision-making style. In the environmental education, teachers should encourage students using the logical thinking to improve the eco-friendly behavior.

碩士
國立臺中教育大學
科學應用與推廣學系科學教育碩士班
99
A Study of Effect on 5th and 6th Grade Students’ Learning from Integrating Socio-Scientific Issues into Oregon Style Debate Meng-Juen Liao Abstract This paper aims at exploring the influence on 5th and 6th grade students’ learning through ‘Oregon style debate on socio-scientific issues.’ It analyzes students’ cognition towards the content of each issue during the activity. Moreover, this study also endeavors to present the process of moral reasoning from SSI debate through the application of scientific proofs and the changes from demonstration abilities. This paper applies qualitative research method on nine 5th and 6th grade students from 18 students of a school’s debate club. Students are categorized on the basis of heterogeneity according to students’ grades on language, math, science, social studies, their debating ability background, and the recognition of the issues. One of the groups consisting of three students will be analyzed. During the research, two topics of socio-scientific issues is conducted in the debate to observe, interview, collect a variety of documents, and come up with a conclusion as below. 1. Students participating in SSI debate activity have changed their recognition towards the contents of the issues. (1) By reading through the information during the SSI debate, it has shown that students’ recognition towards the issues has increased. Furthermore, they apply a more diverse and multiple-facet methods to collect information. The content of the information mainly focuses on scientific data, current news, and convincing publication published by scholars. (2) Through the inspiration from group discussion in the debate, it is easier for students to address their thoughts and new ideas. They can further reach the consensus through debating to establish the structure of their own theory. The research also demonstrates that students tend to have critical thinking in their learning attitude. With their own ideas, students are willing to solve problems by themselves and also criticize discussed issues. By doing so, it certainly improve students’ understanding towards SSI, increase students’ attention about their daily lives as well as current news events, learn from each other through the debate, and re-consider their judgments towards different issues. They have their own ideas and are willing to solve problems by themselves. 2.The effect on students’ application of scientific proofs and demonstration ability from SSI debate SSI debate enables students to apply enormous scientific proofs and data, to learn how to provide solutions for the improvement, to describe specific procedures and strategies, and strengthen the solution’s structure and persuasion. Regarding improving the quality of demonstration, students are able to question the points addressed by others and the effectiveness of the proofs.Students can also look at things from different aspects, defend for their beliefs, and enjoy teamwork. 3 The process of students’ moral reasoning from SSI debate (1) The decisions and choices students make regarding different issues are based on not only the moral appeals but also other scientific demonstration and society’s need. Most students are not able to turn the recognition into the motivation of moral advice. Nevertheless, if technology products are going to harm their family’s health, students are likely to put health and safety as their main priorities. SSI debate can also make students to care more about the issues arising from their environment leading to more attention on the society. (2) Students care about winning the debate while knowing the final result does not represent right or wrong. The result might affect their thoughts towards things, but it will not change their original ideas. Students in the debate use many moral advices to equip them with more moral sense. However, some of them will also use inaccurate information and improper inference to mislead others. The immoral questioning and inference will not affect students’ behaviors. (3) After SSI debate, solutions concerning different issues addressed by students cover both humanistic care and moral responsibilities. We will also discuss moral responsibilities regarding different roles arising from controversial issues. At last, researcher provides some specific suggestion regarding teaching through socio-scientific issues debate and future research directions from above research results. Keywords: Critical thinking, Debate, Moral Inference, Socio-Scientific Issues

碩士
國立屏東教育大學
數理教育研究所
99
Abstract This study was designed to empirically examine the relationship among science learning strategy, science learning style inventory, and scientific inquiry ability base on the sample of 4th year students at elementary school. Four questionnaires including “science learning strategy inventory”, “science learning style inventory”, “science inquiry self-evaluation inventory for 3rd-4th year students at elementary school” and “scientific inquiry ability inventory of 3rd-4th year students at elementary school” were applied as the survey instruments in this study. Findings will be able to assist teachers at elementary school to design related course which may develop students’ ability in science inquiry. The research result has revealed that: (1) “test strategy” was the highest among science learning strategies, followed by “problem solving”, “information processing”, “reading comprehension”, and finally “time management”; (2) the number of accommodators were the highest among these students, followed by assimilators, convergers and finally divergers; (3) students reported the highest score in “define question” and “explain and analyze” among the scientific inquiry self-evaluation, whilst the “design and plan” and “explain and analyze” were the highest among scientific inquiry abilities; (4) the better the science learning strategy application, the better the science inquiry ability; (5) accommodators reported higher scores in “practice and verification”, “explain and analyze” and “science inquiry total score” than that of assimilators, however, these two groups did not differ significantly in “science inquiry ability”; (6) there are significant relationships between science learning strategies/science learning styles, and science learning strategies/scientific inquiry ability; (7) there were significant relationships between science learning strategies/science learning styles, and science learning strategies/scientific inquiry ability; (8) there were significant relationships between science learning styles and scientific inquiry self-evaluation. Regrading science inquiry ability, there were significant relationships among implementation verification, convergers, adapters, and divergers; (9) both the science learning strategy and science learning style could explain 11.7% of scientific inquiry ability. Keyword: Science Learning Strategy, Science Learning Style, Scientific Inquiry Ability

Панченко Ю. О. Переклад мовних одиниць галузей психології та психотерапії з англійської мови українською (на матеріалі твору Ірвіна Ялома “Staring at the Sun: Overcoming the Terror of Death”) : кваліфікаційна робота магістра спеціальності 035 «Філологія» / наук. керівник А. Б. Юнацька. Запоріжжя : ЗНУ, 2020. 62 с.
UA : Дипломна робота – 62 стор., 95 джерел. Об’єкт дослідження: мовні одиниці галузей психології та психотерапії та ті, що відбивають психологічний контекст. Мета роботи: виявлення труднощів перекладу та пошук оптимальних варіантів перекладу. Теоретико-методологічні засади: основні положення щодо перекладу текстів: А. Чередніченко, П. Бєх, Миньяр-Белоручев, Р. К Федоров, А. Чередніченко і П. Бєх, Зорівчак Р. П; основні положення перекладу художніх текстів:, А. Потебня , С. Тюленєв, Ю. Солодуб. Отримані результати: у літературі вид жанру визначається стилем, у якому написаний твір. Лексико-стилістичні особливості залежать від того, до якого стилю належить даний твір. В даній роботі, ми аналізували лексичне наповнення твору Ірвіна Ялома "Staring at the sun: overcoming the terror of death". Ми розглянули стильову проблему даного твору, адже він позиціонується як художній, проте містить багато специфічних одиниць, які часто вживаються у психологічному контексті. У результаті аналізу лексичного наповнення твору, ми дійшли висновку, що це є художній твір з елементами лексики та термінології у психологічному контексті. Ми виділили три основних перекладацьких прийоми, які використовуються в даному тексті, а саме: калькування, смисловий розвиток та граматична трансформація речення. Ми розглянули складнощі перекладу структурних частин речення та запропонували свій власний варіант. Ми виявили невдалий переклад психологічних термінів, який не відображає їхню сутність у повній мірі та виявили один випадок перекладу власної назви, який становить проблему для перекладача, адже немає офіційно затвердженого варіанту перекладу даної одиниці. Результати нашого дослідження показали, що автор даного твору розраховує на «ідеального 1 читача», адже на початку твору він надає пояснювальний переклад терміну, а у подальшому перекладі цього терміну використовує прийом калькування. Отже, ми дійшли висновку, що перекладач має змогу підібрати доцільну стратегію перекладу тексту після ретельного аналізу його лексичного складу, та після дослідження ідіостилю автора. Переклад даного твору є адекватним та зрозумілим для українського читача, проте, він містить багато лексичних одиниць, які є предметом обговорення в перекладацьких колах.
EN : The presented thesis is the analysis of translation of language units in the field of psychology and psychotherapy. The object of the work can be defined as the vocabulary of psychology field and those language units that reflect the psychological context. The main aim of the paper is to identify translation difficulties and find the best options for their translation, the objectives of our research are as follows: - analyze the differences between fictional and scientific styles of language; - analyze the general principles of translation in the field of psychology and psychotherapy; - identify specifically colored units in the work; - analyze ways to translate specifically colored units. In this paper, we have analyzed the lexical content of Irwin Yalom's work "Staring at the sun: overcoming the terror of death." As a result of the analysis of the lexical content of the work, we came to the conclusion that it is a work of art with elements of vocabulary and terminology in a psychological context. We have identified four main translation techniques used in this text, namely: providing a direct Ukrainian equivalent, tracing, semantic development and grammatical transformation of the sentence. We considered the difficulties of translating the structural parts of a sentence and offered our own version. We came to the conclusion that the translator has the opportunity to choose an appropriate strategy for translating the text after a careful analysis of its careful composition, and after studying the author's idiosyncrasy. The translation of this work meets the given conditions, but has many lexical items that are the subject of discussion in translation circles.

In this thesis the development of an additional methodological tutorial «Writing for publication» of the book «English for Academics» is proposed for teaching students with the level of English Upper-Intermediate and Advanced to write and publish scientific articles. The relevance of the topic is that in modern conditions for successful and professional realization of a student it is necessary to perform international scientific communication with the help of the foreign language ( English, in particular), because the role of the English language has increased and for today it is regarded as the universal language. The theoretical significance of the research is defined by the analyzed materials which can be contributed to the teaching-methods of the foreign language for scientific purposes. The practical significance is due to the development of the methodological tutorial for teaching English for scientific communication for students with the level of English Upper-Intermediate and Advanced and also possibility to use the materials during English lessons to prepare students for successful writing a scientific article and its publication. The main content of the thesis is disclosed in the chapters: «The idea of scientific communication and processes in its basis» and «Teaching English for writing a scientific article». In conclusion, the research findings are presented. The appendix includes examples of additional exercises which are included in the methodological tutorial.
В магистерской диссертации предложена разработка дополнительного методического пособия «Writing for Publication» к учебнику «English for Academics» для обучения студентов с уровнем английского Upper-Intermediate и Advanced написанию научной статьи и дальнейшей ее публикации. Актуальность темы заключается в том, что в современных условиях для успешной профессиональной реализации студента необходимо совершать международную научную коммуникацию на иностранном языке (английском), поскольку роль английского языка в сфере науки с каждым годом увеличивается и на сегодняшний день его принято считать универсальным. Теоретическая значимость работы определяется тем, что изученный материал вносит вклад в методику обучения иностранному языку в целях научной коммуникации. Практическая значимость исследования заключается в разработке методического пособия по обучению английскому языку для научной коммуникации для студентов уровня Upper-Intermediate, Advanced и возможностью использования материала на занятиях по иностранному языку для подготовки студентов к успешному написанию научных статей, а также их публикации. Основное содержание диссертации раскрывается в главах: «Понятие научной коммуникации и процессы, лежащие в ее основе» и «Обучение английскому языку для написания научной статьи». В заключение даются выводы, полученные в ходе исследования. Приложение включает в себя примеры дополнительных упражнений, которые входят в методическое пособие.

The research is devoted to the problem of violation of language norms in University publications. The paper deals with the definition of language norms and violations of language norms, as well as the existing classification of violations of language norms identified by scientists as a result of the analysis of texts of different styles. The subject of the research is the violations of language norms in the texts of textbooks of the Ural Federal University for 2016-2017 identified as a result of editorial editing. As a result of qualitative and quantitative analysis of errors identified by the editors of the publishing and printing center of the Ural Federal University in the texts of textbooks, the classification of violations of language norms, depending on their frequency, including six types of errors: punctuation, syntax, spelling, lexical, stylistic and morphological. It is established that the occurrence of a number of punctuation, syntactic, lexical and stylistic errors can be influenced by the syntactic and lexical features of the scientific style.
Исследование посвящено проблеме нарушения языковых норм в вузовских изданиях. В работе рассматриваются определения языковой нормы и нарушений языковой нормы, а также существующие классификации нарушений языковых норм, выделенных учеными в результате анализа текстов разных стилей. Предметом исследования являются выделенные в результате редакторской правки нарушения языковых норм в текстах учебных пособий Уральского федерального университета за 2016–2017 гг. В результате качественного и количественного анализа ошибок, выявленных редакторами Издательско-полиграфического центра Уральского федерального университета в текстах учебных пособий, разработана класификация нарушений языковых норм в зависимости от их частотности, включающая шесть типов ошибок: пунктуационные, синтаксические, орфографические, лексические, стилистические и морфологические. Установлено, что на возникновение ряда пунктуационных, синтаксических, лексических и стилистических ошибок могут оказать влияние синтаксические и лексические особенности научного стиля.

The dissertation considers verbal aggression as a phenomenon of modern linguistics, offers a classification of means of expressing verbal aggression. Signals of verbal aggression in the texts of scientific and journalistic reviews are singled out on the basis of empirical research. The conclusion was made about increasing the level of aggressiveness of the modern cultural and speech environment, about penetration of verbal aggression into written texts, including texts of scientific functional style.
В магистерской диссертации рассматривается речевая агрессия как явление современной лингвистики, предлагается классификация средств выражения речевой агрессии. На основе эмпирического исследования выделяются сигналы речевой агрессии, наиболее характерные для текстов научной и публицистической рецензий. В результате исследования сделан вывод о повышении уровня агрессивности современной культурно-речевой среды, о проникновении речевой агрессии в письменные тексты, в том числе и в тексты научного функционального стиля.

The present thesis deals with figures of speech in non-literary texts and with the problems connected to their translation. The first part is dedicated to the theoretical description of figures of speech. First we deal with their definition according to the Czech and Spanish terminology and next we proceed to the figures that can be expected in popular science texts. We deal mainly with metaphors, their classification and opinions of translation scientists about the possibilities of their translation; but we mention also simile, metonymy and synecdoche. The second chapter is dedicated to popular science texts, to the problems connected to their translation, to the presence of metaphors in this type of texts and to their translation. In the second part we describe the analysed texts and the methods used in our work; the third part deals with the results of our analysis. During our analysis we found the same amount of figures of speech in both languages. Metaphors predominate in both languages, but while in Czech they represent the absolute majority of all figures, in Spanish they represent only a half of all the examples. Personification also appears many times in Spanish texts, but in Czech texts it doesn't appear in such a large measure. Metonymy, synecdoche and rhetorical question are represented...

碩士
國立臺北教育大學
自然科學教育學系碩士班
95
The purpose of this research is to compare students’ scientific thinking abilities and their differences in terms of their creative, critical and reasoning thinking styles. Objectives of this study including: 1) To present an overall understanding of students’ performances in thinking style, creative thinking, critical thinking and reasoning thinking, 2) To explore the relationships among creative, critical and reasoning thinking, 3) To analyze their diverse performances in creative, critical and reasoning thinking when the students of different thinking styles are taken into account, and 4) To provide suggestions based on research findings. Samples are consisted of 347 6 th graders in Taipei county. Instruments used in the study include: "The Elementary Schoolchild Thinking Style Inventory", "The Raven’s Progressive Matrices Manual", "The Science and Technology Creativity Test", and "The Critical Thinking Test". Descriptive statistics, independent T-Test, ANCOVA, and Pearson correlation are used. Research findings include: 1. The 6 th graders favor the Legislative style. Girls did better than boys in the Critical Test. Both gender do not have the distinctive difference in terms of reasoning thinking. 2. There are significant correlation among creative, critical and reasoning thinking. Moreover, each two of them have some low-degree positive correlation. It also reveals that the three thinking styles did have some kind of overlapping yet independent characteristics among them. 3. The students of the Legislative and the Judicial thinking styles did better than those of the Executive thinking style in the creative thinking performance. However, the students of the Judicial style were the best of all in the critical thinking performance. . Finally, some suggestions are proposed based on research findings.

Scientific language, in contrast to general language, is characterised by its abstract and implicit style of expression, known as nominal style. A typical feature of this style is the frequent use of nominalizations which tend to be more common in German than in Swedish. This study will investigate whether these differences are also present in highly specialized medical texts. The quantitative and qualitative analysis is based on the translation of two medical articles from Swedish to German. The aim is to find out how often a nominalization in the source text corresponds to a nominalization in the target text, which structural shifts occur and how they influence the degree of nominal style. For this purpose, the concept of the “grammatical metaphor” was applied. The results show that the Swedish source text contains less nominalizations than the German target text. In 30% of the cases, less explicit and more metaphorical information was conveyed in the target text. In most of these cases a Swedish verbal construction was translated into a German nominalization. The metaphorization was often optional and guided by the conventions of medical texts. 65% of the occurrences showed the same degree of grammatical metaphoricity and were thus re-metaphorized. In the remaining 5%, the target text was less explicit and thus de-metaphorized. The Swedish source text proved to be less nominal than the target text.

博士
國立東華大學
教育與潛能開發學系
105
This study divided into two parts. The first part focused on implementation of science teaching of early childhood teachers. A quantitative research design was employed. A total of 335questionnaires were issued with a usable response of 80.8% for the analysis. The results were analyzed with statist- ical procedures, such as percentile, chi-square method and t-test. The second part of this study was to explore aboriginal children’s learning styles under their socio cultural context and to develop scientific concepts from their life experiences. Qualitative research method was adopted. Subjects were selected from a Taroko preschool. Teachers and parents were included. Data were collected including observations, interviews, and related documents. The findings of this study were as follows: 1. More than ninety percent of teachers were highly recognized that children were attracted while the science teaching was presented in the lesson. 2. Forty percent of teachers implemented science teaching and most of them adopted theme-based curriculum method comprising senses-based learning, experimenting, and discussing. 3. The differences between cities and countries influenced the implementation of science teaching,“administrative cooperation” made significant difference. 4.The aboriginal children learned scientific abilities through the five sense organs, relevant experie- nces associated with families, and to make records to search answers when encountering questions. 5.The aboriginal children’s traits have active exploration, self- learning, extending learning mater- ials, acute power of observation, various creativities, like to play by new ways, and easy to deal with.

碩士
國立屏東師範學院
數理教育研究所
93
The purposes of this study were （1）to describe the learning styles of 5th & 6th graders.（2）to explore the relationships among the scientific problem solving ability and creative thinking、critical thinking、reasoning thinking.（3）to compare the performance of scientific problem solving ability between the boys and the girls.（4）to compare the performance of scientific problem solving ability between the fifth and sixth graders .（5）to compare the performance of scientific problem solving ability among the different learning styles. Participants were 250 students at the fifth and sixth grades of elementary schools in Kaohsiung. Assessing instruments included the “Test of the Scientific Problem Solving Ability” and “Learning Style Questionnaire”. The data obtained was analyzed by mean, t-test, one-way ANOVA, and Pearson product-moment correlation. The findings of this study were as follows: 1. In terms of learning styles, the numbers of students who were “activist,” “reflector,” and “theorist” were almost the same, while “pragmatist” accounted for the smallest number. Respondents who were “activist” and “reflector” scored above the norm in their strength of learning styles, while students who were “theorist” and “pragmatist” scored below the norm. 2. Significant correlations were found among creative thinking, critical thinking, and reasoning thinking.(r=.239~.323, p＜.01） 3. There were no significant differences in the performance of scientific problem solving ability between the boys and the girls. 4. The sixth graders had better performance than fifth graders in scientific problem solving ability. 5. The“reflector” and “theorist” had better performance than “activist” in scientific problem solving ability. In addition, there was no significant correlation between the performance of scientific problem solving ability and the strength of learning styles. Based on the coclusions, this research had offered some concrete suggestions to improve the instructional environment and enhance students’ learning, and suggestions for further study also presented to following researcher.

(in English): The work in this diploma contains the special syntactic structural features of Russian and Czech historical and political science texts. The author of the work takes as a theoretical starting point the principle that Russian scientific texts use more condensed forms of expression than Czech scientific texts, and uses evidence in this diploma to verify the truth of this principle. Quantitative research was carried out to test this theory via examination of Czech and Russian historical and political science texts in both original and translated forms. The original criteria for the choice of texts used was thematic closeness, time period of text creation and a minimum length of 5,000 words. This criteria was later expanded to 7,000 words for original texts and 9,000 words for original texts and their translations. In addition to this a translation analysis was carried out concerning condensation devices, expression dynamics and the implicitness and explicitness of the text. The contrastive analysis of applied condensation devices of Czech and Russian texts adheres to the classification framework of Czech linguist Milan Jelinek. The results of the author's analysis confirm that Russian political science and historical texts reach higher predicative tightness of expression and use more...

Résumé This thesis deals with the personality and also with the work of Frantisek Travnicek, an important Czech linguist living between the years 1888 and 1961. Firstly, his life is briefly outlined, secondly this personality is introduced as an influential linguist of Czech Studies, as well as a long-time university official and teacher. His post-war political activities in the Communist Party are also mentioned. The thesis is focused on the works of Travnicek with a particular respect to his linguodidactic activities. One part is dedicated to his scientific writings and takes the cultural and historical context into account. This part summarises his considerably extensive and thematically varied work. Five essential areas of linguistics were defined (grammar, historical grammar, phonetics, phonology, word-formation and dialectology) which were much enriched by Travnicek. Nevertheless, there is a mention of some work which is of the kind that is impossible to label with any category listed, or the work which is represented in each category just by several writings. Finally, the influence on Travnicek's scientific activity is touched upon. The last and crucial part of the thesis tackles Travnicek's linguodidactic activities with respect to the context of the particular period. Concerning the topics of the...

碩士
國立彰化師範大學
教育研究所
101
The main purpose of this study was to investigate the relationships between teachers’ teaching styles and students' scientific epistemological beliefs in junior high schools in Taichung City. A total of 875 students responded to the Junior High School Students’ Learning Experience Questionnaire. Descriptive statistics, Chi-square test, one-way MANOVA, and multiple regression were used to analyze data. The results of the study revealed that most students perceived teachers’ teaching styles was the teacher-directed style, whereas the exploring- learning style was the least perceived by the students. A higher proportion of science teachers who taught ninth graders used the teacher-directed style. The students tended to hold constructivist scientific epistemological beliefs; however, there were significant differences in students' scientific epistemological beliefs due to their gender, grades, and preferred subjects. Students experiencing the peer-partner teaching style and the student-teacher contract teaching style tended to hold constructivist scientific epistemological beliefs. Students’ gender, grades, preferred subjects and science teachers’ teaching style could significantly predict students’ scientific epistemological beliefs

碩士
國立屏東教育大學
數理教育研究所
99
This study was designed to examine the relationship among learning styles, thinking skills for problem solving and scientific inquiry ability based on the sample of 4th graders. The purposes of this study were （1）to describe the learning styles, thinking skills for problem solving and scientific inquiry ability of 4th graders.（2）to compare the performance of 4th graders’ scientific inquiry ability between the different learning styles. （3）to compare the performance of 4th graders’ scientific inquiry ability among the different performance of thinking skills for problem solving. （4）to explore the relationships among learning styles, thinking skills for problem solving and scientific inquiry ability of 4th graders.（5）to explore learning styles and thinking skills for problem solving for predicting the scientific inquiry ability of 4th graders. Participants were 282 students at the 4th grades in Pingtung . Assessing instruments included the “Test of the Scientific Problem Solving Ability of elementary school students,” “Learning Style Questionnaire” and “ Test of the Scientific Inquiry Ability of 3rd-4th graders.” The data obtained was analyzed by descriptive statistics, two-ways ANOVA, one-way ANOVA, Pearson product- moment correlation and multiple regression analysis. The findings of this study were as follows: 1. In terms of learning styles, the numbers of students who were “activist” and “reflector” were more than “theorist” and “pragmatist”. The performance of thinking skills for problem solving were almost the same. The performance of students’ scientific inquiry ability, the ability of “design and planning” and “explain and analyze” were better than the ability of “define question” and “practice and verification”. 2. The performance of scientific inquiry ability had significant differences between the different learning style students. In addition, the performance of scientific inquiry ability had significant differences between the different performance of thinking skills for problem solving. 3. The creative thinking skills and the total performance of thinking skills for problem solving had small significant correlations with learning styles of reflector. There were no significant correlations between learning styles and scientific inquiry ability. But there were significant correlations between the thinking skills for problem solving and the scientific inquiry ability. 4. The critical thinking skills, reasoning thinking skills, and learning styles of “activist” could predict the scientific inquiry ability effectively, and they could explain 20.4% of the scientific inquiry ability.

碩士
國立彰化師範大學
科學教育研究所在職進修專班
92
An action study was to explore the learning situations of case students with different learning styles in open-ended scientific inquiry activities Li-Mei Chen Abstract The purpose of this study was to explore the learning situations of case students with different learning styles of junior high school in grade 8, while joining the open-ended scientific inquiry activities. This study tried to explore what difficulties these different learning-style students would meet, what the difference of their scientific literacy is, and how teachers can assist them to improve their scientific literacy. This is an action study. The combinations of both qualitative and quantitative methods were used in the study. Data collection included questionnaires, self-checklist of scientific literacy, interview, classroom observation, students’ assignments and collections of portfolios were used in this study. The results of this study indicated that although the case students with four different learning styles, their scientific literacy was much improved in the surroundings of open-ended inquiry, than in the surroundings of cookbook experiment. During these open-ended inquiry activities, A style students did not have good performances in the scientific attitude, aspect of thinking and application of science. This was because they were used to learn scientific knowledge by reading textbooks or listening. They seldom had the opportunity to do experiments themselves. B style students were not good at the process skills, nature of science, scientific attitude and application of science. This was caused by lacking the experience of open-ended inquiry activities. While having some problem, they usually count upon teachers’ assistance. They seldom were trained how to solve problem themselves. And, the data they refereed was not enough, either. C style students did not have good performances in scientific attitude, aspect of thinking. This was because they just knew the hands-on experiment, but they never have the minds-on experiment. They did not have the patience to repeat the experiment. As for D style students, they were not good at the process skills, aspect of thinking and application of science. This was caused by not joining the experiment actually. They lacked the experience of cooperative learning. According to different learning style students who do not have good performance in the scientific literacy, the researcher’s guiding ways were referred to the learning hobbies of 4 difference learning styles which were claimed by Herrmann in 1986 (Herrmann, 1991 ; Lumsdaine & Lumsdaine, 1995). Also refer to Herrmann’s claim of learning in all brains. That is, Hermanne thought that learning style was personal advantage; however, if we could learn different learning ways from others, then we can improve ourselves to reach the learning in all brains. And, we could make the ability of solving problem ourselves improved. A style students expressed what the researcher assisted them was to advise them to refer other persons’ science fairs. Try to learn how to design the experiment and arrange the experiment’s data from those science fairs. Via learning other learning ways, their scientific literacy could be improved. B style students expressed what researcher assisted them was to supply them many suggestions. Tried to lead them to acquire this learning model of open-ended inquiry activities. Meanwhile, tried to guide them to imitate the thinking way of the researcher. Taught them how to learn other persons’ scientific literacy from referring their data. Tried to lead them to learn other learning ways, in order to make their scientific literacy improved. C style students expressed that the researcher asked them to proceed the teamwork. The researcher would guide them to discuss the content, and help them learn other learning ways, in order to make their scientific literacy improved. Also let them understand from these activities that not only hands-on experiment, but also minds-on experiment is necessary. D style students expressed that it was great helpful to them that the researcher made the competition among classmates and the system of reward & punishment. Without the pressing of the researcher, urge them to learn other learning ways, these inquiry activities were unable to be completed, neither was their scientific literacy improved. Keywords: learning styles, open-ended scientific inquiry activities, scientific literacy, action study.

碩士
國立嘉義大學
科學教育研究所
92
The purpose of this study was to explore the relations among scientific laboratory activity, self-awareness problem solving ability, and science achievement of the pupils with different learning styles. Participants were 1685 pupils in the fifth and sixth grades of elementary schools. T-test, one-way ANOVA and path analysis were conducted to analyze the data. The main findings of this study can be summarized as followings: 1.Pupils who have different learning styles show significant differences in self-awareness problem solving ability. The performance, in the descending order, was “Versatiles”, “Holist”, “Serialist”, and “Learning Difficulty”. Among them, the performance of Versatiles is better than the other three did, while the performance of pupils with Learning Difficulty is obviously worse. And there were no significant differences between Holist and Serialist. 2.Pupils who have different learning styles show significant differences in science achievement. The performance of Versatiles and Holist is apparently better than that of Serialist and pupils with Learning Difficulty. There were no significant differences between Versatiles and Holist. Serialist and pupils with Learning Difficulty were no significant differences, either. 3.For the pupils of different degrees of scientific laboratory work, there were no significant differences in self-awareness problem solving ability. 4.For the pupils of different degrees of scientific laboratory work, there were no significant differences in science achievement. 5.There was no obvious path among scientific laboratory work, self-awareness problem solving ability, and science achievement of the pupils with different learning styles.

French infinitive is an indefinite verb form which does not reflect the morphological categories of person, number and mode, but is able to express the category of gender and relative chronology. The infinitive is aspect-nonspecific and not able to express tenses, which are related to the moment of realization of speech/discourse. From the syntactic point of view infinitive can act as a primary or secondary predicate. As the secondary predicate, French infinitive is one of the linguistic means capable of forming semi-predicative constructions. In special discourse, due to the above-mentioned characteristic functions, French infinitive serves as an important condenser and also contributes to other requirements of special discourse, its impersonal character and timeless validity.