Academic literature on the topic 'Style explicatif'
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Journal articles on the topic "Style explicatif":
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Roodenburg, John. "Cognitive style: a psycholexically‐derived personality‐centred model." European Journal of Personality 17, no. 2 (March 2003): 119–41. http://dx.doi.org/10.1002/per.470.
Abstract:
Cognitive style suffers from a confusing multitude of conceptualizations, and dominance by information‐processing type measures. This study sought to elucidate a comprehensive and universal set of personality‐centred cognitive style constructs. A grounded approach based on the psycholexical hypothesis (effective in personality modelling) was adapted, explicating cognitive styles as evident in late adolescents. Approximately 700 Australian secondary teachers generated a lexicon of 1040 style adjectives, which were consolidated into 99 key words. 596 teachers rated 1192 senior secondary students against these. After removing acquiescence and a ubiquitous good–bad‐ability factor, optimum structure appears to be a spherex abridgeable as three circumplexes, reported across six factor pure and 24 blended facets. Copyright © 2003 John Wiley & Sons, Ltd.
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Felix, Chikelu Okey, and Rosita Bint Arshad . "Examining Moral Reasoning and Transactional Leadership behaviour in the Nigerian Public Sector." Journal of Economics and Behavioral Studies 7, no. 3(J) (June 30, 2015): 110–18. http://dx.doi.org/10.22610/jebs.v7i3(j).587.
Abstract:
The relationship between moral reasoning and leadership style has received considerable attention for decades, however this has been not fully explicated as different leadership styles elist different ethical values. What constitutes moral behaviour is conflicting and subjective. This study examines public leaders’ degree of moral judgment associated with leadership styles in a public sector organization. To test the hypothesized relationship, data were collected using questionnaire survey distributed to 550 workers out which 300 were found worthy to be used. The Defining Issues Test (DIT2) and the Multifactor leadership questionnaire (MLQ X5) were completed by leaders and subordinates respectively. The PLS path analysis of the structural model indicates significant statistical relationship between cognitive moral development (CMD) and transactional leadership style (TSL) ( β= -0.214, P< 0.012). However, we argue that cognitive moral development is amiable to the individual qualities of the leader that might necessitate the application of particular leadership style and behaviour. We also found collaboration evidence that leaders high in cognitive moral development are perceived more as transformational leaders by their subordinates. Finally, we suggest that the dichotomies between moral reasoning and leadership style are hinged more on individual leadership values and motivational beliefs.
3
Zhang, Ying, Xialing Wei, and Wei Zhou. "An asymmetric cross-cultural perspective on the mediating role of conflict management styles in expatriation." International Journal of Conflict Management 28, no. 5 (October 9, 2017): 592–616. http://dx.doi.org/10.1108/ijcma-06-2016-0052.
Abstract:
Purpose This paper aims to examine the asymmetric effect of cultural distance on the relationship between cultural intelligence and expatriate adjustment through the mechanisms of conflict management styles. Design/methodology/approach This paper conceptualizes a model depicting the interplay between culture intelligence, conflict management styles, cultural flows and expatriate adjustment. Findings The authors argue that the integrating style aggravates the positive effects of cultural intelligence on expatriate adjustment, while the avoiding style may undermine such effects. There is also a possible moderating effect of cultural distance asymmetry on the relationship between cultural intelligence and expatriate adjustment such that, the positive influence of cultural intelligence on adjustment is reinforced when the expatriate is sent from a loose cultural environment to adjust to a tight cultural environment, and that the positive influence of cultural intelligence on adjustment is diminished when the expatriate is sent from a tight cultural environment to adjust to a loose cultural environment. Originality/value This paper explicates the mediating effect of conflict management styles and the moderating roles of cultural distance asymmetry on the relationship between cultural intelligence and expatriate adjustment. The authors suggest that the level of adjustment is contingent on the direction of cultural flows that the assignment operates in.
4
Freiberg-Hoffmann, Agustín, Juliana Beatriz Stover, and Natalia Donis. "INFLUENCE OF LEARNING STRATEGIES ON LEARNING STYLES: THEIR IMPACT ON ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS FROM BUENOS AIRES." Problems of Education in the 21st Century 75, no. 1 (February 20, 2017): 6–18. http://dx.doi.org/10.33225/pec/17.75.06.
Abstract:
Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1) the description of the influence of different learning strategies on each learning style, and 2) the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and Motivation explain to the Assimilating style in a significant and positive way. The Pragmatist and Converging styles are explained significantly but negatively by the Motivation and Information 2.0 Management Competence strategies respectively. Finally, Converging style explained Academic Achievement in a significant and negative way. These findings led to the possibility to plan specific actions to train students' learning styles. Furthermore, this information could be useful for different actors in higher education, such as -institutions, teachers, educational psychologists, students, etc., in order to design academic activities which require the repeated use of the specific learning strategies which each student needs to train, aiming at the improvement of particular learning styles able to facilitate learning. At this point, it seems important to discourage the use of Converging style given the negative effect it would have on the students’ performance. Results and limitations of the study are discussed and future research lines are proposed. Keywords: academic achievement, college students, learning strategies, learning styles.
5
Itskovich, Tatiana Viktorovna. "Modern Orthodox sermon: categorical-textual aspect." Филология: научные исследования, no. 4 (April 2021): 1–8. http://dx.doi.org/10.7256/2454-0749.2021.4.35269.
Abstract:
Examination of functionality of the genres of religious functional style is a relevant direction of modern linguistic research, which is substantiated by the change of social situation in Russia at the turn of the XX – XXI centuries, and thus, the growing role of religion as a form of public consciousness and a type of human activity. Sermon is a genre that functions in the Russian language, which makes it understandable and influential. The author applies the categorical-textual method, which gives an objective perspective and determines the characterological features of the genre, perceived as a type of similar texts with a standard way of explicating text categories; it also allows identifying the signs of invariant and outlining the transformative trends in the genre of sermon, substantiated by the new communication channels. The sermons delivered during liturgy belong to the core of the genre and feature predominant reverent tone, thematic duality: mandatory spiritual theme, with explication of situational and sacred themes, and reduced explication of profane theme; classical compositional structure, where the main theme is accompanied by spiritual interpretation, comprising a compositional complex, while the situational theme serves for creation of a circular plot. Sermons delivered outside liturgy are attributed to the mediated distant communication, which employs modern media channels: television or Internet, which substantiated a way of explication of textual categories that differs from the invariant. Non-liturgical sermons are classified as periphery of the genre and characterized by prevalence of the preaching, and at times aggressive tone, implementation of profane theme in the text, and reduced role of sacred and spiritual themes. Compositionally, non-liturgical sermons are noted for optional introduction and conclusion, with situational theme, which is explained by usage of modern communication channels. The categorical-textual method allows observing the transformation of the genre of sermon from the core towards the periphery.
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Chen, Jianhong, and Sucheta Nadkarni. "It’s about Time! CEOs’ Temporal Dispositions, Temporal Leadership, and Corporate Entrepreneurship." Administrative Science Quarterly 62, no. 1 (July 30, 2016): 31–66. http://dx.doi.org/10.1177/0001839216663504.
Abstract:
How CEOs think and feel about time may have a big influence on their firms’ strategies. We examine how two distinct CEO temporal dispositions—time urgency (the feeling of being chronically hurried) and pacing style (one’s pattern of effort over time in working toward deadlines)—each influence corporate entrepreneurship, a key strategic behavior. We propose that CEOs’ temporal leadership—how they manage the temporal aspects of top management teams’ activities—mediates the relationships between their temporal dispositions and corporate entrepreneurship—firms’ innovation, corporate venturing, and strategic renewal activities. Using a sample of 129 small and medium-sized Chinese firms, we find that CEOs’ time urgency is positively related to their temporal leadership, which in turn is positively related to corporate entrepreneurship. We also examine the effects of three distinct pacing styles: early-action, meaning the CEO exerts the most effort early in the task process and relaxes as the deadline nears; steady-action, meaning the CEO spreads out effort evenly across the time allotted; and deadline-action, meaning the CEO is most active as the deadline nears. We find that the deadline-action style inhibits CEOs’ temporal leadership, but the steady-action and early-action styles have similar effects on their temporal leadership. This study explicates the dispositional basis of executives’ subjective views of time, demonstrating how CEOs’ temporal dispositions shape firms’ behaviors.
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Cheng, Jiaojiao. "Category of theme in the genre of essay (on the materials of V. M. Peskov’s essays)." Филология: научные исследования, no. 8 (August 2020): 1–9. http://dx.doi.org/10.7256/2454-0749.2020.8.33525.
Abstract:
The subject of this research is the category of theme – one of the leading text categories that reflects the subject matter of speech and extra-textual reality. Analysis of the category of theme in the essay genre is a relevant trend in modern linguistics. The essays by V. M. Peskov, whose works are considered exemplary and representative for the scientific research in the field of humanities, serve as the materials for this article. Among the essays of the Soviet period, the essays of V. M. Peskov rightfully hold a special place and retain its relevance. The research methodology contains categorical-textual analysis based on the category of communicativeness. The novelty consists in application of the categorical-textual method towards analyzing the genre of essay, which implies a combination of uniform by means of explication textual categories, and with a high degree of objectivity, allows to determine the characterological features of the genre and functional style. The means of explication of the category of theme in the genre of essay have the following peculiarities: incorporation of several functions in a single nomination (primary, basic, principal); application of diverse additional nominations (referentially identical nominations, synonyms, taxonomic nominations, substitutions, grammatical transformations, zero nominations). The analysis of a wide range of additional nominations demonstrates that the essays by V. M. Peskov with a high degree of confidence can be attributed to the field of publicistic, fiction and colloquial styles; or in other words, the genre is at the intersection of several functional styles.
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Itskovich, Tatiana, Daria Karmanova, and Natalia Nikolina. "Composition and Subject Structure of Minutes Genre in Religious Style." SHS Web of Conferences 50 (2018): 01207. http://dx.doi.org/10.1051/shsconf/20185001207.
Abstract:
The article under consideration is devoted to the study of the functioning of the minutes genre in the religious style. The relevance of the research is determined by the fact that in the religious style, minutes is a peripheral genre that functions at the intersection with the official style, therefore it is particular006Cy important to consider the specific features of this genre as a part of a not typical of it religious sphere. The authors examine the peculiarities of the explication of the category of subject and the changes in the category of composition of minutes using the method of the categorical-textual analysis. The research is done with reference to the minutes-books of the Russian Orthodox Church. The examination of the explication of the categories revealed some specificities: the category of subject is expressed through two nomination chains, connected to the logical structure of the statement. The nomination chain related to the agent is characterized by the limited set of additional nominations. The nomination chain related to the predicate is characterized by the variety of lexically new additional nominations. The peculiarity of the category of composition lies in the additional compositional element, reflecting the idea of duality and interaction with the sacred world.
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Manrique Castaño, Daniel, and Pamela Londoño Salazar. "El problema de la consciencia y su brecha explicativa en la psicología." Diversitas 8, no. 2 (April 1, 2013): 375. http://dx.doi.org/10.15332/s1794-9998.2012.0002.12.
Abstract:
<p style="text-align: justify;">El presente artículo plantea una reflexión sobre la brecha explicativa en la dificultad de la consciencia en el marco del problema mente-cuerpo y su estudio en la psicología. A pesar de los desarrollos teóricos en múltiples disciplinas, la consciencia sigue escapando a la mirada de la ciencia. Particularmente se puede sustentar que la psicología ha dejado el tema de lado, y al respecto, se ha enfrascado en la investigación de fenómenos subordinados a la consciencia. Por tal motivo, se espera que en los próximos años el conjunto de la ciencia en general, pueda pensar el problema de una nueva forma y abrirse paso hacia el objeto que ha cautivado desde el antiguo filósofo hasta el científico actual.</p><p style="text-align: justify;"><strong>Palabras clave: </strong>Consciencia, psicología y consciencia, brecha explicativa, problema mente-cuerpo, neurobiología de la consciencia.</p>
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Martin-Krumm, Charles, and Philippe Sarrazin. "Théorie des styles explicatifs et performance sportive : fondements théoriques, données empiriques et perspectives." Science & Motricité, no. 52 (2004): 9–43. http://dx.doi.org/10.3917/sm.052.0009.
Dissertations / Theses on the topic "Style explicatif":
1
Martin-Krumm, Charles. "Style explicatif et performance motrice : comment le style attributionnel influence la performance sportive et la réussite en éducation physique et sportive." Paris 11, 2002. http://www.theses.fr/2002PA112260.
Abstract:
Ce travail a pour objectif de mettre en évidence 1) certains processus qui affectent les facultés de rebond des individus après qu'ils aient été confrontés à un échec, et 2) comment les effets de l'habileté perçue sur les expectations et sur la valeur de la réussite peuvent être modulés. Il s'appuie sur des données issues de la théorie des Styles Attributionnels (e. G. , Abramson, Seligman, & Teasdale, 1978), selon laquelle, chaque individu aurait une manière relativement stable (i. E. , une sorte de trait de personnalité) d'expliquer les événements positifs ou négatifs susceptibles de lui arriver. Malgré son intérêt, celle-ci n'a fait l'objet que de très peu d'études dans le domaine du sport ou de l'éducation physique. La première partie présente les fondements théoriques de la théorie du SA, de l'IA (e. G. , Seligman, 1975), en passant par la théorie du LOC (Rouer, 1966) et par la théorie de l'Attribution Causale (e. G. , Heider, 1944). La deuxième partie est un approfondissement théorique concernant l'outil de mesure du SA. Elle est assortie de sept études consacrées à la validation de l'outil. La troisième partie propose 3 études et 2 expérimentations regroupées selon deux thèmes: les variables (i. E. , anxiété état et attentes de réussite) qui médiatisent les effets du SA sur les performances réalisées, et les conditions sous lesquelles l'habileté perçue influence les performances en EPS selon le paradigme expectation-valence (e. G. , Wigfield & Eccles, 2000). Dans ce qu'ils ont d'essentiels, nos résultats montrent que (1) lorsqu'un individu présente un SA optimiste, il conserve des attentes de réussite élevées après un échec, et un niveau d'anxiété plus faible que les individus présentant un SA pessimiste, ce qui a pour conséquence des facultés rebond significatives (études 1 et 2). Nos résultats montrent également (2) que le SA module les effets de l'habileté perçue sur les expectations et sur la valeur, ce qui en retour a un effet sur la réussite en EPSThe purpose of this thesis is to illustrate 1) some processes which affect individuals' rebound faculties when they have experimented a failure, and 2) how the perceived ability effects on expectations and value of success can be moderated. It is based upon data stemming from the "Explanatory Style" theory (e. G. , Abramson, Seligman, & Teasdale, 1978), according to which individuals have a relative stable manner (i. E. , a kind of personality trait) to explain the positive or negative events which may happen to them. Despite its interest, there are only very few studies about this theory in the field of sports or physical education. The first part presents the Explanatory Style theory's backgrounds, from the Learned Helplessness theory (e. G. , Seligman, 1975), including the Locus of Control theory (Rotter, 1966), to Causal Attribution theory (e. G. , Heider, 1944; Kelley, 1967; Weiner, 1985). The second part presents a theoretical improvement which concerns the tool intended to measure the ES. And its validation. This part is composed of seven studies dedicated to its validation. The third part is composed of 3 studies and to 2 experimentations classified according 2 themes : the mediating effects of variables (i. E. , state anxiety and success expectations) between ES and realised performances, and the conditions by which perceived ability affects performances in PE according to the expectation-value model (e. G, Wigfield & Eccles, 2000). Our results essentially show that (1) an optimistic explanatory style is associated with a lower state anxiety level, and higher success expectations, which are associated with significant rebound faculties, whereas a pessimistic ES is associated with a higher state anxiety level and lower success expectations, which are associated with no rebound faculties (studies 1 and 2). Our results also show (2) that ES moderates the perceived ability effects on success expectations and on value, which in return affects success in PE
2
Luan, Xinchang. "Examiner les rôles des styles explicatifs des enseignants liés à leur expérience d'enseignement sur les élèves souffrants de difficultés émotionnelles et comportementales (EBD)." Thesis, Université de Lorraine, 2022. http://www.theses.fr/2022LORR0047.
Abstract:
L'émotion et le comportement impulsif des élèves peuvent créer de nombreuses difficultés aux enseignants. Les attitudes des enseignants à l'égard de ces élèves couvrent un large spectre, allant du positif au désagréable. Les enseignants expriment leur épuisement à devoir faire face aux élèves présentant des problèmes émotionnels et comportementaux (ou EBD pour « Emotional-Behavioral Difficulty » en anglais). Parallèlement, les enseignants des écoles spécialisées manifestent leur grande confiance dans leur capacité à gérer les besoins particuliers de ces élèves. Pour expliquer les différences entre ces deux styles, notre recherche analyse de manière critique les rôles de médiation des styles explicatifs des enseignants. Notre travail repose sur deux études complémentaires. La première est une étude quantitative visant à traduire et à valider une nouvelle échelle adaptée aux élèves et enseignants chinois. Les résultats issus de cette première étude démontrent que la nouvelle échelle adaptée aux élèves et enseignants chinois semble fiable. La deuxième étude repose sur une approche méthodologique mixte pour vérifier les hypothèses de recherche afin de répondre aux trois questions de recherche présentées ci-dessous. Pour le volet de recherche qualitative de la deuxième étude, neuf enseignants de deux écoles classiques et d'une école spécialisée ont participé. Leurs opinions sur leurs expériences d'enseignement ont été explorées lors d’entretiens individuels. Sept d'entre eux ont également été observés in situ dans leur classe, durant leurs activités pédagogiques. Pour la partie quantitative de la recherche, un échantillon de 198 enseignants a été recruté dans des écoles primaires et secondaires classiques, ainsi que dans des écoles primaires et secondaires spécialisées de Hong Kong. Nos résultats montrent que les enseignants ont un faible niveau de détresse concernant leur travail et leur vie, y compris lorsqu'ils enseignent à des élèves ayant des problèmes émotionnels et comportementaux (EBD). Il n'y a pas de différence entre les différents types d'écoles. Le niveau d'anxiété des enseignants est faible et les enseignants des écoles spécialisées présentent des niveaux d'anxiété significativement plus faibles que ceux des écoles classiques lorsqu'ils enseignent à des élèves atteints de troubles du comportement. Les styles explicatifs des enseignants, qui sont des facteurs internes, ont été analysés et présentent de fortes corrélations positives avec leurs anxiétés. La dimension interne et externe des styles explicatifs est un bon intermédiaire entre les différentes anxiétés des enseignantsThe explicit emotion and behaviour of students can create a lot of challenges and difficulties for teachers. Teachers’ attitudes toward these students cover a wide spectrum, from positive to struggling. Teachers have expressed their exhaustion of having to cope with the students with emotional and behavioural difficulties (EBD). Meanwhile, the teachers from special schools have indicated their high level of confidence in managing students’ special needs. To explain the differences between these two styles, this research critically examines the mediation roles of teachers’ explanatory styles. The project involved two studies. Study One was a quantitative study aimed at translating and validating a new Chinese scale. The new Chinese measurement was with good reliabilities. Study Two used a mixed methods approach to test the research hypotheses in order to address the three research questions. For the qualitative research aspect of Study Two, nine teachers from two ordinary schools and one special school took part. Their opinions about their teaching experiences were explored through individual interviews. Seven were also observed in their classroom. The findings reveal that behavioural and emotional problems of students were marked more in special schools than in ordinary schools. Teachers from all schools have optimistic explanatory styles about the difficulties and challenges they face. For the quantitative research part, a sample of 198 teachers was recruited from ordinary primary schools, ordinary secondary schools, special primary schools and special secondary schools in Hong Kong. It was found that teachers had low helplessness levels concerning their work and life, and low helplessness levels when teaching EBD students. There were no differences found amongst the different types of schools. Teachers’ anxiety levels were low. Teachers from special schools had significantly lower levels of anxiety than those from ordinary schools when teaching EBD students. Teachers’ explanatory styles, which were internal factors, were examined with strong positive correlations to their anxiety emotions. The Internality-Externality dimension of explanatory styles was a good mediator of teachers’ different anxieties
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Salama, Younes Mareï. "Validation et adaptation d'un outil de mesure (CASQ) évaluant les modes explicatifs chez les enfants sportifs et application à la prédiction des résultats sportifs et scolaires." Rennes 2, 2005. http://www.theses.fr/2005REN20050.
Abstract:
Les objectifs essentiels de cette thèse portent (i) sur l'examen du cadre théorique sur lequel se fonde la théorie du " Mode explicatif " (e. G. , Abramson, Seligman, Teasdale, 1978), (ii) sur la validation d'un outil permettant une évaluation des modes explicatifs chez les enfants pratiquant des activités sportives diverses, et (iii) sur l'étude des effets des modes explicatifs sur des variables comportementales. La première partie présente les antécédents et les conséquences du mode explicatif chez des enfants âgés de 8 à 14 ans. La deuxième partie comporte une dizaine d'études ayant pour but de présenter la validation de l'outil de mesure, version française courte du CASQ (QEMEE-R), contextualisée à la fois pour les domaines scolaire et sportif. La troisième partie a pour but de présenter succinctement les bases théoriques d'un modèle inspiré des travaux d'Eccles et Wigfield (2002) incluant deux études visant à tester à la fois les effets du mode explicatif sur les résultats scolaires et sur les performances sportives. L'ensemble des études a permis de mettre en évidence son organisation hiérarchique, du plus général au plus contextualisé, et l'existence non pas de deux profils, optimiste et pessimiste, mais de quatre profils. Ces deux aspects constituent une évolution théorique dans le domaine de la recherche sur les modes explicatifsThe thesis aims to (i) valid, purify a short French version from “Children's Attributional Style Questionnaire, CASQ”, this one would be adapted in French culture and with sport children; (ii) examine the theoretical conceptual model of the attributional/explanatory style not only in sport but also in school context. It is based upon data stemming from the Attributional Reformulation of Helplessness Theory (e. G. , Abramson, Seligman, Teasdale, 1978). Despite its interest, we found a very little studies in school context for children have been realised, nothing of studies concerning the children in the sport context. The thesis consists of three parts: the first one presents the theoretical base of explanatory style theory, studies concerning the psychological effects of explanatory style for children and adolescents in many fields. In the second parts, using many methods and samples, we examine the psychometric proprieties of an experimental French version of CASQ (QEMEE), and purify a short version (QEMEE-R). Basing to this version and in order to examine many theoretical hypothesis, we contextualise a version in sport and in school context. In the third parts, we realised two studies in sport and school contexts. Basing to Eccles and Wigfield model (2002), we tested three hypotheses concerning the effect of the contextualised and/or general explanatory style to predict the result in sport and in school domains. These two studies confirm the existence of (i) hierarchical organisation of children's the explanatory style, (ii) not only two but four profiles of children's explanatory style. These result constitute an theatrical evaluation in explanatory style search
4
Costa, Bueno Vicente. "Fuzzy Horn clauses in artificial intelligence: a study of free models, and applications in art painting style categorization." Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673374.
Abstract:
Aquesta tesi doctoral contribueix a l’estudi de les clàusules de Horn en lògiques difuses, així com al seu ús en representació difusa del coneixement aplicada al disseny d’un algorisme de classificació de pintures segons el seu estil artístic. En la primera part del treball ens centrem en algunes nocions rellevants per a la programació lògica, com ho són per exemple els models lliures i les estructures de Herbrand en lògica matemàtica difusa. Així doncs, provem l’existència de models lliures en classes universals difuses de Horn, i demostrem que tota teoria difusa universal de Horn sense igualtat té un model de Herbrand. A més, introduïm dues nocions de minimalitat per a models lliures, i demostrem que aquestes nocions són equivalents en el cas de les fully named structures. En la segona part de la tesi doctoral, utilitzem les clàusules de Horn combinades amb el modelatge qualitatiu com a marc de representació difusa del coneixement per a la categorització d’estils de pintura artística. Finalment, dissenyem un classificador de pintures basat en clàusules de Horn avaluades, descriptors qualitatius de colors i explicacions. Aquest algorisme, anomenat l-SHE, proporciona raons dels resultats obtinguts i mostra percentatges competitius de precisió a l’experimentació.La presente tesis doctoral contribuye al estudio de las cláusulas de Horn en lógicas difusas, así como a su uso en representación difusa del conocimiento aplicada al diseño de un algoritmo de clasificación de pinturas según su estilo artístico. En la primera parte del trabajo nos centramos en algunas nociones relevantes para la programación lógica, como lo son por ejemplo los modelos libres y las estructuras de Herbrand en lógica matemática difusa. Así pues, probamos la existencia de modelos libres en clases universales difusas de Horn y demostramos que toda teoría difusa universal de Horn sin igualdad tiene un modelo de Herbrand. Asimismo, introducimos dos nociones de minimalidad para modelos libres, y demostramos que estas nociones son equivalentes en el caso de las fully named structures. En la segunda parte de la tesis doctoral, utilizamos cláusulas de Horn combinadas con el modelado cualitativo como marco de representación difusa del conocimiento para la categorización de estilos de pintura artística. Finalmente, diseñamos un clasificador de pinturas basado en cláusulas de Horn evaluadas, descriptores cualitativos de colores y explicaciones. Este algoritmo, que llamamos l-SHE, proporciona razones de los resultados obtenidos y obtiene porcentajes competitivos de precisión en la experimentación.
This PhD thesis contributes to the systematic study of Horn clauses of predicate fuzzy logics and their use in knowledge representation for the design of an art painting style classification algorithm. We first focus the study on relevant notions in logic programming, such as free models and Herbrand structures in mathematical fuzzy logic. We show the existence of free models in fuzzy universal Horn classes, and we prove that every equality-free consistent universal Horn fuzzy theory has a Herbrand model. Two notions of minimality of free models are introduced, and we show that these notions are equivalent in the case of fully named structures. Then, we use Horn clauses combined with qualitative modeling as a fuzzy knowledge representation framework for art painting style categorization. Finally, we design a style painting classifier based on evaluated Horn clauses, qualitative color descriptors, and explanations. This algorithm, called l-SHE, provides reasons for the obtained results and obtains percentages of accuracy in the experimentation that are competitive.
Universitat Autònoma de Barcelona. Programa de Doctorat en Ciència Cognitiva i Llenguatge
Books on the topic "Style explicatif":
1
Leech, Geoffrey N. Language in literature: Style and foregrounding. New York: Pearson Longman, 2008.
2
Reuter, Yves. Introduction l'analyse du roman. 2nd ed. Paris: Armand Colin, 2005.
3
Reuter, Yves. Introduction à l'analyse du roman. 2nd ed. Paris: Dunod, 1999.
4
Reuter, Yves. Introduction à l'analyse du roman. Paris: Bordas, 1991.
5
Reuter, Yves. Introduction à l'analyse du roman. Paris: DUNOD, 1996.
6
Amon, Evelyne. Vocabulaire du commentaire de texte. Paris: Larousse, 1993.
7
Amon, Evelyne. Vocabulaire du commentaire de texte. Paris: Larousse, 1990.
8
Tamine-Gardes, Joëlle. La stylistique. Paris: A. Colin, 1992.
9
Gagnon, Anne. Guide des procédés d'écriture. Saint-Laurent, Qué: ERPI, 2006.
10
Gagnon, Anne. Guide des procedes d'ecriture. Saint-Laurent, Quebec: Editions du Renouveau pedagogique, 2007.
Book chapters on the topic "Style explicatif":
1
Ossipow, William. "Les styles explicatifs en sciences sociales." In Expliquer et comprendre en sciences de l'éducation, 45. De Boeck Supérieur, 2002. http://dx.doi.org/10.3917/dbu.saada.2002.01.0045.
2
Hill, Constance Valis. "Converging Styles." In Brotherhood in Rhythm, 157–74. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197523971.003.0008.
Abstract:
Building from a musical and movement analysis of the jazz tap choreography in Orchestra Wives (1942), this chapter gives an explication of the Nicholas Brothers’ “classical jazz tap” dancing as the open-partner synchronization of adagio ballroom dance, the Africanist-inflected stage and social dance styles of the teens and twenties, the flash and acrobatics of turn-of-the-century black comedy dance, the formal elegance and fastidious movement rhythms of the class act, and the rhythmic drive of the challenge dance—all absorbed by the Nicholases and then distilled into their own distinctive style of American jazz dancing. The speedy, swinging rhythms of the Nicholas Brothers’ drum dancing—dissonant in the clatter of metal tapping, yet exciting in the offbeat, rhythmic propulsion—sounded out a new breed of black American jazz artists who shaped a classical American style of jazz dancing that in sound and shape was purely modernist.
3
"Greek Explicating Greek: A Study of Metaphrase Language and Style." In Trends and Turning Points, 66–82. BRILL, 2019. http://dx.doi.org/10.1163/9789004395749_006.
4
Otterbeck, Jonas. "Setting the Stage: Ideas in Progress." In The Awakening of Islamic Pop Music, 46–82. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474490429.003.0004.
Abstract:
Chapter four describes and analyses two parallel developments that form crucial backgrounds to the work of Awakening. First, it details the growth of a theology inclusive of popular culture among intellectual, conservative Muslims, and explicates on the concept al-fann al-hadif (purposeful art). The discussion of thinkers such as Yusuf al-Qaradawi, Abdullah Al Judai and Tariq Ramadan are stressed. This conversation is developed simultaneously as the rise of a new form of nashid originating among political Islamic activists in the Arab world in the 1970s that soon spread to similar circles worldwide. The style metamorphoses into pop music and becomes a global trend from the mid 1990s and onwards pioneered by British Yusuf Islam, Malaysian Raihan, South African Zain Bhikha and Canadian Dawud Wharnsby. Their respective music careers and productions are introduced and the connections with Awakening are emphasized. The chapter ends with the mentioning of other musicians and music styles that have influenced Awakening artists.
5
Cohen, Richard I., and Mirjam Rajner. "The Poznański Palace Commission." In Samuel Hirszenberg, 1865-1908, 163–203. Liverpool University Press, 2022. http://dx.doi.org/10.3828/liverpool/9781789621938.003.0007.
Abstract:
This chapter focuses on Samuel Hirszenberg's significant turn at the end of the century: the commission from the Poznański family in 1898 or 1899 to take part in the renovation of Izrael Poznański's palace. The Poznańskis lived very much like other industrialists in the city. Building magnificent palaces had become one of the staples of the Łódź textile magnates. The chapter also introduces Hilary Majewski, the most influential local developer from 1872 and the city's chief architect. Majewski was the main promoter of the neo-Renaissance style, which, in the second half of the nineteenth century, became one of the most popular architectural styles among the bourgeoisie involved in expanding and secularizing European cities. The chapter then explicates the intensive building activity of the Poznański family project and the sculptural work on the palace exterior. It introduces some of the architects and sculptors involved in the renovation of the palace. The chapter concludes by looking at Hirszenberg's sketches and murals for the dining room which consist of two sets of images: in situ oil paintings installed in the arched panels above the fireplace and above the two doors of the dining room's western wall, and a number of preparatory sketches.
6
Hill, Constance Valis. "Class Act and Challenge." In Brotherhood in Rhythm, 107–26. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197523971.003.0006.
Abstract:
This chapter gives a historic explication of the Nicholas Brothers’ style of jazz tap dancing that was simultaneously a class act—a precision-style dancing of impeccable execution—and a mode of call-and-response interplay in which the brothers challenged each other in playful camaraderie to “up” each other in steps. At the turn of the century, concurrent with musical comedy dance teams working in the blackface tradition, an elite group of black performers rejected the minstrel show stereotype of the grinning-and- shuffling blackface clown, insisting upon the perfection of sound, step, and manner. Such pioneering class-act teams as Cole and Johnson, Johnson and Dean, and Greenlee and Drayton aspired to a purely artistic expression that was driven by the desire for respectability and equality on the American concert stage. The Nicholas Brothers transformed the fierce competition of the challenge dance by combining their specialties in building their routine to a climax; and trading rhythms back and forth in a lively and witty dialog that developed complex rhythmical ideas.
7
Pickett Miller, Niya. "Narrative Theory as a Pedagogical Strategy for Culturally Responsive Teaching at HBCUs." In Culturally Responsive Teaching and Learning in Higher Education, 104–21. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch005.
Abstract:
Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.
8
Pickett Miller, Niya. "Narrative Theory as a Pedagogical Strategy for Culturally Responsive Teaching at HBCUs." In Research Anthology on Racial Equity, Identity, and Privilege, 257–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4507-5.ch014.
Abstract:
Explication of how Walter Fisher's narrative theory may be utilized as a pedagogical approach toward culturally responsive teaching (CRT) communication-centric courses at historically Black colleges and universities (HBCUs) is shared in this reflective chapter. The fundamentals of this pedagogical lens lean heavily upon applied theoretical knowledge, scholarship, and the author's practical experiences in teaching predominantly Black students. It is argued that the everyday communication style and life experiences of Black students be routinely fused into the communication course curricula, assignments, and activities to improve learning student and engagement. While teaching students at HBCUs are highlighted in this chapter, it is argued that all marginal and minority student populations, at any college or university, can benefit from college classrooms where student narratives are woven into the learning.
9
Desmond, Will D. "Art." In Hegel's Antiquity, 111–94. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198839064.003.0003.
Abstract:
Hegel’s Lectures on Fine Art offer a veritable ‘world history of art’, and have led to his being called the real ‘father of art history’, but at their heart is a close identification of beauty with ‘the ideal’ and of art with ‘the classical’—and hence with (Greek) antiquity. With reference to the legacies of Winckelmann and Kantian aesthetic theory, this chapter begins by explicating the main features of Hegel’s aesthetics: the notion of ‘the ideal’ and of art’s vocation to reveal ‘the truth’ sensuously; the classification of artistic styles into Symbolic, Classical, and Romantic; and the division of basic art forms into architecture, sculpture, painting, music, and poetry. The chapter tackles each of these art forms in turn, focusing on Hegel’s sources and understanding of their role in Greek and Roman civilizations. His discussions of the Greek temple, Greek sculpture, epic, lyric, and comedy are relatively neglected, but all contribute as much as tragedy to his Winckelmannian understanding of the Greeks as ‘the people of art’ and of the ‘sculptural’ nature of the Greek mind. Here his Romans play counterpoint, as a derivative and aesthetically uncreative people—except in the genre of satire, which also fills out Hegel’s portrait of Roman ‘prose’, alienation, and increasing self-awareness. Though each of the art-forms peaks in a certain historical period, Hegel tends to associate each peak with the ‘classical’ ideal—an association that may help to illuminate his controversial statements about the ‘end of art’ in the modern, Romantic style.
10
Tylka, Tracy L. "Cultivating Positive Embodiment Through The Family Environments." In Handbook of Positive Body Image and Embodiment, edited by Tracy L. Tylka and Niva Piran, 232–43. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.003.0023.
Abstract:
This chapter explicates how families can cultivate girls’ positive embodiment. First, families can cultivate girls’ body connection and comfort by creating an environment that accepts children’s bodies (type, size, and weight); practicing mind–body connection activities such as yoga; and fostering positive body expression (e.g., positive body talk, supporting style preferences). Second, families can promote girls’ acting in and on the world with agency by preserving, cultivating, and restoring their voice and by promoting their body functionality. Third, families can encourage girls’ experience and expression of desire by enhancing the pleasures of eating (e.g., intuitive eating) and nurturing attuned sexuality (e.g., body respect, asserting sexual agency). Fourth, families can teach and reinforce actionable practices that promote attuned self-care. Last, families can build inner characteristics in girls (e.g., personality, intellect) while also helping girls protest, resist, and defy normative pressures to self-objectify via engaging in media literacy and social activism.