Dissertations / Theses: 'Text as action'

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Oostendorp, Marcelyn Camereldia Antonette. "Investigating changing notions of "text": comparing news text in printed and electronic media." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9984_1183428106.

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This research aimed to give an account of the development of concepts of text and discourse and the various approaches to analysis of texts and discourses, as this is reflected in core linguistic literature since the late 1960s. The idea was to focus specifically on literature that notes the development stimulated by a proliferation of electronic media. Secondly, this research aimed to describe the nature of electronic news texts found on the internet in comparison to an equivalent printed version, namely texts printed in newspapers and simultaneously on the newspaper website.

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Hawkins, Barrie James. "Staged directions : the significance of indices for action in the dramatic text." Thesis, University of Warwick, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283485.

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Van, Bever Donker Maurits Michiel. "Re-articulating history: historical play, nation, text." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6157_1253237330.

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This dissertation was divided into two parts. In the first part questions of representation and textuality in the discipline of history will be explored with the aim of positing the historical play as productive for the writing of history after apartheid. In the second part it was attempted to specify the implications of this critique for the discipline of history through reading a number of historical narratives and plays together.

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Wright-Bevans, Katie. "Intergenerational practice and social change : exploring social representations in text, talk and action." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/3559/.

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Intergenerational practice (IP) is an increasingly popular community development tool which brings younger and older people together to participate in mutually beneficial activities. It aims to reduce negative attitudes and promote community cohesion. Previous research has examined the benefits of IP though much of this has focused on its potential to increase positive attitudes (and other individual level outcomes). In doing so, previous research has neglected broader social issues, the social nature of social change and the broader community and societal context within which IP takes place. As a result little was known about how IP works and its capacity for micro, meso and macro level social change. Within a social constructionist frame, this thesis argued that to understand the relationship between IP and social change, the role of different social agents in its production needed to be explored more critically. Social representations theory and mixed qualitative methods were used to explore how different social representations were engaged with, circulated or resisted in text, talk and action. Three studies examined practice guidelines, community facilitators and an intergenerational initiative. The latter study adopted an action research framework and aimed to both promote positive social change as well as explore the nature of this change. Mixed traditional and creative qualitative data were collected and analysed through thematic analysis. Findings revealed two competing systems of knowledge underpinned by themata individualism/collectivism and us/them. On the one hand, IP was characterised as an intervention targeted at problem individuals. On the other hand, IP was understood as a tool for collective action towards wider social issues. Between the push and pull of these systems of knowledge, IP was actualised in a middle ground, as a community mobilisation tool with the potential to foster community cohesion through the empowerment of older and younger people.

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Clark, Clifford Donald. "Finding the Implied Action in the Text: The Role of Malvolio in William Shakespeare's Twelfth Night." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1391789156.

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Arruda, Rejane Kasting. "Apropriação de texto: um jogo de imagens." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27155/tde-26102010-162901/.

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Esta pesquisa surge de um desejo de sistematizar a prática com a Memorização Através da Escrita em função do processo de criação do ator com o texto dramático. Utilizo a noção de ¨jogo¨ spoliana e proponho o foco como instância organizadora do traballho. Investiguei duas modalidades de jogo distintas que contam com a Memorização Através da Escrita como procedimento introdutório. A primeira implica a transformação de partituras físicas em ações físicas. A segunda implica uma sucessão de revesamentos do ¨foco¨ onde estas ações são resgatadas no ¨lugar do espontâneo¨. Uma seqüência de ¨palavras inventadas¨ divide o foco com a enunciação do textodado e com ¨regras¨ que organizam o corpo no espaço. Monta-se, assim, um esquema dinâmico de revesamentos do foco que mantém ativos os impulsos para a fala e para a inscrição das ações.
This research came from a desire of systematize the practical work of the actor beyond memorizing the dramatic text from writing at the process of actors creation. Actually I use the notion of game from Viola Spolin and I do suggest the focus as manner of organize the entire work. I investigated two kind of distinguished modalities of game based on the memorization from writing at the beginning of the work. The first implicates the transformation of physical scores into physical actions. The second implicates in a succession of focus setbacks where this actions are rescued replacing the spontaneous. An invented word sequence divides the focus with the text enunciation and with some rules that organize the body on the space. In this way is possible to put on the stage a dynamic schedule of focusing that keep active the impulses to speech and for the insertion of actions.

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Hansen, Simon. "TEXTILE - Augmenting Text in Virtual Space." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23172.

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Three-dimensional literature is a virtually non-existent or in any case very rare and emergent digital art form, defined by the author as a unit of text, which is not confined to the two-dimensional layout of print literature, but instead mediated across all three axes of a virtual space. In collaboration with two artists the author explores through a bodystorming workshop how writers and readers could create and experience three-dimensional literature in mixed reality, by using mobile devices that are equipped with motion sensors, which enable users to perform embodied interactions as an integral part of the literary experience.For documenting the workshop, the author used body-mounted action cameras in order to record the point-of-view of the participants. This choice turned out to generate promising knowledge on using point-of-view footage as an integral part of the methodological approach. The author has found that by engaging creatively with such footage, the designer gains a profound understanding and vivid memory of complex design activities.As the outcome the various design activities, the author developed a concept for an app called TEXTILE. It enables users to build three-dimensional texts by positioning words in a virtual bubble of space around the user and to share them, either on an online platform or at site-specific places. A key finding of this thesis is that the creation of three-dimensional literature on a platform such as TEXTILE is not just an act of writing – it is an act of sculpture and an act of social performance.

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Standen, David J. "Textual hermeneutics, interpretive responsibility and the objectification and interpretation of action : Paul Ricoeur and 'the model of the text'." Thesis, University of East Anglia, 2013. https://ueaeprints.uea.ac.uk/43021/.

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In this thesis I develop a critical but sympathetic reading of Paul Ricoeur’s textual model of interpretation as it is presented in his 1971 essay “The Model of the Text: Meaningful Action Considered as a Text”. My reading of Ricoeur’s essay aims to clarify some of the strengths and limitations of his project in “The Model of the Text”, and to develop the analogy between text and action in directions left largely undeveloped by Ricoeur. In particular, I argue that hermeneutic philosophy can help us elucidate the validity of interpretive claims in the human and social sciences, and also to understand the role of the objectification of action in ensuring this validity. The fixation of action as an object of inquiry opens up the possibility for interpreters to hold themselves at a distance from their pre-reflective judgements regarding the meaning of action. This allows interpreters to reflect critically upon action and to arbitrate between competing interpretations. Furthermore, the textual model allows us to recognise the description and objectification of action as an active and constitutive dimension of interpretive activity in the human and social sciences. My argument proceeds by engaging in a detailed examination of Ricoeur’s hermeneutic thought, expanding upon aspects of hermeneutic philosophy that can inform our understanding of the textual model, and by attempting to address points of disanalogy and potential objections that may emerge from the application of textual hermeneutics to the interpretation of meaningful action. Ricoeur’s textual model has the potential to provide a valuable resource for the human and social 4 sciences by inviting its practitioners to consider the interpretation of action in terms of the text and textual hermeneutics, but only on the condition that self-critique and a recognition of objectification as part of interpretive activity are incorporated into interpretive practice.

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Johansson, Eva. "Tal, text, handling. En undersökning av viljor och hur dessa uttrycks i handling i Tjechovs Tre systrar." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-21544.

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In this essay I have examined text, speech and action in Chekhov's Three sisters, as well as how the characters express their wills in action and in speech. I have used different methods such as action analysis, the five W questions and BSI (background, situation and intention). These methods are similar to those actors use to uncover situatedness of characters and to find motivated and intentional patterns behind their actions. I have used these techniques to identify the plot, explore what happened before the plot begins and to read the text in terms of action. The aim was also to find the counter points where wills expressed in action are contradicted by wills expressed in speech. Using these methods I found that the characters in Three sisters manage their lives dreaming about the future or recalling the past, except the character Natasha. Her goal is obvious, she runs her will with clear intentions and she uses functional means to achieve her goal. The main conclusion is that the characters’ wills expressed in speech, are contradicted by will expressed in action. This creates a discrepancy. The characters are controlled by their unspoken desires which drive them further away from their expressed goals. It seems to be paradoxical, but it makes perfect sense since it drives the plot forward, deepens the image of the characters and the relationships between them. It also becomes clear when actions are interpreted from wills and motivations, stated or unstated, and I argue that action is not only the doing but also the intention to do; this makes sense when events in a dramatic text are analyzed as relational and conditional.

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Trevisan, Maria Christina Achutti. "Stanislávski-Laban : do texto à encenação /." São Paulo : [s.n.], 2009. http://hdl.handle.net/11449/86878.

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Resumo: Esta pesquisa apresenta um caminho de encenar um texto teatral a partir da ação dramática de cada cena, utilizando a análise de texto e a movimentação corporal do ator como estímulos de criação, articulando, ao longo do percurso, esses dois elementos. Desenvolvemos esse trabalho fundamentados pelos estudos de Constantin Stanislávski e Rudolf Laban. Em um primeiro momento, aprofundamos nosso conhecimento sobre os dois autores e recortamos dos seus sistemas o que era pertinente a nossa proposta, isto é, os elementos que poderiam influenciar no tratamento da ação dramática. Em um segundo momento, aplicamos esses conteúdos na encenação do texto teatral O Provedor, de Marcos Benedito de Oliveira. No caminho que percorremos do texto a sua representação, confirmamos a hipótese formulada: a análise de texto segundo Stanislávski pode identificar e resumir as ações dramáticas de cada cena; por sua vez, o movimento corporal do ator preparado por meio do Sistema Laban pode executar essas ações expressivamente, estabelecendo-se, a partir do momento em que começamos a levantar o espetáculo, um diálogo dinâmico e constante entre esses dois elementos. Os resumos das ações dramáticas constituíram-se nas nossas células matrizes de criação, e a encenação foi construída e elaborada a partir deles... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research presents a way of acting a theatrical text starting from the dramatic action in each scene, using the text analysis and the actor's body movement as creation incentive, joining, along the movement, these two elements together. We developed this job based on Constantin Stanislávski and Rudolf Laban's studies. In the first moment, we went deeper into our knowledge about these two authors and we took from their systems what was pertinent to our proposal, that is to say, the elements that could have influence in the treatment of the dramatic action. In the second moment, we applied these contents in the staging of the theatrical text O Provedor, of Marcos Benedito de Oliveira. From the text to the performance, we confirmed the formulated hypothesis: the text analysis according to Stanislávski can identify and summarize the dramatic actions of each scene; on the other hand, the actor's body movement prepared by the Laban's System can accomplish these actions meaningfully, establishing, since we started to build the show, a constant and dynamic dialog between these two elements. The summaries of the dramatic actions were formed in our creation mother cells, and the staging was built and elaborated from them. In this way, we highligt the relation between the stage score generated by the study of the text and the body movement, one supplementing and transforming the other... (Complete abstract click electronic access below)
Orientador: José Manuel Lázaro de Ortecho Ramirez
Coorientador: Kathya Maria Ayres de Godoy
Mestre

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Thomas, Lisa Kae. "A Theory of Text as Action:Why Delivery through Publication Improves Student Writers and Their Writing." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3733.

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Students in required writing courses often fail to see the purpose of their writing and invest themselves in their writing. Many composition pedagogues have noticed that one solution to this problem is to help students publish their writing, and have reported the positive outcomes of their publication-focused courses. However, this practice has not been grounded in theory. My project connects the practice of publishing student writing to theory. I draw on Kenneth Burke's and other's ideas of text as action and show how the ancient cannon of delivery is a necessary means of experiencing and understanding text as action with consequence. I then argue that publishing is one of the most effective methods of delivery that can help students understand the implications of enacted texts. I then couch this theory in practice by presenting a variety of sources that report on the impact of publishing student texts; I include my own data collected while teaching two publication-focused, first-year writing courses at Brigham Young University during Fall 2012 and Winter 2013 semesters. This data suggests that in most cases, publishing student writing positively impacts student identity, motivation, process, and product. I explain the results of my own observations and those of various composition pedagogues with the theory of text as action being powerfully experienced by students as they work toward delivering their texts to public audiences via publication.

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Hall, Jamie. "From the text to the frame : a frame analysis of the collective action frames of the Zapatista Army of National Liberation, 1980-1998." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/48133.

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Despite the wealth of interest in South Mexico’s Ejercito Zapatista Liberacion Nacional (EZLN), few studies have attempted to deconstruct the discourse of the Zapatistas according to its component parts. Most scholars have so far addressed the Zapatistas from the standpoint of political theory, international relations or anthropology, and in so doing have tended to engage primarily with broader polemical agendas. Furthermore, in their determination to typologise the Zapatistas as ‘this’ or ‘that’ sort of movement, scholars have overlooked the nuances and shades of meaning that exist within the Zapatista discourse, as well as the evolution of those meanings over time. As a result, the content and ongoing construction of the Zapatistas’ message has been eclipsed by a more encompassing, contested, and ultimately chimeric quest to reify the movement’s ‘essence’ or ‘truth’. This thesis represents an empirical analysis of the EZLN’s collective discourse that focuses on the content and constructed nature of their collective action frames. Combining three strands of social movement frame analysis, it avers to draw-out the ever-changing detail of the EZLN’s discursive output and so add value to the debates that surround the Zapatistas. It also makes several theoretical contributions to social movement frame analysis.

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Kojo, Kwofie Samuel. "Development of a Hepatitis C Virus knowledgebase with computational prediction of functional hypothesis of therapeutic relevance." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1790_1363781942.

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To ameliorate Hepatitis C Virus (HCV) therapeutic and diagnostic challenges requires robust intervention strategies, including approaches that leverage the plethora of rich data published in biomedical literature to gain greater understanding of HCV pathobiological mechanisms. The multitudes of metadata originating from HCV clinical trials as well as low and high-throughput experiments embedded in text corpora can be mined as data sources for the implementation of HCV-specific resources. HCV-customized resources may support the generation of worthy and testable hypothesis and reveal potential research clues to augment the pursuit of efficient diagnostic biomarkers and therapeutic targets. This research thesis report the development of two freely available HCV-specific web-based resources: (i) Dragon Exploratory System on Hepatitis C Virus (DESHCV) accessible via http://apps.sanbi.ac.za/DESHCV/ or http://cbrc.kaust.edu.sa/deshcv/ and (ii) Hepatitis C Virus Protein Interaction Database (HCVpro) accessible via
http://apps.sanbi.ac.za/hcvpro/ or http://cbrc.kaust.edu.sa/hcvpro/. DESHCV is a text mining system implemented using named concept recognition and cooccurrence based
approaches to computationally analyze about 32, 000 HCV related abstracts obtained from PubMed. As part of DESHCV development, the pre-constructed dictionaries of the
Dragon Exploratory System (DES) were enriched with HCV biomedical concepts, including HCV proteins, name variants and symbols to enable HCV knowledge specific
exploration. The DESHCV query inputs consist of user-defined keywords, phrases and concepts. DESHCV is therefore an information extraction tool that enables users to
computationally generate association between concepts and support the prediction of potential hypothesis with diagnostic and therapeutic relevance. Additionally, users can
retrieve a list of abstracts containing tagged concepts that can be used to overcome the herculean task of manual biocuration. DESHCV has been used to simulate previously
reported thalidomide-chronic hepatitis C hypothesis and also to model a potentially novel thalidomide-amantadine hypothesis. HCVpro is a relational knowledgebase dedicated to housing experimentally detected HCV-HCV and HCV-human protein interaction information obtained from other databases and curated from biomedical journal articles.
Additionally, the database contains consolidated biological information consisting of hepatocellular carcinoma (HCC) related genes, comprehensive reviews on HCV biology and drug development, functional genomics and molecular biology data, and cross-referenced links to canonical pathways and other essential biomedical databases. Users can retrieve enriched information including interaction metadata from HCVpro by using protein identifiers, gene chromosomal locations, experiment types used in detecting the interactions, PubMed IDs of journal articles reporting the interactions, annotated protein interaction IDs from external databases, and via &ldquo
string searches&rdquo
. The utility of HCVpro
has been demonstrated by harnessing integrated data to suggest putative baseline clues that seem to support current diagnostic exploratory efforts directed towards vimentin.
Furthermore, eight genes comprising of ACLY, AZGP1, DDX3X, FGG, H19, SIAH1, SERPING1 and THBS1 have been recommended for possible investigation to evaluate their
diagnostic potential. The data archived in HCVpro can be
utilized to support protein-protein interaction network-based candidate HCC gene prioritization for possible validation by experimental biologists.

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Gong, XiangQi. "Ellection markup language (EML) based tele-voting system." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5841_1350999620.

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Elections are one of the most fundamental activities of a democratic society. As is the case in any other aspect of life, developments in technology have resulted changes in the voting procedure from using the traditional paper-based voting to voting by use of electronic means, or e-voting. E-voting involves using different forms of electronic means like
voting machines, voting via the Internet, telephone, SMS and digital interactive television. This thesis concerns voting by telephone, or televoting, it starts by giving a brief overview and evaluation of various models and technologies that are implemented within such systems. The aspects of televoting that have been investigated are technologies that provide a voice interface to the voter and conduct the voting process, namely the Election Markup Language (EML), Automated Speech Recognition (ASR) and Text-to-Speech (TTS).

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Sexton, Max. "Celluloid television culture : the specificity of film on television : the action-adventure text as an example of a production and textual strategy, 1955-1978." Thesis, Birkbeck (University of London), 2013. http://bbktheses.da.ulcc.ac.uk/25/.

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The aim of this thesis is to re-examine the use of film on British television, 1955-78, in order to demonstrate that the production of drama on British television was more complex than in the existing supposition, that television drama was either shot ‘live’ or co-existed with the recording medium of film. Instead, the types of interaction will raise questions about the process of production and how the recording of programmes on film addressed the audience watching a domestic medium. The thesis attempts to answer these questions by examining a form and mode of popular entertainment on British television that existed on film. The shot-on-film television series was a form that had been imported from the United States in the 1950s, but had been modified in Britain. The type of modification is shown to reveal how notions of value and quality were assigned to a television programme when a public service ethos determined the cultural discourse set by British television. The development of an export market and the internationalisation of British television will raise questions about the exact appeal of these programmes. At the same time, indigenous modes of film production designed for the domestic consumption of television existed side-by-side with the professional ideologies associated with commercial film-making. These professional ideologies allowed for the development of television as an international commodity. However, they created a tension between separate modes of fictional television production. The thesis concludes that the creation of separate modalities in the British adventure series at various times interacted in the 1960s and 1970s, and led to it becoming a less stable object of analysis, which requires an exploration of the often contradictory ways in which a number of key programmes functioned.

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Naidu, Alecia Geraldine. "The development of a single nucleotide polymorphism database for forensic identification of specified physical traits." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9261_1297760101.

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Many Single Nucleotide Polymorphisms (SNPs) found in coding or regulatory regions within the human genome lead to phenotypic differences that make prediction of physical appearance, based on genetic analysis, potentially useful in forensic investigations. Complex traits such as pigmentation can be predicted from the genome sequence, provided that genes with strong effects on the trait exist and are known. Phenotypic traits may also be associated with variations in gene expression due to the presence of SNPs in promoter regions. In this project, the identification of genes associated with these physical traits of potential forensic relevance have been collated from the literature using a text mining platform and hand curation. The SNPs associated with these genes have been acquired from public SNP repositories such as the International HapMap project, dbSNP and Ensembl. Characterization of different population groups based on the SNPs has been performed and the results and data stored in a MySQL database. This database contains SNP genotyping data with respect to physical phenotypic differences of forensic interest. The potential forensicrelevance of the SNP information contained in this database has been verified through in silico SNP analysis aimed at establishing possible relationships between SNP occurrence and phenotype. The software used for this analysis is MATCH&trade
.

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Almeida, Ana Kelly de. "Paul Ricouer: entre hermen?utica e cr?tica das ideologias." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16441.

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This work exposes the Paul Ric ur s thought in relation to the contemporary complaint between the hermeneutics and the ideologies criticism. It shows, in this direction, the unity between text and action according to Ric ur s perspective. The philosophical view of Ric ur, It affirms, is far from any eclecticism, but if it characterizes for a dynamic style, explained here from the analogies with the movement of the particles, of the quantum physics, which help to excuse to the make a mistake idea of compilation and eclecticism, resultant of superficial readings of its texts. In deep, this work nothing more it is that a contribution to the construction of a theory of the reading of the text of this notable philosopher
Este trabalho exp?e o pensamento de Paul Ric ur em rela??o ao debate contempor?neo entre a hermen?utica e a cr?tica das ideologias. Procura mostrar, neste sentido, a unidade existente entre texto e a??o segundo a perspectiva ricoeuriana. A proposta filos?fica de Ric ur, afirma-se, est? longe de qualquer ecletismo, mas se caracteriza por um estilo din?mico e inquietante, aqui explicado a partir das analogias com o movimento das part?culas subat?micas, da f?sica qu?ntica, as quais ajudam a dispensar a id?ia equivocada de compila??o e ecletismo, resultante de leituras superficiais de seus textos. Na verdade, este trabalho ? uma contribui??o ? constru??o de uma teoria da leitura do texto desse not?vel fil?sofo

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Do, Thi Bich Thuy. "Les impacts de la révision collaborative étayée : une recherche-action en didactique de la production écrite en français langue étrangère." Phd thesis, Université de Provence - Aix-Marseille I, 2011. http://tel.archives-ouvertes.fr/tel-00600054.

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Cette recherche-action a pour objectif de mesurer les impacts d'une expérimentation de la révision collaborative étayée en didactique de la production écrite en langues étrangères. Un dispositif d'enseignement de la révision collaborative a été élaboré et expérimenté pendant un semestre dans une classe de vingt-deux étudiants vietnamiens de français langue étrangère. Dans la classe expérimentale, les textes ont été révisés par le pair à l'aide d'une grille de révision collaborative, puis réécrits et corrigés par l'enseignant. Dans la classe de contrôle, les textes ont été écrits une fois et révisés par l'enseignant. Un corpus de textes et rétroactions, des interactions orales entre pairs, des tests, un questionnaire d'auto-évaluation, des entretiens semi-directifs ont été recueillis comme données. Les résultats montrent des impacts significatifs de la révision collaborative étayée sur les stratégies de révision, sur la qualité de la cohérence dans les textes et sur la relation entre le rédacteur et le lecteur. Ce nouveau mode d'apprentissage a été bien évalué par les étudiants.

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Sanchez, Leon Nelly Beatriz. "Etude de l'apport d'une réflexion dans l'apprentissage des langues dans une université colombienne." Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030192.

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À la lumière des connaissances théoriques actuelles, cette recherche-action est centrée sur un projet dans lequel les apprenants à l'Université Nationale –Palmira ont la possibilité d'améliorer leur interlangue en anglais. Notre hypothèse principale est la suivante : en adoptant l'approche par tâches, les activités d‘enseignement / apprentissage seraient plus efficaces dans le programme de formation en L2. En fait, l‘acquisition des connaissances pour l‘interaction langagière orale et la compréhension des textes scientifiques dans les cours de la L2 aidera ces apprenants à développer des compétences pour interagir dans des situations de la vie réelle, mais aussi à acquérir les "savoirs" et les techniques pour extraire les informations contenues dans les textes écrits scientifiques. Cette hypothèse a été validée par la réalisation d'une expérience d‘enseignement / apprentissage. D‘autres hypothèses secondaires ont cherché à obtenir des informations sur les besoins, attentes et attitudes aussi bien des apprenants que des enseignants de la formation institutionnelle en anglais. Nous souhaitons que cet apport permette à notre université de s‘engager dans un processus d‘innovations pédagogiques où les apprenants adoptent une posture plus responsable concernant l‘apprentissage d‘une L2
In the light of current theoretical knowledge, this action-research focuses on a project in which learners at the National University –Palmira have the opportunity of improving their inter-language in English. Our main hypothesis is that by adopting the task-based approach, L2 learning would be more efficient. It is inferred based-learning activities will help them to develop ways of obtaining knowledge and strategies to interact in real-life situations, and techniques to extract information from scientific written texts. This hypothesis has been validated through the realization of teaching / learning practices. Some secondary hypotheses to establish learners‘ and teachers‘ needs, expectations, goals and attitudes of formal training in English were also verified in this action-research. We hope this contribution may lead our university to adopt pedagogical innovative practices in which learners feel more concerned and involved in acquiring a second language

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Trevisan, Maria Christina Achutti [UNESP]. "Stanislávski-Laban: do texto à encenação." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/86878.

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Universidade Estadual Paulista (UNESP)
Esta pesquisa apresenta um caminho de encenar um texto teatral a partir da ação dramática de cada cena, utilizando a análise de texto e a movimentação corporal do ator como estímulos de criação, articulando, ao longo do percurso, esses dois elementos. Desenvolvemos esse trabalho fundamentados pelos estudos de Constantin Stanislávski e Rudolf Laban. Em um primeiro momento, aprofundamos nosso conhecimento sobre os dois autores e recortamos dos seus sistemas o que era pertinente a nossa proposta, isto é, os elementos que poderiam influenciar no tratamento da ação dramática. Em um segundo momento, aplicamos esses conteúdos na encenação do texto teatral O Provedor, de Marcos Benedito de Oliveira. No caminho que percorremos do texto a sua representação, confirmamos a hipótese formulada: a análise de texto segundo Stanislávski pode identificar e resumir as ações dramáticas de cada cena; por sua vez, o movimento corporal do ator preparado por meio do Sistema Laban pode executar essas ações expressivamente, estabelecendo-se, a partir do momento em que começamos a levantar o espetáculo, um diálogo dinâmico e constante entre esses dois elementos. Os resumos das ações dramáticas constituíram-se nas nossas células matrizes de criação, e a encenação foi construída e elaborada a partir deles...
This research presents a way of acting a theatrical text starting from the dramatic action in each scene, using the text analysis and the actor’s body movement as creation incentive, joining, along the movement, these two elements together. We developed this job based on Constantin Stanislávski and Rudolf Laban’s studies. In the first moment, we went deeper into our knowledge about these two authors and we took from their systems what was pertinent to our proposal, that is to say, the elements that could have influence in the treatment of the dramatic action. In the second moment, we applied these contents in the staging of the theatrical text O Provedor, of Marcos Benedito de Oliveira. From the text to the performance, we confirmed the formulated hypothesis: the text analysis according to Stanislávski can identify and summarize the dramatic actions of each scene; on the other hand, the actor’s body movement prepared by the Laban’s System can accomplish these actions meaningfully, establishing, since we started to build the show, a constant and dynamic dialog between these two elements. The summaries of the dramatic actions were formed in our creation mother cells, and the staging was built and elaborated from them. In this way, we highligt the relation between the stage score generated by the study of the text and the body movement, one supplementing and transforming the other... (Complete abstract click electronic access below)

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Schoffen, Rosemary de Oliveira. "Ações colaborativas para encaminhamentos da produção e da reescrita textual no ensino fundamental." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/2459.

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Since the 1980s, the Portuguese Language teaching has been discussed by scholars and researchers, based on language s supposed dialogue and interaction, as defended by the Bahktin Circle, which is the theory found in the official Curricular Guidelines (DCE) of Parana State (Brazil), which recognize the mentioned text as a teaching unit that happens in a certain discursive genre. Thus, the proposals of text productions in school should prioritize interaction, considering that for Bakhtin/Volochinov (2014[1929]), language is materialized only in concrete enunciates within a process of dialogue. The distance of such premises comprehension by Portuguese Language teachers leads to the inference that such premises were not fully understood, perhaps by the absence of adequate training and/or a period of time sufficient to articulate theory and practice, according to the document s requirements. Being part of this school reality, teaching classes in public schools, we have chosen to develop a critical-collaborative-action-research involving two 6th to 9th graders teachers of middle school, in a Northwestern city in Parana State. Therefore, the focus was specifically to the following theme: collaborative actions in the teaching practice concerning to the production and texts rewriting. Such option is justified by an understanding that continued training, based in principles of collaborative actions can help with theory-methodology premises of writing and rewriting texts, which guarantees a safer pedagogical practice development. Such investigation purpose is sustained by the following questions: a) How do 6th to 9th graders teachers understand the theory and methodology premises present in the DCE? b) What have 6th to 9th graders teachers been doing regarding to the orientation for writing and rewriting texts? c) how can we researchers develop collaborative actions focused on teachers difficulties related to their orientation for writing and rewriting texts, as to consider the theory and methodology orientations present in the DCE? d) What changes in theory and methodology are introduced based on the researcher s mediation actions? In such a way, this paper s main purpose was to think about the collaborative actions developed in the theory and methodology orientations regarding the practice of production and text rewriting and their contributions to the theory and methodology orientations in the final grades of middle school. This research is has its foundations in Applied Linguistics, under the conception of language as presented by the Bakhtin Circle, supported by the principles of historical and cultural theory, from the studies of Vygotsky, Luria, and Leontiev, and from the text writing premises proposed first by Geraldi (2007[1984]), passing by some other researchers in this field. We assume, as a methodology proceeding, the methodology principle of critical-collaborative-action research, as we promote reflections with middle school teachers on their own practice, in order to build new knowledge about the methodology orientations on production and rewriting of a text. The results of the whole research process show: a) the understanding of the process of text writing which comprehends the steps of planning, actual writing, revising, and rewriting; b) the improvement of activities of development for writing and 9 rewriting texts; c) the internalization and appropriation of the theoretical and methodological premises concerning the concept of language as interaction and dialogue; d) the need to review the way how to continue to offer teacher´s training in the middle school context; e) the need to invest in collaborative theory and methodology orientations regarding the work with writing, which enables the follow-up of the pedagogical practice in this teaching context.
Desde a década de 1980, o ensino de Língua Portuguesa vem sendo discutido por estudiosos e pesquisadores, sustentados pelo pressuposto dialógico e interacionista da linguagem, conforme defendido pelo Círculo de Bakhtin, escopo teórico presente nas Diretrizes Curriculares do estado do Paraná, que reconhecem o texto-enunciado como unidade de ensino que se configura em determinado gênero discursivo. Logo, as propostas de produção de texto na escola deveriam priorizar a interação, haja vista que para Bakhtin/Volochinov (2014[1929]), a língua só se concretiza em enunciados concretos dentro de um processo de interlocução. O distanciamento, entre os professores de Língua Portuguesa, dessa compreensão, faz-nos inferir que tais pressupostos não foram compreendidos, talvez pela ausência de formação adequada e/ou período de tempo suficiente para articular teoria e prática conforme o que rege os documentos. Ao fazermos parte dessa realidade escolar, atuando como docente da rede estadual, optamos por desenvolver uma pesquisa-ação-crítica-colaborativa envolvendo duas docentes de 6° e 9° anos do ensino fundamental, de um município da região noroeste do estado do Paraná. Assim, nosso olhar se voltou mais especificamente para o seguinte tema: ações colaborativas da prática docente no que se refere aos encaminhamentos da produção e da reescrita textual. Essa opção se justifica por acreditarmos que uma formação continuada embasada nos princípios da ação colaborativa pode auxiliar com a fundamentação teórico-metodológica acerca dos processos de produção e reescrita textual, de modo a garantir mais segurança para o desenvolvimento de sua prática pedagógica. Esse propósito investigativo sustentou-se nas seguintes indagações: a)Como um grupo de professores do 6º ao 9°ano compreende os pressupostos teórico-metodológicos previstos nas DCE? b)O que tem feito o professor do 6º ao 9°ano, em termos de encaminhamentos para a produção, correção e reescrita de textos? c)Como nós, pesquisadora, podemos desenvolver ações colaborativas focadas nas dificuldades docentes para o encaminhamento da produção, e reescrita textual, de modo a contemplar as orientações teórico-metodológicas que constam nas DCE? d)Que alterações teórico-metodológicas são apresentadas a partir das ações de mediação da pesquisadora? Assim, nosso objetivo geral foi Refletir sobre as ações colaborativas desenvolvidas em orientações teórico-metodológicas sobre a prática de produção e reescrita de texto e suas contribuições nos encaminhamentos didático-pedagógicos nas séries finais do Ensino Fundamental. A pesquisa circunscreveu-se na área da Linguística Aplicada, sob a concepção de linguagem explicitada pelo Círculo de Bakhtin, pautando-se nos princípios da teoria histórico-cultural, a partir dos estudos de Vygotsky e Leontiev, e nas propostas de ensino da produção textual abordadas, primeiramente, por Geraldi (2007[1984]), passando por vários pesquisadores da área. Assumimos, como procedimento metodológico, a pesquisa-ação-crítico-colaborativa, ao promovermos reflexões com as professoras do ensino fundamental sobre a própria prática a fim de construírem novos conhecimentos a respeito dos encaminhamentos da produção e da reescrita textual. Os resultados de todo processo da pesquisa demonstram: a) a compreensão do 7 caráter processual da escrita, que compreende as etapas de planejamento, efetivação da escrita, revisão e reescrita; b) o aprimoramento no desenvolvimento de atividades de produção e reescrita textual; c) a internalização e a apropriação dos pressupostos teórico-metodológicos concernentes à concepção de linguagem interacionista e dialógica; d) necessidade de rever a forma pontual como se organizam as formações continuadas no contexto do ensino fundamental; e) necessidade de se investir em orientações teóricas e metodológicas colaborativas quanto ao trabalho com a escrita, que possibilitem acompanhar a prática pedagógica nesse contexto de ensino.

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Mariaux, Sébastien. "Les organisations de l'économie sociale et solidaire face aux enjeux écologiques : stratégies de communication et d'action environnementale." Electronic Thesis or Diss., Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0463.

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La protection de l’environnement naturel constitue un enjeu déterminant pour le futur de l’humanité. L’ESS, qui partage les principes du développement durable, est particulièrement bien placée pour mettre en œuvre des alternatives de développement plus écologiques. Cette recherche a pour objet d’examiner les facteurs et les modalités de l’action environnementale dans cette économie hétérogène. La thèse appréhende les organisations de l’ESS sous l’angle de l’identité organisationnelle et s’intéresse d’une part à la communication environnementale, d’autre part aux actions concrètes. L’étude de la communication environnementale a pour terrain le réseau social Twitter. Elle s’appuie sur un programme codé en Python, et sur les techniques d’exploration automatique de texte. Elle permet de mettre en évidence plusieurs stratégies rhétoriques. Une seconde étude traite de sept cas, sur la base d’entretiens semi-directifs. Elle met en lumière le rôle de l’engagement individuel mais aussi des logiques collectives dans l’action environnementale. Ce travail apporte une contribution méthodologique en développant l’approche de l’exploration automatique de texte, peu utilisée dans les Sciences de Gestion. Sur le plan théorique, la thèse introduit la dimension collective en tant qu’identité organisationnelle de l’ESS. Nous adaptons ensuite un modèle d’action environnementale en identifiant un déterminant supplémentaire spécifique à ces organisations. Finalement, la recherche invite l’ESS à remettre au centre les questions d’écologie, et donne des pistes pour soutenir les organisations dans une démarche environnementale
The protection of the natural environment is a key issue for the future of humanity. SSE, which shares the principles of sustainable development, is particularly well suited to implement more environmentally friendly development alternatives. The purpose of this research is to examine the factors and modalities of environmental action in this heterogeneous economy. The thesis looks at SSE organisations from the perspective of organisational identity and focuses on environmental communication on the one hand, and concrete actions on the other. The study of environmental communication is based on the social network Twitter. It is based on a program coded in Python, and on automatic text mining techniques. It highlights several rhetorical strategies. A second study deals with seven cases, based on semi-directive interviews. It sheds light on the role of individual commitment but also on collective logic in environmental action.This work makes a methodological contribution by developing the approach of automatic text mining, which is rarely used in Management Sciences. On the theoretical level, the thesis introduces the collective dimension as anborganisational identity of the SSE. We then adapt an environmental action model by identifying an additional determinant specific to these organizations. Finally, the research invites the SSE to put ecological issues back at the centre, and gives suggestions for supporting organisations in their efforts to protect the environment

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Bickel, Manuel W. [Verfasser], Thomas [Akademischer Betreuer] Schomerus, Daniel J. [Gutachter] Lang, and Stefan [Gutachter] Lechtenböhmer. "Viable communication systems : Knowledge management and text mining for reflecting communication patterns in municipal climate action and research on sustainable energy / Manuel W. Bickel ; Gutachter: Daniel J. Lang, Stefan Lechtenböhmer ; Betreuer: Thomas Schomerus." Lüneburg : Leuphana Universität Lüneburg, 2021. http://d-nb.info/1226425607/34.

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Ribeiro, Dulce Helena Pontes. "Do léxico ao sentido redacional:processos de produção mediados por intervenções linguísticas." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1075.

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O trabalho apresenta uma prática cotidiana de produção de textos partindo do léxico a aspectos mais complexos do texto, amparado metodologicamente na Pesquisa-ação, segundo os passos de Michel Thiollent e Maria Amélia Santoro Franco e teoricamente em Margarida Basílio, Maria Aparecida Bacega e Maria Tereza Camargo Biderman (autores que tratam do léxico); Inez Sautchuk, Patrick Charaudeau, Michel Charolles, Teum A. van Dick, Maria da Graça da Costa Val, Irandé Antunes e Othon Moacyr Garcia (teóricos do texto); Evanildo Bechara, Carlos Henrique da Rocha Lima e José Carlos Azeredo (gramáticos). Tem-se como objetivo compreender o fenômeno da produção escrita e as suas implicações morfossintáticas e semânticas nas produções de alunos de Educação de Jovens e Adultos apresentando estratégias de reescritura de textos com o propósito de tornar os alunos produtores de texto com auto-suficiência de textualidade. Investiu-se na compreensão da figura do produtor de texto, bifurcado em aquele que escreve e aquele que monitora o texto antes que este chegue a um virtual leitor. O léxico aparece, em sentido lato, nas mais variadas nuanças semânticas de modo a contribuir para a organização do caos. O texto aparece com a dupla concepção: produto e processo / produção e recepção que transcendem a linearidade. O corpus é analisado quali-quantitativamente, enfatizando-se procedimentos argumentativos na avaliação dos desvios detectados, os quais, em seguida, recebem um tratamento estatístico por meio de um quadro sintetizador das ocorrências mais frequentes e, por fim, um gráfico representativo da evolução de cada aluno e da turma ao longo do processo de pesquisa de campo. É um estudo com resultados animadores por não se restringir ao patamar da investigação, mas, a partir da intervenção do professor-pesquisador, instituir mudanças sobre o elenco em foco
The paper presents a daily practice of text productions from the basis of the lexicon to aspects more complex aspects of the text, sustained methodologically on the Research-action, according to the steps of Michel Thiollent and Maria Amelia Santoro Franco and theoretically in Marguerite Basil, Maria Aparecida Bacega and Maria Tereza Camargo Biderman (authors that dealing with the lexicon); Inez Sautchuk, Patrick Charaudeau, Michel Charolles, Teum A. van Dick, Maria da Graça da Costa Val, Irandé Antunes and othon Moacyr Garcia (text theorists); Evanildo Bechara, Carlos Henrique da Rocha Lima and Jose Carlos Azeredo (grammarians). It has as objective to comprehend the phenomenon of the written production and its morphosyntactic and semantic implications in the production of students of the education of young people and adults presenting strategies of rewriting of texts with the purpose of making the students producers of text with self-sufficiency of textuality. It was invested in the understanding of the figure of the producer of text, branched in that who writes and that one who monitors the text before it comes to a virtual reader. The lexicon appears, in a broad sense, in the most varied semantic nuances in such way to contribute to the organization of chaos. The text appears with double conception:The text appears with double conception: product and process / production and reception that transcend the linearity. The corpus is analyzed quali-quantitatively, emphasizing argumentative procedures in the assessment of the deviations detected, which, then, receive a statistical treatment by means of a synthesizer table of the more frequent occurrences and, lastly a representative graphic of the evolution of each student and the class throughout the process of the field research. It is a study with encouraging results due to no restriction to the level of research, but, from the intervention of the researcher-teacher, institute changes on the cast in focus

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PINTO, Ana Cláudia Soares. "A leitura em sala de aula: uma abordagem multimoldal de textos publicitários." Universidade Federal de Campina Grande, 2008. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1775.

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Este trabalho apresenta resultados de uma pesquisa-ação realizada com uma turma do 4o ciclo final do Ensino Fundamental na área de leitura. Nosso objetivo central é mostrar o desenvolvimento da leitura de alunos nesse nível de ensino, considerando a multimodalidade da linguagem. Entendendo que a escola deve oferecer aos alunos subsídios básicos para estarem aptos a ler os diversos textos multimodais que estão presentes no nosso cotidiano, propusemos trabalhar com atividades de leitura, enfatizando a importância dos recursos murtimodais para a composição do sentido do texto. Como boa parte dos textos multimodais com os quais interagimos se constitui por alguma forma de publicidade, decidimos escolher esse gênero textual para a pesquisa. Essa dissertação está baseada nas abordagens teóricas sobre multimodalidade e contexto visual (Dionísio, 2006, 2005; Walt, Fonseca e Cury, 2000; Kress e van Leeuwen, 1996) e nas concepções sobre letramento (Soares, 2002, 1998; Barton, 2000; e Barton e Hamilton, 2000). Os resultados dessa investigação apontam para os seguintes aspectos: I - Inicialmente, a compreensão do texto baseava-se apenas na linguagem verbal, dada a tradição dos alunos com práticas de leitura voltadas estritamente para a modalidade verbal/escrita. Isso foi sendo gradativamente superado no decorrer do desenvolvimento das atividades; II - Posteriormente, os aspectos multimodais passaram a ser mobilizados na composição do sentido do texto. Nesse sentido, salienta-se a coerência com a noção de multimodalidade, indicando que trabalhos dessa natureza, podem, de fato, contribuir para que os alunos se apropriem de uma perspectiva de leitura mais abrangente e aprofundada. Finalmente, podemos afirmar que as práticas sociais de letramento exigem pessoas capazes de ler com mais proficiência textos constituídos por diversas linguagens. Nesse sentido, as práticas pedagógicas devem apresentar propostas de ensino que trabalhem não apenas a modalidade verbal, mas a modalidade visual de forma sistematizada.
This work shows the results of the research in the reading area realized with the group of 4th final cycle of Fundamental Teaching. The main aim is to present the development of the students' reading in that level, considering the multimodality of the language. Thinking that school should offer basic subsidies to the students in order to able them to read several multimodal texts that are presented in our day-by-day, we intended to work with reading activities emphasizing the relevance of the multimodal resources for the composition of the text sense. As the most of the multimodal texts, which ones we interact, presents a publicity content, we decided to work in this research with the publicity genre. This dissertation is based on the theoretical approaches on multimodality and visual context (Dionísio, 2006, 2005; Walt, Fonseca and Cury, 2000; Kress and van Leeuwen, 1996) and in the literacy conceptions (Soares, 2002, 1998; Barton, 2000; and Barton and Hamilton, 2000). As a result of the investigation, we could find some aspects: I - First of all, the text comprehension is just based on the verbal language, according to the students' tradition with reading practices strictly based on the verbal/writing modality, fact that was gradually overcome in the course of the developed activities; II - Afterwards, the multimodal aspects became mobilized in the composition of the text sense. Thus, most of the results points out the coherence with the multimodality notion, evidencing that this kind of work, in fact, can contribute to helping the students appropriate themselves of a wider ranging and deeply perspective of reading. Finally, we could conclude that the new social literacy practices demand people who are able to read texts constituted of several languages with more proficiency. As a result of this, we think that the pedagogical practices should present teaching propositions which work, not only the verbal modality, but the visual modality in a systematized way.

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Richardson, Andrew. "Acting the Absurd: Physical Theatre for Text/Text for Devising." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3744.

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This paper considers two purposes for actor training—textual interpretation and devising original works—through the teaching of a class based on contemporary theatrical clown and physical theatre exercises which are then applied to Samuel Beckett’s Waiting for Godot. Devised work can be used to interpret a script, and a script can be used as a jumping-off point to devise new works. Beginning with an explanation of the teaching methods for the class, the paper then gives a background of clowns who performed in Beckett’s plays, and analyzes various productions' use of games to enliven text. Exercises from the class are used as examples of exploring the uncovering of clown personas and the application of games to both Beckett scene-work and invented theatre pieces. The students’ final performances are examined to demonstrate the effectiveness of the classwork, confirming that textual interpretation and devising are complementary instead of opposing practices.

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Ma, Zhenyu. "Semi-synchronous video for Deaf Telephony with an adapted synchronous codec." Thesis, University of the Western Cape, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2950_1370593938.

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Communication tools such as text-based instant messaging, voice and video relay services, real-time video chat and mobile SMS and MMS have successfully been used among Deaf people. Several years of field research with a local Deaf community revealed that disadvantaged South African Deaf
people preferred to communicate with both Deaf and hearing peers in South African Sign Language as opposed to text. Synchronous video chat and video
relay services provided such opportunities. Both types of services are commonly available in developed regions, but not in developing countries like South
Africa. This thesis reports on a workaround approach to design and develop an asynchronous video communication tool that adapted synchronous video

codecs to store-and-forward video delivery. This novel asynchronous video tool provided high quality South African Sign Language video chat at the
expense of some additional latency. Synchronous video codec adaptation consisted of comparing codecs, and choosing one to optimise in order to
minimise latency and preserve video quality. Traditional quality of service metrics only addressed real-time video quality and related services. There was no
uch standard for asynchronous video communication. Therefore, we also enhanced traditional objective video quality metrics with subjective
assessment metrics conducted with the local Deaf community.

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Karlsson, Anna-Stina. "Specialpedagogiska perspektiv som framträder i åtgärdsprogram : En studie av åtgärdsprogram för elever som är i läs- och skrivsvårigheter." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68334.

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The goal of this study is to analyze a number of IEP: s in order to determine how these are constructed for students with read and write difficulties. In order to do so, I am going to analyze some action programs to determine which special educational theory that is the most common, based on the theories of Claes Nilholm. My questions are as follows: How the needs of the students receiving support are described, from a certain theoretical perspective and finally, is there an overall view that can be derived from this. For this study, I used qualitative content analysis when analyzing the IEP: s. The research showed that the most common theory used, describing both different actions and different needs, was the Categorical Perspective. A Perspective which puts the problem within the pupil itself and not as an environmental or social issue. Overall, the Categorical Perspective was also the most common perspective that could be seen throughout the action programs. Does this mean that the Categorical Perspective is generally used within schools? The study shows that there seems to be a semantic mix-up where the authors of action programs sometimes describe special adaptations, not actions, within the action programs, using a Categorical Perspective. Furthermore, there is The Dilemma Perspective that describes when there is a conflict between The Categorical and it´s counterpart, The Critical Perspective. Although this Dilemma Perspective does not show as much in the analysis, One can argue that there is always a dilemma when conflicts over resources arise.

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Eriksson, Johanna, and Emma Hallqvist. "Verbbenämning hos svenska barn i åldern 3;6 till 5;5 år : En studie av prestation på Action Naming Test." Thesis, Linköpings universitet, Logopedi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-77925.

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Verbbenämning innebär förmågan att benämna en bild utifrån den aktivitet som bilden illustrerar. I tidigare studier har det visat sig att barn tidigt i språkutvecklingen har svårare för verbbenämning än substantivbenämning (Gentner, 1982; Kauschke, Lee & Pae, 2007). Detta förklaras delvis av att verb är mer lingvistiskt komplexa än vad som är fallet för substantiv (Gentner & Boroditsky, 2001), samt att de är svårare att illustrera (Masterson, Druks & Gallienne, 2008). För att undersöka benämningsförmåga används oftast bildbenämningstest och för verb saknas ett svenskt test för barn. Föreliggande studie syftade till att undersöka verbbenämningsförmågan hos svenska barn samt att utröna om den svenska översättningen av Action Naming Test (ANT) är tillämplig på svenska barn. Deltagarna testades både med ANT samt Boston Naming test (BNT), för att få ett mått på de deltagande barnens benämningsförmåga av såväl verb som substantiv, och för att möjliggöra en jämförelse dem emellan. I den föreliggande studien deltog 116 barn i åldern 3;6 till 5;5 år uppdelade i fyra åldersgrupper. Resultaten på ANT visade att barnen fick högre testpoäng med stigande ålder. En felsvarsansalys visade att de vanligaste felsvaren var semantiskt relaterade (ord tillhörande samma eller en överordnad semantisk kategori) eller perceptuellt relaterade (visuell feltolkning) till målordet. En jämförelse av resultaten på ANT och BNT visade genomgående högre andel rätta svar på ANT. Det finns flera tänkbara förklaringar till detta. En förklaring är att barnen har passerat den ålder då substantiv är lättare att benämna än verb. En annan förklaring är att de helt enkelt har lättare att benämna verb än substantiv. Mer troligt är att testresultaten inte är jämförbara med varandra. Med några ändringar kan ANT bli ett användbart verbbenämningstest för svenska förskolebarn.
Verb naming comprises the ability to name an activity illustrated in a picture. Previous studies have shown that pre-school children have more difficulties in the naming of verbs than in naming of nouns (Gentner, 1982; Kauschke, Lee & Pae, 2007). This is explained as being partly due to the greater linguistical complexity of verbs compared to nouns (Gentner & Boroditsky, 2001) and that verbs are more difficult to illustrate (Masterson, Druks & Gallienne, 2008). Picture naming tests are frequently used in order to investigate naming ability but today a verb naming test is not available for Swedish children. The present study aimed to investigate naming ability of verbs in Swedish children, and to evaluate if the Swedish translation of the Action Naming Test (ANT) is applicable on children. In addition, all participants were tested with both ANT and the Boston Naming Test (BNT) in order to evaluate the participating children’s naming ability of verbs and nouns in order to make a comparison between the two of them. In the present study 116 children aged 3;6 to 5;5 years divided into four age groups participated. The results on the ANT showed continuously higher scores with increasing age. The error analysis showed that the most frequently occurring error categories were either semantically related (words within the same or superordinate category) or perceptually related (misinterpretation of the picture). When comparing the results between the ANT and the BNT higher scores were shown on the ANT in all age groups. This could imply that the participating children are beyond the age when nouns are easier to name than verbs, or that unlike previous studies, verbs are easier to learn. More likely, the test results are not comparable with each other. With some adjustments, the ANT is considered applicable for Swedish pre-school children.

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Forsberg, Larsson Johanna, and Maria Lilja. "Verbbenämning hos vuxna med afasi : Bedömt med Action Naming Test." Thesis, Linköpings universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93416.

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Förmågan att benämna verb och substantiv kan skilja sig åt hos såväl friska vuxna (Strauss Hough, 2007) som personer med afasi (Mätzig, Druks, Masterson & Vigliocco, 2009). Hos personer med afasi har skillnader mellan förmågan att benämna substantiv och verb relaterats till skadelokalisation (Damasio & Tranel, 1993). Vid afasiutredningar används ofta benämningstest för att bedöma framplockningen av ord (Herbert, Hickin, Howard, Osborne & Best, 2008). Action Naming Test (ANT) är ett verbbenämningstest som normerats på svenska (Lindahl & Oskarsson, 2011; Stenberg & Wik, 2013), men inte studerats hos personer med afasi. Syftet med föreliggande studie är att undersöka hur verbbenämningsförmågan ser ut hos personer med afasi och expressiva svårigheter, i relation till den svenska normeringen för ANT. Några av orden i normeringen var problematiska, varför en reanalys av data genomfördes av Stenberg och Wik (2013). Resultaten för ANT har i föreliggande studie därför jämförts med normdata framtagen före och efter reanalysen. Deltagarna bedömdes även med Boston Naming Test (BNT), eftersom studien även syftade till att undersöka om det fanns skillnader i förmåga att benämna verb och substantiv. Förutom testning med ANT och BNT besvarade deltagarna även hälsoenkäten Short Form-36 (SF–36), för att undersöka eventuella samband mellan hälsotillstånd och benämningsförmåga. I studien deltog 19 personer (41–83 år, medianålder 68 år) med kronisk afasi och expressiva svårigheter. Deltagarna presterade signifikant bättre vid benämning av verb (ANT) än av substantiv (BNT), både före (p=.007) och efter (p<.001) exkludering av de problematiska orden. De presterade under normvärdet för ANT, både före och efter ordexkluderingen, men majoriteten erhöll ett högre testresultat efter reanalysen. Inga signifikanta skillnader i benämningsförmåga relaterat till kön, ålder, utbildningsnivå eller skadelokalisation återfanns. ANT kan användas vid utredning av benämningssvårigheter vid afasi. Vid jämförelse med normdata bör värden framtagna efter reanalysen användas eftersom deltagarna i förevarande studie presterade signifikant bättre efter exkludering. Deltagarna uppvisade en signifikant skillnad i prestation på ANT och BNT, vilket motiverar att verbbenämningstest bör genomföras.
The ability to name verbs and nouns can differ in healthy adults (Strauss Hough, 2007) and in people with aphasia (Mätzig, Druks, Masterson & Vigliocco, 2009). In individuals with aphasia, differences in ability to name nouns and verbs have been related to location of brain damage (Damasio & Tranel, 1993). Confrontation naming tests are frequently used in aphasia assessments to evaluate the ability to retrieve words (Herbert, Hickin, Howard, Osborne & Best, 2008). Action Naming Test (ANT) is a verb naming test that has been standardized in Swedish (Lindahl & Oskarsson, 2011; Stenberg & Wik, 2013), but no studies have been done on verb naming with ANT in Swedish individuals with aphasia, which is the aim of the present study. Some of the words in the Swedish standardization were problematic and consequently a re-analysis of the data was conducted by Stenberg and Wik (2013). The results of the ANT in the present study were compared with collected standardized data before and after the re-analysis. To investigate whether there were differences in the ability to name verbs and nouns, participants were also assessed with the Boston Naming Test (BNT). Participants were also asked to answer the health survey Short Form-36 (SF‑36), to investigate possible links between health and verb naming ability. The study enrolled 19 subjects (41–83 years, median age 68 years) with chronic aphasia and expressive difficulties. Participants performed significantly better in verb naming (ANT) than noun naming (BNT), both before (p=.007) and after (p<.001) the problematic words were excluded. The sample performed below norm levels on ANT, both before and after the exclusion, but the majority achieved a higher test result after the re-analysis. No significant differences were found in verb naming ability related to sex, age, educational level or location of brain damage. ANT can be used to assess naming ability in people with aphasia. However, when compared with standardized data, values developed after the re-analysis should be used since the participants of this study performed significantly better after exclusion. The participants showed a significantly better performance on ANT than BNT, which supports the view that verb naming tests are of value.

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Goujon, Catherine. "Didactisation de pratiques de savoir scientifiques, transactions avec des publics scolaires et non scolaires : Des scientifiques, de leur laboratoire à la Fête de la science." Thesis, Brest, 2016. http://www.theses.fr/2016BRES0081.

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Que savons-nous de la didactisation des pratiques de savoir scientifiques dans le contexte d’un événement public comme la Fête de la science ? Notre recherche étudie ces questions ; nous avons retenu comme terrain d’enquête trois stands d’un village des sciences, à propos des os et articulations, des eaux souterraines et du sable. Les ateliers sont menés par des scientifiques ; le public sur lequel nous enquêtons est scolaire ou non scolaire. Nous menons nos enquêtes auprès des chercheurs dans leur laboratoire pendant la préparation de l’événement, mais aussi dans leur activité ordinaire. Nous suivons une classe d’école élémentaire avant, pendant et après l’événement. Nos cadres théoriques sont la théorie de l’action conjointe en didactique, et l’approche documentaire. Notre méthode qualitative est basée sur des études de cas et s’appuie sur des films d’étude. Nous développons une méthodologie adaptée à cette recherche, sur la base de traitements d’images et de curation des données. Nous donnons à voir nos descriptions, nos analyses et nos résultats avec des systèmes hybrides texte-image-son. Nous proposons une typologie des transactions didactiques en situation de travail conjoint de plusieurs professeurs avec le même groupe d’élèves. Dans ce cadre spécifique, nous contribuons à la modélisation de certaines notions clés : le triplet des genèses (topogenèse, mésogenèse et chronogenèse), les transactions didactiques, les sémioses. Notre recherche met en évidence que l’activité de didactisation des pratiques scientifiques est contiguë et parallèle à leur production. Elle est nécessaire au sein même des laboratoires et s’ajuste aux publics. L’activité de didactisation sur les stands prend en compte toute pratique de savoir. Elle vise à replacer dans leur contexte les pratiques incompatibles avec les pratiques scientifiques. Elle prend en compte les pratiques de savoir compatibles avec les pratiques scientifiques, et amène le public à voir les thématiques abordées comme les scientifiques les voient. Les artefacts utilisés par les « chercheurs-médiateurs » sont ainsi conçus pour donner à voir des phénomènes ciblés. Ils sont combinés entre eux et associés à d’autres ressources matérielles et symboliques, sémiotiques et proxémiques. Le travail empirique a été conduit dans un contexte spécifique et sur un public particulier. Nos résultats doivent être mis à l’épreuve dans d’autres situations. Les ressources méthodologiques et technologiques demandent à être développées, testées et intégrées dans le système de ressources d’autres chercheurs
What do we know about scientific knowledge practices in the specific context of the French event « Festival of science »? The research studies this question. We have chosen to investigate three stands in a “Life sciences village” about bones and articulations, underground water and sand. Activities are being carried out by scientists; the public can come from schools, but can also be a general public. We investigate in the scientists preparation of the event in their laboratory, and we look at their ordinary activity too. We observe students of an elementary school before, during and after the event. We refer to the theoretical frameworks of the Joint Action Theory in Didactics, and the Documentational Approach. Our qualitative method is based on case studies. The central data we analyze are videos shot during the investigations. We develop a suitable methodology for this research, based on image processing and digital data curation. We provide descriptions, analysis and results with text-picture-sound hybrid systems. We map out a typology of didactic transactions in the case of joint work of teachers with the same group of students. In this specific framework, we contribute to model concepts as: the genesis triplets (topo genesis, meso genesis and chrono genesis), the didactic transactions, the semiosis process. The research highlights that the activity of didactisation of scientific practices is contiguous with and parallel to its production. It is necessary within research labs themselves and has to adjust to the public. In the stands all knowledge practices are studied: some knowledge practices, inconsistent with scientific knowledge, are replaced in their original context. The activity of didactisation associates knowledge practices (consistent with scientific knowledge) with this scientific knowledge. Its aim is to bring the views of the public closer from those of the scientists. Researchers communicate their scientific activity to a public of non-specialists with artifacts which evidence phenomena. These artefacts are linked and associated with other material and symbolic, semiotic and proxemic, resources. The empiric work had been done in a specific context and with a particular public. These results now need to be implemented in other situations. Methodological and technological resources must be further developed and tested in other research

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Barboza, Juliana Jardim. "Vestígios do dizer de uma escuta (repouso e deriva na palavra)." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27156/tde-25102010-161621/.

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O texto que se segue pretende traduzir algumas possibilidades no trabalho do ator no que diz respeito à experiência a partir da palavra, como dizer vindo de um texto, originada no aprofundamento da escuta. O texto nasce de minha prática, iniciada formalmente em 1987, como atriz, professora de teatro, preparadora de atores e aluna, e refere-se a experiências em montagens de peças, aulas (dadas e recebidas) em universidades, estágios, workshops, oficinas, e em encontros em outros espaços nãopertencentes ao campo teatral, acontecidos principalmente nos estados de São Paulo e Rio de Janeiro, e pontualmente em outros estados brasileiros (MG, PR, SC, CE) e em outros países. Dialoga, ainda, com aquilo que nomeio teorias-moventes para as práticas, fontes teóricas nascidas de meu contato com textos de naturezas diversas, de não-ficção de teatro e de outras áreas e de ficção, além do contato específico com uma tradição oral, a do griot africano, que, em meu caso específico, se deu pelo encontro vivo, em duas viagens ao Mali e ao Burkina Faso, na África Ocidental, e em seis estágios realizados a partir dessa aliança.
The following text aims at translating some possibilities in the actors work in experience with the word, as a telling coming from the text, originated in the deepening of the listening. The text is born from my practice, formally begun in 1987, as an actress, theater teacher, actors coach and student, and refers to experiences in staging plays, classes (given and taken) in universities, internships, workshops, and in meetings at spaces not belonging to the theatrical field, mostly taking place in the states of São Paulo and Rio de Janeiro, and occasionally in other Brazilian states (MG, PR, SC, CE) and in other foreign countries. It also dialogues with what I call moving-theories into practices, theoretical sources sprung from my contact with texts of different nature, non-fictional from theater and other areas and fictional, in addition to the specific contact with an oral tradition, namely the African griot that, in my particular case, happened by means of living contact in two trips to West Africa, to Mali and Burkina Faso, and in six internships brought about by this alliance.

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Delatte, Benjamin. "Discovery of new modes of action of TET methyldioxygenases." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209201.

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It has been known for a long time that the cytosine base can be modified to produce a new nucleotide, identified as 5-methylcytosine (mC). In normal cells, mC is correctly distributed into the genome, but in many diseases including life-threatening cancers, its pattern is profoundly perturbed. In 2009, Anjana Rao, published that certain proteins, known as the TET enzymes, are capable of removing mC by further oxidizing it to 5-hydroxymethylcytosine (hmC). This original article, cited more than 1200 times, has led to a great expansion in our understanding of DNA methylation. Such recent publications expanded this knowledge by showing that the TETs successively oxidize hmC to 5-formylcytosine (fC) and 5-carboxylcytosine (caC).

These oxidized methylcytosines have been implicated in several mechanisms of DNA demethylation, including “active” demethylation through base excision repair, and “passive” demethylation via successive rounds of DNA replication. In addition, DNA hydroxymethylation is thought to be involved in a wide range of diseases, and a marked decrease of hmC seems to be a “hallmark” of many cancers.

However, little is known about the regulation of their modes of action. It is tempting to speculate that these proteins interact with a plethora of factors to elicit coordinated biological functions. Likewise, they might be regulated by environment, which in certain situations, could alter the hydroxymethylome landscape, and lead to cellular malfunction and diseases.

In the first study, we pursued a large, unbiased screen of the TET interactome, and discovered that TET2 and TET3 interact with the O-linked N-acetylglucosamine (O-GlcNAc) transferase (OGT). OGT is a glycosyltransferase that adds N-acetylglucose moieties on various proteins, including histone H2B, expanding therefore the “histone code”. We further discovered that the TET-OGT association seems to enhance OGT activity and to potentiate glycosylation and stabilization of SET1/COMPASS, a complex that is responsible for the global deposition of the H3K4me3 histone mark that “decorates” active promoters. Finally, we could confirm a decreased genome-wide H3K4me3 deposition in a model of acute myeloid leukemia mutated for TET2, suggesting that the TET-OGT link is implicated in Health and Disease.

In the second study, we looked at the impact of the environment on TET activity and on cellular hydroxymethylomes. We focused on oxidative stress assaults that are known to be involved in inflammation, a mediator of cancer and neurodegenerative diseases. We observed a significant decrease of hmC in cell lines treated with various oxidant stressors, likely due to a direct inactivation of the TETs catalytic domain. Moreover, gene ontology analysis of differentially hydroxymethylated regions (dhMRs), profiled by deep-sequencing on treated vs non-treated cells, highlighted pathways involved in oxidative stress response. The implication of TETs in oxidative stress response was further emphasized by a decreased proliferation of TET1-depleted cells when they are treated with oxidant stressors. Importantly, those results were confirmed in mice knockout for the major antioxidant enzymes GPx1 and GPx2.

In conclusion, the work of this thesis contributed to better understand the modes of action of the TET proteins, through (1) direct interaction with OGT, and (2) via direct regulation by oxidative-stress-associated molecules, and we hope that these results will bring new insights to better understand these fascinating enzymes.

Doctorat en Sciences biomédicales et pharmaceutiques
info:eu-repo/semantics/nonPublished

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Morales, Gerardo. "A testing methodology for the validation of web applications." Thesis, Evry, Institut national des télécommunications, 2010. http://www.theses.fr/2010TELE0014/document.

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L'objectif de cette thèse est d'assurer le bon comportement des aspects fonctionnels des systèmes basés sur le web. Pour atteindre cet objectif, nous nous basons dans ce manuscrit, sur deux approches différentes de test: l'approche active et l'approche passive. Le principe du test actif consiste à générer automatiquement une suite de scénarios de tests qui sera appliquée sur un système sous test pour en étudier sa conformité par rapport à ses besoins fonctionnels. Quant au test passif, il consiste à observer passivement le système sous test, sans interrompre le flux normal de ses opérations. Pour l'approche active, nous proposons une méthodologie qui permet de générer automatiquement des séquences de test afin de valider la conformité d'un système par rapport à la description formel du comportement du système. Le comportement est spécifié en utilisant un modèle formel basé sur des machines à états finis étendues temporisées (TEFSM). La génération automatique des tests est ensuite effectuée en utilisant des outils développés dans notre laboratoire et permet d'obtenir des cas de test exécutables qui permettent au moteur de test d'interagir avec une application web réel. Dans l’approche passive, nous spécifions des propriétés fonctionnelles à tester sous la forme d'invariants temporisés.Nous analysons ensuite les traces d’exécution d’un Web service composé afin d’élaborer un verdict sur sa conformité par rapport au comportement souhaité du système. Plusieurs algorithmes et outils sont fournis dans ce manuscrit pour effectuer le test actif et passif des systèmes Web. Nous avons appliqué nos méthodologies à divers systèmes (le Mission Handler et le Travel Reservation Service) pour illustrer les approches proposées sur des systèmes réels
The objective of this thesis is to ensure the proper behaviour of the functional aspects of web based systems. To achieve this goal, we proposed two different test approaches: the active approach and the passive approach. Our goal is to automatically generate a suite of active test scenarios that will be applied on a system under test to examine its compliance with respect to its functional specification, and, when interrupting the normal flow of operation is problematic, to observe the system under test with passive testing. The goal of this work is developing a method and a set of tools to test web based systems using the active and passive testing approaches. Concerning the active testing approach, we present a methodology to cover the end-to-end testing process (from building the model until the test execution). This work tackles the gap between, on the one hand, generating abstract test cases from abstract models and, on the other hand, developing methods allowing concretizing these tests and automatically applying them on a real applications. Then, concerning the passive test approach, we present a methodology and a new tool for observing the behaviour of the communications of the web applications with external web services (for SOA based web applications) in order to check whether the observed behaviour is correct. All the methodologies and tools presented in this work are applied on two industrial case studies, Mission Handler and Travel Reservation Service, in order to validate our contributions in active and passive testing respectively

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Morén, Marie, and Malin Strömberg. "Läroplan för en ohållbar framtid? : En studie för att synliggöra förekomsten av hållbar utveckling i Lpo94 och Lgr11 samt den innehållsliga utvecklingen dem emellan." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4759.

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Studien syftar till att undersöka förekomsten av hållbar utveckling i Lpo94, då vi utifrån våra erfarenheter inom skolan inte har sett någon undervisning för hållbar utveckling bedrivas. Ytterligare en anledning till att undersöka förekomsten är då Sverige ingår i flera internationella överenskommelser där det framkommer att undervisning för hållbar utveckling ska vara prioriterat. Då en ny läroplan, Lgr11, träder i kraft 1juli 2011 undersöktes även förekomsten av hållbar utveckling däri, då studien syftar till att undersöka huruvida det skett förändringar till fördel för undervisning för hållbar utveckling i Lgr11 i förhållande till Lpo94. Vid analysen av läroplanerna användes en metodtriangulering, i form av innehållsanalyser, textanalyser samt komparativa analyser. Inför analyserna fastställdes några kriterier som utgick från innebörden av hållbar utveckling, vilka hela studien sedan kom att bygga på. I resultatet framkom att hållbar utveckling förekommer i både Lpo94 samt i Lgr11 och att en mindre innehållslig utveckling har skett. I diskussionen belyses att alla delar, det vill säga de kriterier som studien utgick från, förekom, dock framkommer inte vikten av att undervisa för en hållbar utveckling utifrån ett helhetsperspektiv. Vidare förs en diskussion kring de förändringar gällande hållbar utveckling som skett i Lgr11 i förhållande till Lpo94 samt vilka orsaker som kan finnas till att vissa lärare inte bedriver en undervisning för hållbar utveckling.
The aim of this study is to research what levels of teaching sustainable development issues are to be found within Lpo94. Based on our own experience within school, it appears that sustainable development is barely apparent. This is despite the fact that Sweden is party to international agreements where it is specifically laid down that education for sustainable development has to be prioritised witch is a second major reason for undertaking this study. Another reason for the study into how far sustainable development actually occurs within Lpo94 arises from the fact that a new curriculum, Lgr11, is due to come into force on 1 July 2011. The study therefore in addition aims to ascertain whether in the Lgr11 curriculum the issue of sustainable development has been sufficiently and effectively taken forward from Lpo94. A method triangle was used as a tool when analysing the curricula, in a form of content analysis, text analysis and comparative analysis. Certain criteria were determined before the commencement of further studies based on our definition of sustainable development, on which the whole study would later build. The results showed, out of the criteria that the study took as its starting point, that sustainable development does appear in both curricula and that a small degree of progress has been made in Lgr11, however the importance of teaching sustainable development taken in its entirety is not shown to have been established. The actual developments of the teaching of sustainable development issues from the first to the new curriculum is not effectively apparent, nor are the wider reasons and underlying causes as to why some teachers do not include sustainable development as part of the education.

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Sterrett, Brandon A. "MEDEA MYTH: Devising and Producing Text-Free Theatre." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4276.

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This paper describes my learning journey as I began to flesh out my system of devising and the resultant aesthetic. The research subject was the production of a new movement play titled Medea Myth. This one act play is a totally devised piece without any text. Unlike some devised work, this play is meant to tell a clear story and was focused on cross-disciplinary collaboration. In investigating the work, I have broken it up into three distinct phases: Inception, beginning at the inciting incident and ending with the first clear storyline; Development, picking up that storyline and developing it to a sequence of full scenes; Production, where the scene sequence is finalized and the show is polished. Concluding each chapter is a section on the learning outcomes of each phase and how I will adjust my methodology in the future. I chose to write this paper in the style of a guide to producing similar work using my experiences with Medea Myth as an object lesson.

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Zhao, Wenquan. "Deep Active Learning for Short-Text Classification." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-212577.

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In this paper, we propose a novel active learning algorithm for short-text (Chinese) classification applied to a deep learning architecture. This topic thus belongs to a cross research area between active learning and deep learning. One of the bottlenecks of deeplearning for classification is that it relies on large number of labeled samples, which is expensive and time consuming to obtain. Active learning aims to overcome this disadvantage through asking the most useful queries in the form of unlabeled samples to belabeled. In other words, active learning intends to achieve precise classification accuracy using as few labeled samples as possible. Such ideas have been investigated in conventional machine learning algorithms, such as support vector machine (SVM) for imageclassification, and in deep neural networks, including convolutional neural networks (CNN) and deep belief networks (DBN) for image classification. Yet the research on combining active learning with recurrent neural networks (RNNs) for short-text classificationis rare. We demonstrate results for short-text classification on datasets from Zhuiyi Inc. Importantly, to achieve better classification accuracy with less computational overhead,the proposed algorithm shows large reductions in the number of labeled training samples compared to random sampling. Moreover, the proposed algorithm is a little bit better than the conventional sampling method, uncertainty sampling. The proposed activelearning algorithm dramatically decreases the amount of labeled samples without significantly influencing the test classification accuracy of the original RNNs classifier, trainedon the whole data set. In some cases, the proposed algorithm even achieves better classification accuracy than the original RNNs classifier.
I detta arbete studerar vi en ny aktiv inlärningsalgoritm som appliceras på en djup inlärningsarkitektur för klassificering av korta (kinesiska) texter. Ämnesområdet hör därmedtill ett ämnesöverskridande område mellan aktiv inlärning och inlärning i djupa nätverk .En av flaskhalsarna i djupa nätverk när de används för klassificering är att de beror avtillgången på många klassificerade datapunkter. Dessa är dyra och tidskrävande att skapa. Aktiv inlärning syftar till att överkomma denna typ av nackdel genom att generera frågor rörande de mest informativa oklassade datapunkterna och få dessa klassificerade. Aktiv inlärning syftar med andra ord till att uppnå bästa klassificeringsprestanda medanvändandet av så få klassificerade datapunkter som möjligt. Denna idé har studeratsinom konventionell maskininlärning, som tex supportvektormaskinen (SVM) för bildklassificering samt inom djupa neuronnätverk inkluderande bl.a. convolutional networks(CNN) och djupa beliefnetworks (DBN) för bildklassificering. Emellertid är kombinationenav aktiv inlärning och rekurrenta nätverk (RNNs) för klassificering av korta textersällsynt. Vi demonstrerar här resultat för klassificering av korta texter ur en databas frånZhuiyi Inc. Att notera är att för att uppnå bättre klassificeringsnoggranhet med lägre beräkningsarbete (overhead) så uppvisar den föreslagna algoritmen stora minskningar i detantal klassificerade träningspunkter som behövs jämfört med användandet av slumpvisadatapunkter. Vidare, den föreslagna algoritmen är något bättre än den konventionellaurvalsmetoden, osäkherhetsurval (uncertanty sampling). Den föreslagna aktiva inlärningsalgoritmen minska dramatiskt den mängd klassificerade datapunkter utan att signifikant påverka klassificeringsnoggranheten hos den ursprungliga RNN-klassificeraren när den tränats på hela datamängden. För några fall uppnår den föreslagna algoritmen t.o.m.bättre klassificeringsnoggranhet än denna ursprungliga RNN-klassificerare.

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Sillence, Alison. "An experimental manipulation of thought-action fusion in children : a test of the role of thought-action fusion in OCD." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/35206/.

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Felipe, Glaucia Ribeiro. "Na morada da diversidade: a tessitura teatral como instrumento democrático." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27155/tde-19112010-114713/.

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Pesquisa prática que aborda o fazer teatral como instrumento da capacidade de tomada de decisões no coletivo no Centro Integrado de Educação de Jovens e Adultos. São discutidos aspectos tais como a função da educadora no contexto da escola e no processo de aprendizagem de leitura/escrita e os critérios utilizados para as escolhas teatrais. Na prática teatral percorro os jogos, técnicas de memorização de textos, o trabalho com o texto na mão e uma análise quantitativa dos diários de bordo desenvolvidos pelos educandos. O texto expõe a tessitura do pensamento de Paulo Freire, das escolas democráticas e suas influências no CIEJA-CL. Entre outras reflexões, conclui-se que, um caminho possível à educação é a concepção democrática de Pesquisa-Ação.
This paper deals with a practical research in doing teather as an instrument of decision taking by students at \"Centro Integrado de Jovens e Adultos ( Integrated Center for the Education of Young and Adults People). Aspects such as the role of the educator at school as well as the reading/writing learning process and the criteria used for choises in teather are discussed. Concerning practice at the teather, we deal with teather games, text memorization techniques, the work with the script in hands and the quantitative analyses of the \"daily development\" carried by the students. This paper is based the essence of Paulo Freire\'s thoughts as well as the democratic schools\' bases and its influences in the CIEJA-CL. Besides other reflexions, a good path for education is the democratic conception of Research-Action.

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Rose, Harriett DeAnn Calderón Roberto R. "Dallas, poverty and race community action programs in the war on poverty /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9042.

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McGhee, James M. "Texts, organisations and practical actions : using organisational accounts as a resource for coordinating practical actions." Thesis, Bangor University, 2015. https://research.bangor.ac.uk/portal/en/theses/texts-organisations-and-practical-actions-using-organisational-accounts-as-a-resource-for-coordinating-practical-actions(a11e8192-6793-45b6-89e7-f71ca301864c).html.

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The aim of the thesis is to show how members use accounts of a collection of interactions to coordinate making available the possibility for relevant parties to coordinate doing those interactions as practical accomplishments. The empirical data consists in the texts of a Welcome Pack sent by Bangor University to the cohort of new first year undergraduate students. It is argued that a well as members using accounts to coordinate doing activities in interactions, members use organisational accounts as a medium of coordination for organising prospective interactions. It describes how this is used to make available the possibility of doing collections of interactions again, for another first time. It describes how members use account of interaction types, category types, and interaction types to do the preparatory work which makes available the possibility for members to coordinate doingactivities in interactions. The analysis explicates how Bangor University was used as the resource for how the interactions of Welcome Week weredoable as practical accomplishments. It therefore extendsEthno,ethodological investigations into how members use organisations as a resource to make available the possibility of doing activities in interactions, and how members use accounts of the availibility as a resource to indicate the prospective relevance of those interactions to them.

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Larsson, Caroline, and Nygren Sara Hansson. "Paying It Forward - An action-based investigation of possible uses of texts in an English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30841.

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This dissertation aims to explore how we, as teachers, can use texts and develop ways of working with texts in an English classroom with an eighth grade class. The syllabus states that different texts should be implemented but it does not express how this could or should be done. In this particular study we engaged in action research where we planned, carried out and evaluated a lesson series involving three different texts related to the same content, namely the story of Pay It Forward. The evaluation took the form of a triangulation of observations, a questionnaire and four interviews. We engaged a class from the eighth grade in the evaluation of the project since teaching and learning are intertwined.The evaluation of this project indicated that it might be beneficial to use three different texts and text types, related to the same content. It might also be beneficial to take the students‟ literary repertoires into consideration when choosing what texts to use. Another factor that we think should affect the choice of texts is the students‟ thoughts on their preferred way of input. Through the evaluation of the project we have also seen possible benefits of working with assignments in connection to the texts. To include a variety of assignments might help the students to develop the four different skills, reading, listening, speaking and writing.

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Rose, Heather. "Issues in education : math curriculum and earnings, test score gaps, and affirmative action /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3015848.

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Vasconcelos, Gisele Soares de. "Ator-contador: a voz que canta, fala e conta nos espetáculos do Grupo Xama Teatro." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/27/27156/tde-22092016-143149/.

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O trabalho analisa os processos criativos da escritura do texto e escritura do corpo na rapsódia Minha Mãe Preta e nos espetáculos A Carroça é Nossa, A Besta Fera e As Três Fiandeiras, do grupo Xama Teatro. O grupo, com sede em São Luís, Maranhão, desenvolve seus espetáculos tendo como ponto de partida a arte de narrar. Nas produções artísticas do grupo ganha destaque a figura do ator-contador: aquele que canta, conta e fala, que reveza o narrador e a personagem, a primeira e a terceira pessoa. O ator-contador constrói seus passos a partir dos rastros dos rapsodos e griots, do sujeito épico, dos brincantes e narradores anônimos. Com o pé fincado na memória, na tradição e na oralidade, ele fala de si e também fala do outro; com o poder da palavra mescla histórias reais e ficcionais. Para a manifestação da figura do ator-contador são necessárias algumas condições. Entre elas: o uso de uma voz que evoca elementos ausentes; o pensamento do neutro que produz o espaçamento entre a fala e a ação; a noção do espectador como público-ouvinte; o uso de uma fala direta para o público; a criação autoral de obras com textos de vocação oral; a escrita de uma dramaturgia híbrida que mescla os modos épico, lírico e dramático; a inserção do dramaturgo-contador no processo de criação, de forma conjugada com os atores-contadores.
This research paper analyzes the creative processes of both text and body writings of the rhapsody Minha Mãe Preta (My Black Mother), and the presentations A Carroça é Nossa (The Cartwheel is Ours), A Besta Fera (The Stupid Beast), and As Três Fiandeiras (The Three Spinners). The Xama Teatro Group, established in the city of São Luís, in the State of Maranhão, develops its presentations having the art of narrating as its starting point. In its artistic productions, the character of the actor-storyteller stands out: he is the one that sings, tells stories and talks, switching from the persona to the narrator, from the first to the third person. The actor-storyteller builds up his steps as from the path of rapsodos and griots, from the epic subject, from the brincantes (players), and from the anonym narrators. With his foot planted in memory, tradition and orality, he speaks of himself and also speaks of others, combining both real and fictional stories. In order to manifest the character of the actor-storyteller, some settings are necessary. Among them: the use of a voice that evokes missing elements; the neutral thought that produces the spacing between speech and action; the notion of the observer being the public listener; the use of a direct speech to the public; the authorial creation of works with oral vocation texts; the writing of a hybrid dramaturgy that mixes the epic, lyric and dramatic modes; the insertion of the playwright-storyteller in the creation process, in a conjugated way with actors-storytellers.

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Rokison, Abigail. "Shakespearean verse speaking : modern theatre practice, text and the issue of 'authenticity'." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612739.

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Stenberg, Noomi, and Susanna Wik. "Action Naming Test (ANT) - Reanalys och normering av insamlade data i en population svenska vuxna." Thesis, Linköpings universitet, Logopedi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90930.

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Många studier har påvisat en skillnad mellan förmågan att benämna verb respektive substantiv hos patienter med hjärnskada samt hos kontrollgrupper (Caramazza & Hills, 1991; Mätzig, Druks, Masterson &Vigliocco, 2009; Szekely et al., 2005). Samtidigt bedöms aktivitetsord utifrån vissa studier vara mer krävande att tolka, vilket kan vara en bidragande orsak till skillnader i benämningsförmåga (Liljeström et al., 2008; Mätzig et al., 2009). Action Naming Test (ANT) är ett verbbenämningstest utformat av Obler och Albert 1979 (Barth Ramsay, Nicholas, Au, Obler & Albert, 1999), vilket översattes till svenska och normerades av Lindahl och Oskarsson inom ramen för ett magisterarbete i logopedi (2011). I normeringen genererade vissa ord många felsvar och sågs som problematiska, och en reanalys av det insamlade materialet efterfrågades. Syftet med föreliggande studie är att genomföra en förnyad analys av insamlade data och ta fram en ny normering för ANT i en population svenska vuxna, efter exkludering av problematiska ord. I syfte att undersöka vilka ord som gav upphov till många felsvar och orsaker till detta, gjordes en ny genomgång av 120 tidigare insamlade testprotokoll, samt en felsvarsanalys baserad på Barth Ramsays och medarbetares utvecklade modell (1999). Efter genomgång av angivna svar, analys av felsvar och ordens användningsfrekvenser i svenska språket, exkluderades tolv ord. Jämförelse av resultat mellan tre åldersgrupper (20-30år, 31-65år, 66-83år), två utbildningsnivåer (≤12 år, ≥13 år) och kön gjordes både före och efter borttagning av de tolvorden. I båda fallen återfanns signifikanta skillnader mellan den äldsta åldersgruppen och de två yngre grupperna. Likaså kvarstod en signifikant skillnad mellan de två utbildningsnivåerna. Ingen signifikant skillnad mellan könen fanns. Felsvarsanalysen tyder på att många av felsvaren berodde på feltolkning av bild, eller att de översatta orden hade mycket låg användningsfrekvens i det svenska språket. Även ord som efter översättning motsvarades av verbfraser i svenskan, istället för ett självständigt verb, gav upphov till svårigheter. Flera studier har dessutom visat på att verbbenämning förenklas vid filmklipp som stimuli (den Ouden, Fix, Parrish & Thompson, 2009; d’Honincthun&Pillon, 2005), eftersom tid och rörelse då ej går förlorade. Att översätta test är komplicerat, varför utformning av ett nytt svenskt verbbenämningstest, där val av stimuli beaktas, är att föredra.
Several studies have demonstrated a difference between the ability to name verbs and nouns in patients with brain injury and among control groups (Caramazza& Hills, 1991; Mätzig, Druks, Masterson &Vigliocco, 2009; Szekely et al., 2005). On the other hand,words explaining an activity are in some studies considered to be more demanding to interpret, which may be a contributing factor to the differences in the naming ability. (Liljeström et al., 2008; Mätzig et al., 2009). Action Naming Test (ANT) is a verb naming test designed by Obler and Albert 1979 (Barth Ramsay, Nicholas, Au, Obler & Albert, 1999), which was translated into Swedish andestablished to normative data by Lindahl and Oskarsson as part of a master’s thesis in Speech and Language Pathology (2011). In this study, some words generated severalincorrect responses and were considered as problematic;therefore, a re-analysis of the collected material was requested. The purpose of the present study was to make a new analysis of the collected data and develop new normative valuesfor ANT in a Swedish population of adults, without the problematic words. In order to investigate which wordsresulted in many incorrect responses and the reasons behind, a new review based on the model developed by Barth Ramsay and colleagues (1999)was madeof the 120 collected test protocols, as well as an analysis of the incorrect responses.Afterthisreview and analysis of the incorrect responses and the word’s frequency in Swedishwere made, twelve words were excluded. Comparison of results between three age groups (20-30 years, 31-65 years and 66-83 years), two levels of education (≤ 12 years and ≥ 13 years) and genders were made both before and after the removal of the twelve words. In both cases, significant differences were foundbetween the oldest age group and the two younger groups. Likewise,a significant difference between the two levels of educationremained. No significantgender differenceswere found. Throughthe analysis of incorrect responses,it appeared that many of them were due either to misinterpretation of the image, or to the very low frequency of use of the translated words. Words that were translated into verb phrases instead of independent verbs also resulted in difficulties. Several studies have shown that using a video instead of picture as stimuli simplifies verb naming (den Ouden, Fix, Parrish & Thompson, 2009; d’Honincthun & Pillon, 2005) because, then, the aspects of time and movement will not be lost. Since translating testsfrom other languages is complicated, designing a whole new Swedish verb naming test, where choice of stimuli is considered, is preferable.

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47

Lindahl, Rebecka, and Anna-Karin Oskarsson. "Action Naming Test (ANT) : Översättning och normering för vuxna i en svensk population." Thesis, Linköpings universitet, Logopedi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69392.

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Benämningsförmågan av verb och substantiv kan påverkas på skilda sätt vid neurologisk skada eller sjukdom och idag finns inget normerat verbbenämningstest på svenska. Syftet med föreliggande studie var att översätta och ta fram normvärden för friska vuxna personer på Action Naming Test (ANT), samt att undersöka huruvida ålder, kön, utbildnings- och kognitionsnivå påverkar resultaten. Målorden i ANT översattes från engelska till svenska genom omvänd översättning och 120 personer i åldrarna 20-83 år testades med detta. För möjlighet att undersöka inverkande faktorer på resultaten samlades information om utbildningsnivå in och deltagarna testades även med Irregularly Spelled Words (ISW) och Wechsler Intelligence Scale for Children-III (WISC-III) Blockmönster. Resultaten visade att ålder, utbildning och kognition hade en inverkan på hur friska vuxna personer presterade på ANT. Yngre deltagare presterade signifikant bättre, liksom deltagare med hög utbildnings- och kognitionsnivå. Hänsyn bör tas till att anpassningar till svenska språket inte är fullständigt utförda, men då resultaten har ett stort underlag kan de ändå användas som normvärden vid testning av verbbenämningsförmåga hos personer med neurologisk skada eller sjukdom.
In case of brain damage the naming ability of verbs and nouns can be differently affected. Since there is no test of verb naming available in Swedish, the aim of this study was to translate and establish normative data for Action Naming Test (ANT). Further, the intention was to compare the results with respect to age, gender, educational and cognitive level. The words in ANT were translated from English to Swedish through back translation and 120 healthy participants, aged 20-83 years, were tested. To be able to study factors possible influence on the results, information about education was also collected and the participants were tested with Irregularly Spelled Words (ISW) and Wechsler Intelligence Scale for Children-III (WISC-III) Block Design. The result showed that age, education and cognition had a significant influence on the ANT results. Young participants performed better, as well as participants with high educational and cognitive level. Considerations should be taken that the adaptations to the Swedish language are incompletely, but since the result is based on a large sample it can be used to test verb naming in patients with brain damage.

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Venegoni, Sandra L. "Geriatic Nurse Practitioner's Health Promotive Behaviors: A Test of Theory of Reasoned Action." VCU Scholars Compass, 1991. http://scholarscompass.vcu.edu/etd/4321.

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The purpose of this investigation was to develop an instrument to test the theory of reasoned action (Fishbein & Ajzen, 1975) in a new behavioral domain the health promotive behaviors of geriatric nurse practitioners (GNPs). The two behavioral categories included in the study were health assessment and health teaching, each with its individual index of actions. A questionnaire was developed to examine the beliefs of a sample of 200 certified geriatric nurse practitioners and to test the relationships of the theoretical model. Names of the subjects were randomly selected from the American Nurses' Association 1989 list of certified GNPs. Ninety-four returned questionnaires were included in the data analyses. Data analysis included frequency of demographic attributes, correlation, stepwise multiple regression, and factor analysis. Estimation of validity and reliability of the instrument were sufficient to warrant reuse of the instrument. As a homogeneous group, the geriatric nurse practitioners shared strong personal and social beliefs about carrying out health promotive behaviors with older clients. They perceived that important others in the organization think the GNP should carry out health assessment and health teaching with clients. The theory was partially supported in the investigation. Intention was a determinant of behavior in both categories. Attitude was a more significant predictor of intent to carry out behavior than were the perceived social pressures. Motivation to comply with important others was not a determinant of the subjective norm. Results from this study hold implications for both nurse educators, clinicians and health care administrators. In a period when reimbursement for nurse practitioners and cost containment have become realities in the health care system, a GNP who carries out health promotive behaviors with the ever increasing number of elderly clients will be a desirable asset in any health care system.

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Carmen, Marc A. "Utilizing Human-Computer Interactions to Improve Text Annotation." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2143.

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The need for annotated corpora in a variety of different types of research grows constantly. Unfortunately creating annotated corpora is frequently cost-prohibitive due the number of person-hours required to create the corpus. This project investigates one solution that helps to reduce the cost of creating annotated corpora through the use of a new user interface which includes a specially built framework and component for annotating part-of-speech information and the implementation of a dictionary. This project reports on a user study performed to determine the effect of dictionaries with different levels of coverage on a part-of-speech annotation task. Based on a pilot study with thirty-three participants the analysis shows that a part-of-speech tag dictionary with greater than or equal to 60% coverage helps to improve the time required to complete the part-of-speech annotation task while maintaining high levels of accuracy.

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Frey, Connie Jean. "Improvisation, ? motions for living texts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ32709.pdf.

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Dissertations / Theses on the topic 'Text as action'

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