To see the other types of publications on this topic, follow the link: Translation School of Toledo.
Dissertations / Theses on the topic 'Translation School of Toledo'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Translation School of Toledo.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Moura, Lilia Teresa Torres Cursino de. "Práticas de comunicação científica: um estudo exploratório a partir da Escola de Tradutores de Toledo nos séculos XII a XIII." Universidade Federal do Rio de Janeiro / Instituto Brasileiro de Informação em Ciência e Tecnologia, 2013. http://ridi.ibict.br/handle/123456789/689.
Full textAbstract:
Made available in DSpace on 2015-10-19T11:49:48Z (GMT). No. of bitstreams: 1
moura2013.pdf: 4549845 bytes, checksum: ecf39a4e1e927364890769e13aec7c05 (MD5)
Previous issue date: 2013-03-20Exploratory study of scientific knowledge communication practices that could be considered as previous to the scientific communication channels in the XVII century. The study of changes in the register and transmission of knowledge support are studied in order to better understand the issues addressed to the question. Taking the Toledo School of Translation as a starting point, two distinct moments are established: the period under the rule of archbishop Don Raymond (1125- 1152) and the second under the patronage of Alfonso X (1252-1284), both analyzed through the use of vernacular language as a mean to disseminate scientific knowledge; the groups of individuals involved and their relations; the established translation practices and the standards adopted for the use of citation. It is analyzed the context in which the sciences , as known by people of the Antiquity and Middle Age, developed in the scope of Euclid´s elements; the main scientists of the Middle Ages are identified and the translations made at the time of Alfonso X are listed. At the end of the research some aspects of similarity of the practices as presented nowadays and those in XII and XIII centuries are verified, such as practices of citation, research groups, relation one to one among scientists, the importance of publishing, the existence of a nucleus for publishing as previous to the figure of an editor and a translation method used by the sages of Toledo. It has also been seen the practice of scientific before scientific communication which is different from those nowadays. This fact can be historically justified for the existence of very few literate people and the need to make science understandable to those few an valuable educational instrument
Estudo exploratório de práticas de comunicação do conhecimento que podem ser consideradas iniciais, por antecederem os primeiros canais de comunicação científica, no século XVII. Para o desenvolvimento da questão são estudadas as transformações ocorridas pelas mudanças dos suportes de registro e transmissão de conhecimento. A partir da Escola de Tradutores de Toledo, dos séculos XII a XIII, são identificados dois momentos distintos: a primeira fase, sob a orientação de Don Raimundo (1125-1152) e, a segunda, sob as ordens de D. Afonso X (1252- 1284) analisadas por meio do uso de línguas vernáculas como meio de divulgação do conhecimento científico; dos grupos de indivíduos envolvidos, suas relações; as práticas tradutórias e os critérios adotados para as citações. O contexto do desenvolvimento de alguns aspectos do conhecimento ou das ciências, como conhecidas pelos povos da Antiguidade e Idade Média é analisado, no âmbito das categorizações de Euclides; os principais cientistas da Idade Média são identificados e as traduções realizadas ao tempo de Afonso X são listadas. Ao final da pesquisa, são verificados aspectos de semelhanças entre as práticas atuais e àquelas dos séculos XII e XIII, tais como a citação, formação de grupos de pesquisa, a existência de relações um para um, a importância de publicar, a formação de núcleo de publicação antecedendo as editoras e, ainda, a existência de método tradutório utilizado pelos sábios de Toledo. Foi identificada, ainda, a precedência da prática de Divulgação Científica sobre a Comunicação Científica o que difere dos dias atuais. Este fato se justifica, historicamente, por ser um período de pouquíssimos letrados e pela possibilidade da divulgação do conhecimento ser um instrumento valioso para educação dos indivíduos
2
Keller, Patricia Ellis. "Donor Perceptions of Stewardship and Recognition Practices at the University of Toledo." University of Toledo / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1207682733.
Full text
3
Zhu, Anqing. "Translation From Image to Building." Thesis, KTH, Arkitektur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-116871.
Full textAbstract:
After the fire accident, KTH school of architecture is no longer in its best performance. The school indeed need an extension. However, through out this thesis project, I attempt to take one step further. It is not only to construct a functional school, but reconsider the meaning of architectural education. I am interested in three aspects, which all of them has being driving forces to this project. Firstly, I was interested in memory of the old architecture school in Stockholm, which was accommodated in a 19th centry wooden building. It was old and small, but students loved it. One’s memory of certain places would shape his thinking and values as an architect. Therefore, my design attempts to bring back such a memory by study some of the details in the old building and bring them back into the new extension with a twist. Secondly, in terms of working method I am very much resisted to ‘Graphic Architecture’, models always come together with rending images. They are offered to read side by side. The rending images are not trying to present the final products but also used as a development tool. Overall this project was developed from the inside towards the outside. The aim was to make an ordinary building with some thoughtful touches.
4
Bertoldo, Raquel Roberta. "A escola e a divulgação científica : um estudo na cidade de Toledo - PR." Universidade Estadual do Oeste do Paraná, 2015. http://tede.unioeste.br/handle/tede/3295.
Full textAbstract:
Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-09T13:25:51Z
No. of bitstreams: 2
Raquel_Bertoldo2015.pdf: 2213241 bytes, checksum: 393b147b30f2600ff82b93c7701f6b7c (MD5)
license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-02-09T13:25:51Z (GMT). No. of bitstreams: 2 Raquel_Bertoldo2015.pdf: 2213241 bytes, checksum: 393b147b30f2600ff82b93c7701f6b7c (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-04-06
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work contemplates the results of researches conducted in the years 2013 and 2014. We intend to verify if the high schools, located in the city of Toledo / PR, Brazil, perform scientific disclosure activities and how students recognize it and accept these kind of activities. As a theoretical support, we used the concepts of scientific culture, scientific enculturation and scientific disclosure. The survey was conducted in two stages. The first one was consisted on mapping all schools of the city of Toledo, in which we found through interviews with some professionals and students if they performed scientific disclosure activities and what were those activities. From the initial mapping, we selected two schools for the second stage. The criterion for selection was: larger amount of scientific disclosure activities, frequency of activities and involvement of a greater number of students. Thus, in the second stage of the research, we interviewed students from 2nd and 3rd year of high school of these two schools, using the focal group methodology. It was discussed in the group how the activities related to science in school are carried out and how is the participation of students. The analysis of data followed the content analysis proposed by Bardin (1977) .The results of the first stage showed that most of the schools perform little or does not perform scientific disclosure activities and that most of the respondents do not see science as culture. They also do not understand the scientific disclosure as a discursive genre that should be worked on classes. The data of the second stage showed that students are interested in scientific disclosure activities performed at school, considering that the science fairs were widely commented. The group of PIBID - Chemical, which operates in both schools was mentioned by students, who said the project at the University conducts various interesting activities beyond assisting at other moments (science fairs, tutoring, experimental classes).Some activities promoted by school, mainly on reading, has no good acceptation by the students, requiring a new schedule. Thus, the process of formation of scientific culture and, consequently, the scientific enculturation of the students, do not have the school as a formative element, considering that it has contributed a little to this process. We hope with this research, (re) think the school's role in scientific enculturation process
Esta dissertação contempla os resultados de pesquisas realizadas nos anos de 2013 e 2014. Procuramos verificar se as escolas de ensino médio localizadas na cidade de Toledo/PR realizam atividade de divulgação científica e como os estudantes reconhecem e aceitam essas atividades. Como suporte teórico, utilizamos os conceitos de cultura científica, enculturação científica e divulgação científica. A pesquisa foi realizada em duas etapas. A primeira consistiu em um mapeamento em todas as escolas da cidade de Toledo, nas quais verificamos, por meio de entrevistas com alguns profissionais e estudantes, se as mesmas realizavam atividades de divulgação científica e quais eram estas atividades. A partir do mapeamento inicial selecionamos duas escolas para segunda etapa. O critério para seleção foi: maior quantidade de atividades de divulgação científica, frequência das atividades e envolvimento de um maior número de estudantes. Assim, na segunda etapa da pesquisa, entrevistamos estudantes do 2º e 3º ano do Ensino Médio dessas duas escolas, utilizando-se a metodologia de grupo focal. No grupo foram discutidos como são realizadas as atividades relacionadas à ciência na escola e como é a participação dos estudantes. A análise dos dados seguiu a Análise de Conteúdo, proposta por Bardin (1977). Os resultados da primeira etapa nos apresentam que a maioria das escolas realiza pouco ou não realiza atividades de divulgação científica e que grande parte dos entrevistados não vê a ciência como cultura. Os mesmos também não entendem a divulgação científica como um gênero discursivo que deveria ser trabalhado nas aulas. Os dados da segunda etapa mostraram que os estudantes se interessam pelas atividades divulgação científica realizadas na escola, sendo que as feiras de ciências foram amplamente comentadas. O grupo PIBID - Química, que atua em ambas escolas, foi mencionado pelos estudantes, que afirmaram que o projeto na universidade realiza diversas atividades interessantes além de auxiliar em outros momentos (feiras de ciências, monitorias, aulas experimentais). Algumas atividades promovidas pela escola, principalmente sobre leitura, não tem boa aceitação pelos estudantes, necessitando de um novo planejamento. Deste modo, o processo de formação da cultura científica e, consequentemente de enculturação científica por parte dos estudantes, não tem a escola como elemento formador, sendo que esta tem contribuído pouco para todo este processo. Assim esperamos que com essa pesquisa, se (re)pense o papel da escola no processo de enculturação científica.
5
Pinheiro, Maria de Lourdes. "Trajetoria e interlocuções do educador paulista Jõao Toledo (1990-19390 : a permanencia dos modelos de lição." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251665.
Full textAbstract:
Orientador: Maria Cristina MenezesTese (doutorado) - Universidade Estadual Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-13T15:29:15Z (GMT). No. of bitstreams: 1 Pinheiro_MariadeLourdes_D.pdf: 27768617 bytes, checksum: 441724f24a648c34de3d510f87d66dbc (MD5) Previous issue date: 2009
Resumo: O presente trabalho buscou entender a educação paulista por uma ótica particular, ao considerar a trajetória e as interlocuções do educador João Toledo (1879-1941). Não se pautou, porém, por uma biografia propriamente dita, mas procurou, no período selecionado, privilegiar o percurso de vida e a formação deste educador quando formando da segunda turma da Escola Complementar de Itapetininga, em 1900, abrangendo a trajetória profissional e produção intelectual do mesmo até 1939, quando escreveu "São Paulo", sua última publicação. Os cargos importantes que ocupou, bem como a presença pública através de artigos em revistas e livros, discursos e conferências proferidos, levaram-no a destacar-se no cenário educacional da época, sobretudo nas décadas de vinte e trinta. Entretanto, o seu nome não consta da plataforma dos educadores do período nos escritos da história da educação brasileira, tendo sido obscurecido diante da ênfase dada aos embates educacionais que envolveram católicos e liberais naquele momento. Ao se buscar ampliar a visão sobre tais embates, foi possível resgatar da sombra e lançar à luz um educador que defendeu uma proposta de educação pautada na pedagogia como "arte de ensinar" e em modelos de lição. O desenvolvimento deste trabalho esteve articulado ao projeto "Preservação do patrimônio histórico institucional: Escola Estadual Carlos Gomes de Campinas", coordenado pela Profa. Dra. Maria Cristina Menezes e financiado pela FAPESP.
Abstract: The present work aimed at understanding the State of São Paulo education under a private optics, when considering educator João Toledo's path and dialogues (1879-1941). It was not ruled, however, by a biography as so, but it sought, in the selected period, to privilege the life course and this educator's education when graduate of the second students group of the Escola Complementar de Itapetininga, in 1900, including his professional path and intellectual production up to 1939, when he wrote "São Paulo", his last publication. The important positions he occupied, as well as the public presence through essays in magazines and books, speeches andconferences uttered, took him to be highlighted in the education scenery of those days, above all in the decades of twenty and thirty. However, his name does not consist of the educators' platform of that period, in the writings of the Brazilian education history, having been darkened before the emphasis given to the education collisions that involved catholic and liberal citizens on that moment. In looking for enlarging the vision over such collisions, it was possible to rescue from the shadows and to throw to the light, an educator that defended an education proposal ruled in pedagogy as "the art of teaching" and in lesson models. The development of this work was articulated to the project "Preservation of the institutional historic assets: Escola Estadual Carlos Gomes de Campinas", coordinated by Prof. Maria Cristina Menezes, Ph.D., and financed by FAPESP.
Doutorado
Historia, Filosofia e Educação
Doutor em Educação
6
Thapalyal, Hyland Ranjana. "Education as mutual translation : a Yoruba and Vedantic interface for art school pedagogy." Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/19357/.
Full textAbstract:
This thesis proposes that concepts of self and mutuality with others, found in ancient Indian (Hindu Vedantist) and Yoruba (West African) philosophies can be applied to art school pedagogy and potentially beyond. Mind, self, identity and agency in these traditions echo recent thinking on the student being by Ronald Barnett, and critical consciousness as defined by Paulo Freire. Situating oneself as part of, yet distinct from others, leads naturally to reflection on the nature of self and identity; the thesis urges that art education engage with more awareness of students as cultural, political, and ontological entities, and with learning and teaching as an act of mutual exchange. In support, case studies are presented, gathered through dialogic interviews in a project called 4 Minds. These capture students’ experience of art school pedagogy, Yoruba and Vedantic ideas of the self in relation to society, and their views on the constitution of the self and its role in education. Research methodology and methods employed are reflexive and phenomenological; their impetus has come from responses to a course on Yoruba, Hindu and postcolonial theory, leading to an in-depth examination of its contents, pedagogic tools, and implications for creative education. From this has emerged a theoretical framework for extracting key elements of the originating course and its pedagogic strategies, underscored by specific Yoruba and Vedantic concepts in dialogue with Barnett and Freire.
7
Balacco, Nicolas Antonio. "Dialogues in Translation: A House for Languages on Fourteeth Street." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/73774.
Full textAbstract:
Why is it that architecture is so capable of triggering emotions in us? How come there are certain buildings, certain urban streetscapes or certain city corners that have the ability to make us feel intrigued, excited, happy, interested, thoughtful or curious? How is it that there are certain places, at the same time, that do not trigger any sorts of emotions in us? Urban places. They all have an immense capacity to influence the way we feel about life. Just like people, just like music.
In the months previous to my thesis, I started to pay attention to some past personal experiences when, confronted with the process of discovery of a new urban place, I found myself experiencing strong emotions of happiness and excitement. This led me to start focusing on the elements of sensorial stimulation that I was encountering in those places, with the hope of being able to identify them, and ultimately being able to decode them and translate them into architecture.
It became clear to me, soon after I started my travel through this journey of thoughts, that there were two elements that were always present in these experiences, and were therefore possible suspects. One of these elements was the pass of time, and the other was the density and diversity of materiality. Both where materialized in the form of overlapping layers of information that would add extreme complexity to the place. It was this complexity what was triggering all these emotions in me, making me feel like a curious child again.
As a consequence of this analysis, my main interrogation became whether it was possible to replicate the feelings that these large-scale urban spaces had produced in me into the realm of an architectural project. Regarding a possible program, A place for speaking different languages or A building for brainstorming and thinking were some of the thesis topics that came to my mind.Master of Architecture
8
Leonel, Ana Paula da Silva [UNESP]. "Viabilidade econômica de produtos à base de tilápia para alimentação escolar nos municípios de Toledo-PR e Marechal Cândido Rondon-PR." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/148648.
Full textAbstract:
Submitted by ANA PAULA DA SILVA LEONEL null (apsleonel@gmail.com) on 2017-01-27T17:00:41Z
No. of bitstreams: 1
tese ana paula leonel.pdf: 1601886 bytes, checksum: fc5fe0dd93218a43b48c43d4d92aeb60 (MD5)Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-31T15:26:02Z (GMT) No. of bitstreams: 1 leonel_aps_dr_jabo.pdf: 1601886 bytes, checksum: fc5fe0dd93218a43b48c43d4d92aeb60 (MD5)
Made available in DSpace on 2017-01-31T15:26:02Z (GMT). No. of bitstreams: 1 leonel_aps_dr_jabo.pdf: 1601886 bytes, checksum: fc5fe0dd93218a43b48c43d4d92aeb60 (MD5) Previous issue date: 2016-03-29
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Objetivou-se a realização de análise da viabilidade econômica da inserção de almôndega, quibe, bolo de chocolate e bolo de cenoura à base de tilápia na alimentação escolar. O estudo foi realizado nos municípios de Toledo-PR e Marechal Cândido Rondon-PR. Cidades que são destaque nacional na produção de tilápias, e apresentam estudos acerca do tema. Para isto o estudo foi dividido em três etapas. A primeira, consistiu no estudo do perfil socioeconômico de 12 pisciculturas. Para esta caracterização, foram realizados levantamentos de dados necessários na determinação dos custos de produção, rentabilidade e identificação das principais características dos empreendimentos rurais. No segundo momento, foram realizados os custos dos ingredientes dos quatro produtos à base de tilápia, onde foram levantados os valores pagos pelos ingredientes de cada receita pelas prefeituras municipais. A viabilidade da inserção dos produtos à base de pescado nas escolas foi a última etapa, onde os valores determinados no item anterior foram utilizados para o cálculo dos cardápios com e sem inserção do pescado. Como resultados observou-se que as propriedades apresentam em sua maioria mão-de-obra familiar, a lâmina d´água média é de 20.800m², de 1 a 18 tanques escavados e, para 41,6%. A piscicultura é sua atividade econômica principal, sendo o principal canal de comercialização, os frigoríficos da região. Constatou-se grande variação na produtividade de tilápias nos municípios de Toledo-PR e Marechal Cândido Rondon, esta variou de 5.714 kg/ha a 97.540 kg/ha. O Custo Operacional Total (COT) médio foi de R$2,69 e o preço médio de venda de R$3,13. As pisciculturas mais eficientes foram T6 o município de Toledo e M3 em Marechal Cândido Rondon. A Carne Mecanicamente Separada (CMS) mostrou-se mais vantajosa economicamente para a preparação dos quatro produtos à base de tilápia, devido ao menor valor de aquisição quando comparado ao do filé. O produto com menor custo de ingredientes por quilograma produzido, foi o bolo de cenoura de CMS, com valores de R$3,21 para Toledo e R$ 3,55 para Marechal Cândido Rondon. É viável economicamente a inserção de produtos à base de tilápia na alimentação escolar, nos municípios estudados. Os produtos almôndega e quibe de CMS, no município de Toledo reduziram os custos em comparação aos cardápios tradicionais. E no município de Marechal Cândido Rondon o mesmo aconteceu com o bolo de chocolate e bolo de cenoura de CMS e filé.
The objective of this study is to perform analysis of the economic viability of meatball insertion, kebab, chocolate cake and carrot cake for tilapia based school feeding. The study was conducted in the cities of Toledo-PR and Marechal Cândido Rondon-PR which are of national prominence in the production of tilapia and present studies on the subject. This study was divided into three stages. The first phase consisted in the study of the socioeconomic profile of 12 fish farms. For this characterization they were conducted data surveys to determine the production costs and profitability and identify the main characteristics of rural enterprises. In the second stage were carried out the cost of the ingredients of the four products based on tilapia meat, where the amounts paid for the ingredients of each recipe by municipalities were raised. The feasibility of insertion of the school feeding products based on fish is evaluated in the last stage, where the values determined in the previous section were used for the calculation of the diets with and without inclusion of fish. As a result it was found that the properties have mostly family labor and the average water depth were 20.800m², with 1 to 18 excavated tanks. For 41.6% of the fish farming the main marketing channel are slaughterhouses in the region. It was found a wide variation in tilapia productivity in the counties of Toledo-PR and M.C.Rondon-PR, ranged from 5,714 kg/ha to 97,540 kg/ha. The average COT was R$ 2.69 and the average selling price was R$ 3.13. The most efficient fish farms were the T6 in the county of Toledo-PR and the M3 in M.C.Rondon-PR. Mechanically separated meat (CMS) was more economically advantageous for the preparation of the four tilapia based products due to lower purchase price, compared to the tilapia fillet. The product with lower cost of ingredients per kilogram produced was the CMS based carrot cake, with R$ 3.21 values for Toledo-PR and R$ 3.55 for M.C.Rondon-PR. The inclusion of tilapia based products in school meals is economically viable in the studied counties. The meatball and kebab products based on CMS, in the county of Toledo-PR, reduced costs compared to traditional menus. In the county of M.C.Rondon-PR, so did the chocolate cake and carrot cake CMS based and the fillet.
CNPq: 027/2012
9
Zeeshan, Muhammad. "Pakistani government secondary school teachers' and students' attitudes towards communicative language teaching and grammar translation in Quetta, Balochistan." Thesis, California State University, Los Angeles, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1542990.
Full textAbstract:
Students' and teachers' attitudes towards an English language teaching approach play an important role for its implementation success or failure. This study measured Pakistani government school students' and teachers' attitudes towards Communicative Language Teaching (CLT) and Grammar Translation (GT). Two separate survey instruments were used to assess students' and teachers' attitudes. Data were collected from students and teachers at two government secondary schools located in Quetta, Balochistan, Pakistan. A total of 204 students (102 females and 102 males) and 13 teachers (five females and eight males) participated in this present study. Overall, both students and teachers showed favorable attitudes towards CLT. In contrast, both the teachers and students showed either less favorable attitudes or a neutral stance towards GT. Finally, this study suggests that policy makers consider adopting or adapting CLT to teach English in the aforementioned schools. Recommendations for future research are also suggested.
10
Cervantes-Kelly, Maria Dolores. "Translation and Interpretation as a Means to Improve Bilingual High School Students' English and Spanish Academic Language Proficiency." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195428.
Full textAbstract:
This mixed-method study investigated how and to what extent direct instruction in Spanish-English translation and interpretation affects the acquisition of academic language proficiency in both English and Spanish by Heritage Language Learners of Spanish (HLLS). The subjects of the quantitative part of the study were 24 participants who were from six high schools with a large number of minority students. These high schools were located in Tucson and Nogales, Arizona. The participants in the qualitative part of the study were six case study students, chosen from the whole group. The participants were enrolled in the 2006 annual 3-week Professional Language Development Program (PLDP), held in July at the University of Arizona. The PLDP's additive teaching translation and interpretation model engaged the participants in learning by not only the novelty of practicing real-life, challenging exercises in class, using their unique cultural and linguistic skills, but also by the dynamic collaborative learning environment. The improvement in the participants' academic language proficiency was assessed through individual interviews of six case study participants, their high school teachers, and the two PLDP instructors.The use of translation and interpretation to improve the HLLS's academic English (and Spanish) stands in stark contrast to the subtractive teaching English-as-a-Second-Language model that promotes English fluency at the expense of the heritage language. The study, therefore, expands research on minority HLL's cultural capital that is not utilized in American education, where limiting the use of bilingual education for English language learners is the norm. The success of the program was demonstrated by the students' newfound appreciation for their heritage language and culture, academic learning, motivation for higher education, and statistically significant gains in Cognitive Academic Language Proficiency (CALP; Cummins, 2000).
11
Lidström, Shona. "Digitally speaking... : How secondary school English teachers perceive the use of digital translation tools in English language learning." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-164930.
Full textAbstract:
For today’s digital native students, digital translation tools appear to be the most favoured help tools in language classes. The day of the paper dictionary has gone and this is being followed closely by online dictionaries and thesauruses. The purpose of this research is to contribute to the knowledge concerning the role digital translation tools have in the teaching and learning of English at secondary school level. Specifically, it looks at the use of digital translation tools, the possibilities and challenges they present both in and outside of the classroom, and what way teachers perceive their impact to be on English language learning outcomes. Perceptions were gathered from eight English teachers during recorded, semi-structured interviews, both group and individual. These were transcribed then analysed using a thematic analysis. The analysis and results highlight a growing concern that students are using digital translation tools in the lower grades and many appear to lack confidence in their language abilities. Furthermore, it is clear that teachers see the use of digital translation tools as one means of help, not the only means, and that it is important to test students’ knowledge by regulating the use of these tools from time to time. Teachers have mixed opinions concerning the general standard of English being affected by the use of digital translation tools. This study has also raised the question of the possibility of a growing dependency on digital translation tools among students in lower grades, an area needing more research.
12
Santos, Fatima Aparecida dos. "A Escola Nova e as prescrições destinadas ao ensino da disciplina Geografia da escola primária em São Paulo no início do século XX." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/10474.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:32:59Z (GMT). No. of bitstreams: 1
Dissertacao Fatima Aparecida dos Santos.pdf: 1456959 bytes, checksum: ce622f22e91d13c38a921529e8df7b1b (MD5)
Previous issue date: 2006-01-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study investigates the precepts in the beginning of the 20th century, in São Paulo, for the teaching of an elementary course in Geography. The main books written at that time were taken as object of analysis. Those books were addressed to elementary school educators, responsible for the rules followed by Geography practitioners teaching at elementary school. The works selected were: Methodology of Geographic Teaching, by Delgado de Carvalho, How to teach Geography, by Antônio Firmino de Proença and Didactics, by João Toledo, authors who had stated to have based their ideas on the principles of New School (Escola Nova) and who had published these works between 1925 and 1930. We have also investigated the journals specialized in Education, particularly in Educação, texts about the teaching of Geography in elementary school as well as texts about the books we analyse here. During the early years of Republic, Geography was established as a branch of instruction responsible for patriotic upbringing. The debates about nationalism and patriotism increased during the 1910 and 1920´s decades when new values were attached to the nationalism-patriotism, values considered by intellectuals and politicians at that time, as the ones which would lead the country to the progress. Education was considered a way to equal Brazil to the civilized nations. Thus, Geography increasingly became a privileged branch of instruction which should communicate to the future citizen, the patriotic values and the devotion to nation and thus, to regenerate the country. The principles of New School were introduced in Brazil by that time. The authors investigated here, called themselves representatives of this new way to conceive education. The New School supported the apprenticeship through student´s practical actions. This new idea was based on the fact that the student would learn mainly by acting and not only reading, watching, seeing. The perspective of cultural history is used as a guidance to the analysis of pedagogic models imposed to elementary school´s teachers in what concerns to Geography. We turn to Chartier searching for concepts of discursive strategies which are found in the printed papers. To Chartier, the school practice is ruled by models created by precepts. The printed paper is taken here as an object of investigation to understand the strategy of determinating methodologies and knowledge imposed to the practice of the elementary school teacher.
Este trabalho analisa as prescrições feitas no começo do século XX, em São Paulo, para o ensino da disciplina de geografia para o curso primário. Tomou-se como objeto de análise principal os livros escritos na época, dirigidos aos professores primários, que normatizavam a prática docente no tocante ao ensino de geografia. Os títulos selecionados foram: Metodologia do ensino geográfico, de Delgado de Carvalho, Como se ensina geografia, de Antônio Firmino de Proença, e Didática, de João Toledo, autores que afirmavam estar assentados no ideário da Escola Nova e que publicaram as obras aqui analisadas entre 1925 e 1930. Também se buscaram nas revistas especializadas em educação, mais intensamente em Educação, textos sobre o ensino de geografia para o primário e sobre os livros analisados. A geografia foi inaugurada como disciplina de formação patriótica nos primeiros tempos da instauração da República. As discussões sobre nacionalismo e patriotismo se intensificaram nas décadas de 1910 e 1920, quando novos valores foram aclopados ao nacionalismo-patriotismo, valores vistos pelos intelectuais e políticos da época como os sentimentos que conduziriam o País ao progresso. A educação era considerada o meio de igualar o Brasil às nações tidas como as mais civilizadas da época. Mais especificamente, a disciplina em pauta passou cada vez mais a ser considerada uma matéria privilegiada para transmitir ao futuro cidadão os valores patrióticos e o amor à nação e, assim, regenerar o país. Foi nessa época que os princípios da Escola Nova foram inseridos no Brasil. Os autores estudados se autoproclamavam representantes dessa nova forma de conceber a educação. A Escola Nova defendia o aprendizado através de ações práticas do próprio educando. Este novo ideário pressupunha que o aluno não aprenderia somente lendo, repetindo, observando, vendo, mas principalmente agindo. A perspectiva da história cultural é a utilizada como guia para análise dos modelos pedagógicos impostos para os professores primários trabalharem a geografia. Buscam-se em Chartier os conceitos de estratégias discursivas que são produzidas nos impressos. Para este autor, a prática escolar é regulada por modelos criados pelas prescrições. O impresso é tido aqui como objeto de investigação para compreender a estratégia de determinação de metodologias e saberes impostos à prática do professor primário.
13
Zometa, Carlos Salvador. "Translation, adaptation, and validation of an instrument to evaluate HIV/AIDS knowledge and attitudes for use with Salvadorian high school students." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000507.
Full text
14
Zometa, Carlos Salvador III. "Translation, Adaptation and Validation of an Instrument to Evaluate HIV/AIDS Knowledge and Attitudes for use with Salvadorian High School Students." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1318.
Full textAbstract:
This study translated, cross-culturally adapted and validated an instrument's scores for use in public high schools in San Salvador, El Salvador. The original instrument consisted of items developed by the Centers for Disease Control and Prevention (CDC) to assess HIV/AIDS knowledge and five dimensions of attitudes (Abstinence, Peer-pressure, Condom use, Drug use, and Threat of HIV) in grades 7 to 12 in the United States. Items were translated into Spanish using the back-translation method. The instrument was cross-culturally adapted using guidelines proposed by Guillemin, Bombardier, and Beaton (1993). A cross-culturally equivalent version of the original instrument was obtained using three different Salvadorian review panels and two pretests with Salvadorian high school students. An expert panel of HIV Salvadorian professionals validated the content and established its cultural acceptability for public school use.
A total of 483 students from 30 randomly selected public high schools in El Salvador participated in a series of validation studies. Confirmatory factor analysis of the translated instrument was used to evaluate the factorial validity of the five-factor attitudinal model. As part of the validation process, the translated Abstinence and Condom use subscales from the CDC were correlated with similar translated subscales from Basen-Engquist et al.'s (1999) published study as a measure of concurrent validity. Finally, internal consistency reliability (Cronbach's alpha) was determined with 483 students and test-retest reliability was obtained with a subsample of 39 students.
Six major conclusions were: (1) The methodology used was successful in cross-culturally adapting the instrument. (2) HIV/AIDS content was rated as culturally acceptable and valid for use in public high schools of El Salvador. (3) The reliability of the scores from the knowledge section was moderate (test-retest reliability coefficient = .49 and coefficient alpha = .57). (4) Reliability (coefficient alpha) of the five attitudinal subscales was inconsistent: .55 (Peer-pressure), .58 (Abstinence), 0 (Condom use), .24 (Drugs), and .30 (Threat of HIV). (5) Confirmatory factor analysis provided support for a 4-factor attitudinal model (Peer-pressure, Abstinence, Drug use, and Threat of HIV). (6) Concurrent validity of the translated CDC Abstinence subscale was strong.
The results provided support for the methodology to cross-culturally adapt an instrument. The psychometric properties from the knowledge section and the attitudinal component related to abstinence were acceptable but additional research is needed before the Spanish instrument can be used with confidence in El Salvador.
15
Matzdorff, Arnold. "Preliminary validation and Afrikaans translation of the personal well-being index – school children amongst a sample of children in Cape Town." University of the Western Cape, 2015. http://hdl.handle.net/11394/4998.
Full textAbstract:
Magister Artium (Psychology) - MA(Psych)The construct of subjective well-being within child well-being and quality of life research has become increasingly prominent in recent years. Central to such developments is the question of to what extent children’s subjective experiences of well-being can be compared cross-culturally. Given the paucity of empirical research on the topic of cross-cultural comparisons, the importance of validating current measures of subjective well-being has been emphasized by many researchers as critical in contributing to the international dialogue. The aim of the current study was to test a measure of subjective well-being (the Personal Well-being Index – School Children) amongst a sample of children from Cape Town, Western Cape Province, South Africa. Given the diversity of experience between children from different language groups in South Africa, the study further aimed to determine the extent to which the measures are comparable across two language groups (Afrikaans and English). Data from the Children’s World Survey were used; and include a sample of 1004 children randomly selected from 15 schools within the Cape Town Metropole. Located within the goodness of fit theoretical framework, confirmatory factor analysis was used to test the overall fit structure and multi-group factor analysis, with Scalar and Metric invariance constraints. The results show appropriate fit structure for the overall model, with Scalar and Metric factor invariance tenable across language groups. The overall findings suggest that the Personal Well-being Index – School Children is appropriate for use with English and Afrikaans children in Western Cape Province, South Africa, and that scores between these groups can be compared by regressions, correlations, and means.
16
Schram, Asta Bryndis. "Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64155.
Full textAbstract:
Students' motivation generally declines during the middle school years, a period of time when important foundations for further studies are laid. There is a move in many countries to improve science education, especially science literacy that is inadequate according to international research (Halldorsson, Olafsson, and Bjornsson, 2007, 2013). The subject of this dissertation is the translation and validation of the MUSICSM Model of Academic Motivation Inventory (MMAMI; Jones, 2012) from English into Icelandic. The purpose for the translation is to provide Icelandic educators with a tool to assess students' motivation in the science classroom. Motivation in the classroom is a complex issue in which both cognitive and contextual factors are involved. The information gained from the inventory responses could be used to guide the development or modification of the classroom strategies employed. The inventory measures students' perceptions of the five components of the MUSICSM Model of Academic Motivation: eMpowerment, Usefulness, Success, Interest and Caring, components that have been found to be influential to student motivation (Jones, 2009). The model is based on a thorough analysis of motivation theories and research. The inventory was developed for middle school students in science classes, although it can easily be modified to fit any subject. Back-translation followed by expert meetings was used to gain semantic equivalence. Participants were 458 middle school students in science classes in five public schools in Iceland. To obtain translation invariance in the first version of the translation, I used an Exploratory Factor Analysis (EFA) on one data set, using Principal Axis Factoring with Promax Rotation, to examine the translated items. Subsequently, I implemented a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The results replicated the findings obtained with the original version and confirmed the five-factor structure of the MMAMI. All factor loadings were significant. The reliability analysis, using Cronbach's alpha, also replicated the good and acceptable alpha ratings of the original instrument. These findings provide validity evidence for the scores produced by using the Icelandic version of the MMAMI with middle school Icelandic students in science classesPh. D.
17
Easterly, Anita. "Does the Program of Master of Science in Biomedical Sciences in Medical Sciences atThe University of Toledo Enhance Training for Medical School? A Quantitative Study ofPre-Clinical Medical Students’ Academic Preparation and Perceptions." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1575384107073827.
Full text
18
Case, Cara. "Adapting the Health Knowledge Inventory for Use with High School Seniors." TopSCHOLAR®, 1990. http://digitalcommons.wku.edu/theses/1381.
Full textAbstract:
Knowledge alone is not enough to ensure that the individual will act in a healthy manner or choose positive health behaviors. However, knowledge may enable one to engage in sound health practices. Health education must respond to the changes in American culture by developing approaches that achieve maximum communication and learning. The purpose of this thesis is to assess the suitability of the Health Knowledge Inventory – High School Version (HKI-HS) for testing with high school seniors. A field test was performed to assess whether the HKI-HS is an appropriate measurement instrument of personal health knowledge among high school seniors. During the spring of 1990 the HKI-HS was administered to 418 students at four high schools in Western Kentucky. Estimates of construct validity, internal consistency reliability, and test-retest reliability were obtained. Within the context of this study and its limitations, the HKI-HS was demonstrated to be a valid and reliable test for the high school population. Potential uses of the HKI-HS include measuring knowledge gained through high school personal health courses.
19
Haqqani, Sabahat. "Deliberate self-harm and attachment : mediating and moderating roles of depression, anxiety, social support and interpersonal problems among Pakistani school going adolescents." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25818.
Full textAbstract:
Introduction: In Pakistan there is dearth of research on deliberate self-harm (DSH) and its predictors among adolescents. While the lack of research in Pakistan can be partly attributed to the sacrilegious status, criminalization and stigmatization attached to DSH, it is also an attribute of paucity of Urdu versions of the standardized psychological instruments. Previous research in developed countries has indicated that attachment theory can be used as a useful framework to understand the development of austere psychopathologies like DSH, as well as for studying pathways of interaction of interpersonal and intrapersonal factors of psychopathologies. In this study, standardized psychological instruments are translated into Urdu language as a first step. These instruments are then used to study pathways of interaction of interpersonal and intrapersonal factors of DSH, conceptualized within attachment framework. Method: The study was conducted in two steps. In step 1, Youth Health Risk Behavior Survey (YHRB), Inventory of Interpersonal Problems-32 (IIP-32) and Significant Others Scale (SOS), were translated into Urdu language. Along with these scales, Urdu translated versions of Hospital Anxiety and Depression Scale (HADS), Adolescent Relationship Scales Questionnaire (ARSQ), Life Events scale (LES) from CASE questionnaire and Family Affluence Scale-II (FAS-II) were reviewed for accuracy of translation through expert judgement and psychometric evaluation. Secondly, a cross sectional survey was conducted with 1290 adolescents (10 - 19 years age) using the translated Urdu versions of the instruments and demographic pro forma. Structural equation modelling was used to study the pathways of associations between predictors of DSH. Results: The extensive process of translation resulted in establishment of semantic, content, technical and construct equivalence of the translated instruments with the original English versions. Multiple imputation was performed to account for missing values in SPSS 20. Important structural adaptations were made in the scales based on factor analyses conducted in M plus. After modifications, all scales showed satisfactory CFI (≥ 0.90) and RMSEA (≤ 0.06). Results of the survey indicated that the prevalence of DSH (with, without and ambivalent suicidal intentions) was 7%. Two SEM models were constructed involving both mediation and moderation pathways. Results of Model 1 showed association of attachment with DSH was double mediated by social support, depression and anxiety. Model 2 also confirmed association of attachment with DSH with double mediation through relationship style problems, depression and anxiety. In order to understand the contextual picture of the concepts studied in this research both SEM models were also constructed by controlling for demographic factors. This resulted in confirming age, gender and family affluence as significant contributors but with very small effects. Discussion and conclusion: In the present study translation of the instruments helped in building a reservoir for future research. The results of translation and validation of instruments indicated that cultural differences, language needs and age must be accounted for while using standardized psychological instruments. Taking into consideration specific cultural and demographic background of Pakistan, this study also confirms the key role of attachment in influencing interaction of predictors of DSH. It is suggested that intrapersonal and interpersonal factors are influential points of intervention for designing clinical, school and community based awareness and prevention programs for DSH. The thesis also discusses the implications for policy guidelines along with recommendations for future research and other applications of the study.
20
Handall, Monique Elizabeth. "Translating Spanish language plays into English: A focus on the translation and production of Xavier Robles' Rojo amanecer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2958.
Full textAbstract:
The purpose of this culminating project is to start translating quality Mexican and Latin American dramatic literature in order to provide to educators and theatrical directors a fundamental collection of plays. The author worked with her San Gorgonio High School students to conduct a dramaturgical study of the setting and political background of Rojo Amanecer by Xavier Robles, a play which outlines the events leading to the 1968 student massacre at Mexico City's Plaza de Tlatelolco. The author then directed the play in her role as San Gorgonio High School's new theater teacher.
21
Emery, David Austin. "Lost in Translation: Where Are the Planners? A Study of K-12 Public Schools in Hamilton County, Ohio." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1243367131.
Full textAbstract:
Thesis (Master of Community Planning)--University of Cincinnati, 2009.Advisor: Christopher Auffrey. Title from electronic thesis title page (viewed Aug. 3, 2009). Includes abstract. Keywords: communicative action; communicative planning; consensus planning; information use in planning; Ohio public schools; school funding. Includes bibliographical references.
22
Goedert, Alessandra Otero. "Tradução juramentada e as modalidades de tradução: o caso dos históricos escolares." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8160/tde-15012016-132933/.
Full textAbstract:
Esta dissertação trata da temática da tradução juramentada, que tem sido cada vez mais objeto de pesquisa nos Estudos da Tradução, por conta de sua presença significativa, seja no âmbito acadêmico ou empresarial. A tradução juramentada, que difere das demais formas de tradução especialmente pela força imposta pela fé pública, que incide na postura e olhar adotados pelos Tradutores Públicos e Intérpretes Comerciais brasileiros, nos conduziu à hipótese de que a visibilidade do tradutor torna-se acentuada em virtude da delegação desse poder, que tem por finalidade principal a segurança jurídica das relações negociais na sociedade. A partir de um histórico escolar brasileiro do Ensino Médio, traduzido por doze tradutores públicos paulistanos para o inglês do Canadá, este trabalho tem por objetivo, com o auxílio das modalidades de tradução de Aubert (2006), mapear as estratégias de tradução e os perfis desses diferentes profissionais, oriundos de duas gerações distintas, aprovados nos dois últimos concursos realizados pela Junta Comercial do Estado de São Paulo (1978 e 1998), considerando a sua visibilidade pela fé pública. A tipologia textual documento escolar e o gênero histórico escolar foram selecionados tendo em vista sua grande frequência em tradução juramentada, motivada pelo crescente intercâmbio acadêmico-cultural entre Brasil, Canadá, Estados Unidos e demais países de língua inglesa. Para tanto, realizamos uma breve reflexão acerca dos modelos de Berman (1985), Rei (1971, 1976) e Baker (1996) e suas respectivas aplicações no tocante à tradução juramentada e, particularmente, ao estudo do objeto de pesquisa em pauta. Em seguida, descrevemos os procedimentos técnicos de tradução de Vinay e Darbelnet (1958), que serviram como base para a concepção do modelo das modalidades de tradução de Aubert (1984, 1998, 2006). Complementarmente, retratamos a evolução do modelo das modalidades de tradução, com destaque para as mudanças ocorridas e possíveis contribuições. Para tanto, adotamos no presente estudo uma metodologia com base em duas etapas. Primeiramente, realizamos o levantamento dos dados em relação às dispersões das soluções tradutórias e, em seguida, classificamos os dados em unidades lexicais para aplicação do modelo das modalidades de tradução. Por fim, descrevemos o perfil de cada tradutor e os resultados gerais por grupo, bem como o comparativo das duas gerações, com o auxílio de gráficos. A hipótese da visibilidade acentuada mostrou-se válida e necessária como garantia jurídica da boa aplicação da fé pública no cumprimento do ofício do tradutor público e intérprete comercial.This dissertation addresses the topic of sworn translation, which has been increasingly researched in the field of Translation Studies by virtue of its relevant presence, whether in the academic or corporate areas. Sworn translation, which differs from other kinds of translations particularly for the power vested by the full faith and credit, having an effect on the attitude and view adopted by Brazilian Sworn Translators and Commercial Interpreters, led us to the hypothesis that the translators visibility is emphasized by the vesting of such power, the main purpose of which is to ensure legal certainty in business relations in society. From a Brazilian secondary school transcript translated by twelve sworn translators of the State of São Paulo into Canadian English, this work aims, with the support of Auberts translation modalities (2006), to map the translation strategies and profiles of such various professionals, from two different generations, who passed the last two public examinations held by the Board of Trade of the State of São Paulo (in 1978 and 1998), taking into account their visibility by the full faith and credit. The text typology school document and the gender school transcript were chosen because of their great frequency in sworn translation, motivated by the increasing academic and cultural exchange between Brazil and Canada, the United States, and other English-speaking countries. Therefore, we briefly reflected on Berman (1985), Rei (1971, 1976) and Bakers (1996) models and their application to sworn translation and particularly to the study of the subject matter hereof. Then, we described Vinay and Darbelnets (1958) translation procedures, which were the basis for the conception of Auberts (1984, 1998, 2006) translation modalities model. In addition, we outlined the evolution of the translation modalities model, with an emphasis on changes made and possible contributions. Thus, we adopted a two-stage methodology in this study. First, we compiled the data for the dispersion of the translation solutions, and then, classified the data into lexical units to apply the translation modalities model. Finally, we described the profile of each translator and the general results by group, as well as a comparison between the two generations, presented in graphical form. The hypothesis of high visibility was proven to be valid and necessary as a legal guarantee of the proper application of full faith and credit in fulfilling the office of sworn translator and commercial interpreter.
23
Lo, Yee-man, and 羅綺文. "The use of the translation method for Hong Kong dialectalwords and standard modern Chinese written words in the teaching ofwriting in primary 4." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3028112X.
Full text
24
Andrée, Alexander. "Gilbertus Universalis: Glossa ordinaria in Lamentationes Ieremie prophete. Prothemata et Liber I. : A Critical Edition with an Introduction and a Translation." Doctoral thesis, Stockholms universitet, Institutionen för franska, italienska och klassiska språk, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-531.
Full textAbstract:
The Glossa ordinaria on the Bible stands as one of the prime achievements of the period in western intellectual history known as the Renaissance of the twelfth century. In spite of the great number of still extant manuscripts very little is known about the circumstances around its composition. This state of affairs is partly explained by the lack of modern and critical editions of the books of the Glossa ordinaria. The present work is the first critical edition of the Glossa ordinaria on the Book of Lamentations, and consists of the forewords, or prothemata, and the first book (of five) of this text, which was compiled early in the twelfth century by the theologian and Ciceronian rhetorician Gilbert the Universal (†1134), schoolmaster at Auxerre and subsequently Bishop of London. The introduction includes a background sketch of the environment in which the Glossa ordinaria was conceived – the school of Laon – with a short biography of Gilbert the Universal, as well as a study of the sources to this particular part of the Gloss, chief among them the ninth-century commentary of Paschasius Radbertus. It is shown that Gilbert’s major improvement to his source, apart from drastically rewriting it, consists of the introduction of Ciceronian rhetorical loci to the verses of Lamentations. The introduction furthermore provides the reader with an analysis of the manuscript tradition of the early twelfth century and a selective analysis of the later manuscript tradition (some 86 manuscripts have so far been traced). One of the conclusions reached is that the Gloss on Lamentations exists in two textual recensions, the one original, the other a later redaction made once the Gloss had become a success and preserved in nearly all the later manuscripts. The manuscripts of the first recension, which is the one edited in the present work, may be organised into a stemma codicum consisting of two major families originating in a single archetype. It is possible to reconstruct this archetype on the basis of the five oldest manuscripts. An English translation of the edited text is included, as well as a ‘semi-critical’ edition of the text of the second recension. An important part of the present work consists of an effort to combine the sophisticated mise-en-page of the glossed manuscripts with the standards of presentation to be expected of a modern critical edition.
25
Lindblom, Inger. "Förlorad i övergången från aritmetik till algebra : Hur gymnasieelever översätter aritmetik till algebra." Thesis, Högskolan Dalarna, Historia, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-15941.
Full textAbstract:
The aim of this thesis is to look for signs of students’ understanding of algebra by studying how they make the transition from arithmetic to algebra. Students in an Upper Secondary class on the Natural Science program and Science and Technology program were given a questionnaire with a number of algebraic problems of different levels of difficulty. Especially important for the study was that students leave comments and explanations of how they solved the problems. According to earlier research, transitions are the most critical steps in problem solving. The Algebraic Cycle is a theoretical tool that can be used to make different phases in problem solving visible. To formulate and communicate how the solution was made may lead to students becoming more aware of their thought processes. This may contribute to students gaining more understanding of the different phases involved in mathematical problem solving, and to students becoming more successful in mathematics in general.The study showed that the students could solve mathematical problems correctly, but that they in just over 50% of the cases, did not give any explanations to their solutions.Uppsatsens syfte är att söka indikationer på elevers förståelse i algebra genom att studera hur de gör övergången från aritmetik till algebra. Elever i en gymnasieklass, på naturvetenskapliga och tekniska programmen, fick en enkät med ett antal algebraiska uppgifter av skiftande karaktär och svårighetsgrad. Speciellt viktigt för studien var elevernas kommentarer och förklaringar till hur de löst dessa uppgifter. Enligt tidigare forskning är övergångarna mellan olika faser i problemlösning de mest kritiska stegen. Den algebraiska cykeln är ett teoretiskt verktyg som kan användas för att synliggöra de olika faserna vid lösandet av algebraiska problem. Att formulera och kommunicera hur lösningen går till, kan leda till att eleven blir medveten om sina egna tankegångar. Detta kan bidra till att elever får mer förståelse för olika moment som ingår i lösandet av matematiska uppgifter och bidra till att de blir mer framgångsrika i ämnet matematik. Studien visade att eleverna kunde lösa matematiska uppgifter korrekt, men att eleverna i drygt 50% av fallen inte lämnade någon förklarande text till sina lösningar.
26
Hirsh, Åsa. "The individual development plan as tool and practice in Swedish compulsory school." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Livslångt lärande/Encell, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22540.
Full textAbstract:
Since 2006 Swedish compulsory school teachers are required to use individual developmentplans (IDPs) as part of their assessment practices. The IDP has developed through two major reforms and is currently about to undergo a third in which requirements for documentation are to be reduced. The original purpose of IDP was formative: a document containing targets and strategies for the student's future learning was to be drawn up at the parent-pupil-teacher meetingeach semester. The 2008 reform added requirements for written summative assessments/grade-like symbols to be used in the plan. This thesis aims to generate knowledge of the IDP as a tool in terms of what characterizes IDP documents as well as teachers' descriptions of continuous IDP work. It contains four articles. The first two are based on 379 collected IDP documents from all stages of compulsoryschool, and the last two build on interviews with 15 teachers. Throughout, qualitative content analysis has been used for processing data. The analytical framework comprises Latour's conceptual pair inscription – translation, Wartofsky's notions of primary/secondary/tertiary artifacts, and Wertsch's distinction between mastery and appropriation, which together provide an overall framework for understanding how the IDP becomes a contextually shaped tool that mediates teachers' actions in practice. Moreover, the activity theoretical concept of contradictionis used to understand and discuss dilemmas teachers experience in relation to IDP. In article 1, targets and strategies for future learning given to students are investigated and discussed in relation to definitions of formative assessment. Concepts were derived from the data and used for creating a typology of target and strategy types related either to being aspects (students' behavior/attitudes/personalities) or to subject matter learning. In article 2, the distribution of being and learning targets to boys and girls, respectively, is investigated. The results point to a significant gendered difference in the distribution of being targets. Possible reasons for the gendered distribution are discussed from a doing-gender perspective, and the proportion of being targets in IDPs is discussed from an assessment validity point of view. In article 3, teachers' continuous work with IDPs is explored, and it is suggested that IDP work develops in relation to perceived purposes and the contextual conditions framing teachers' work. Three qualitatively different ways of perceiving and working with IDP are described in a typology. Article 4 elaborates on dilemmas that teachers experience in relation to IDP, concerning time, communication, and assessment. A tentative categorization of dilemma management strategies is also presented. Results are synthesized in the final part of the thesis, where the ways in which documents are written and IDP work is carried out are discussed as being shaped in the intersection between rules and guidelines at national, municipal and local school level, and companies creating solutions for IDP documentation. Various purposes are to be achieved with the help of the IDP, which makes it a potential field of tension that is not always easy for teachers to navigate. Several IDP-related difficulties, but also opportunities and affordances, are visualized in the studies of this thesis.Svensk sammanfattning: s. 111-126.
27
Delvizio, Ivanir Azevedo. "Tradução juramentada de documentos escolares→português : questões culturais, terminológicas e tradutórias /." São José do Rio Preto : [s.n.], 2011. http://hdl.handle.net/11449/100106.
Full textAbstract:
Orientador: Lidia Almeida BarrosBanca: Francis Henrik Aubert
Banca: Maria Emília Chanut
Banca: Paula Tavares Pinto Paiva
Banca: Peter James Harris
Resumo: Os documentos escolares constituem um dos objetos mais frequentes da Tradução Juramentada. Esta pesquisa, financiada pela FAPESP, tem como objetivos: 1) proceder a um estudo comparado dos sistemas educacionais do Brasil e dos Estados Unidos; 2) realizar o levantamento e análise dos termos em inglês encontrados em documentos escolares que foram traduzidos do português para o inglês sob a forma juramentada; 3) buscar seus equivalentes em português; 4) elaborar um glossário na direção inglês→português dos termos de documentos escolares e 5) verificar qual o grau de equivalência terminológica (lexical) predominante entre a terminologia de documentos escolares dos Estados Unidos e do Brasil. A pesquisa se insere nos campos da Terminologia Bilíngue e da Tradução e teve como base um corpus comparável constituído pelos seguintes conjuntos de documentos: CDETJ-PI (conjunto de documentos escolares traduzidos na forma juramentada do português para o inglês), CDEOI (conjunto de documentos escolares originais em inglês), CDEOP (conjunto de documentos escolares originais em português) e CDETJ-IP (conjunto de documentos escolares traduzidos na forma juramentada do inglês para o português). Esses documentos foram extraídos de Livros de Registros de Tradução Juramentada disponibilizados por três tradutores públicos do Estado de São Paulo. Os dados em inglês e português foram organizados em fichas terminológicas, que nos permitiram comparar o conteúdo semântico dos termos em inglês e dos seus possíveis equivalentes em português. Dos 123 termos selecionados em inglês, 35 (28,5%) não apresentaram equivalentes em português, os casos de equivalência predominaram. Em relação às lacunas terminológicas, verificamos no CDETJ-IP quais foram as soluções adotadas pelos tradutores públicos
Abstract: Academic documents are a frequent object of Sworn Translation work. This study, funded by the FAPESP, purports to: (1) provide a comparative study of the Brazilian and US educational systems; (2) identify and analyze the terms in English found in academic documents translated from Portuguese into English which are submitted to the process of sworn translation; (3) determine their equivalents in Portuguese; (4) set up an English → Portuguese dictionary of the relevant terms used in academic documents; and (5) determine the prevailing level of terminological equivalence between the academic terminology employed in the United States as compared to Brazil. Our investigation crisscrosses the domains of Bilingual Terminology and Translation and takes as a starting point a comparable corpus comprising the following set of documents: CDETJ- PI (set of school documents submitted to sworn translation from Portuguese into English), CDEOI (set of original school documents in English), CDEOP (set of original school documents in Portuguese) and CDETJ-IP (set of school documents submitted to sworn translation from English into Portuguese). These texts were excerpted from Books of Sworn Translation Records, made available by three Brazilian sworn translators. Data in English and Portuguese were organized in terminological records, which allowed us to compare the semantic content of terms in English and their possible equivalents in Portuguese. From the 123 terms selected in English, 35 (28.5%) did not have equivalents in Portuguese, the cases of equivalence were predominant. In relation to the terminological gaps, we verified in CDETJ-IP the solutions adopted by sworn translators
Doutor
28
Delvizio, Ivanir Azevedo [UNESP]. "Tradução juramentada de documentos escolares→português: questões culturais, terminológicas e tradutórias." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/100106.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:30:28Z (GMT). No. of bitstreams: 0
Previous issue date: 2011-02-14Bitstream added on 2014-06-13T20:00:40Z : No. of bitstreams: 1
delvizio_ia_dr_sjrp.pdf: 2634294 bytes, checksum: d465057c8a6c903906820c350cf9ad25 (MD5)Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Os documentos escolares constituem um dos objetos mais frequentes da Tradução Juramentada. Esta pesquisa, financiada pela FAPESP, tem como objetivos: 1) proceder a um estudo comparado dos sistemas educacionais do Brasil e dos Estados Unidos; 2) realizar o levantamento e análise dos termos em inglês encontrados em documentos escolares que foram traduzidos do português para o inglês sob a forma juramentada; 3) buscar seus equivalentes em português; 4) elaborar um glossário na direção inglês→português dos termos de documentos escolares e 5) verificar qual o grau de equivalência terminológica (lexical) predominante entre a terminologia de documentos escolares dos Estados Unidos e do Brasil. A pesquisa se insere nos campos da Terminologia Bilíngue e da Tradução e teve como base um corpus comparável constituído pelos seguintes conjuntos de documentos: CDETJ-PI (conjunto de documentos escolares traduzidos na forma juramentada do português para o inglês), CDEOI (conjunto de documentos escolares originais em inglês), CDEOP (conjunto de documentos escolares originais em português) e CDETJ-IP (conjunto de documentos escolares traduzidos na forma juramentada do inglês para o português). Esses documentos foram extraídos de Livros de Registros de Tradução Juramentada disponibilizados por três tradutores públicos do Estado de São Paulo. Os dados em inglês e português foram organizados em fichas terminológicas, que nos permitiram comparar o conteúdo semântico dos termos em inglês e dos seus possíveis equivalentes em português. Dos 123 termos selecionados em inglês, 35 (28,5%) não apresentaram equivalentes em português, os casos de equivalência predominaram. Em relação às lacunas terminológicas, verificamos no CDETJ-IP quais foram as soluções adotadas pelos tradutores públicos
Academic documents are a frequent object of Sworn Translation work. This study, funded by the FAPESP, purports to: (1) provide a comparative study of the Brazilian and US educational systems; (2) identify and analyze the terms in English found in academic documents translated from Portuguese into English which are submitted to the process of sworn translation; (3) determine their equivalents in Portuguese; (4) set up an English → Portuguese dictionary of the relevant terms used in academic documents; and (5) determine the prevailing level of terminological equivalence between the academic terminology employed in the United States as compared to Brazil. Our investigation crisscrosses the domains of Bilingual Terminology and Translation and takes as a starting point a comparable corpus comprising the following set of documents: CDETJ- PI (set of school documents submitted to sworn translation from Portuguese into English), CDEOI (set of original school documents in English), CDEOP (set of original school documents in Portuguese) and CDETJ-IP (set of school documents submitted to sworn translation from English into Portuguese). These texts were excerpted from Books of Sworn Translation Records, made available by three Brazilian sworn translators. Data in English and Portuguese were organized in terminological records, which allowed us to compare the semantic content of terms in English and their possible equivalents in Portuguese. From the 123 terms selected in English, 35 (28.5%) did not have equivalents in Portuguese, the cases of equivalence were predominant. In relation to the terminological gaps, we verified in CDETJ-IP the solutions adopted by sworn translators
29
Cunha, Érika Virgílio Rodrigues da. "Política Curricular de Ciclos como o Nome da Democracia: o Caso de Rondonópolis (MT)." Universidade do Estado do Rio de Janeiro, 2015. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7998.
Full textAbstract:
Fundação de Amparo à Pesquisa do Estado do Rio de JaneiroEsta tese compreende a investigação da política curricular de ciclos na rede municipal de ensino de Rondonópolis (MT). Ao ter como foco discursos curriculares, a discussão é marcada pelo registro pós-estrutural e sustenta a compreensão de que a disputa de sentidos para o que seja educar, entre diferentes discursos, compõe uma configuração política específica. A Teoria do Discurso de Laclau e Mouffe e aspectos da desconstrução derridiana (e, em menor densidade, da psicanálise lacaniana) aqui esteiam leituras privilegiadas, ao lado da tradução destas para o campo do currículo na educação por Lopes e Macedo. A releitura da linguagem informa a concepção de realidade como produção discursiva e do social como textualização, marca a noção de política curricular como produção cultural e sustém a compreensão do currículo como um texto. Neste movimento teórico, a tese assinala o status discursivo na liberdade fundante dos jogos de linguagem: eles fazem falir as pretensões de coordenação racional nas políticas curriculares e as suposições de fixação de um centro; permitem pensar a educação e o currículo à margem de um teleologismo; inscrevem a textualização da política em um texto geral e não superável que a desborda como um querer-dizer. O argumento central é de que a política curricular de Ciclos é hegemonizada na operação discursiva de rebaixamento do Outro como representação instada por leituras sedimentadas no social. O trabalho teórico-estratégico busca des-sedimentar algumas significações cristalizadas na defesa deste universalismo, tentando demonstrar a contingência no lugar da razão, da realização conceitual. Enfatizando a tradução como condição da política, a investigação focaliza documentos assinados pela Secretaria de Estado de Educação de Mato Grosso e pela Secretaria Municipal de Educação de Rondonópolis (MT). A discussão teórico-empírica realça que uma relação (marcada pela falta) com o significante conhecimento produz um corte no social e, com ele, a tradução de antagonismos. Nesta relação, exclusões diversas, processadas na decisão política, compõem um contexto interpretativo que sustenta a precarização da escola convencional como objetividade social e projeta sintomaticamente a organização curricular em áreas de conhecimento como solução (remédio) à instabilidade educacional. A contingência credencia a articulação equivalencial de demandas curriculares diferenciais (marxismos, construtivismo, pragmatismo, de forma destacada), metonimicamente, enquanto os antagonismos produzem a ilusão de positividade. A reiteração significante (do termo conhecimento, sobretudo) abre (à alteridade e leva) à flutuação de sentidos compondo cadeias de significação que se substituem. A hegemonia do nome (não um conceito) Ciclos dissolve identificações anteriores de grupos curriculares locais ao subjetivar tais diferenças como pró-ciclos, ao mesmo tempo em que subjetiva diferenças antagônicas outras como anti-ciclos. Defendendo a democracia como devir, a tese conclui que a estabilidade de um sentido para a educação é apenas uma suposição sempre perturbada pela différance e defende manter o lugar do universal/fundamento/vazio como aberto à pluralidade
30
Yuan, Ziqi. "“Isms” and the Refractions of World Literature in May Fourth China." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437559868.
Full text
31
Josefsson, Hanna. "En studie i Sherlock : En komparativ studie utifrån tre svenska översättningar av A study in scarlet ur ett didaktiskt perspektiv." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69914.
Full textAbstract:
Denna studie syftar till att se vilka skillnader som går att urskilja mellan tre olika svenska översättningar av Arthur Conan Doyles A study in scarlet. Vidare syftar studien också till att se hur dessa skillnader förhåller sig till den så kallade nyöversättningshypotesen, som menar att varje ny översättning blir allt mer lik källtexten, samt de olika översättningsideal som varit norm under respektive tillkomsttid. Genom dels en kvantitativ analys och dels kvalitativ närläsning studeras språkliga, kulturella och övriga faktorer. Studien visar att nyöversättningshypotesen främst går att verifiera gällande språkliga faktorer och att samtliga översättningar till stor del speglar sina respektive samtiders översättningsideal. Det gör att lärare i de flesta fall kan välja översättningar efter hur bra deras respektive samtidsideal passar läsningens didaktiska syfte. Studien visar också på olika aspekter i A study in scarlet som i översättning försvårar läsarens förståelse av texten, vilket också är nyttigt för lärare att vara medvetna om i val av utgåva.
32
Sjölund, Sofia. "Flerspråkighet i undervisningen : En studie om hur elever i årskurs 5 använder sina språk som ett redskap för förståelse." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-67045.
Full textAbstract:
The aim of the study is to investigate how multilingualism can be expressed in a classroom. With the aid of a qualitative approach applying the sociocultural perspective and with translanguaging as a theoretical framework, a fifth-grade class has been observed during three lessons in Swedish and mathematics. The class teacher was also asked to answer questions by email about how the pupils’ multilingualism was manifested in the classroom. The result shows that the teacher promotes the pupils’ opportunities for developing knowledge, language and identity by letting them translate words and summaries of texts from Swedish into their mother tongue. The pupils are helped by being allowed to use their multilingualism since they can help each other with words they do not understand and can carry on conversations with each other with no linguistic obstacles. By working in language groups, the pupils are allowed to converse with each other by switching between their languages and thereby creating further conditions for accomplishing the tasks with which they are presented.
33
Du, Preez Anna Elizabeth. "The translucency values of Blissymbols as rated by typically developing Setswana learners." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10232007-115133.
Full text
34
Holloway, Jeremy Christopher. "Visualization for Growth Mindset of Underrepresented College Students." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1588599835366586.
Full text
35
Enomoto, Keiko. "Plaute et Térence en France aux XVIe et XVIIe siècles." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040021.
Full textAbstract:
Aux XVIe et XVIIe siècles, Plaute et Térence furent considérés comme les maîtres de la langue latine, et surtout comme ceux de la comédie. Ils furent cependant évalués et hiérarchisés en fonction d’une conception tout à fait spécifique, qui ne correspondait pas toujours à leurs propres comédies. Les deux auteurs possédaient en effet un statut préconstruit, incontesté, qui les maintenait pourtant dans une image imprécise. Afin d’éclaircir leur statut au XVIIe siècle, nous examinons leur place dans les programmes et la pratique théâtrale scolaires, au sein des différents cadres d’enseignement. Nous étudions également leur présence dans l’art de la traduction, car les versions françaises de Plaute et de Térence qui jalonnent les XVIe et XVIIe siècles contribuèrent non seulement à la naissance d’une théorie de la traduction, mais aussi à une réflexion sur l’art dramatique et la naissance de la « comédie française ». Nous questionnons enfin ce que ces deux dramaturges représentent, et ce qu’être jugé digne de leur succéder pouvait signifier. Enfin, nous tentons de savoir comment Molière a réussi, aux yeux de ses contemporains et successeurs, à synthétiser et à surpasser les qualités de Plaute et de Térence jusqu’à se substituer à eux dans leur rôle de référence. On espère, par cette analyse des multiples enjeux liés aux deux dramaturges latins, apporter une nouvelle contribution aux études sur le XVIIe siècleIn the 16th and 17th centuries, Plautus and Terence were regarded as the masters of the Latin language, and above all as the masters of comedy. They were, however, judged and rated according to a very specific concept, not always consistent with their own comedies. The two authors enjoyed a preconceived and undisputed status which, however, maintained them inside a vague image. In order to cast light on their status in the 17th century, this thesis examines their place in curriculums and theatre practice in schools, within different teaching contexts. Their presence in the art of translation is reviewed, as the French versions of Plautus and Terence that punctuate the 16th and 17th centuries contributed not only to the emergence of a theory of translation, but also to a reflection on dramatic art and to the birth of the “comédie française”. The thesis then looks at what those two playwrights represent and what it might have meant to be considered their worthy successor. Finally, an investigation of how Molière managed, in the eyes of his peers and successors, to combine and surpass the qualities of Plautus and Terence to even take their place as a standard is undertaken. With the thesis, it is intended to make a new contribution to the 17th century, through this analysis of the multiple issues related to the two Latin playwrights
36
Forman, Daniel. "Základní škola." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2013. http://www.nusl.cz/ntk/nusl-226178.
Full textAbstract:
Thesis Theme is a primary school, namely the outbuilding primary school Havlíčkův Brod, Konečná 1884. I suggest first grade pavilion and pavilion with school canteen with kitchens. Pavilions are based on the footings. Pavilions are designed as a two-way system from the wall HELUZ. Construction of ceiling are from ferroconcrete slabs are cross reinforced, single-layer roof is flat with a classic sequence of layers. In addition to construction and process layout I solved also the statics of building in specialize of concrete structures. The following are also evaluated heat and acoustic requirements and requirements for fire safety of buildings. New pavilions are solved as wheelchair accessible. Pavilion of the first grade has two floors with 5 classes of stem, 1 vocational and 2 classes are earmarked for after-school clubs. This pavilion is connected to the connecting neck between the former pavilon A and pavilion B. Dining pavilion has one floor, which is divided in the school canteen and kitchen is connected to the connecting neck leading to the gym. The land is mildly sloping to the south side. All consstructions comply with the applicable standards and recommendations ČSN.
37
Hallair, Gaëlle Frédérique. "Histoire croisée entre les géographes français et allemands de la première moitié du XXe siècle : la géographie du paysage (Landschaftskunde) en question." Doctoral thesis, Universitätsbibliothek Leipzig, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-64798.
Full textAbstract:
Diese Dissertation über Epistemologie der Geographie befasst sich mit dem Problem, wie sich französische und deutsche Geographen der ersten Hälfte des 20. Jahrhunderts auf das Konzept der Landschaftskunde stützten, sei es um Ihre Forschungsdisziplin zu definieren, sei es bei ihrer praktischen Arbeit als Geographen. Im Rahmen der histoire croisée von Michael Werner versuche ich, die Wissenszirkulation zwischen französischen und deutschen Geographen aufzuzeigen. Zu diesem Zweck verflechte ich die semantischen, terminologischen, bibliographischen, institutionalen und thematischen Analysen zum Thema Landschaft. Ich betone dabei die Spannungsfelder, die Ähnlichkeiten und die Zusammenhängen zwischen Landschaftskunde, Länderkunde und géographie régionale. Der erste Teil stellt zunächst den Kontext der deutsch-franösischen Beziehungen hinsichtlich der Landschaftskunde dar. Dafür untersuche ich die landschaftlichen Begriffe, ihre problematischen Übersetzungen, ihre semantischen Entwicklung und ihre Rezeption durch geographischen Zeitschriften. Im Zentrum des zweiten Teils stehen die Akteure und die verschiedenen möglichen Optionen, die der Landschaftsbegriff in Deutschland und in Frankreich für die Definition der Geographie bietet. Einerseits interessiere ich mich für die akademischen Geographen: Auf deutscher Seite Banse, Gradmann, Krebs, Schlüter, Volz und besonders Passarge, auf der französischen Vidal de la Blache, Vallaux, Maurette, Dion, Clozier und Cholley. Andererseits werden die Menschen, die das Wissen übermitteln, betrachtet und typisiert, als « passeurs » / « Übermittler » (wie die Redakteure der bibliographischen Notizen), als « tiers » / « Dritte » (wie belgische oder amerikanische Geographen, die das französische und deutsche geographische Material weiterverarbeiten) und als « pivot » / « Schlüsselfiguren » (wie Davis, im Spiegel dessen die französischen und deutschen Geographen die Methodologie, Praxis und Definition der Geogaphie erörtern). Der dritte Teil analysiert schließlich, wie geographische Begriffe und Arbeitspraktiken bei wichtigen Zusammentreffen von Geographen thematisiert wurden: der Landschaftsbegriff bei den internationalen geographischen Kongressen und die Feldforschungen in der Geomorphologie bei internationalen Exkursionen. Grundlage der letzteren Analyse ist die Untersuchung von Notizbüchern der TeilnehmerCette thèse en épistémologie de la géographie vise à savoir dans quelle mesure et comment les géographes français et allemands de la première moitié du XXe siècle s’appuient sur la géographie du paysage pour définir leur discipline et/ou pour la pratiquer. En utilisant la méthodologie de l’« histoire croisée » développée par Michael Werner, on examine les modes de circulation des savoirs entre géographes français et allemands, en menant des approches terminologiques, bibliographiques, sémantiques, institutionnelles et thématiques sur un ensemble de lectures croisées concernant la question du paysage et celle de la géographie du paysage. On insiste sur les mises en tension, les similitudes et les articulations entre géographie du paysage et géographie régionale. La partie 1 présente le contexte des relations franco-allemandes concernant la géographie du paysage, d’où l’étude des concepts paysagers, les problèmes de leur traduction et de leur évolution sémantique ainsi que de leur réception dans les revues de géographie. La partie 2 centre l’analyse sur les acteurs et sur les possibles options offertes par le concept de paysage, en Allemagne comme en France, pour définir la géographie. L’accent est mis d’une part sur les géographes académiques : Banse, Gradmann, Krebs, Schlüter, Volz et surtout Passarge, ainsi que Vidal de la Blache, Vallaux, Maurette, Dion, Clozier et Cholley. D’autre part, cette partie est consacrée à des auteurs qui assurent une circulation des savoirs, des filtrages ou une reconfigurations, et que je définis comme des « passeurs », des « tiers » et des « pivots ». Enfin, la partie 3 permet d’aborder deux scènes privilégiées de la rencontre franco-allemande : la section Paysage des Congrès internationaux de géographie et l’analyse paysagère effectuée en géomorphologie, via les excursions internationales et l’étude des carnets de terrain
In this doctoral thesis of epistemology of geography, I would like to know how French and German geographers in the first half of the XXe century use landscape geography to define and / or to practice geography. In the methodology of histoire croisée developed by Michael Werner, I’m trying to show the knowledge circulation between French and German geographers. In this aim I study the crossing approaches of landscape concept in the semantic, terminological, bibliographical, institutional and thematic fields focusing on the strained relationships, the similarities and links between the landscape geography and the regional geography. The first part deals with the context of the French-German relationships regarding the landscape geography, hence the study of landscape concepts, its translation problem and its semantical evolution as well as its reception in geographical reviews. The second part focuses upon actors and the possible given options in France and Germany through the landscape concept to define geography. The emphasis is put on academic geographers on one hand : Banse, Gradmann, Krebs, Schlüter, Volz and mostly Passarge in Germany, as well as Vidal de la Blache, Vallaux, Maurette, Dion, Clozier and Cholley in France. On the other hand, I emphasize geographers who ensure a knowledge circulation of landscape geography and that I see as « passeurs », « tiers » and « pivots ». At least, the third part analyses two priviledged scenes of the French-German meetings : the landscape session at the International Geographical Congress, and the landscape on the field of geomorphology thanks to international excursions and notebooks
História cruzada (histoire croisée) entre os geógrafos franceses e alemães na primeira metade do século XX: a geografia da paisagem (Landschaftskunde) em questão. Nesta tese, na epistemologia da geografia, eu quero saber como os geógrafos franceses e alemães da primeira metade do século XX contam como base na geografia da paisagem para definir a geografia e / ou praticá-la. A geografia da paisagem, que tem o objetivo principal do conceito de paisagem, é tanto uma metodologia que uma prática. Usando a estrutura da história cruzada, desenvolvida por Michael Werner, eu tento mostrar a circulação de conhecimentos entre os geógrafos franceses e alemães: por isso cruzo dados da semântica, terminologia, bibliografias, institucional e temática da paisagem . Parte 1 discute o contexto das relações franco-alemãs sobre a geografia da paisagem, por isso estudo os conceitos de paisagem, os problemas de tradução e seu desenvolvimento semântico, bem como a sua recepção através de revistas de geografia. Parte 2 foco a análise sobre os atores e as opções disponíveis na Alemanha como na França, para definir o conceito de paisagem na geografia. A ênfase é colocada sobre aqueles que fornecem a circulação do conhecimento: os « intermédiarios » (« passeurs »), « o terceiro » (« tiers »), « o pivô » (« pivot »). Por fim, a Parte 3 permite abordar duas cenas previlegiadas pelo o encontro franco-alemão : a paisagem ao Congresso Internacional de Geografia e a geomorfologia através excursaos internacionais e estudo dos cadernos de campo
Histoire Croisée entre géografos Franceses y Alemanes en la primera mitad del siglo XX : la geografìa de dicho paisaje ( Landschaftskunde). Esta tesis en Epistemología de la Geografìa apunta a saber en qué medida y cómo los geógrafos franceses y alemanes de la primera mitad del Siglo XX se apoyan en la geografìa del paisaje para definir su disciplina y/o para practicarla. Utilisando la metodología de la Histoire croisée desarrollada por Michael Wener, se examina los modos de circulación del saber entre los geógrafos franceses y alemanes, valiendose de aproximaciones terminológicas, bibliogràficas, semànticas, institucionales y temàticas sobre un conjunto de lecturas cruzadas concernientes al tema del paisaje y al de la geogafìa del paisaje. Se insiste sobre las tensiones, las similitudes y las articulaciones entre geografìa del paisaje y geografìa regional. La parte 1 presenta el contexto de las relaciones franco-alemanas que conciernen la geografìa del paisaje; de ahí el estudio de los conceptos destinados a producir un efecto de paisaje natural, los problemas de su traducción y de su evolución semàntica, al igual que la recepción en las revistas de geografìa. La parte 2 centra el anàlisis sobre los actores y sobre las posibles opciones ofrecidas por el concepto de paisaje tanto en Alemania como en Francia para definir la geografìa. El énfasis por una parte, està puesto en los geógrafos académicos: Banse, Gradmann, Krebs, Schlüter, Volz y sobre todo, Passarge, al igual que Vidal de la Blache, Vallaux, Maurette, Dion, clozier y Cholley. Por otra parte, el texto està consagrado a los autores, que aseguran una circulación del saber, de las filtraciones y de las reconfiguraciones, y que yo defino como los « passeurs », los « tiers » y los « pivots ». Para terminar, la parte 3 permite abordar dos escenas privilegiadas del encuentro franco-alemàn: la sección, Paisaje de los Congresos Internacionales de geografìa y el anàlisis del espacio cercano efectuado en geomorfologìa, via las excursiones internacionales y el estudio de cuardernos de campo
38
Lin, Fang Yu, and 林芳玉. "Elementary School Student's Representation Translation Performance on Equivalence Fraction." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/36655058744211644100.
Full textAbstract:
碩士國立新竹教育大學
數理研究所(數學組)
92
Elementary School Student's Representation Translation Performance on Equivalence Fraction ABSTRACT The purpose of this study was to investigate elementary school student's representation translation on equivalence fraction. Based on the questionnaire survey, the participants are 729 forth, fifth and sixth graders from 7 different elementary school. The study adopted questionnaire survey with the paper test firstly to collect students’ scoring performance based their translation between the two representations – “Picture” and “Symbol” representation on equivalence fraction, and compare the different performance of students via ANOVA; After paper test, the researcher also took the sub-construct interview method to 18 students from these participants, and expected to explore the performance of these students when they transfer from “Symbol representation” to “Picture representation”, “Manipulative representation” and “Real World Situations representation” . The study reveals that no matter what kind of the task types, sixth grade students always got the highest score, and forth grade students always got the worst. The other major results of this study are summarized as below: 1. For all students no matter the grade, the performance of “From Picture representation transfer to Symbol representation” is always better than of “From Symbol representation transfer to Picture representation”. If go a step further to compare with the “Translation between the Picture representation”, then the study revels that comparison with the grade 4 student’s performance on “translation within Picture representation” and above two translation, it’s the worst, but when they become fifth or sixth grade, there is no big difference among the students’ “translation within Picture representation” and the translation between the two representations. 2. To take one step ahead for analysis and compare the student’s scoring effect on the three fraction interpretations, and researcher found that forth, fifth grade students’ performance is “part-whole” better than “set-unit”; they got worst performance on “Number line” subject, however for the students of grade sixth, “Number Line” subject is still the most difficult question, but there is no significant difference on performance between “part-whole” and “set-unit” . 3. In the “part-whole” interpretation of equivalence fraction, to all students the degree of difficulty of the four numbers of what the Whole divided into Picture representation, is “numbers of what the Whole divided into equal to denominator” better than “numbers of what the Whole divided into equal to a factor of denominator”, “numbers of what the Whole divided into equal to a multiple of denominator”, the most difficult is “numbers of what the Whole divided into to have no relationship with denominator” Subject. For the “Set-Unit” interpretation performance of every grade is also , “numbers of what the Whole divided into equal to a factor of denominator” better than “numbers of what the Whole divided into equal to a multiple of denominator”; as to “Number Lines” performance, the fourth grade student can accept “numbers of what the Whole divided into equal to a factor of denominator” better, but no significant difference for other topics; the easiest subject for fifth grade is also “numbers of what the Whole divided into equal to a factor of denominator”, and the most difficulty question is “numbers of what the Whole divided into to have no relationship with denominator”. However there is no big difference between “equal to a factor of denominator” and “equal to a multiple of denominator”, the difference is more obvious for the degree of difficulty of sixth grade student, from simple to hard is “numbers of what the Whole divided into equal to denominator”, “numbers of what the Whole divided into equal to a factor of denominator”, “numbers of what the Whole divided into equal to a multiple of denominator”, “numbers of what the Whole divided into to have no relationship with denominator”. 4. The difference comparison between “to figure up the numerator” and “to figure up the denominator” under “translation within Symbol representation”, “to figure up the numerator” is better for “to figure up the denominator” for forth grade students. But there is no apparently difficulty difference between the two types for students of fifth and sixth grade students. 5. During Interview and analysis the students’ each answering circumstances from Symbol representation translation to “Picture representation”, “Manipulative representation” and “Real World Situations representations”, we can divided the student’s answering model to three types: The 1st type is students can take advantage of the three representations to represent the equivalence fraction’s meaning; the second type is , students have the operation skills of equivalence fraction(Symbol operation formula), but cannot use the three representations to represent the meanings of the equivalence fraction; the third type is that the students either don’t have any operation skills or rules of equivalence fraction, or cannot represent the meaning of the equivalence fraction concept.
39
Huang, Jen-po, and 黃仁柏. "A Study of Teaching Translation for An Elementary School Teacher." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/79399469318470120044.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
93
The purpose of this study is to explore the teaching translation of a third-grade elementary school teacher in social studies field. The study collected information from classroom observation, interview and the analysis of documents. The results are listed as follows： 1. In the social studies field, the teacher could understand the core concept of the teaching material in grade 3. 2. In the teaching decision, the main consideration for the teacher was still accorded to the teaching situation and the students. 3. In the translation, the teacher used the different strategies according to the different core concepts. 4. The main factor that influences the teaching translation were from the policy and the school. According to the conclusions, the suggestions were as follows： 1. To emphasize the comprehension of the new curriculum reform for teachers. 2. To avoid the interference of the normal teaching activity, the government should reduce the temporary activity. 3. To help teacher’s teaching, the school could build a professional classroom for social studies field. 4. In the future, the researcher could choose other studies fields or grade.
40
Ou, Yi-Hsin, and 歐宜欣. "Translation of Children’s Science Books in Taiwan──A Case Study on the Translation of The Magic School Bus Classics." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/dx8t7e.
Full textAbstract:
碩士國立臺灣師範大學
翻譯研究所
105
Considerable research has been conducted on the translation of children’s literature, yet research regarding translation of children’s science books is relatively scarce. In Taiwan, children’s science books have experienced a steady increase in publication, a majority of which are translation books and have come in various formats and genres. To fill this gap in translation studies, this thesis is themed as a case study of the introduction and translation of “The Magic School Bus Classics” in Taiwan to cast light on the translation of children’s science book in Taiwan. The study obtained first-hand information by comparing the source text and the translation text of The Magic School Bus Classics as well as interviewing the chief editor and two of the translators of the series. The whole translation process of The Magic School Bus Classics is viewed as a “translational action” driven by a clear purpose and is analyzed with the text analysis model proposed by Christiane Nord. The study first analyzes the extratextual factors in order to predict the possible transfers that would be made in translation. Then the study analyzes the intratextual features of the translation to see how these features correspond with the prediction made according to the analysis of the extratextual factors. Through the analysis, the study aims to reveal how foreign children’s science books are introduced and translated to readers in Taiwan, and what translation strategies and features can be found in translated children’s science books.
41
Rios, Patricia. "Developing a more effective school-level feedback report based on the needs of school stakeholders: Improving the SHAPES knowledge exchange tool." Thesis, 2014. http://hdl.handle.net/10012/8272.
Full textAbstract:
Objective: The primary goal of this study is to understand what factors contribute to teachers and administrators involved in these projects viewing the YSS feedback reports as effective and useable in order to continue improving the design and content of the reports to encourage knowledge utilization and integration at the school level.
Methods: This study employed a mixed methods approach that included both qualitative and quantitative methods of data analysis. Specifically this study employed a concurrent nested design wherein quantitative data analysis was performed concurrently within a predominantly qualitative study. The qualitative portion consisted of telephone interviews with YSS participants that had viewed their School Profile. The quantitative portion was a secondary data analysis that examined the relationship between a downloading behaviour outcome and various school characteristics and contextual factors.
Results: Of the 57 eligible participants that were identified from the 2010-11 YSS sample, 8 participated in telephone interviews; in the quantitative analysis data from 448 of the schools that participated in the 2010-11 YSS were used. Overall interview respondents rated the School Profile as a valuable and utile KTA tool for them and their school communities. Aspects of the profile that contributed to its value were the tailored and quantitative information it provides; the clarity and readability of its design; the ease of accessing and sharing the profile in an electronic format; and the broad range of health topics covered in the Profile. Participants were also asked to discuss their use and sharing of the profile with almost all respondents indicating that they had shared the profile within their school and/or community. Instrumental and conceptual knowledge use were the most common forms described by participants. Participants also commonly expressed a desire for more resources to support the continued use and uptake of the Profile in their school and community. The quantitative analysis revealed a statistical relationship between location in certain provinces and downloading behaviour but no other predictor variables proved significant in the full logistic model.
Conclusion: The findings have contributed to understanding what facets of the School Profile contribute to its value as perceived by the individuals using it and point to a few avenues of further investigation regarding the Profile and its function within the YSS. The positive response by interview participants indicates that the Profile in its current state is a valuable and useful tool, however the use of additional strategies to support its uptake and utilization could be improved. The findings that location in certain provinces, some of which have collaborative projects with the YSS, may influence Profile downloading and health outcomes within schools is a potentially important avenue for further investigation and refinement of YSS KE systems.
42
Hsu, Ju Wei, and 許倨瑋. "Translation Issues in “School Fiction”: A Case Study of Stalky & Co." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/90146514095835305874.
Full textAbstract:
碩士國立暨南國際大學
外國語文學系
98
The thesis consists of four chapters of introductory material and an annotated translation of seven chapters from Rudyard Kipling's Stalky & Co.. In the introductory material, the first chapter gives an introduction to Rudyard Kipling’s biography and background, Kipling’s main works, and the critical reception of Stalky & Co.. Chapter two discusses the historical background of Stalky & Co.. It focuses on the relation between the Army and schools in Victorian England, and illustrates the sources of the students’ attitude toward the Coll. in Stalky & Co.. It also provides a brief outline of some of the features of the British educational system relatively unfamiliar to Chinese readers. Chapter three focuses on the genre of “school fiction” introducing the conventions and elements that particularly influenced Kipling's writing of Stalky & Co.. Chapter four is an in depth discussion of translation issues, dealing with problems encountered and solutions found while doing the translation.
43
Kuo, Yu-hui, and 郭玉蕙. "Error Analysis of Chinese-to-English Translation of Students in Vocational High School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/93209946684891505923.
Full textAbstract:
碩士國立高雄師範大學
英語學系
92
ABSTRACT This study aims to analyze Taiwan''s vocational high school students'' performance in Chinese-to-English sentence translation so as to find effective ways to enhance these students'' English writing ability through translation. Specifically, it attempts to locate students'' English learning difficulties by writing error analysis. It also intends to investigate correct linguistic items that most students handled well. To achieve the study purpose, the researcher collected 2068 Chinese-to-English translation sentences written by 963 vocational high school students in southern Taiwan. These students participated in the Daily Chinese-to-English Translation Program (DCETP), which was held on the SEAL website (http://192.192.186.6/seal) from May 20 to June 13 in 2002. The answer sentences written by the subjects in the DCETP are analyzed quantitatively with Analytic Tool in Microsoft Excel. Writing errors in subjects'' translation sentences are located and classified first. The errors are then analyzed and discussed to see what difficulties the students encountered in Chinese-to-English translation. In addition, the linguistic categories that most of the students handled successfully are also analyzed and discussed to help profile the students'' learning processes and strategies. After data analysis, the main findings of this study are summarized as follows: 1. The result shows that the levels of these students'' Chinese-to-English translation proficiency are mixed. About 25% of the 2068 sentences they translated are correct, 27% with one error, 25% with two errors, 11% with three errors, and 12% with four or more errors. 2. The students'' performance varies a lot in individual sentence translation. The more difficult words, language usages, or structures a sentence has, the lower its correctness rate is, and vice versa. 3. There are three main types of translation errors committed by the students, namely lexical errors, grammatical errors, and semantic errors. These three types of errors are subcategorized into 18 specific types of errors in this study. 4. Some of the students'' translation errors are compound. For example. errors of parts of speech often coexist with errors of syntax. Nevertheless, the coexistence of different types of errors reflects the immature interlanguage systems of the subjects. 5. Possible causes of the students'' translation errors include interlingual interference, intralingual interference, and inadequate learning. Differences between the Chinese and the English languages usually result in interlingual errors. The complexity of English in certain aspects often results in intralingual errors. Inadequate learning almost results in all specific types of errors in this study. 6. The top seven translation difficulties for these students are: 1) verb, 2) expression, 3) spelling, 4) syntax, 5) semantic reference, 6) article, and 7) preposition. 7. The four translation non-difficulties for thsee students are: 1) morphology, 2) word-compounding, 3) conjunction, and 4) punctuation. In conclusion, the vocational high school students who attended the DCETP had cultivated some basic knowledge of the English language, including English word-compounding, morphology, conjunction and punctuation. On the other hand, these students still had to promote proficiency in other aspects of lexis, grammar, and semantics in Chinese-to-English translation.
44
Lee, Chi-hsing, and 李其興. "INNOVATIVE APPLICATIONS OF TRANSLATION AND INTERPRETATION SKILLS IN TAIWAN HIGH SCHOOL ENGLISH CLASSES." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74277593554796497801.
Full textAbstract:
碩士國立高雄第一科技大學
口筆譯研究所
99
English has usually taken much time, money, and brainwork from its Taiwanese learners, but it does not often bring any sense of achievement in return. In Taiwan, Communicative Language Teaching (CLT) has been well recognized, but Grammar-Translation Method (GTM) still dominates English classes. The lack of English setting is often regarded as the cause of CLT failure. Whereas CLT may not be the cure-all to the problems of English education, GTM has also long been criticized for not being able to meet the demand of communicative competence, which is usually the purpose for learning English. Therefore, English teaching should maximize its effect in the English context in Taiwan and meanwhile lead students to communicative competence. The English context should not be students’ excuse for rote learning. The English teacher should not stick to CLT or GTM without changing if any change can help lead students to communicative competence. The author believes that some preparatory skills in Translation and Interpretation programs (TI) can serve as a catalyst that brings conventional approaches and communicative approaches into a fusion. TI skills feature the complete input and output and the content of a text, both of which correspond to the nature of communication. This thesis is to describe the effective applications of TI skills in high school English classes in Taiwan.
45
Wu, Yi-Zhen, and 吳宜真. "A Study of Senior High School Students’ Errors and Difficulty in Chinese-English Translation." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/z66z9n.
Full textAbstract:
碩士國立臺灣師範大學
翻譯研究所
102
The present study investigates senior high school students’ errors and difficulty in Chinese-English translation. Both quantitative and qualitative approaches are adopted. Research materials used are the Chinese-English translation tasks from college entrance examinations in Taiwan. Research subjects include 68 third-year senior high school students, who are categorized as high achievers and low achievers according to their English performance on the General Scholastic Ability Test. Descriptive statistical analyses are conducted to examine students’ use of articles, pronouns, passive voice, tenses, conjunctions, parts of speech, word order, and punctuation in the Chinese-English translation tasks. Qualitative data collected from retrospective interviews is analyzed and further explores students’ difficulties concerning translation. The quantitative results are as follows. In terms of pronouns, passive voice, conjunctions, word order and punctuation, students perform consistently as they have basic ideas about English sentence structures. However, their performance deteriorates when there are words they do not know how to translate. In terms of article use, some high achievers overuse the definite article for plural generic nouns while low achievers tend to forget plural suffixes. In terms of tense use, students still need familiar L1 translations to indicate which tense to use. In terms of parts of speech, students are usually unable to change the parts of speech of a word in different collocations. Qualitative research results show that both high achievers and low achievers attempt to improve their translation ability by memorizing more L2 words via their L1 translations. However, this means that students will need the exact Chinese translation to come up with the right English word when doing translation tasks. Such a learning strategy also fails to teach students the importance of word usages and collocations. In light of the research results, some suggestions are proposed for designing translation tasks and teaching activities.
46
SYU, SHAO-GE, and 許韶格. "Adopting an Online Collocation Dictionary to Enhance EFL High School Learner’s Textual Translation Ability." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/64ee4n.
Full textAbstract:
碩士國立臺北科技大學
應用英文系
107
It is well understood that collocation competence is influential in enhancing ESL/EFL students’ writing and effective communication. However, research has shown that the connection between learners’ collocation competence and textual translation writing ability remains limited. The purposes of this study were to examine: 1) EFL high school learners’ collocation knowledge (CK) and textual translation ability (TTA) before and after the treatment of collocation-based instruction; 2) the correlation between EFL high school learners’ collocation knowledge and their textual translation ability; and 3) the effects of instruction of online English collocation dictionary on EFL high school learners’ textual translation ability. This research used a quantitative design, comparing an experimental and control group. The experiment tested the influence of collocational knowledge on EFL learners’ textual translation ability. The control group (N=38) was given a general vocabulary teaching while the experimental group (N=37) was received the use of an online collocation dictionary as intervention. Results of this study showed: 1) a significant improvement was found in collocation knowledge and textual translation writing abilities following the treatment; 2) collocation knowledge and textual translation writing ability are significantly positively correlated; and 3) collocation-based instruction has a positive influence on textual translation writing ability, as well as leaner confidence in word selection and learner independence toward collocation acquisition. The results of this study provide evidence of the relationship between collocation competence and textual translation writing ability. This can benefit EFL teaching by providing writing teachers with guidance on how collocation knowledge can serve as an ideal solution to EFL learners’ problem with textual translation writing.
47
SU, YUN-HAN, and 蘇筠涵. "A Study of Error Patterns in EFL Junior High School Students' Sentence Translation Exercises." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/54665731972955190263.
Full textAbstract:
碩士南臺科技大學
應用英語系
104
Abstract The study attempts to investigate what error patterns of EFL junior high school students produced in their sentence translation works. The main participants were two junior high school students and two classes of junior high school students (46 people). They were categorized into low and high achievers based on their school academic performance. The instruments that the researcher utilized were two English reference books for the eighth grade English curriculum (超級翰將;翰林出版社 including fall and spring semester) and four questionnaires with nine- type grammars included (progressive, plural regular, plural irregular, possessive, article, past regular, past irregular, third person singular, and auxiliary). The researcher adopted both qualitative and quantitative to analyze the data. The results of the study show as the followings: For the translation exercises in the reference books, the high achiever committed the most error on the concept of third person singular. The low achiever had the same trouble with third person singular as well. In addition, the low achiever also suffered in plural regular, plural irregular, article, past regular, past irregular, and auxiliary. The results of Questionnaire 1 indicates that the high achievers thought past irregular was the most difficult grammar concept meanwhile they thought progressive was the easiest one. On the other hand, the low achievers thought progressive, past irregular, and auxiliary were the most difficult. However, auxiliary was the easiest grammar concept the low achievers thought. Both the high and the low achievers thought past irregular was the most difficult grammar concept. As for the results of Questionnaire 2, five percent of the high achievers considered past regular and past irregular were very difficult grammar concepts. Sixty-eight percent of the high achievers placed progressive, plural regular, and auxiliary into the option of very easy. To the low achievers, no one thought the nine type grammars were very easy except article (11%). Thirty-three percent of the low achievers thought past irregular was a very difficult grammar concept. The most committed error that the high achievers produced for the Questionnaire 3 was past irregular and auxiliary. Relatively article and auxiliary were the least committed errors that the high achievers made. Past irregular occupied the most committed errors that the low achievers produced for the Questionnaire 3. Auxiliary attributed to the least committed errors which were created by the low achievers. For the Questionnaire 4, the errors on article (the) appeared the most in high achievers’ exercises. In addition, the high achievers had a problem with using past tense. As for the low achievers, errors appeared on all of the nine- type grammars in their exercises. From the results of the present study, it can be inferred language transfer plays a key role during learners’ learning process. Therefore, the significance of the study is to let teachers understand what obstacle that learners encounter and help them design their teaching plans. Furthermore, learners can acquire second language effectively from a proper teaching program. Keyword: error analysis, second language acquisition, language transfer, first language interference
48
Jin, Jia-Qi, and 金家齊. "Will Mental Translation Strategy Influence Taiwanese Senior High School Students’ English Writing Motivation and Performance?" Thesis, 2014. http://ndltd.ncl.edu.tw/handle/36404670994700068995.
Full textAbstract:
碩士銘傳大學
應用英語學系碩士班
102
Students’ incompetence in writing English essays has long persisted in Taiwan. The main cause for students’ writing inabilities can be attributed to their reluctance to practice English writing. Therefore, how to boost their motivation as well as provide them with appropriate strategies to restore their writing proficiency has become a major concern for many English teachers. Corder (1967) states that second language (L2) learners formulate hypotheses about the L2, and test them and modify them if necessary based on their L1 knowledge. Bibeau (1979) also discusses a mechanism used in the L2 that is very similar to the translation mechanism called “translation” (1979) in French. Translation is traditionally defined as being the the expression of a message from the one in which it was originally formulated into another which is its equivalent. It has been studied within different perspectives, such as literary, philosophical, linguistic, pedagogical, and is considered by the latter as a teaching technique. Mental translation (MT) can be apprehended as a translation phenomenon, but taking place in the mind of the translator or the L2 learner. This study explored Mental Translation (MT), a compensative strategy to enhance the learning effects on Taiwanese senior high EFL students’ writing ability, so as to balance or to bridge the gap of two Writing Strategies –Translation Writing Strategy and Direct Writing Strategy (Cohen & Brooks, 2000). 151 senior high school students participated in this study. Participants were required to complete two writing tasks, prior to and after the experiment. Students’ motivation toward English writing and their self-assessments of English writing skills were also investigated respectively through a questionnaire adapted from Payne’s (2012) motivation inventory and checklists adapted from Cohen’s (2000) writing strategies checklists . The results suggest that mental translation strategy contributes to learners’ motivation and writing efficiency especially when learners are under time pressure or of low proficiency. The findings also suggest significant correlations shown between students’ motivation, learning strategies, and writing performance exsisting in students of different genders and school years. Further discussions and recommendations are offered.
49
Yu, Chia-Lun, and 余佳倫. "A Content Analysis of the Representation Translation Activities of Decimals in Elementary-School Mathematics Textbooks." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/39843798692534786357.
Full textAbstract:
碩士國立臺中教育大學
課程與教學研究所
98
The main purpose of this study was to analyze the representation translation activities of decimals in different versions of mathematics textbooks, and the using of representation forms when the presented. Three versions of the elementary school mathematics textbooks which had complete decimal concept were selected. Content analysis and Atlas.ti software were adopted for this study. Four major findings of this study were as follows: 1. In “the decimal concept” of the teaching materials, the representation translation activities were arranged in all the three versions of the mathematics textbooks were different. A and C versions primarily arranged “the translation of symbolic representations”, and massed in the content of the tenths decimal concept. Not many representation translation activities were arranged in the other content. B version arranged more kinds of representation translation activities, including of “the translation of symbolic representations”, “the translation of picture representations” and “the translation of manipulative representations”. 2. In “the decimal concept” of the teaching materials, all the three versions of the mathematics textbooks primarily used the picture representations and the symbolic representations to present the decimal concept in the initial activities, and then changed to primarily use the symbolic representations. 3. In “the decimal computation” of the teaching materials, all the three versions of the mathematics textbooks only arranged “from picture representation transfer to symbolic representation” for the addition and subtraction on decimals. The other content primarily arranged “from written symbolic representations transfer to equation”. 4. In “the decimal computation” of the teaching materials, except B version used the Cuisenaire rods to explain the rules of the operation in the initial activities of the addition and division on decimals, all the three versions of the mathematics textbooks when explaining the rules of the operation primarily used the written symbolic representations. Finally, implications of the findings of this study were discussed, and suggestions were made to textbook editors, teachers and researchers.
50
Kotini, Suresh Babu. "Molecular mechanism of selenocysteine incorporation in bacterial translation." Doctoral thesis, 2011. http://hdl.handle.net/11858/00-1735-0000-000D-F0BB-9.
Full text