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1
Stenberg, Joel. "Fuskbank för hantering av e-fakturaflöden." Thesis, Mittuniversitetet, Institutionen för informationsteknologi och medier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-17031.
Повний текст джерелаАнотація:
Internet som är något som de flesta använder sig av, blir allt mer populärt att kombinera internetanvändning när det gäller att betala räkningar. Elektronisk faktura är ett sätt att presentera faktura elektroniskt. Syftet med detta projekt har varit att skapa en fuskbank som kan interagera med e-fakturaflöden och motsvara en certifierad teknisk distributör samt presentatörsbank. Fuskbanken tar emot filer av filformatet EFB som bland annat innehåller betalrader med tillhörande länkar till fakturaspecifikation. EFB-filen innehåller information som visas i en internetbank för en privatpersons e-faktura. Fuskbanken ska kunna skapa två filer av filformatet EFBR och EFA. EFBR är en återredovisningsfil för EFB, och EFA används till avanmälning av e-faktura. Fuskbankens uppgift är att parsa en EFB-fil för att sedan sätta in den i en databas. Därefter ska en parsad fil visas i ett webbgränssnitt. Utifrån ett webbgränssnitt ska det vara möjligt att skapa EFBR- och EFA-filer. Vid skapandet av fuskbanken användes Java 6 som programmeringsspråk och en applikationsserver vid namn JBoss application server 7. MySQL användes för databas och för webbgränssnitt användes Primefaces. Resultatet är en fuskbank som kan interagera med e-fakturaflöden och visa var i en parsad EFB-fil ett formatfel uppstod. Av de mätningar som gjorts framkommer det att tiden det tar att parsa en EFB-fil är skäligt. Fuskbanken kommer endast användas i testmiljö varför den information som sätts in i en databas reflekterar inte riktiga efakturakunders fakturor.
2
Kamal, A. S. Mohammad Mustafa. "Novel heading time genes ef2 and Efx regulating the duration of pre-flowering photoperiod-insensitive growth phase in rice." Kyoto University, 2012. http://hdl.handle.net/2433/157704.
Повний текст джерелаАнотація:
Kyoto University (京都大学)0048
新制・課程博士
博士(農学)
甲第16913号
農博第1929号
新制||農||1000(附属図書館)
学位論文||H24||N4674(農学部図書室)
29588
京都大学大学院農学研究科農学専攻
(主査)教授 奥本 裕, 教授 稲村 達也, 教授 白岩 立彦
学位規則第4条第1項該当
3
Keeler, Farrah Dawn. "Developing an Electronic Film Review for October Sky." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd800.pdf.
Повний текст джерела
4
Min, Chan K. "The effects of assignments in EFL/EFL compositions." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720135.
Повний текст джерелаАнотація:
In ESL writing, a controversy has existed on whether or not an assignment plays an important role when students produce their writings. Plausible arguments have been also made on the matter of amount of information given in a writing assignment. But so far, there have been no convincing data to show a favor of either side in any case.This study is designed to examine the importance of assignment and the relationship between information load and the quality of ESL student writings by analyzing compositions written by ESL students. For the collection of data, 150 students who were randomly selected from two Korean universities. They were asked to write an essay in response to three different types of writing assignments in information load and topic kind.The data were analyzed by two well trained ESL teachers with the method of holistic evaluation. The data were evaluated in nine areas of quality with a binary scale (Yes and No) and in general quality with a 1 to 6 scale. The result of data evaluation was analyzed statistically using SPSS-X. Cross tabulations were used to check for relationship between information load and general impression score, between information load and binary question scores, and between binary question scores and general impression scores. Regression techniques were used to characterize the significant relationships. In performing all calculations, a paper's score will be the sum of the individual graders' scores.The results of data analysis demonstrate that ESL students prefer a subjective topic despite the level of information load. Nevertheless, their preference is not directly related to the quality of their writings. ESL students produce higher quality of writings as they are given less information. Finally, the importance of an assignment in ESL writing classes is supported by the marking of students' higher scores in dichotomous questions.The study also discusses problems and causes of difficulties, in Korean ESL, for utilizing the method of writing education as a means of teaching the English language. The study also points out the importance of a teacher training program and suggests variables which should be considered for producing a better quality teacher training program in the Korean ESL situation.Department of English
5
Cruz, Mário Augusto da. "A EFF." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/80164.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico.Programa de Pós-Graduação em Engenharia de Produção.Made available in DSpace on 2012-10-18T11:09:59Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T00:21:34Z : No. of bitstreams: 1 185454.pdf: 6738733 bytes, checksum: 137dec8bfdfda3a092f64c90d79de646 (MD5)
O objetivo geral do trabalho consistiu em apresentar um estudo comparativo entre o crédito rural formal e a proposta da EFF, como um novo instrumento de financiamento agrícola no Brasil. Quanto à metodologia empregada, trata-se de pesquisa exploratória, de natureza qualitativa, com dados obtidos através de pesquisas documental e bibliográfica, e de entrevistas, além da observação participante. Os resultados confirmam a possibilidade de financiar a atividade agropecuária utilizando como fonte de recursos o mercado financeiro, através da EFF. Foram feitas duas análises da EFF, uma nas condições da época em que foi feita a proposta e outra nas condições de dezembro de 2001. Na época da proposta o seu custo era próximo ao do Crédito Rural formal para o produtor rural - 0,8625% ao mês contra os 0,7015% ao mês do Crédito Rural formal -, menor para o Governo - 4% contra os 10% do Crédito Rural formal - e permitiria 2,5 vezes mais alavancagem de recursos para o setor rural. Nesta análise, concluiu-se que a equalização de 4% era adequada, pois tornava semelhantes os custos para o produtor rural nas duas modalidades de crédito. Nas condições de dezembro de 2001, embora mantivesse menor custo para o Governo e mais capacidade de alavancar recursos para o setor rural, a elevação das taxas de juros no mercado financeiro tornou o seu custo para o produtor rural 1,6 vez maior do que o Crédito Rural formal, inviabilizando o instrumento para a atividade agropecuária. Nesta análise, concluiu-se que a equalização de 4% não era adequada, pois não tornava semelhantes os custos para o produtor rural nas duas modalidades de crédito. Haveria necessidade, portanto, de equalizações variáveis para a EFF, acompanhando as taxas de juros do mercado e mantendo seus custos para o produtor rural próximo aos do Crédito Rural formal, como forma de torná-la viável. Observou-se que seria vantajoso para o Governo, pois também os seus custos com o Crédito Rural formal oscilam com as taxas de juros do mercado financeiro. A equalização variaria, então, conforme a taxa de juros do mercado e as intenções do Governo de incentivar mais ou menos a atividade. Através desse sistema, o Governo poderia determinar quanto investiria na equalização de taxas do Crédito Rural e manteria a situação sob controle, pois, ao contrário do Crédito Rural formal, conheceria previamente os seus custos. Para a implantação da EFF seriam necessárias apenas adaptações a documentos já existentes, que inclusive já foram estudadas pelo Sindicato Rural de Londrina. As conclusões do estudo foram que a EFF viabilizaria o financiamento da produção agropecuária com recursos do mercado financeiro, seria menos dispendiosa para o Governo, alavancaria mais recursos para o setor rural, permitiria que o Governo mantivesse maior controle sobre os gastos com equalização do Crédito Rural e não admitiria prorrogação de dívidas.
6
Nef, Annliese. "L'élément islamique dans la Sicile normande : identités culturelles et construction d'une nouvelle royauté (XIe - XIIe siècles)." Paris 10, 2001. http://books.openedition.org/efr/5336.
Повний текст джерелаАнотація:
En 1061, lorsque les Normands entreprennent la conquête de la Sicile, la population insulaire est majoritairement arabo-musulmane, même si la partie orientale demeure profondément hellénisée. Malgré ces difficultés, l'île s'offre comme un terrain de choix pour l'affirmation de la dynastie des Hauteville et la construction d'un pouvoir sans partage. Minoritaires tant d'un point de vue démographique que culturel, ces hommes du nord ont à faire face à un véritable défi. En quelques générations, le comte Roger et ses descendants réussissent à instaurer une royauté qui, pour durer, doit faire l'objet d'un consensus en Sicile même et jouir d'une reconnaissance à l'extérieur. Cette quête de légitimité, qui passe par la mobilisation des héritages latin, islamique et grec (byzantin) qui sont aussi bien ceux des conquérants que des conquis, fait de la Sicile un véritable laboratoire où sont mises à l'épreuve de nouvelles conceptions liées à la royauté. Ce problème politique se pose essentiellement en termes culturels. Comment dire, par exemple, le pouvoir politique dans un contexte trilingue ? Les Normands adoptent ici une position paradoxale. Utilisant le grec, le latin et l'arabe dans l'administration, ils se servent de ces idiomes autant pour reprendre à leur compte les deux traditions insulaires que pour tenir à distance leurs sujets. La référence religieuse n'est pas moins délicate à manier à une époque où la dimension religieuse est étroitement liée à la légitimation du pouvoir royal à Byzance, en Occident et dans les pays islamiques. De la fondation d'évêchés latins à la fin du XIe siècle, on passe à la promotion d'un milieu melkite (chrétien hellénophone et arabophone de Syrie) et mozarabe, puis à l'exaltation d'un monothéisme souple. L'échec de cette tentative unique qui associe trois traditions culturelles découle de l'écart qui se crée peu à peu entre des souverains dont l'identité culturelle mêle des éléments de plus en plus divers et des groupes culturels qui, entre effacement et résistance, ne se retrouvent guère dans cette convergence partielle et limitée au milieu de courIn 1061, when the Normans begin their conquest of Sicily, the insular population is for the main part of Islamic culture, even if the Oriental regions remain hellenized in depth. In spite of these difficulties, the island offers a perfect ground for the affirmation of the Hautevilles' dynasty and for the construction of an unshared power. Nonetheless, a representing a cultural minority Sicily, these men from the North face a real challenge. Within a few generations, Count Roger and his descent will set up a kingship which, in order to last, must be supported by a consensus in the island and be acknowledged legitimacy outside of it. Such a quest for legitimacy requires the mobilization of Latin, Islamic and Greek (Byzantine) legacies which belong to the conquerors and to the insular population. It transforms Sicily in a true laboratory where new conceptions linked to Kingship are tested. This political problem presents itself essentially in cultural terms. How can, for example, political power be expressed in a trilingual context ? The Norman adopt on this issue a paradoxical position. They use Greek, Latin and Arabic in their administration as much in order to resume with the insular traditions as in order to put distance between themselves and their subjects. Handling the religious reference is no less difficult at a time when the religious dimension is linked straightly to the legitimation of royal power, at Constantinople, as well as in Occident and in the Islamic countries. From the foundation of Latin bishoprics, they go on with the promotion of a Melkite (Christian Hellenophone and Arabophone from Syria) and Mozarabic milieu, ending up with the exaltation of a flexible monotheism. The failure of this unique attempt which associates three cultural traditions is due to the gap that appears little by little between kings whose cultural identity put together more and more diverse elements and cultural groups which, oscillating between disappearance and resistance, do not perceive much of themselves in this partial convergence, limited to the royal Court
7
Fenet, Annick. "Caractères et cultes marins des divinités olympiennes dans le monde grec d'Homère à la fin de l'époque hellénistique : contribution à l'étude de la religion des marins grecs." Paris 10, 1998. http://books.openedition.org/efr/5550.
Повний текст джерелаАнотація:
L'approche religieuse de la mer par les grecs est communément assimilée aux seules figures de Poséidon et des divinités dites + marines, telles les néréides, ino ou les Dioscures. Or, dans la pratique, il s'avère que la majorité des cultes réalisés dans un contexte maritime ou lors d'un voyage en mer s'adressent aux divinités olympiennes ou douze dieux. L'ensemble du travail tend à définir les pratiques religieuses des marins grecs et à considérer la place primordiale qu'y occupent les dieux olympiens. Dans une premiere partie, sont ainsi passées en revue les relations de chacun de ces dieux avec la mer : à travers les récits mythologiques et épiques, puis géographiquement à travers tout le monde grec, région par région, sanctuaire par sanctuaire. Dans une seconde partie, sont décrites les pratiques religieuses spécifiques au monde maritime. En mer, la présence des dieux se manifeste à bord du bateau de differentes manières : par l'ornementation navale, par les noms théophores du navire, par les ancres portant inscriptions ou décors. A terre, en relation avec un voyage maritime, sont consacrés dans des sanctuaires des bateaux sous differentes formes, ainsi que des ancres et des ex-voto de pêche. L'étendue de la période étudiée permet de discerner des évolutions dans les caractères prêtés aux dieux et dans les cultes maritimes, et l'importance de ceux-ci à l'époque archaïque. Leur répartition et la topographie des sanctuaires présentent des cohérences liées aux méthodes et conditions de navigation antique. Le culte marin des divinités olympiennes manifeste de la grande souplesse de la religion grecque - adaptation de personnalités divines a un contexte géographique ou social - tout en formant un ensemble ordonneThe religious approach of the sea by Greeks is commonly classed as the figure of Poseidon and deities so said + marine; like nereids, ino or Dioscuri. But, in the reality it turns out that the majority of worships make in maritime context or in travel by sea address to the Olympian deities or twelve gods. All this study aims to define the religious practices of Greek sailors and to consider the primordial place of the Olympian deities. In the first part, are reviewed relationships of all these gods with the sea : by the mythological and epic words, then geographically through all Greek world, region by region, sanctuary by sanctuary. In the second part, are described the religious practices specific to maritime world. By sea, the presence of gods emerge aboard ships by different ways : by nautical ornamentation, by theophoric names, by anchors with inscriptions or decorations by land, in connection with nautical travel, are dedicated in sanctuaries boats in different forms, anchors and fishing gifts. The duration of period examined permit to discern evolutions in the features of gods and in the maritime worships, and importance of these in the archaic time. There repartition and the topography of sanctuaries present coherences connected to methods and conditions of ancient seamanship. The worship of Olympian deities demonstrate a large adaptability of Greek religion - adaptation of sacred personalities in a geographical or social context - making an arranged whole
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Kamil, Intissar Sami Abdul-Hafid. "Perceptions of Kuwaiti EFL student-teachers towards EFL writing and methods of teaching and learning EFL writing." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3203.
Повний текст джерелаАнотація:
This thesis focuses on the perceptions of Kuwaiti EFL student-teachers to methods of teaching and learning EFL writing in Kuwait, and the extent to which their perceptions of EFL writing may be affected by these methods. It draws on the finding of ten interviews with student-teachers from one of the higher educational colleges in Kuwait. Students were asked to describe how they perceive EFL writing and methods of teaching and learning practices in their EFL writing classrooms. They were invited to discuss the nature of their teachers’ role in their classrooms and assess the extent to which that role enhanced or undermined their attitudes to EFL writing. Students discussed how they felt about EFL writing and their teaching practices. They discussed ways in which their perceptions of EFL writing could be enhanced and explained how their teaching practices influenced their views of themselves as writers. In the literature, there are no theories for L2 writing to date and L2 researchers have tended to assume that the models of L1 would apply equally to L2 writers, with appropriate modifications. This, it is argued, is not necessarily the case as cultural and language differences between L1 and L2 create difficulties that are not accounted for by L1 research, as L2 writers use their identity and their way of making meaning when they write in L2. The study addresses the gap in L2 writing literature, and more research is needed to understand how to support L2 writers in achieving writing fluency. This research suggests that change is needed in pedagogical practices in the teaching of EFL writing. EFL writing teachers in this study demonstrated little awareness, both of how to acknowledge their students’ out-of-school experiencs of writing and of writing as a social practice. The study recommends that the teaching of writing takes more account of the ‘writing process’ approach, with attention given to pre-writing activities and to revision processes, and that more attention is paid to genres in writing, as socially-constructed forms of meaning-making. It also recommends that teacher feedback is developed to be more purposeful and formative. Writing needs implicit learning and intensive practice and it cannot be acquired like speaking. Through learning EFL learners will be more familier with the structure of EFL language and they will understand how use this structure to acheive different social purposes in particular context of use. Well-rained EFL writing teachers will have the ability to help EFL learners write more efficiently. Thus, this research suggests that the students’ pre-service training programme and teachers’ in-service professional developmental programme for EFL writing need to be seriously improved to cope with the social needs of their students, the needs of their society and the needs of developing education internationally. EFL writing needs to be viewed as a vital communicative medium and students should be taught in a way that helps them interact with others by that medium. This research recommends further studies to explore methods of teaching and learning EFL writing and EFL in general to develop a strong voice in debate, to listen to the voice of EFL students, to enhance the methods of teaching practices, and to increase students’ self-efficacy in their ability to be efficient in their EFL writing in particular, and EFL in general.
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Ekengren, Johan, and Zahid Hassan. "Utvärdering av Elektronisk fakturahantering inom Banverket." Thesis, Högskolan Dalarna, Informatik, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:du-398.
Повний текст джерелаАнотація:
Vår uppdragsgivare Banverket efterfrågade en utvärdering av elektronisk fakturahantering(EFH) vid Banverket som infördes för cirka två år sedan. Det finns några olika verktyg för EFH, skanning av pappersfakturor är ett av de verktygen som Banverket använder för att hantera pappersfakturor från olika leverantörer. Vårt mål med uppsatsen var att analysera vilken effekt användningen av EFH får för Banverket.I vår analys studerades effekter av det införda systemet för elektronisk fakturahantering. Uppsatsen har gjorts med hjälp av en kvalitativ undersöknings metod, analysmetoden FA/SIM samt litteraturstudier inom ämnet. Vi har intervjuat personal vid Banverket Produktion och Banregioner i Malmö samt Stockholm. Vi har även intervjuat personal vid HK, Projektering och Telenät i Borlänge.Efter vår analys har vi kommit fram till att det finns stora ekonomiska vinster med elektronisk fakturahantering, men även vinster som inte är direkt mätbara. De viktigaste effekterna är att inga fakturor kommer bort efter de har skannats in och systemet har hela tiden reda på var i flödet fakturan befinner sig, det vill säga bättre kontroll har vunnits. Genom införandet av EFH har flera arbetsmoment försvunnit eller automatiserats och hanteringen av fakturor har förenklats, vilket bidrar till mindre kostnader för hantering av fakturor. Med EFH behöver användarna inte ta kopior av fakturor eftersom de hela tiden finns i systemet. När det gäller minskad dröjsmålsränta har vi kommit fram till att Banverket bör ha minskat kostnaderna för dröjsmålsränta.
10
Lemes, Gabriela de Almeida. "EFL CD-ROMs." Florianópolis, SC, 2008. http://repositorio.ufsc.br/xmlui/handle/123456789/91415.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-23T22:38:51Z (GMT). No. of bitstreams: 1 267115.pdf: 3956890 bytes, checksum: bdcea27722abbcdeee7396e876c437ca (MD5)
The study aimed at mapping the types of language activities of two CD-ROMs, one that accompanies the EFL/ ESL coursebook Interchange Third Edition 1 and one that accompanies the EFL/ ESL coursebook Touchstone 2. To achieve this aim, a framework of types of language activities, based on Hughes and Weir, was created. The analysis of the language activities of the CDs consisted of identifying the main features of each activity, comparing them to the features of the activity types described in the framework and finally, categorizing each activity of each CD as one of the activity types of the framework. The results of the analysis showed that the framework was insufficient because some activities in the CDs did not fit any of the types listed. Also, the results showed that Interchange CD-ROM offers more variety in terms of types of language activities, even though there are more activities in Touchstone CD-ROM. Another finding is that in spite of the variety of types of activities, there are an expressive number of Multiple choice activities in Interchange. Finally, neither of the CDs offers writing activities.
Este estudo teve como objetivo mapear os tipos de atividade de língua encontrados em dois CD-ROMs, um que acompanha o livro didático de inglês como língua estrangeira Interchange Third Edition 1 e outro que acompanha o livro didático de inglês como língua estrangeira Touchstone 2. Para atingir este objetivo, uma taxonomia de tipos de atividades de língua, com base em Hughes e Weir, foi criada. A análise das atividades de língua dos CDs consistiu da identificação das principais características de cada atividade, da comparação dessas características com as dos tipos de atividade descritos na taxonomia e finalmente, da categorização de cada atividade dos CDs como pertencente a um certo tipo de atividade dentre aqueles listados na taxonomia. Os resultados da análise mostraram que a taxonomia foi insuficiente porque algumas atividades encontradas nos CDs não puderam ser encaixadas em nenhum dos tipos listados. Além disso, os resultados mostraram que o CD-ROM da série Interchange oferece uma variedade maior de tipos de atividades, apesar de haver mais atividades no CD da série Touchstone. Outra conclusão é que apesar da variedade encontrada na série Interchange, há um expressivo número de atividades de múltipla escolha. Finalmente, nenhum dos CDs traz atividades de produção escrita.
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Gregory, Debra Jane. "The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4836.
Повний текст джерелаАнотація:
The purpose of this study was to identify the preferred learning styles of Greek EFL students and teachers in Greece. The learning styles examined were visual, auditory, kinesthetic, tactile, group and individual. The study was conducted at a private English language school in Piraeus, Greece. Ninety-two Greek EFL students (33 male and 59 female) ranging in age from 13 to 22, and 11 Greek EFL teachers (3 male and 8 female) ranging in age from 22 to 52 constitute the sample. The study used the self-reporting learning style questionnaire that Reid (1987) developed to measure the preferred learning style preferences of ESL students in the U.S., and is a partial replication of Reid's study. The instrument was used to determine the major, minor and negligible preferred learning styles of Greek EFL students and teachers. Data from the learning style questionnaires were analyzed using paired t-tests, unpaired t-tests, single-factor and two-factor ANOVAs. Statistical analysis indicated kinesthetic learning as a major learning style for students, and visual, kinesthetic and tactile learning as major learning style preferences for teachers. No negligible learning styles were reported for either group. Students tended to prefer teacher-centered learning styles (visual, auditory and individual learning) slightly more than student-centered learning styles (kinesthetic, tactile and group learning). Furthermore, teachers tended to prefer student-centered learning styles slightly more than teacher-centered learning styles. Data from both groups (teachers and students) suggested interaction effects for age and gender. The results of this study raise questions concerning the reliability of Reid's instrument. Neither subject groups in this study, nor subjects in Hoffner's (1991) or Pia's (1989~ studies, identify negligible learning styles on the part of the subjects. This raises questions related to the reliability of Reid's instrument. It suggests that further study needs to be conducted in measuring learning style preferences in culture specific studies.
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Silva, Francemilson Goulart da. "O hormônio tiroideano induz reorganização do citoesqueleto dos somatotrofos de ratos hipotiroideos: potencial efeito sobre a estabilidade e tradução do mRNA do GH e secreção de GH." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/42/42137/tde-13102008-112020/.
Повний текст джерелаАнотація:
O T3 aumenta a poliadenilação e estabilidade do GH mRNA. O citoesqueleto (Cy) participa da estabilidade e tradução de mRNAs, pois fatores, como o EF 1a, ligam alguns transcritos a ele, aumentando sua estabilidade e tradução. Cy também participa dos processos secretores celulares. Observamos que no hipotiroidismo (Tx), há um desarranjo do Cy nos somatotrofos que é revertido pela administração aguda de T3. Neste estudo avaliamos a ligação do EF 1a e do GH mRNA ao Cy e, deste aos polissomos, na hipófise, e a expressão do IGF-I mRNA hepático, em ratos controle e Tx tratados com T3 ou salina, e sacrificados após 30 min. Observamos redução da F-actina, da ligação do EF 1a e GH mRNA a ela, do GH mRNA nos polissomos, e da expressão de IGF-I mRNA hepático, nos ratos Tx, o que indicou redução da síntese e secreção do GH. A administração de T3 estimulou esses processos, aumentando a estabilidade, tradução do GH mRNA e a secreção de GH, o que ocorreu em paralelo ao rearranjo do Cy, indicando uma ação não genômica do T3.T3 increases GH mRNA poly-A tail and stability. Cytoskeleton (Cy) plays a part on mRNA stability and translation, since factors, like EF 1a, can bind some transcripts to it, improving stability and translation efficiency. Cy is also involved in cellular secretory process. We showed that somatotropes Cy is disrupted in hypothyroidism (Tx), and rearranged by acute T3 treatment. In this study we investigated the binding of EF 1a and GH mRNA to Cy and of GH mRNA to polysomes in pituitary, as well as the liver IGF-I mRNA content, in control and Tx rats treated with T3 or saline, and killed 30 min thereafter. We observed that Tx reduced F-actin content, EF 1a and GH mRNA binding to it, GH mRNA recruitment to polysomes, in pituitary, and IGF-I mRNA expression in liver, which indicates that GH synthesis and secretion are impaired. Acute T3 treatment stimulated all these process, indicating that stability, translation of GH mRNA and GH secretion were restored. These events occurred in parallel to the Cy rearrangement, which strongly indicates a non genomic effect of T3.
13
Svärd-Molin, Michaela. ""Who woudln't choose the easiest way out?" : A Study on the Teaching of Fiction within the Swedish EFL-classroom." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-31261.
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14
Barlow, Lisa. "The effect of non-native speaker accent on EFL students' listening comprehension." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/92399.
Повний текст джерелаАнотація:
With the increasing demand for English language proficiency in today’s global environment, comes a need for trained English as a Second or Foreign Language (ESL/EFL) teachers. Many countries such as the United Arab Emirates (UAE) are establishing bachelor and master degree programs in the field of Teaching English to Speakers of other Languages (TESOL). The majority of students in these programs are nonnative speakers of English. While these new graduates should be able to fill the growing demands for English teachers in tertiary and non-tertiary institutions within the UAE, they and other experienced nonnative English speaking teachers (NNEST) are often not hired. Most often this is due to a nonnative speaker bias, the view that only native English speaking teachers are better suited to teach English. This bias extends particularly to the teaching of oral and aural skills. There is a belief that accented English is difficult for students to comprehend especially in academic listening which implies that nonnative teacher accent can hinder ESL/EFL student listening success. However, current research has not provided empirical evidence to verify or disprove this opinion. Current research on nonnative speakers and listening comprehension has been based on teacher and student self-perceptions and attitudes towards nonnative speaking teachers (Butler, 2007; Flowerdew, 1994; Friedrich 2000; Huang, 2004; Major et al., 2002; McKenzie, 2008; Moussu, 2002). However, there is little quantitative data to support if and how these attitudes and perceptions may or may not correlate to EFL student listening performance. This thesis will attempt to resolve this deficiency. Another issue this thesis will undertake which has not been examined widely is the effect of nonnative speaker accent on academic listening. Various studies have been conducted on student difficulty in comprehending academic lectures from native and nonnative speakers (Ferris & Tagg, 1996; Flowerdew & Miller, 2005; Huang, 2004; Lynch, 1994; Powers, 1985; Richards, 1983; Vogely, 1995). Yet, currently, the literature is sparse on the influence of nonnative speaker accent as a factor, or effect, in the listening comprehension of L2 students’ understanding of academic lectures. Further, existing research in NNESTs is also missing empirical or quantitative evidence which proves or disproves the prevailing theory that native inner circle English accents are significantly better for EFL student academic listening comprehension. Thus, another goal of this thesis is to provide evidence to disprove this assumption. Finally, this research will provide qualitative data to understand how students view accent as it relates to their academic achievement and prospective careers. This thesis will propose new empirical data relating to nonnative speaker accent and listening comprehension in ESL/EFL. It will provide evidence that there is no significant effect of accent on academic listening test scores for EFL students enrolled in a university foundations program at UAE University. In this research, six EFL professionals (from China, Egypt and the USA) and 108 EFL students participated in the study. The female students were between 18-20 years old, from the UAE, and studying at the Under Graduate Requirements Unit at UAE University in Al Ain, UAE. All students responded to a pre-test questionnaire in a Likert scale format. A week later, the students listened to one recording, took a corresponding exam, and answered a post-test survey. Two to three days later, 18 randomly selected students were interviewed. The interviews consisted of open-ended questions. The data were analyzed both quantitatively and qualitatively. Analysis of the quantitative data shows that the majority of participants considered native speakers of English easier to understand, specifically in terms of pronunciation and understandability, but had no opinion as to whether a non-native speaker was easier to understand than a native speaker. As per the listening test scores, there were no significant differences between the six groups of students who had listened to six different speaker accents. Analysis of the interviews shows that students have no bias against nonnative English teachers. In fact, several students favored Arab nonnative English speaking teachers to translate vocabulary and complex ideas from English to Arabic. These students also demonstrated an unrealistic grasp of their need to understand the varieties of English they will encounter in their future workplaces.
15
Al-Nasser, Saad Abdullah Suliman. "The teaching of English as a foreign language in private elementary schools in Riyadh City, Saudi Arabia : a diagnostic study." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297494.
Повний текст джерела
16
Al-Abbas, Suleiman Awad Musa. "The use of Arabic as a mother tongue in teaching English as a foreign language in the schools of Jordan." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264925.
Повний текст джерела
17
Al-Jamal, Dina. "The role of mentors in English as a foreign language in Jordan." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368309.
Повний текст джерелаАнотація:
As initial training of EFL teachers in Jordan becomes increasingly school-based, developing a model for the effective mentor is fast becoming a pivotal one in teacher education. The study explored the way in which the training programme is viewed by the mentors in terms of attitudes and pedagogical instruction practised during training with respect to lesson planning, lesson presentation and using teaching methods effectively. The study, also, conducted limited fieldwork in England where it investigated the mentoring process, the training of mentors and the teaching of foreign languages in order to provide some important lessons and strategies for future mentor training in Jordan in light of considering recent advances in foreign language teaching methodologies when training student teachers in schools. The main subjects of the study were a sample of mentors, student teachers, teachers and a tutor in both Jordan as well as from a very limited sample in England. The study employed both quantitative and qualitative research methods so that the men to ring process of language teachers can be presented both analytically and descriptively. Questionnaires, open questions, observations and interviews were used to obtain the perceptions of the participants of the study. There was also documentary analysis of related literature and documents. From the analysis of the data, the results of investigating the role of mentors in Jordan as well as in England showed various patterns of attitudes, models, and performance. The findings of the study highlighted that EFL mentors in Jordan seem to hold negative attitudes towards their mentees and consequently they appear not to understand the complexity of their roles as mentors. The findings showed that such negative attitudes proved to be principal barrier to essential changes needed to improve the quality of mentoring in Jordanian schools. Moreover, the study described the practices of the mentors in Jordan as unapproachable and unsupportive. The study also described the teaching of the mentors as 'traditional' in the sense that they assert student teachers' stick to the lesson plan, advocating 'talk and chalk' approaches into teaching, and establishing discipline first and foremost. The findings also pointed out that EFL mentors in Jordan tend to perceive their mentees as not being knowledgeable enough, in general, in key language skills to cope with teaching in the classroom, and in the skill of speaking, in particular. Most importantly, the study revealed that EFL mentors in Jordan tend to adopt the apprenticeship model where student teachers merely copy their mentors. Although the study tried to uncover ways of 'how to mentor' EFL student teachers in Jordan later on it questioned the subject knowledge of the mentors and doubted 'what they can mentor'. On the other hand, the reference study in England reported that mentors seem to have positive attitudes towards the mentoring process where they are keen on developing the skills and competencies of their student teacher systematically. The study highlighted the mechanism of mentor training in England as integrating theoretical as well as practical aspects through workshops and modules. The results of the study indicated that the methodology of modem foreign language teaching in England is in the main commllnicative. Foreign language teachers (FL) emphasised using variolls techniques to clarify the rneaning of vocablliary items. In respect to key skills like reading and listening, the findings stressed the importance of comprehension. As to grammatical structures, the findings indicated that FL teachers encourage the pupils to learn how to use appropriate grammatical sentences in real life situations, or through interaction, and how to infer the rules of grammar from contexts and examples. In the light of the findings of this study, recommendations have been made for the improvement of the mentoring process in Jordan.
18
Onalan, Okan. "Efl Teachers'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12604872/index.pdf.
Повний текст джерелаАнотація:
This study aims to investigate Turkish teachers&rsquoopinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo
attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo
positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo
awareness of other cultures and people for intellectual development, and to improve learners&rsquo
communicative competence.
19
Carlsson, Daniel, and Daniel Snellman. "EDW på mobila enheter." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-177267.
Повний текст джерелаАнотація:
Creating reports with a huge amount of data can be a big help when it comes to decision making, Tele2 has collected data from a lot of di erent sources and are at the moment of writing developing a system that will easily be able to produce reports and comparisons. These reports are supposed to create the foundation for better decision making and to get a better view on how the company works today. The reporting environment Cognos is adapted to use data from various sources and make it easy to take out clear reports from this. To make their work easier we have received the task of transforming these reports from only being viewable on computers to also be viewable on tablets and other mobile devices, all to make it easier to look at these reports wherever you are and whenever you want. During our work we will install and congure the mobile package that Cognos has. We will also evaluate if this is the most e ective and best way to do this. The most important part of our work is to make these reports viewable on the mobile devices and also congured so that they are easy to view and read. To achieve this we have to adapt the reports so that they no longer only are developed to read on a big screen but also to a smaller one.
20
Scholz, Sandra. "Kohlenstoff in EFG-Silizium." Doctoral thesis, Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola", 2009. http://nbn-resolving.de/urn:nbn:de:bsz:105-5218063.
Повний текст джерелаАнотація:
In EFG-Silizium wird Kohlenstoff weit über der Gleichgewichtslöslichkeit im Gitter eingebaut. In dünnen Bereichen der EFG-Bänder wird dabei mehr gelöster Kohlenstoff inkooperiert. Im EFG-Material liegen 4 · 10^17At/cm^3 Kohlenstoff in ausgeschiedener Form vor. Dabei bildet sich zum Einen in einigen Zwillingskorngrenzen eine monoatomare Schicht SiC aus, zum Anderen bilden sich Präzipitate, die kleiner als 60nm sind und kaum Spannungen in der Siliziummatrix erzeugen. Es wird vermutet, dass es sich um atomare Agglomerate aus wenigen Atomen Kohlenstoff und interstitiellen Siliziumatomen handelt. Diese Präzipitate verschlechtern die elektrischen Eingeschaften im Ausgangsmaterial. Durch eine veränderte Spülgaszusammensetzung (Zugabe von CO oder CO_2) während der Züchtung bilden sich Präzipitate größer als 60nm im Volumen der EFG-Bänder. Dadurch verbessert sich der Wirkungsgrad der gefertigten Solarzellen, verglichen mit den herkömmlichen EFG-Zellen.
21
Claro, Rita de Cássia Sobreira. "EFL readers' text comprehension." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94026.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010Made available in DSpace on 2012-10-25T05:41:53Z (GMT). No. of bitstreams: 1 289913.pdf: 1836384 bytes, checksum: 6a48f2b2cfc9ec39e8af2d91bfb7848a (MD5)
Este estudo empírico investigou o efeito facilitador de ilustrações na compreensão de texto para leitores de inglês como língua estrangeira. O estudo foi motivado pela necessidade de maior entendimento do tema, tendo em vista ser um assunto atualmente abordado por vários pesquisadores do campo de Linguística Aplicada. A metodologia adotada envolveu a coleta de dados de 13 participantes do curso de inglês extracurricular da Universidade Federal de Santa Catarina, com nível básico de proficiência, correspondente ao terceiro semestre do curso, o qual é composto por seis semestres. Os participantes foram divididos em três grupos pequenos e cada grupo leu o mesmo texto com uma abordagem diferente: O Pre-Reading Group realizou uma atividade pré-leitura com figuras antes de ler o texto; O With-Picture Group leu o texto com as imagens; e o No-Picture Group leu o texto sem imagens. As atividades realizadas pelos participantes consistiram em uma leitura de texto, uma arefa de recordação de conteúdo imediatamente após a leitura, uma tarefa de múltipla escolha, um questionário retrospectivo; uma segunda tarefa de recordação do conteúdo foi realizada uma semana após o primeiro encontro. Os dados foram analisados tanto quantitativamente quanto qualitativamente, examinando-se os resultados das tarefas de recordação do conteúdo lido, os dados da tarefa de múltipla escolha e o questionário retrospectivo. Os achados deste estudo indicam um efeito facilitador das ilustrações na compreensão de leitura quando levado em consideração o uso das imagens como suporte na atividade de pré-leitura. O grupo WPG mostrou melhores resultados no delayed recall quando comparado com o immediate recall. Os resultados gerais sugerem que o efeito facilitador do uso de ilustrações pode auxiliar os leitores de segunda língua (inglês) na seleção de informação relevante, o que pode ajudar na compreensão de texto para alunos/leitores com nível básico de proficiência.
22
Al, Zahrani Turki Saad. "Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/99145.
Повний текст джерелаАнотація:
The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.PHD
23
Brännström, Tomas. "Bias approximation and reduction in vector autoregressive models /." Stockholm : Economic Research Institute, Stockholm School of Economics [Ekonomiska forskningsinstitutet vid Handelshögsk.] (EFI), 1995. http://www.hhs.se/efi/summary/405.
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24
Thorburn, Karin S. "Cash auction bankruptcy and corporate restructuring." Doctoral thesis, Stockholm : Economic Research Institute, Stockholm School of Economics [Ekonomiska forskningsinstitutet vid Handelshögsk.] (EFI), 1998. http://www.hhs.se/efi/summary/475.
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25
Escudié, Fabien. "Optimisation de modèles comportementaux de composants pour la prédiction de défaillances fonctionnelles et matérielles liées aux décharges électrostatiques (ESD)." Thesis, Toulouse 3, 2018. http://www.theses.fr/2018TOU30266/document.
Повний текст джерелаАнотація:
Les événements transitoires de forte puissance (EFT - Electrical Fast Transient) sont l'une des préoccupations des concepteurs de systèmes embarqués. Ils peuvent conduire au dysfonctionnement du système et sont à l'origine d'un grand nombre de défaillances matérielles et fonctionnelles. Notre étude est principalement portée sur l'impact des décharges électrostatique (ESD - Electro Static Discharge) sur l'électronique embarquée dans un véhicule. D'après une étude de Renault, un véhicule peut subir deux décharges par jour durant sa vie. Les ingénieurs systèmes ne disposent pas de moyen pour prédire l'impact de ces décharges dans les systèmes, et les solutions actuelles sont essentiellement basées sur l'expérience. Afin de prédire le chemin d'un ESD dans tout le système électronique et la stratégie de protection à adopter pour protéger les composants les plus sensibles, des recherches dans le monde entier sont en cours. Les travaux de recherche du groupe ESE du LAAS-CNRS ont mené à des méthodologies de modélisation de composant passif, de circuit intégré et de carte électronique en VHDL-AMS. Les circuits intégrés sont dotés d'un réseau de protection ESD interne qui permet de détourner le stress des zones critiques. La méthodologie développée au cours des précédentes années permet de modéliser le comportement de ce réseau de protection. Cependant, ces modèles sont rudimentaires, ils décrivent uniquement le niveau de déclenchement de la protection et son impédance quasi-statique en fonction du niveau de stress ESD. Aucune information sur le comportement transitoire de la protection n'est décrite dans le modèle. Il est donc difficile de prévoir certaines défaillances liées aux phénomènes transitoires de déclenchement des protections faisant apparaitre de très fortes surtensions ou des niveaux de courant mal évalués. Les différents aspects abordés durant cette thèse permettent de résoudre ces problèmes en proposant des modèles dynamiques, et différentes méthodes pour pouvoir extraire les paramètres des modèles.[...]Electrical Fast Transient (EFT) are one of the concerns of embedded system engineers. They can lead to system malfunction. EFT are the cause of a large number of hardware and software failures. Our study is mainly focused on the impact of Electro Static Discharge (ESD) on embedded electronic systems, focusing on car's applications. According to a Renault's study, a car can suffer two discharges per day during its entire life. System engineers do not have any tools to predict the ESD impact on the systems. In order to predict the ESD path throughout the electronic system and adjust the ESD protection strategy to provide proper protection for all critical components, some researches around the world are in process. The research results from ESE working group from the LAAS-CNRS laboratory, were mainly on passive components, integrated circuits and electronics boards modeling methods, implemented in VHDL-AMS language. Integrated circuits have an internal ESD protection network that helps to deflect the stress from critical areas. The methodology developed in the last few years allows to model the behavior of this protection network. However, these models are basically made, they are made of the triggering level of the protection and the impedance value of the component depending on the ESD stress amplitude. No information on the transient behavior of the protections is included in this model. It is not possible to predict some failures related to the transient phenomenon of the protection like triggering and turning on time that induce very high overvoltage or mismatch on the current levels estimation. The various topics covered during this thesis allows to solve these problems by using a, proposed dynamic model. Different methods are proposed to extract the parameters used into the dynamic model. One important point also aborted into this document is that the model have to be able to predict the soft failure which can appear in the system during an ESD stress.[...]
26
Do, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.
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27
Blake, Turnbull. "Translanguaging in Japan: Perspectives and potentials in EFL academic and creative writing." Kyoto University, 2019. http://hdl.handle.net/2433/242723.
Повний текст джерелаАнотація:
Kyoto University (京都大学)0048
新制・課程博士
博士(人間・環境学)
甲第21846号
人博第875号
新制||人||210(附属図書館)
2018||人博||875(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 中森 誉之, 教授 水野 眞理, 准教授 PETERSON Mark
学位規則第4条第1項該当
28
Hess, Elin. "Arbetshanteringen på godsmottagningen hos EFG." Thesis, Jönköping University, School of Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-610.
Повний текст джерелаАнотація:
The aim of this report is to investigate how the work handling at the department for arriving goods at EFG in Tranås is working, as well as how it could be improved and made more effective. EFG is a corporation who process and sell office furniture. The company is working with a project concerning delivery precision, the subject is therefore particularly interesting from the perspective of delivery accuracy. The number of orders has increased notably during the fall of 2005 and the spring of 2006. This has led to new demands at the department for arriving goods and the topic is as a result of that important also from this point of view.
Interviews and investigations have been conducted at location since no written material earlier has been made in the topic. A description of the main flows at the department and how they are being handled has been the results of those investigations. The amount of material arriving is to great to be handled without problems. Large quantities are received in intervals in the current situation. Those quantities demands storage which are impossible to house in the existing storerooms in the building. The goods must be moved several times and the handling becomes unnecessarily inconvenient. It is impossible to carry out the quality controls in a fashionable manner as a result of this, simply as there is no time for it, which may lead to faults ad problems further on in the refinement process. The result of the analysis shows that a combination of measures could be appropriate to prevent this. The measures include the introduction of a new identification system to make the registration of goods easier and faster. It is also recommended to buy the goods loaded on EUR-pallets, which means that no reloading will be necessary. Finally EFG is proposed to increase their cooperation with their suppliers and order smaller and more frequent deliveries.
29
Sen, Hulya. "A Comparison Of Efl Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610341/index.pdf.
Повний текст джерелаАнотація:
This study aims to find out teachers&rsquoand learners&rsquo
perception of language learning strategies (LLSs). Three psycho-social variables regarding the teachers&rsquo
use of strategy instruction at BaSkent University were considered: 1. Level of awareness of language learning strategies 2. Beliefs in the effectiveness of language learning strategies 3. Ease of strategy instruction. These results were compared with the students&rsquo
reported use of LLSs to increase our awareness of students&rsquo
strategy use and needs so that teachers would be able to help learners facing problems in learning English. This study employed both qualitative and quantitative research tools. The relevant data were obtained by means of two questionnaires: a teacher and a student version of Strategy Inventory for Language Learning (SILL, Oxford, 1990), and a semistructured interview. A total of 70 teachers teaching at the English language department of BaSkent University and 100 students studying in the same department were involved in the study. Data collected from the questionnaire were analyzed quantitatively by employing descriptive statistics, such as frequencies, percentages, means, and standard deviations. Content analysis was performed to analyze the interview data. v The results of the study suggest that for most of the items in the strategy inventory, if the teachers are aware of learning strategies, believe in the effectiveness of LLSs instruction and find them easy to apply in the classroom, they may use them more often in their classes. Furthermore, in variance analysis, the only variable that made a difference in teachers&rsquo
perceptions of LLSs was found to be the level of education, Finally, when the teachers&rsquo
and students&rsquo
frequency of LLSs use was compared, it was found out that teachers reported a higher frequency of LLSs use than their learners. However, there was a great similarity between the two parties in terms of frequency of strategy use in the most and least preferred strategy categories. It is essential to find the reasons for the difference in the frequency of LLSs among the two parties before planning a LLSs training.
30
Ayan, Didem. "Promoting Efl Pre-service Teachers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12611554/index.pdf.
Повний текст джерелаАнотація:
The purpose of this study was to investigate the role of electronic portfolio building in development of self-directed learning by fostering reflective thinking through electronic journals and by compelling individual to take responsibility and control of one&rsquos own learning in a practicum course among pre-service teachers from the Department of Foreign Language Education, Middle East Technical University. A qualitative case study research method was applied to analyze the data gathered from pre- and post-ICT surveys, pre- and post Self-Directed Learning Readiness Scales, interviews, and the electronic journals and artifacts demonstrated in pre-service teachers&rsquo
web-based electronic portfolios. The data were collected from eight 4th grade undergraduate pre-service teachers enrolled in School Experience course of the English Language Teaching program at METU during 2008-2009 Fall Term. Electronic portfolios, having the opportunity to provide multimedia displays, allow the pre-service teachers to monitor the outcomes of their learning goals and strategies regularly and by monitoring their studies and reflections they review their own work and have a chance to evaluate their learning and teaching process. Essentially, portfolios transfer the responsibility of learning and decision making to the student with its dynamic process
when students are required to reflect on the information they acquire and on how they acquire this information, they begin to accept their learning practice as a process under their control. This study recognizes the notion that information and communication technologies are crucial to teacher education for both learning and teaching
and takes the constructivist stance that using ICTs tools, mainly electronic portfolios in this case, enhances reflective thinking, authentic self-assessment, self-management, and ownership over learning process and facilitates technological competence which all in all foster self-direction in learning.
31
Brusokaitė, Evelina. "Gender representation in EFL textbooks." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130731_151659-54206.
Повний текст джерелаАнотація:
The aim of the research was to determine gender representation in the Lithuanian, British and Argentinian EFL textbooks. To achieve the aim, EFL textbooks circulated in Lithuania (Super English 4), the UK (Speakout) and Argentina (My Life 2) were analyzed with regard to social and linguistic aspects of gender representation. The methods chosen for the study were content analysis and the calculation of the relative frequency of occurrence. The results revealed that the Lithuanian EFL textbook depicts females in a stereotyped way with regard to household duties and frequently uses compound nouns and proverbs or sayings comprising a word man which is used in its generic meaning. Moreover, the content analysis of illustrations in the British EFL textbook revealed that males dominate the labour market. Furthermore, the analysis of verbs used to define gender in the British EFL textbook demonstrated that females are involved in more various mental processes in relation to males. In the Argentinian EFL textbook females are excluded from the field of IT; however, they are not associated with the domestic sphere. In addition, the Argentinian EFL textbook can be treated as the best-balanced textbook with regard to gender-biased use of language. Further studies can examine other aspects of gender representation and cover wider range of EFL textbooks.Šio tyrimo tikslas buvo nustatyti lyties įvaizdžius anglų, kaip užsienio kalbos, vadovėliuose, išleistuose Lietuvoje, Didžiojoje Britanijoje ir Argentinoje. Vadovėliai buvo nagrinėjami atsižvelgiant į socialinius ir kalbinius lyties vaizdavimo aspektus. Vadovėlių pasirinkimas buvo pagrįstas galimybe palyginti lyčių įvaizdžius ir kalbines jų raiškos priemones skirtinguose regionuose. Tyrime buvo naudojami kiekybiniai ir kokybiniai tyrimo metodai. Turinio analizės metodas buvo naudojamas analizuojant kalbines priemones bei paveikslėlius kontekste; kiekybiškai buvo skaičiuojamas tiriamas santykinis dažnumas. Tyrimo rezultatai atskleidė, kad anglų kalbos vadovėlis, išleistas Lietuvoje, pasižymi stereotipiniu moters vaidmens įvaizdžio pateikimu. Moteris yra vaizduojama plaunanti indus, dengianti stalą, gaminanti valgyti, prižiūrinti ir auklėjanti vaikus. Be to, anglų kalbos vadovėlyje, išleistame Lietuvoje, yra didžiausias skaičius sudurtinių daiktavardžių bei patarlių ar posakių, kurie susideda iš bendrai vartojamo abiems lytims žodžio man, taip sumenkinant moters įvaizdį. Anglų kalbos vadovėlis, išleistas Didžiojoje Britanijoje, daug dėmesio skiria su darbu susijusiai veiklai, taip pat pateikia platesnį spektrą profesijų, kuriose yra vaizduojami veikėjai. Tačiau turinio analizė atskleidė, kad vyrai yra labiau matomi darbo rinkos vaizdavime. Taip pat moterims priskiriamos profesijos yra daugiausiai susijusios su menine veikla, tokia kaip dainavimas, vaidyba ir dizainas. Lyčių... [toliau žr. visą tekstą]
32
Mercer, Sarah Jane. "Exploring EFL Learner Self-Concept." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524777.
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Kim, Mija. "Expertise in EFL textbook evaluation." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577544.
Повний текст джерелаАнотація:
This thesis reports on a study of expertise in English as a foreign language (EFL) textbook evaluation. So far, studies in the area of EFL textbook evaluation have focused on what evaluators should do, rather than what they actually do. However, this thesis describes the procedures used in practice by a group of teacher evaluators in terms of what they focused on and their manner of doing so, in their actual evaluation of an EFL textbook. The study was conducted in the Korean high school setting, where school teachers are required to choose from among the 'authorised' EFL textbooks approved by the Ministry of Education. The primary heuristic involved in the study was the concept of 'expertise' . The attempt was therefore made to distinguish between the textbook evaluation approach of the research subjects who were conceptualised as, on the one hand, 'expert' evaluators and, on the other, those thought of as 'non-experts'. Thus, twelve Korean EFL school teachers were chosen to evaluate one of the authorised EFL textbooks, and data gathered concerning their evaluations by means of concurrent verbalisation, i.e., the research subjects were audio-taped while providing 'think-aloud' accounts of their evaluation procedures. A 'judgment group', comprising a panel of personnel with distinguished records in the areas of textbook evaluation and production in the Korean context, then examined the data from the evaluations and made judgements on their quality in terms of whether they were considered 'expert', 'non-expert' or 'in- between' the two. The transcripts of the evaluation session tapes were coded using a 'grounded' approach, in order to distinguish the features attaching to each of the three main categories of evaluators. The analysis indicated that the expert evaluators evaluated at a much deeper level than the non-experts, as evinced by what they considered, what their priorities were, and the nature of the cognitive activities they used. The study is seen to have pedagogic implications for both textbook development and teacher development, as well as for the development of a research framework that bridges a current gap in textbook evaluation studies. It is also seen as contributing to widening the potential for the application of an expertise perspective within applied linguistics in general.
34
Maroulis, Dimitris. "Language learning strategies in EFL." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434263.
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35
Ivanov, Sergej. "Discourse Analysis in EFL Reading." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31070.
Повний текст джерелаАнотація:
The purpose of this degree project is to find out what opportunities discourse analysis offers in teaching EFL reading. It aims at determining what areas of discourse analysis are relevant to teaching EFL reading at Swedish upper-secondary school as well as identifying what language teachers and learners can borrow from the linguistic study of text and discourse and make use of in the language classroom as well as outside it. The degree project is based on secondary research on discourse analysis within the selected works in applied linguistics, language teaching, and social sciences. The sources are reviewed critically and the results are presented. The degree project emphasises the role of discourse analysis in the shift from English being a purely proficiency-oriented subject to being a democracy-oriented subject.
36
Braga, Maria do Carmo de O. "Humor in the efl classroom." Florianópolis, SC, 2000. http://repositorio.ufsc.br/xmlui/handle/123456789/78536.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-17T15:39:43Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T17:09:51Z : No. of bitstreams: 1 170590.pdf: 2930225 bytes, checksum: bcd7c5afd9dbaf291df2153a5dbd34ca (MD5)
Esta pesquisa descreve a interação de sala de aula occorrida naturalmente na aula de inglês como língua estrangeira. A investigação basea-se em métodos etnográficos (Erickson & Shultz, 1981; Erickson, 1992) e segue a perspectiva teórica da Sociolingüística Interacional, com o intuito de analisar a linguagem em um contexto da aula de inglês como língua estrangeira. Primeiramente, justifico meu interesse pelo tópico da motivação e da postura e, em seguida, proponho a abordagem do mesmo sob uma perspectiva sociolingüística, através da análise de situações de humor que ocorrem durante atividades de correção. Em seguida, na revisão da literatura, discuto os conceitos tradicionais e as novas perspectivas relativas ao tópico. Na próxima seção, exponho os procedimentos metodológicos utilizados na pesquisa, descrevendo as etapas que sigo para a coleta e análise dos dados. Na primeira seção do capítulo da análise, classifico e descrevo seis de participação que foram encontradas nos segmentos analisados. Na segunda seção, treze segmentos nos quais ocorrem situações de humor são analisados.
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Rosa, Márcia de S. Thiago. "Conversational strategies in EFL setting." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79635.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.Made available in DSpace on 2012-10-18T06:05:56Z (GMT). No. of bitstreams: 1 188704.pdf: 402144 bytes, checksum: fd0ce09e24f926a66a569fcc1fd234ef (MD5)
Este estudo examina como se desenvolve a conversação em sala de aula numa escola particular de inglês. Seguindo os passos de uma pesquisa desenvolvida por Bergvall & Remlinger (1996) na Universidade Tecnológica em Michigan e com base na teoria sobre linguagem e gênero e sobre os papéis que o gênero ocupa em sala de aula, descrevo alguns exemplos de conversação ocorridos em sala e identifico estratégias e comportamentos usados pelos alunos. No desenvolvimento desta pesquisa focalizei minha atenção na identifição de papéis tradicionais de gênero masculino e feminino em salas de EFL (inglês como língua estrangeira). A fim de tirar conclusões sobre a participação dos estudantes, utilizei métodos quantitativos e qualitativos. Através do método quantitativo, observei que os participantes do sexo feminino ocupavam menos espaço em conversações do que os participantes do sexo masculino. Porém, sabendo que a simples contagem de palavras dos alunos e alunas não é suficiente para que se tenha uma idéia mais exata sobre a participação dos estudantes, privilegiei os resultados obtidos através de métodos qualitativos, entre os quais: transcrição de gravações de aulas, informações obtidas nas entrevistas individuais com os alunos, observações anotadas durante a assistência de aulas e a natureza positiva ou negativa das estratégias usadas pelos alunos, respectivamente: Tarefas-continuativas e Tarefas-divergentes (Bergvall & Remlinger, 1996). A análise qualitativa demonstrou que, apesar das alunas deste grupo terem participado ativamente das conversações, fazendo perguntas desafiadoras e tendo muitas e longas falas, estas alunas também lutam contra o ainda remanescente domínio masculino no sistema de educação. Concluo esta dissertação reforçando a importância de se desenvolver estudos sobre os papéis que os gêneros masculino e feminino desempenham em sala de aula para que se mostre aos educadores e alunos que as estratégias positivas de conversação resultam em aulas mais construtivas. Também reforço a importância da conscientização em relação à posição da mulher em sala de aula a fim de que mudemos este quadro.
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Sardo, Claudia Estima. "An EFL student-generated syllabus." reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.
Повний текст джерелаАнотація:
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoMade available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1 95701.pdf: 2994303 bytes, checksum: d8e166a784bc3aa673478453bde9c7cd (MD5) Previous issue date: 1993
Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.
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Donald, Emily J. "Experiential Theories: AEDP and EFT." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4945.
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Ström, Victoria. "Preposition Selection in EFL by Swedish EFL Learners : An exploratory study investigating language transfer and the impact of implicit and explicit knowledge in EFL." Thesis, Stockholms universitet, Engelska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104742.
Повний текст джерелаАнотація:
This study investigates how learners of English as a foreign language (EFL) whose first language (L1) is Swedish select prepositions in the English language. The study involves two groups, the participants and their respective controls. The participants are advanced EFL students at a Swedish university and their controls are intermediate EFL speakers who are no longer enrolled in an EFL course. The aim of the present psycholinguistic investigation is to elucidate the process of the preposition selection in EFL by means of a think-aloud-protocol. The present study involves the assumption that preposition selection by Swedish EFL learners is based on both implicitly and explicitly acquired knowledge. Data analysis indicates that the participants’ EFL preposition selection is influenced by their L1 knowledge. The results suggest that EFL preposition selection does not differ significantly between the two groups. However, the results are indicative of a variation in EFL preposition selection between the two groups in an EFL proficiency test and a think-aloud-protocol.
41
Boriboon, Phaisit. "Cultural voices and representations in EFL materials design, pedagogy, and research." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3262.
Повний текст джерелаАнотація:
This study presents a multi-faceted analysis of EFL learners’ voices in a Thai context, aimed at testing a hypothesis that the discourse of foreign, western-compiled textbooks project identities disconnected from EFL learners’ lived experiences, adversely affecting their meaning-making during discursive practices. I employ a multi-modal, multi-case study for data collection: 1) the use of two sets of materials in mini-course action research with two groups of learners — one group using published materials selected from New Headway Elementary Course (Soars & Soars, 2000) and the other using modified, parallel ‘Third Space’ materials; 2) audio- and video-recordings of classroom interactions and their transcriptions; 3) post-lesson and post-course questionnaires; 4) semi-structured interviews; and 5) video-based stimulated recall interviews. Drawing from Bakhtinian-Vygotskian sociocultural theories, I show through a microscopic analysis of learners’ interactions and utterances how dialogic relations between Other-discourse and Self-discourse shape learners’ meaning construction during their appropriation of mediating discourse for activities such as role-play. A macroscopic analysis of learners’ attitudinal voices based on the questionnaires and interviews is then provided for triangulation. The findings are 1) both groups have marked potential to infuse their contextual meanings into the Other-discourse of their materials for Self-representation; 2) ‘Third Space’ materials have more potential to enrich linguistic resources and opportunities for learners’ meaning-making and scaffolded learning than ‘Headway’ materials; 3) the majority of participants prefer the coexistence of voices and meanings between their culture and Other cultures as the mediating discourse for speaking activities, rather than the conventional models. The study thus supports the use of a dialogic framework for inclusion of cultural voices and representations in EFL materials design, and also offers other implications for pedagogy and future research.
42
Malallah, Seham. "A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning." Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.
Повний текст джерелаАнотація:
This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the role of the attitude, motivation and anxiety in foreign language learning. Two pieces of research are reported with two contrasting methodologies: a survey questionnaire, and an ethnographic approach examining the effectiveness of CALL. The research was conducted on Kuwait University undergraduates enrolled in English courses offered by the English Language Centre at Kuwait University during the 1992-1993 academic year. First, the research focuses on the inter-relationships between attitude, motivation, anxiety and achievement in the English language. Second, the research identifies the methods of teaching, instructional materials, class activities and appropriate teacher roles that students most prefer. Third, the research introduces new instructional materials via the use of computer programs in an EFL class. The effect of Computer Assisted Language Learning on students' motivation toward learning English as a foreign language, students' feeling of anxiety in the English class and their achievement in the foreign language are each examined by classroom observation and interviews. The results of the research show that: (1) in general, students appear to have a strong motivation to learn English; express a definite degree of preference toward English and native speakers of English, and lack feelings of anxiety. (2) The more a student is exposed to the English language through being in an English medium College, visiting and staying in an English speaking country and watching English programmes on T.V., the more a student needs the English language either for present studies or for future career, the more motivated to learning English and more positive attitudes towards the language are apparent. (3) Students' ability in English has a significant relationship with a variety of factors investigated: the higher the student's ability in English, the greater the motivation to learn English, the more favourable is the student's attitudes toward the English language and the less anxiety the student's experiences in the English class. (4) 'CALL' enhances students' motivation to learn the foreign language, lowers their anxieties and improves their achievement in the English language. The thesis concludes with an integration of theory and research, and makes a series of recommendations about developments in EFL in Kuwait University.
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Mörck, Jansson Christine. "Teaching EFL to Newly Arrived Adolescents : A Literature Review on EFL Teaching in Multilingual Classrooms." Thesis, Högskolan Dalarna, Engelska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22528.
Повний текст джерелаАнотація:
The Swedish curriculums point out that language is crucial to social interactions, learning and individual development as well as essential to uphold a democratic and multicultural country. However, a recent report from the Swedish National Agency for Education depicts the language introduction programs for immigrant adolescents in Sweden as a school form in great need of development (Skolverket, 2016a). This systematic literature review, which draws on sociocultural theory, contributes to the field of how to teach English to newly arrived adolescents in Sweden. The main findings, gathered from six studies from around the world, suggest several different areas for improvement concerning EFL teaching. A specific pedagogy for EFL learners is suggested as well as targeted professional development for EFL teachers. Additionally, the results point out challenges faced by EFL teachers in multilingual classrooms. Further research could investigate how EFL teachers deal with these challenges. Furthermore, further research could investigate EFL textbooks for multilingual students at upper secondary school in terms of language, culture, identity texts and difficulty level.
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Liang, Mei-Ya. "Interaction in EFL online classes how Web-facilitated instruction influences EFL university students' reading and learning /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215226.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Advisers: Larry Mikulecky; Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."
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Azuma, Masumi. "Metaphorical competence in an EFL context : the mental lexicon and metaphorical competence of Japanese EFL students." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/11894/.
Повний текст джерелаАнотація:
This thesis on metaphor and metaphor study covers theoretical and practical issues in the past and the present both in the occidental and oriental worlds. Metaphor in rhetoric, cognitive and applied linguistics is described briefly, mostly as a theoretical issue. It states that metaphor was treated as part of rhetoric in the past, however, recently it has developed more broadly into a facet of human cognition. As a practical issue, professional studies assessing metaphorical competence are highlighted, which inform the measurement of metaphorical competence of Japanese learners of English (Japanese EFL students, hereafter). The author developed her original measurement instruments (tests and evaluations of metaphorical competence) to assess the receptive and productive metaphorical abilities of Japanese EFL students. The tests aims to measure Japanese EFL students' metaphorical competence and discover the answers to what factors affect their comprehension and use of English metaphorical expressions and what kinds of metaphorical expressions are salient or opaque for them. This study showed that the Japanese EFL students' receptive ability was better than their productive ability. It further indicated that the size of their mental lexicons, the elasticity of their linguistic ability, the degree of semantic expansion, and their cognitive flexibility (e.g. analogical reasoning, mapping and networking) were important factors affecting their ability to handle metaphorical expressions. Another important discovery was that L1 transfer might play an ambivalent role. As for the salience and opacity of metaphorical expressions, the degree of clarity of expressions was an important element. For example, the expressions with images easy to visualise were the easiest for the Japanese EFL students to understand and use metaphorically. The highly conventional idioms involving metaphorical meanings were problematic for them to understand and especially to use.
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Karakaya, Duygu. "Non-native Efl Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613698/index.pdf.
Повний текст джерелаАнотація:
Firstly, in this study, foreign language listening and speaking anxiety levels of the non-native EFL instructors working at preparatory schools of two state and two private universities in Turkey were discovered. Next, if their L2 learning contexts, English-speaking country experience, the length of their teaching experience and the institution they work at affect their listening and speaking anxiety levels was scrutinized.
Secondly, these EFL instructors&rsquoperceived competencies in teaching listening and speaking skills were identified. In addition, the effect of different variables on their perceived competency levels such as their undergraduate departments, their participation in graduate studies and in-service teacher training programs, the length of their teaching experience and also the institutions where they work was analyzed. Besides, the relationship between the listening and speaking anxiety levels of these instructors, and their self-reported competency levels in teaching these skills was explored. Finally, this study identified the EFL instructors&rsquo
frequency of addressing listening and speaking skills in listening and speaking tasks in the lessons according to the curriculum of the institution where they work in order to discover its relationship with the instructors&rsquo
perceived competency levels in teaching these skills. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews, both of which were used in a complementary fashion in this study. In addition, a total of 150 non-native EFL instructors participated in the questionnaire phase of the study and nine instructors from the participant universities were interviewed. The findings of this study indicated that the participant instructors experience moderate level of foreign language listening and speaking anxiety. Moreover, these instructors&rsquo
L2 learning contexts, English-speaking country experience and their length of teaching experience significantly influence their foreign language listening and speaking anxiety levels. Furthermore, the instructors perceive themselves as competent in terms of teaching listening and speaking skills and their participation in in-service teacher training programs, graduate studies and their length of teaching experience were found to be the contributors of their competence. In addition, a moderate level of negative relationship between foreign language anxiety levels of the instructors, and their self-reported competencies in teaching listening and speaking skills was identified. Finally, a positive relationship was explored between the frequency of the instructors&rsquo
addressing listening and speaking skills in the classroom considering the curriculum of their institutions and their perceived competency levels in teaching these skills. In this sense, the results demonstrated the effect of the institution and the curriculum on the instructors&rsquo
perceived competency levels in terms of teaching listening and speaking skills.
47
Lindgren, Sara. "Instrument characterization of the THEMIS EFI." Thesis, Uppsala universitet, Institutionen för fysik och astronomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-164029.
Повний текст джерелаАнотація:
In March 2007 five satellites were launched as part of the NASA mission THEMIS. The aim of the mission is to answer the unknown questions regarding the onset of substorms. THEMIS data has also been used within other research fields. Today many scientists aim to investigate wave phenomena, such as whistler waves, wave interactions in the radiation belts and general turbulence in the magnetosphere and the solar wind. These processes occur at intermediate frequencies (a few hundreds of Hertz). Correct and reliable results require good knowledge of the frequency response, the so called transfer function, for the electric field instrument (EFI). Post-launch calibrations have given good knowledge of the instrument's response at high and low frequencies. However, at intermediate frequencies (50-3000 Hz) the transfer function has only been determined via calculations/simulations and not yet obtained from data collected in space. Moreover, the transfer function changes substantially in this range, as the instrument transitions from a resistive low-frequency coupling to a capacitive high-frequency coupling. The transition is known as the RC roll-off. In this thesis, data from different regions and with different electrical settings have been analyzed to estimate the EFI sensors' sheath impedance and transfer function. Data have been collected during July 2009 and March 2011. From the first period, I-V curves where extracted for four different regions (i.e. with different plasma conditions) and their associated sheath impedance calculated. I-V curves are graphical representations of how the voltage differs with the changed bias current. From the sheath impedance and the measured free-space capacitance the RC roll-off can been directly calculated. An experiment was also conducted in March 2011 where the instrument was run in a special mode designed to measure the relative transfer function with the probes run at different bias setting, yielding different sheath impedances. The analysis of the I-V curves and relative transfer function show similar results, which clearly differ from the earlier believed values. Values for the sheath impedance are lower (4-6 MΩ) than the expected (30 MΩ) and depend on the usher setting. The usher is an electronic device which should shield the sensor from the photoelectron produced by illumination of the preamplifier. This lower sheath resistance implies higher than expected RC roll-off frequency, a result which is confirmed by the results from the relative transfer function. The roll-off is between 2-3 kHz, compared to the 400-500 Hz assumed prior to this study based on the assumption of a sheath impedance of around 30 MΩ.
48
Hsu, Hsiao-Tung. "An EFL pre-school classroom research." Thesis, University of Reading, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446269.
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49
Hall, Sara. "Cultural Representation in Swedish EFL Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34544.
Повний текст джерелаАнотація:
As our world becomes increasingly globalized, the value of understanding cultural diversity is perhaps more relevant than ever. Furthermore, since English plays an important role in the encounters between members of different cultural contexts, analysis of EFL teaching materials is a matter of importance. Therefore, the purpose of this study is to gain a deeper understanding of how two Swedish EFL textbooks represent cultural diversity. To achieve this, it aims to answer the following research question: To what extent do the textbooks represent cultural diversity within the framework of English as an international language? To answer the research question, this study uses critical discourse analysis as a method for the evaluation. The results indicate that the textbooks show some tendencies of acknowledging the international status of English by including texts from different countries and cultural settings. However, both books still favor representations of Anglophonic countries. Finally, the results suggest that it is important for teachers who use these books to promote critical reflection of how cultures are portrayed.
50
Johansson, Sara, and Bachelder Kim Malmsjö. "Gender Bias in EFL Textbook Dialogues." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30832.
Повний текст джерелаАнотація:
This degree project is a quantitative study of dialogues and speaking exercises in twelve EFL textbooks used in secondary schools in Sweden. The chosen textbooks are from the four textbook series Happy, Time, Whats’s Up? and Wings Base Book. The aim is to investigate if there is any over-representation of female or male characters in the textbook dialogues. We will be looking at four different typologies, namely the number of initiated dialogues, turns taken, number of characters and words used. Previous research concerning classroom interaction, scholastic performance, textbooks and textbook dialogues is included to provide some background into this area. The findings show over-representation exists in all the textbook series in various degrees of both female and male characters. This degree project maps the over-representation of female and male characters both in the four textbook series and the twelve individual textbooks. Our results will show that while a textbook series might over-represent one gender it does not necessarily mean that the individual textbook within that series over-represents the same gender. The findings make it clear that educators need to be aware of gender-biased textbook dialogues in order to be better equipped to ensure equal opportunities for all learners.