Ономастичний підхід до значення власних імен у творчості Бертольта Брехта

Переклад статті Юргена Гілесгайма (директора Брехтівського науково-дослідного центру м. Аугсбург, Німеччина)з німецької на українську

OS PARADOXOS DAS PROPOSTAS DE VALORIZAÇÃO DO ESTÁGIO PROFISSIONAL

Resumo As propostas legislativas que visam alterar a Lei n° 11.788/2008 – conhecida como “lei do estágio” – facilmente conseguem a adesão da opinião pública, especialmente de estudantes que vêem no estágio uma forma de garantir ou complementar sua renda individual e familiar. Nossa hipótese de trabalho, no entanto, é de que essas proposições acabam criando um contingente de trabalhadores de segunda categoria e servindo de referência para as pretensões de redução do conteúdo das normas protetivas do trabalho. Essas questões não podem ser desconsideradas no debate sobre o estágio profissional do Assistente Social

An action research on how to implement intercultural teaching activities in english language classes

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.Abstract : In language teaching, the concept of culture has been understood in different ways over time by different methodological approaches. Even though some of those approaches have recognized that culture and language are strongly connected, culture still does not play a central role in the English language classroom (Corbett, 2003). Often cultural "facts" are used as excuses to simply make the classes more interesting to the students, and even sometimes reinforcing stereotypes and prejudices (Corbett, 2003; Kramsch, 1993; Gimenez, 2002). Thus, by understanding that culture is related to the everyday lifestyle of a community, and that, it is an expression of its values and beliefs; the intercultural language teaching has emerged as an approach that aims at overcoming those drawbacks (Corbett, 2010; Larsen-Freeman, 2000). Also, an intercultural teaching emphasizes that language and culture are nor static neither homogeneous, and it aims at raising learners? intercultural awareness. Therefore, this work, grounded on literature related to the intercultural approach, was carried out as an action research and investigated how to implement the approach through a set of intercultural activities adapted from a unit of the New Interchange student?s book in an English language class. For the study, a group of thirteen students from a lower intermediate level of the Extracurricular course at Universidade Federal de Santa Catarina in Brazil was chosen. The teacher-researcher adapted the activities and applied them during six classes along the semester. The classes were recorded. The data analysis was based on the transcriptions from recordings of the classes, as well as, the notes from the teacher's diary, and showed that although idealizations, stereotypes and prejudices are present in the interaction of the English language classes, the adoption of an intercultural perspective, which allows to discuss these issues explicitly, might increase the students' awareness about culture and raise their interest for language and culture related aspects. Finally, this study brought important insights to the teacher-researcher and her practice in class such as the difficulty of doing the didactic transposition between the theory and the real class, in addition of dealing with prejudices and stereotypes.No ensino de línguas, o conceito de cultura foi entendido de diferentes formas ao longo do tempo por diferentes abordagens metodológicas. Mesmo que algumas dessas abordagens tenham reconhecido que a cultura e língua estão fortemente interligadas o conceito de cultura ainda não desempenha um papel central na aula de língua Inglesa (Corbett, 2003). Muitas vezes, "fatos" culturais são usados como desculpas para simplesmente tornarem as aulas mais interessantes para os alunos, e até mesmo, muitas vezes, reforçando estereótipos e preconceitos (Corbett, 2003; Kramsch, 1993; Gimenez, 2002). Desta forma, por entender que a cultura está relacionada ao estilo de vida cotidiana de uma comunidade e que ela é uma expressão de seus valores e crenças; o ensino da língua intercultural surgiu como uma abordagem que visa superar estas dificuldades. (Corbett, 2010; Larsen-Freeman, 2000). Além disso, um ensino intercultural enfatiza que a língua e a cultura não são estáticas nem homogêneas, e busca aumentar a consciência intercultural dos alunos. Portanto, este trabalho, fundamentado na literatura relacionada à abordagem intercultural, foi realizado como uma pesquisa-ação e investigou como implementar esta abordagem através de um conjunto de atividades interculturais adaptadas a partir de uma unidade do livro do estudante New Interchange em uma turma de Inglês. Para o estudo, um grupo de treze alunos de nível intermediário do curso extracurricular na Universidade Federal de Santa Catarina no Brasil foi escolhido. A professora e pesquisadora adaptou as atividades e aplicou-as durante seis aulas ao longo do semestre. As aulas foram gravadas. A análise dos dados baseou-se nas transcrições das gravações das aulas, bem como as notas do diário do professor, e mostrou que idealizações, estereótipos e preconceitos estão presentes na interação das aulas de língua inglesa. Além disso, a análise mostrou que a adoção de uma perspectiva intercultural permite discutir estas questões de forma explícita e pode aumentar a consciência dos alunos sobre a cultura e também aumentar o interesse dos alunos para a língua e aspectos culturais relacionados. Finalmente, este estudo implicou em importantes reflexões para a professora e pesquisadora no que diz respeito a sua prática em sala de aula, reflexões tais como as dificuldades em fazer a transposição didática entre a teoria e a pratica, e lidar como lidar com preconceitos e estereótipos

Cranial Morphological Distinctiveness Between Ursus arctos and U. americanus

Despite being separated by millions of years of evolution, black bears (Ursus americanus) and brown bears (Ursus arctos) can be difficult to distinguish based on skeletal and dental material alone. Complicating matters, some Late Pleistocene U. americanus are significantly larger in size than their modern relatives, obscuring the identification of the two bears. In the past, fossil bears have been identified based on differences in dental morphology or size. This study used geometric morphometrics to look at overall differences in cranial shape and used step-wise discriminant analysis to identify specific characters that distinguish cranial morphology between black and brown bears. Such differences could prove important in identifying fossil bears when crania are present but teeth are missing. Furthermore, being able to properly identify U. arctos and U. americanus crania is important in understanding evolutionary and ecological distinctions among both fossil and modern bears. Principal components, discriminant, and thin plate spline analyses indicated a clear morphological separation between the crania of U. americanus and U. arctos and highlighted key identifying features including a more convex forehead and a narrower, more elongate rostrum in U. arctos than U. americanus

Comparison of Student Success using Atoms First Versus Traditional Curricula

The purpose of this study was to investigate the difference between the “atoms first” and the “traditional” curricula. Specifically focusing on which curriculum better aligns to curricular expectations, leads to higher student success when students are grouped together, and when students are differentiated based on several factors. The main difference between the two approaches being the sequence of topics presented in the first semester general chemistry course. This study involves more than 9,500 general chemistry I and II students over 7 semesters with about half of them being taught using the “atoms first” approach. Student success was measured using the American Chemical Society’s (ACS) final examination scores and the final letter grades. Alignment to curricular expectations was determined via a qualitative review of textbooks written for each of the approaches. This showed that the “atoms first” approach better aligns to research supported best practices. An analysis of covariance (ANCOVA) was performed to determine if there is a significant difference between the “atoms first” and the “traditional” curricula. The “traditional” approach was found to lead to higher student achievement for both measures of student success in both chemistry I and II courses. Lastly, multiple linear, multinomial logistic, and binary logistic regressions were run using all of the subgroups – gender, race/ethnicity, major, ACT composite, math ACT, overall GPA, and classroom size – as predictor variables to determine if any significant interactions between the curricular methods and the different subgroups existed. Results found that the relationship between gender, GPA, and classroom size groupings significantly impact student achievement in general chemistry. Specifically, the “traditional” approach lead to higher student success compared to the “atoms first” approach for males, females, below average GPA students, above average GPA students, and students in large classroom settings. However, there are several factors – final examination content, new teacher impact, teacher’s view of science, and withdrawal rate and timing – that need to be taken into account when implementing these findings. Overall, the results of this study provides a cautionary reminder of the many impacts affecting curriculum implementation and the importance of professional development and training during a curriculum transitional period

Analysis of Human and Agent Characteristics on Human-Agent Team Performance and Trust

The human-agent team represents a new construct in how the United States Department of Defense is orchestrating mission planning and mission accomplishment. In order for mission planning and accomplishment to be successful, several requirements must be met: a firm understanding of human trust in automated agents, how human and automated agent characteristics influence human-agent team performance, and how humans behave. This thesis applies a combination of modeling techniques and human experimentation to understand the concepts aforementioned. The modeling techniques used include static modeling in SysML activity diagrams and dynamic modeling of both human and agent behavior in IMPRINT. Additionally, this research consisted of human experimentation in a dynamic, event-driven, teaming environment known as Space Navigator. Both the modeling and the experimenting depict that the agent\u27s reliability has a significant effect upon the human-agent team performance. Additionally, this research found that the age, gender, and education level of the human user has a relationship with the perceived trust the user has in the agent. Finally, it was found that patterns of compliant human behavior, archetypes, can be created to classify human users

Comparison of Student Success using Atoms First Versus Traditional Curricula

The purpose of this study was to investigate the difference between the “atoms first” and the “traditional” curricula. Specifically focusing on which curriculum better aligns to curricular expectations, leads to higher student success when students are grouped together, and when students are differentiated based on several factors. The main difference between the two approaches being the sequence of topics presented in the first semester general chemistry course. This study involves more than 9,500 general chemistry I and II students over 7 semesters with about half of them being taught using the “atoms first” approach. Student success was measured using the American Chemical Society’s (ACS) final examination scores and the final letter grades. Alignment to curricular expectations was determined via a qualitative review of textbooks written for each of the approaches. This showed that the “atoms first” approach better aligns to research supported best practices. An analysis of covariance (ANCOVA) was performed to determine if there is a significant difference between the “atoms first” and the “traditional” curricula. The “traditional” approach was found to lead to higher student achievement for both measures of student success in both chemistry I and II courses. Lastly, multiple linear, multinomial logistic, and binary logistic regressions were run using all of the subgroups – gender, race/ethnicity, major, ACT composite, math ACT, overall GPA, and classroom size – as predictor variables to determine if any significant interactions between the curricular methods and the different subgroups existed. Results found that the relationship between gender, GPA, and classroom size groupings significantly impact student achievement in general chemistry. Specifically, the “traditional” approach lead to higher student success compared to the “atoms first” approach for males, females, below average GPA students, above average GPA students, and students in large classroom settings. However, there are several factors – final examination content, new teacher impact, teacher’s view of science, and withdrawal rate and timing – that need to be taken into account when implementing these findings. Overall, the results of this study provides a cautionary reminder of the many impacts affecting curriculum implementation and the importance of professional development and training during a curriculum transitional period

Some evidence on political information and exchange coupon in Brazil

We investigate whether political news affect the exchange coupon in Brazil, on a period ranging from November 24, 2016, until April 16, 2019. Our sample of news was collected via web scrapping, which we applied on a Brazilian news portal. We used two measures for the exchange coupon, and we utilized a GARCH model to estimate conditional volatility, which we filtered with both parametric and non-parametric approach. The results from the parametric analysis indicate that the exchange coupon was affected by the corruption scandal of President Temer (May 2017), the announcement of Jair Bolsonaro as candidate for the republic’s presidency (July, 2018), the first round of the presidential elections (October, 2018), and the announcement of a new Pension Reform (January, 2019). The results from the non-parametric analysis indicate that, besides the events above, the exchange coupon was also affected by news related to the Labour Reform (March 2017) and the impeachment requests of President Temer following the corruption scandal (August and October 2017)