Dialectal Speech in Literature and Translation : Bachelor Degree Thesis in English Linguistics

This essay studies how dialectal speech is reflected in written literature and how this phenomenon functions in translation. With this purpose in mind, Styron's Sophie's Choice and Twain's The Adventures of Huckleberry Finn are analysed using samples of non-standard orthography which have been applied in order to reflect the dialect, or accent, of certain characters. In the same way, Lundgren's Swedish translation of Sophie's Choice and Ferres and Rolfe's Spanish version of The Adventures of Huckleberry Finn are analysed. The method consists of linguistically analysing a few text samples from each novel, establishing how dialect is represented through non-standard orthography, and thereafter, comparing the same samples with their translation into another language in order to establish whether dialectal features are visible also in the translated novels. It is concluded that non-standard orthography is applied in the novels in order to represent each possible linguistic level, including pronunciation, morphosyntax, and vocabulary. Furthermore, it is concluded that while Lundgren's translation intends to orthographically represent dialectal speech on most occasions where the original does so, Ferres and Rolfe's translation pays no attention to dialectology. The discussion following the data analysis establishes some possible reasons for the exclusion of dialectal features in the Spanish translation considered here. Finally, the reason for which this study contributes to the study of dialectology is declared.

Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools

Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.

Managerial leadership for research use in nursing and allied health care professions : a narrative synthesis protocol

BACKGROUND: Nurses and allied health care professionals (physiotherapists, occupational therapists, speech and language pathologists, dietitians) form more than half of the clinical health care workforce and play a central role in health service delivery. There is a potential to improve the quality of health care if these professionals routinely use research evidence to guide their clinical practice. However, the use of research evidence remains unpredictable and inconsistent. Leadership is consistently described in implementation research as critical to enhancing research use by health care professionals. However, this important literature has not yet been synthesized and there is a lack of clarity on what constitutes effective leadership for research use, or what kinds of intervention effectively develop leadership for the purpose of enabling and enhancing research use in clinical practice. We propose to synthesize the evidence on leadership behaviours amongst front line and senior managers that are associated with research evidence by nurses and allied health care professionals, and then determine the effectiveness of interventions that promote these behaviours.Methods/design: Using an integrated knowledge translation approach that supports a partnership between researchers and knowledge users throughout the research process, we will follow principles of knowledge synthesis using a systematic method to synthesize different types of evidence involving: searching the literature, study selection, data extraction and quality assessment, and analysis. A narrative synthesis will be conducted to explore relationships within and across studies and meta-analysis will be performed if sufficient homogeneity exists across studies employing experimental randomized control trial designs. DISCUSSION: With the engagement of knowledge users in leadership and practice, we will synthesize the research from a broad range of disciplines to understand the key elements of leadership that supports and enables research use by health care practitioners, and how to develop leadership for the purpose of enhancing research use in clinical practice.

Learning Grammar : A study of upper secondary level students’ attitudes and beliefs concerning the learning of grammar

The communicative approach to language learning is widely taught in Western education, and yet its predecessor, the grammar-translation method, is still commonly employed in other parts of the world. In Sweden, the increasing popularity of the communicative approach is often justified by the high level of students’ communicative skills (Öhman, 2013). At the same time, students’ written texts and speech contain many grammatical errors (Öhman, 2013). Consequently, being aware of their tendency to produce grammatical errors, some students express beliefs regarding both the explicit and implicit learning of grammar (Sawir, 2005; Boroujeni, 2012). The objective of this thesis is to gain more knowledge regarding students’ beliefs concerning the learning of English grammar at the upper secondary level, in Sweden. With this purpose a survey was conducted in two schools in Sweden, where 49 upper-secondary English students participated. Qualitative and quantitative methods were applied to process the collected data. Despite some difference in the participants’ ages, there were many similarities in their attitudes towards the teaching and learning of grammar. The results show that the participants in both schools believe that only by applying both, explicit and implicit methods, can they obtain a high level of language proficiency. The results of this study can help teachers in planning different activities that enhance the students’ knowledge of grammar.

O hate speech e suas limitações

O objetivo deste trabalho de conclusão de curso é externar a relevância do direito à liberdade de expressão, especialmente em casos de discursos ofensivos e de incitação ao ódio, além de investigar se em algumas situações ele pode ser limitado para ceder a outros valores e de que forma. Por exemplo, através da técnica da ponderação ou de outros parâmetros pré-estabelecidos, os quais têm a função facilitar a resolução de casos difíceis, isto é, situações em que há a colisão entre direitos e deve-se chegar à conclusão de qual deles deve preponderar.

Métodos para detecção de outliers em séries de preços do índice de preços ao consumidor

Outliers são observações que parecem ser inconsistentes com as demais. Também chamadas de valores atípicos, extremos ou aberrantes, estas inconsistências podem ser causadas por mudanças de política ou crises econômicas, ondas inesperadas de frio ou calor, erros de medida ou digitação, entre outras. Outliers não são necessariamente valores incorretos, mas, quando provenientes de erros de medida ou digitação, podem distorcer os resultados de uma análise e levar o pesquisador à conclusões equivocadas. O objetivo deste trabalho é estudar e comparar diferentes métodos para detecção de anormalidades em séries de preços do Índice de Preços ao Consumidor (IPC), calculado pelo Instituto Brasileiro de Economia (IBRE) da Fundação Getulio Vargas (FGV). O IPC mede a variação dos preços de um conjunto fixo de bens e serviços componentes de despesas habituais das famílias com nível de renda situado entre 1 e 33 salários mínimos mensais e é usado principalmente como um índice de referência para avaliação do poder de compra do consumidor. Além do método utilizado atualmente no IBRE pelos analistas de preços, os métodos considerados neste estudo são: variações do Método do IBRE, Método do Boxplot, Método do Boxplot SIQR, Método do Boxplot Ajustado, Método de Cercas Resistentes, Método do Quartil, do Quartil Modificado, Método do Desvio Mediano Absoluto e Algoritmo de Tukey. Tais métodos foram aplicados em dados pertencentes aos municípios Rio de Janeiro e São Paulo. Para que se possa analisar o desempenho de cada método, é necessário conhecer os verdadeiros valores extremos antecipadamente. Portanto, neste trabalho, tal análise foi feita assumindo que os preços descartados ou alterados pelos analistas no processo de crítica são os verdadeiros outliers. O Método do IBRE é bastante correlacionado com os preços alterados ou descartados pelos analistas. Sendo assim, a suposição de que os preços alterados ou descartados pelos analistas são os verdadeiros valores extremos pode influenciar os resultados, fazendo com que o mesmo seja favorecido em comparação com os demais métodos. No entanto, desta forma, é possível computar duas medidas através das quais os métodos são avaliados. A primeira é a porcentagem de acerto do método, que informa a proporção de verdadeiros outliers detectados. A segunda é o número de falsos positivos produzidos pelo método, que informa quantos valores precisaram ser sinalizados para um verdadeiro outlier ser detectado. Quanto maior for a proporção de acerto gerada pelo método e menor for a quantidade de falsos positivos produzidos pelo mesmo, melhor é o desempenho do método. Sendo assim, foi possível construir um ranking referente ao desempenho dos métodos, identificando o melhor dentre os analisados. Para o município do Rio de Janeiro, algumas das variações do Método do IBRE apresentaram desempenhos iguais ou superiores ao do método original. Já para o município de São Paulo, o Método do IBRE apresentou o melhor desempenho. Em trabalhos futuros, espera-se testar os métodos em dados obtidos por simulação ou que constituam bases largamente utilizadas na literatura, de forma que a suposição de que os preços descartados ou alterados pelos analistas no processo de crítica são os verdadeiros outliers não interfira nos resultados.

Optimal two-sided tests for instrumental variables regression with heteroskedastic and autocorrelated errors

This paper considers two-sided tests for the parameter of an endogenous variable in an instrumental variable (IV) model with heteroskedastic and autocorrelated errors. We develop the nite-sample theory of weighted-average power (WAP) tests with normal errors and a known long-run variance. We introduce two weights which are invariant to orthogonal transformations of the instruments; e.g., changing the order in which the instruments appear. While tests using the MM1 weight can be severely biased, optimal tests based on the MM2 weight are naturally two-sided when errors are homoskedastic. We propose two boundary conditions that yield two-sided tests whether errors are homoskedastic or not. The locally unbiased (LU) condition is related to the power around the null hypothesis and is a weaker requirement than unbiasedness. The strongly unbiased (SU) condition is more restrictive than LU, but the associated WAP tests are easier to implement. Several tests are SU in nite samples or asymptotically, including tests robust to weak IV (such as the Anderson-Rubin, score, conditional quasi-likelihood ratio, and I. Andrews' (2015) PI-CLC tests) and two-sided tests which are optimal when the sample size is large and instruments are strong. We refer to the WAP-SU tests based on our weights as MM1-SU and MM2-SU tests. Dropping the restrictive assumptions of normality and known variance, the theory is shown to remain valid at the cost of asymptotic approximations. The MM2-SU test is optimal under the strong IV asymptotics, and outperforms other existing tests under the weak IV asymptotics.

Brazil: challenges for freedom of speech online

Escola de Direito de São Paulo da Fundação Getulio Vargas

Representation of odometry errors on occupancy grids

SOUZA, Anderson A. S. ; SANTANA, André M. ; BRITTO, Ricardo S. ; GONÇALVES, Luiz Marcos G. ; MEDEIROS, Adelardo A. D. Representation of Odometry Errors on Occupancy Grids. In: INTERNATIONAL CONFERENCE ON INFORMATICS IN CONTROL, AUTOMATION AND ROBOTICS, 5., 2008, Funchal, Portugal. Proceedings... Funchal, Portugal: ICINCO, 2008.

Prevalence of refractive errors in students in Northeastern Brazil

To determine the prevalence of refractive errors in the public and private school system in the city of Natal, Northeastern Brazil. Methods: Refractometry was performed on both eyes of 1,024 randomly selected students, enrolled in the 2001 school year and the data were evaluated by the SPSS Data Editor 10.0. Ametropia was divided into: 1- from 0.1 to 0.99 diopter (D); 2- 1.0 to 2.99D; 3- 3.00 to 5.99D and 4- 6D or greater. Astigmatism was regrouped in: I- with-the-rule (axis from 0 to 30 and 150 to 180 degrees), II- against-the-rule (axis between 60 and 120 degrees) and III- oblique (axis between > 30 and < 60 and >120 and <150 degrees). The age groups were categorized as follows, in: 1- 5 to 10 years, 2- 11 to 15 years, 3- 16 to 20 years, 4- over 21 years. Results: Among refractive errors, hyperopia was the most common with 71%, followed by astigmatism (34%) and myopia (13.3%). Of the students with myopia and hyperopia, 48.5% and 34.1% had astigmatism, respectively. With respect to diopters, 58.1% of myopic students were in group 1, and 39% distributed between groups 2 and 3. Hyperopia were mostly found in group 1 (61.7%) as well as astigmatism (70.6%). The association of the astigmatism axes of both eyes showed 92.5% with axis with-the-rule in both eyes, while the percentage for those with axis againstthe- rule was 82.1% and even lower for the oblique axis (50%). Conclusion: The results found differed from those of most international studies, mainly from the Orient, which pointed to myopia as the most common refractive error, and corroborates the national ones, with the majority being hyperopia