É ensinando que se aprende: um estudo sobre o ensino de projeto no Curso de Arquitetura e Urbanismo da Universidade Federal do Rio Grande do Norte (CAU UFRN)

You cannot teach architectonic design, but only learn it. This sentence was, during some decades, especially during the modernism, the starting point, adopted by several architectonic design professors, when they had to approach their subject. An attitude that, some years ago, was reviewed and fighted by area s experts. This paper join this criticism, and try to add something to the pre-existing discussion, analyzing with the case-study method all the subjects related with architectonic design of the Architecture and Urbanism degree, at Universidade Federal do Rio Grande do Norte CAU/UFRN . The aim is to identify and analyze the teaching methodologies used by the professors and their effects related to the students. To reach this purpose four different methods were used: i) Professors interviews; ii) Different forms submitted to students and professors; iii) Daily practice s observation, developed during classes; iv) Documents analysis about the degree (historical development and subjects) and about the subjects themselves (summaries, table of contents and planning). Studying the results, it was possible to underline that, in spite of the efforts of some of the professors to find a way to teach with more appropriate educational and pedagogic bases, some of the teaching methodologies, criticized in articles dealing with the matter, were still used. With regard to these, the research pointed out some suggestions that could help to improve the teaching and learning process, joining professors and students that are the most important subjects of the teaching activity. Developing the idea living in the paper s title Teaching and learning , it s now clear that only the practice, through the improvement of the pedagogic techniques, together with critical analysis can help the professors to reach a relationship level, regarding the teaching and learning process, as that described in the epigraph s text, into which teaching and learning, can t be done only by one of the process subject, but must be lived by both of them: professors and students

Do you what I say? people reconstruct the syntax of anomalous utterances

We frequently experience and successfully process anomalous utterances. Here we examine whether people do this by ‘correcting’ syntactic anomalies to yield well-formed representations. In two structural priming experiments, participants’ syntactic choices in picture description were influenced as strongly by previously comprehended anomalous (missing-verb) prime sentences as by well-formed prime sentences. Our results suggest that comprehenders can reconstruct the constituent structure of anomalous utterances – even when such utterances lack a major structural component such as the verb. These results also imply that structural alignment in dialogue is unaffected if one interlocutor produces anomalous utterances.

EXAMINING THE IMPACT OF TEACHER PRACTICE ON STUDENT LEARNING IN INTERACTIVE RADIO INSTRUCTION (IRI) CLASSROOMS: LESSONS FROM NEW DELHI AND RAJASTHAN (INDIA)

This quantitative study examines the impact of teacher practices on student achievement in classrooms where the English is Fun Interactive Radio Instruction (IRI) programs were being used. A contemporary IRI design using a dual-audience approach, the English is Fun IRI programs delivered daily English language instruction to students in grades 1 and 2 in Delhi and Rajasthan through 120 30-minute programs via broadcast radio (the first audience) while modeling pedagogical techniques and behaviors for their teachers (the second audience). Few studies have examined how the dual-audience approach influences student learning. Using existing data from 32 teachers and 696 students, this study utilizes a multivariate multilevel model to examine the role of the primary expectations for teachers (e.g., setting up the IRI classroom, following instructions from the radio characters and ensuring students are participating) and the role of secondary expectations for teachers (e.g., modeling pedagogies and facilitating learning beyond the instructions) in promoting students’ learning in English listening skills, knowledge of vocabulary and use of sentences. The study finds that teacher practice on both sets of expectations mattered, but that practice in the secondary expectations mattered more. As expected, students made the smallest gains in the most difficult linguistic task (sentence use). The extent to which teachers satisfied the primary and secondary expectations was associated with gains in all three skills – confirming the relationship between students’ English proficiency and teacher practice in a dual-audience program. When it came to gains in students’ scores in sentence use, a teacher whose focus was greater on primary expectations had a negative effect on student performance in both states. In all, teacher practice clearly mattered but not in the same way for all three skills. An optimal scenario for teacher practice is presented in which gains in all three skills are maximized. These findings have important implications for the way the classroom teacher is cast in IRI programs that utilize a dual-audience approach and in the way IRI programs are contracted insofar as the role of the teacher in instruction is minimized and access is limited to instructional support from the IRI lessons alone.

Os paradoxos de Prior e o calculo proposicional deôntico relevante E¹.

Cruz, Ângela Maria Paiva. Os paradoxos de Prior e o cálculo proposicional deôntico relevante. Princípios, Natal, v. 4, p. 05-18, 1996.

Acoustic characterisation of the tonic syllable in portuguese

A particular problem for the automatic prediction of prosody in speech synthesis is the realisation of accented syllables since these are affected by many parameters and are perceptually very salient. For the Portuguese language, in Europe, a set of comprehensive quantitative characterisation data and rules is totally lacking. The present paper is intended to be a quantitative contribution to the solution of this problem. In this paper, a preliminary modelling of duration, intensity and variation of F0 in the tonic syllable will be presented. The dependencies of the model with the syllable position in the word and the word position in the phrase are also presented.

On L2 grammar and processing: the case of oblique relative clauses and the Null-Prep phenomenon

This dissertation investigates the acquisition of oblique relative clauses in L2 Spanish by English and Moroccan Arabic speakers in order to understand the role of previous linguistic knowledge and its interaction with Universal Grammar on the one hand, and the relationship between grammatical knowledge and its use in real-time, on the other hand. Three types of tasks were employed: an oral production task, an on-line self-paced grammaticality judgment task, and an on-line self-paced reading comprehension task. Results indicated that the acquisition of oblique relative clauses in Spanish is a problematic area for second language learners of intermediate proficiency in the language, regardless of their native language. In particular, this study has showed that, even when the learners’ native language shares the main properties of the L2, i.e., fronting of the obligatory preposition (Pied-Piping), there is still room for divergence, especially in production and timed grammatical intuitions. On the other hand, reaction time data have shown that L2 learners can and do converge at the level of sentence processing, showing exactly the same real-time effects for oblique relative clauses that native speakers had. Processing results demonstrated that native and non-native speakers alike are able to apply universal processing principles such as the Minimal Chain Principle (De Vincenzi, 1991) even when the L2 learners still have incomplete grammatical representations, a result that contradicts some of the predictions of the Shallow Structure Hypothesis (Clahsen & Felser, 2006). Results further suggest that the L2 processing and comprehension domains may be able to access some type of information that it is not yet available to other grammatical modules, probably because transfer of certain L1 properties occurs asymmetrically across linguistic domains. In addition, this study also explored the Null-Prep phenomenon in L2 Spanish, and proposed that Null-Prep is an interlanguage stage, fully available and accounted within UG, which intermediate L2 as well as first language learners go through in the development of pied-piping oblique relative clauses. It is hypothesized that this intermediate stage is the result of optionality of the obligatory preposition in the derivation, when it is not crucial for the meaning of the sentence, and when the DP is going to be in an A-bar position, so it can get default case. This optionality can be predicted by the Bottleneck Hypothesis (Slabakova, 2009c) if we consider that these prepositions are some sort of functional morphology. This study contributes to the field of SLA and L2 processing in various ways. First, it demonstrates that the grammatical representations may be dissociated from grammatical processing in the sense that L2 learners, unlike native speakers, can present unexpected asymmetries such as a convergent processing but divergent grammatical intuitions or production. This conclusion is only possible under the assumption of a modular language system. Finally, it contributes to the general debate of generative SLA since in argues for a fully UG-constrained interlanguage grammar.

SES-RELATED DIFFERENCES IN WORD LEARNING: EFFECTS OF COGNITIVE INHIBITION AND WORD LEARNING

Socioeconomic status (SES) influences language and cognitive development, with discrepancies particularly noticeable in vocabulary development. This study examines how SES-related differences impact the development of syntactic processing, cognitive inhibition, and word learning. 38 4-5-year-olds from higher- and lower-SES backgrounds completed a word-learning task, in which novel words were embedded in active and passive sentences. Critically, unlike the active sentences, all passive sentences required a syntactic revision. Measures of cognitive inhibition were obtained through a modified Stroop task. Results indicate that lower-SES participants had more difficulty using inhibitory functions to resolve conflict compared to their higher-SES counterparts. However, SES did not impact language processing, as the language outcomes were similar across SES background. Additionally, stronger inhibitory processes were related to better language outcomes in the passive sentence condition. These results suggest that cognitive inhibition impact language processing, but this function may vary across children from different SES backgrounds

Wokół składni „Rozmyślań dominikańskich”

Wydział Filologii Polskiej i Klasycznej

Muzyka i muzyczność prozy japońskiej okresu Heian (794-1192)

Wydział Neofilologii: Katedra Orientalistyki

Recomendr-entity recommendation based on ad-hoc dimensions

The growing availability and popularity of opinion rich resources on the online web resources, such as review sites and personal blogs, has made it convenient to find out about the opinions and experiences of layman people. But, simultaneously, this huge eruption of data has made it difficult to reach to a conclusion. In this thesis, I develop a novel recommendation system, Recomendr that can help users digest all the reviews about an entity and compare candidate entities based on ad-hoc dimensions specified by keywords. It expects keyword specified ad-hoc dimensions/features as input from the user and based on those features; it compares the selected range of entities using reviews provided on the related User Generated Contents (UGC) e.g. online reviews. It then rates the textual stream of data using a scoring function and returns the decision based on an aggregate opinion to the user. Evaluation of Recomendr using a data set in the laptop domain shows that it can effectively recommend the best laptop as per user-specified dimensions such as price. Recomendr is a general system that can potentially work for any entities on which online reviews or opinionated text is available.

Estado laico y autonomía de las confesiones religiosas. A propósito de una sentencia reciente de la Corte Constitucional de Colombia

La jurisprudencia de la Corte Constitucional de Colombia ha defendido continuamente la autonomía de las iglesias como uno de los aspectos del derecho fundamental de libertad religiosa y de la laicidad del Estado. Sin embargo, en una reciente sentencia (Corte Constitucional de Colombia, Sentencia T-658 de 2013, 2013), al resolver la acción de tutela de una religiosa en contra de su monasterio, se ordenó el reintegro de la demandante a su comunidad con el fin de garantizarle su derecho a una vida digna. Las cuestiones problemáticas principales que plantea la sentencia son las siguientes: el adecuado respeto de la libertad religiosa y la efectiva autonomía de las iglesias y confesiones; los límites al derecho de libertad religiosa; el papel de los ordenamientos confesionales (en concreto, del Derecho Canónico) en relación con el derecho del Estado, y el modo de entender el principio de laicidad por parte de la sentencia comentada. El trabajo se detiene en cada uno de estos aspectos y trata de ofrecer criterios alternativos de resolución del conflicto, compatibles con la libertad religiosa de personas e instituciones.

Vivre avec un statut « dangereux » : l’expérience pénale d’hommes déclarés « délinquants dangereux » ou « délinquants à contrôler »

Cette recherche qualitative a comme objectif de comprendre et d’analyser l’expérience pénale d’individus ayant été déclarés « délinquants dangereux » ou « délinquants à contrôler », en vertu des dispositions légales prévues à la Partie XXIV (articles 752 et suivantes) du Code criminel canadien. Plus spécifiquement, nous avons voulu mettre en lumière comment se vit l’apposition de ce statut « dangereux » au plan personnel et social au moment des procédures judiciaires, lors de l’exécution de leur peine d’incarcération et dans le cadre de leur liberté surveillée, le cas échéant. Pour ce faire, nous avons rencontré dix-neuf hommes visés par ces dispositions légales afin de restituer en profondeur leur expérience pénale par rapport à ce « statut » légalement imposé, et ce, à partir de leur point de vue. Il en ressort que les individus faisant l’objet d’une déclaration spéciale traversent un grand bouleversement émotif, d’une part, en lien avec les délits qu’ils ont commis et d’autre part, relativement à la peine leur ayant été imposée. Ces sentiments complexes semblent se positionner en paradoxe entre un sentiment de culpabilité pour les gestes commis et l’impression d’avoir été traités injustement. Les hommes rencontrés partagent également un parcours pénal difficile marqué par de l’exclusion, du rejet ainsi que des mauvais traitements physiques ou psychologiques. Ils rapportent beaucoup d’impuissance à pouvoir faire évoluer leur situation, soit de se défaire de leur statut « dangereux ». Enfin, l’analyse des propos rapportés montre que l’imposition d’une déclaration spéciale ne constitue pas une « simple » peine puisqu’elle induit un processus de stigmatisation immédiat, discréditant et permanent qui a des implications importantes au niveau social et personnel. Ces implications ont de fait, engendré une transformation à l’égard de la perception qu’ils ont d’eux-mêmes ainsi que dans leurs façons de se comporter socialement.

Znaczenie klauzuli „wypadku mniejszej wagi” w polskim prawie karnym

Artykuł dotyczy znaczenia klauzuli „wypadku mniejszej wagi” w polskim prawie karnym. Obecna regulacja tej instytucji budzi wiele wątpliwości, które mają niebagatelne znaczenie dla praktyki prawa karnego. Część przedstawicieli doktryny traktuje ją jak dyrektywę wymiaru kary, a część jak odrębny sposób tworzenia typu uprzywilejowanego. Wybranie jednego z powyższych ujęć prowadzi do rozbieżności w procesie stosowania prawa karnego materialnego, a także w procesie wymierzania kary dla sprawcy przestępstwa. W artykule dokonano przeglądu różnych sposobów rozumienia klauzuli „wypadku mniejszej wagi” oraz implikacji wynikających z ich przyjęcia. W podsumowaniu zawarto również postulat większego dookreślenia znaczenia tej klauzuli.

Akcje wielogłosowe w spółce publicznej

Występowanie akcji wielogłosowych w spółkach publicznych nie zawsze jest postrzegane jako zjawisko pozytywne. Niektóre regulacje zachodnioeuropejskie wyłączyły dopuszczalność wprowadzania akcji wielogłosowych albo doprowadziły do ich ograniczenia. Polski ustawodawca przyjął rozwiązanie, zgodnie z którym w spółce akcyjnej (niepublicznej) maksymalny pułap uprzywilejowania głosowego wynosi dwa głosy na jedną akcję. W odniesieniu jednak do spółki publicznej posłużono się niefortunnym sformułowaniem „uprzywilejowanie co do głosu nie dotyczy spółki publicznej”. W doktrynie napotkać można różnice w poglądach, co do obecnie obowiązujących przepisów regulujących tytułową problematykę. Wskazuje się, że przepis art. 351 § 2 zdanie drugie Kodeksu spółek handlowych może być rozumiany niejednolicie. Występowanie wielogłosowych akcji w spółkach publicznych wiąże się między innymi ze zmianą stanu prawnego, ale także, ze stanem faktycznym polegającym na uzyskaniu przez spółkę niepubliczną (prywatną) statusu spółki publicznej. Publikacja obejmuje teoretyczno-prawne rozważania związane z akcjami wielogłosowymi w spółkach publicznych. Celem artykułu jest przybliżenie tytułowej problematyki, począwszy od zagadnienia akcji wielogłosowych ustanowionych na gruncie nieobowiązującego już stanu prawnego, a zakończywszy na upublicznieniu spółki i wynikających z tego konsekwencjach w odniesieniu do akcji uprzywilejowanych co do głosu.

Extraposition in English and Spanish: A comparative study

451 p.