204,361 research outputs found
Sprotno preverjanje napredka in testiranje znanja do dosežene ravni A1 med začetniki italijanščine kot tujega jezika
No full textLa valutazione è uno dei momenti fondamentali dell\u27apprendimento e dell\u27insegnamento della lingua seconda o straniera, che ci permette di verificare se gli obbiettivi sono stati raggiunti. La valutazione delle competenze ovvero il feedback fornito dalla valutazione, permette il monitoraggio ma soprattutto il cambiamento e il miglioramento dell\u27apprendimento e dell\u27insegnamento della lingua straniera. Tramite il processo di apprendimento "accelerato" e la valutazione regolare e continua, cioè con i test di progresso, gli apprendenti possono imparare la lingua straniera più rapidamente, il che è rappresentato in questa tesi di master con alcuni esempi concreti. È importante che i test di progresso e/o di profitto siano strutturati in modo appropriato rispetto agli obiettivi, ciò significa che i test valutano sia le conoscenze ricettive che produttive. Lavorando in questo modo, gli apprendenti otterrebbero più efficacemente (e anche in meno tempo) le competenze comunicative, e in questo modo raggiungerebbero anche un determinato livello di competenze. Oltre al lavoro a lezione, c\u27è anche il lavoro autonomo che ha un ruolo molto importante nell\u27apprendimento di un lingua seconda o straniera. Il lavoro autonomo deve essere intenso e ben strutturato (gli apprendenti seguono le istruzioni dell\u27insegnante per l\u27apprendimento di una lingua straniera o seconda, si preparano regolarmente, fanno i compiti di casa, studiano da soli, il che viene regolarmente e sistematicamente valutato).Preverjanje in ocenjevanje znanja je eden izmed ključnih vidikov učenja in poučevanja tujega jezika, saj se na ta način preveri, kako so zastavljeni cilji doseženi. Ocenjevanje znanja oziroma povratne informacije, ki jih ocenjevanje nudi, omogočajo spremljanje, predvsem pa spreminjanje in izboljšanje načina učenja in poučevanja tujega jezika. S pomočjo "pospešenega" učenja in sprotnega ocenjevanja znanja lahko učenci hitreje usvojijo in se naučijo določeno snov ter na ta način tudi hitreje in učinkoviteje napredujejo, kar je za nekatere učence v tej magistrski nalogi prikazano. Pomembno je, da so sprotni testi strukturirani pravilno glede na cilje, kar pomeni, da naj testi vsebujejo tako preverjanje receptivnega kot produktivnega znanja. Ob taki zasnovi naj bi učenci učinkoviteje (in tudi v krajšem času) pridobili jezikovne in komunikacijske kompetence, ter na ta način dosegli zastavljeno raven znanja jezika. Poleg doslej naštetega ima v tem procesu zelo pomembno vlogo tudi intenzivno strukturirano domače delo (učenci upoštevajo učiteljeva navodila za učenje tujega jezika, se sproti pripravijo, napišejo domače naloge, sami kaj predelajo, kar je tudi redno in sistematično preverjeno)
The Biblical motifs in Hans Christian Andersen\u27s fairy tales
No full textV diplomskem delu smo obravnavali biblijske motive v pravljicah Hansa Christiana Andersena. V teoretičnem delu smo opredelili pravljico in književni motiv, predstavili življenje in delo H. C. Andersena, zgodovino prevajanja njegovih pravljic v slovenščino in dve knjigi njegovih pravljic. Opisali smo temeljne značilnosti Biblije in njen vpliv na književnost ter s pomočjo Učnega načrta za slovenščino in beril za osnovno šolo preverili, katere Andersenove pravljice in biblijske odlomke spoznavajo osnovnošolci. Predstavili smo poslanstvo Centra Hansa Christiana Andersena na Danskem in izsledke iz njihove raziskave o pojavljanju verskih motivov v Andersenovih pravljicah. V empiričnem delu smo uporabili kvanititativno in kvalitativno vsebinsko analizo besedil. Zanimalo nas je, katere biblijske motive lahko zasledimo v petdesetih Andersenih pravljicah, ki so zbrane v knjigah Pravljice in Pravljice 2, kateri biblijski motivi se najpogosteje pojavljajo v Andersenovih pravljicah in katere od teh pravljic vsebujejo največ različnih biblijskih motivov. V analizi smo za deset najpogostejših biblijskih motivov poiskali razlage v Slovarju slovenskega knjižnega jezika in citate iz Biblije. Izpisali smo tudi odlomke iz desetih Andersenovih pravljic z največ različnimi biblijskimi motivi in iz njegove avtobiografije Pravljica mojega življenja. Zanimalo nas je, ali obstajajo kakšne povezave med pojavljanjem desetih najpogostejših biblijskih motivov v Andersenovih pravljicah in njegovimi verskimi občutji, ki jih opisuje v svoji avtobiografiji. Ugotovili smo, da se v 48% Andersenovih pravljic iz našega vzorca pojavi najmanj eden od 34 različnih biblijskih motivov. Pravljice z največ različnimi biblijskimi motivi so: O deklici, ki je stopila na kruh s 14 različnimi biblijskimi motivi, Rdeči čeveljci z 11 različnimi biblijskimi motivi in Snežna kraljica z 10 različnimi biblijskimi motivi. Najpogostejši biblijski motiv, ki smo ga zasledili, je motiv molitve, ki se pojavi v 11 različnih Andersenovih pravljicah, motiv Boga v 10 različnih in motiv hvalnice, psalma prav tako v 10 različnih Andersenovih pravljicah. Na koncu smo ugotovili tudi, da se 80% najpogostejših biblijskih motivov, ki jih najdemo v Andersenovih pravljicah, pojavlja tudi v Andersenovi avtobiografiji.In this thesis, we deal with biblical motifs in the fairy tales of Hans Christian Andersen. In the theoretical part, we have identified a fairy tale and literary motif, presented the life and work of H. C. Andersen, the history of the translation of his fairy tales in Slovenian and two books of his fairytales. We describe the basic features of the Bible and its influence on literature. Through the Curriculum for Slovenian and reading books for primary school we checked to Andersen\u27s fairy tales and biblical passages that are learned by students. We present the mission of the Centre of Hans Christian Andersen in Denmark and the results of their research on the emergence of religious motifs in Andersen\u27s fairy tales. In the empirical part, we used quantitative and qualitative content analysis of texts. We wanted to find out which Biblical motifs can be traced in the fifties Andersenih fairy tales collected in books Tales and Fairy 2, which biblical motifs occur most frequently in Andersen\u27s fairy tales and which fairy tales contain the most various biblical motifs. In the analysis of ten of the most common biblical motifs we seek explanations from the Dictionary of the Slovenian language and quotes from the Bible. We also seek quotes from ten Andersen fairy tales with a maximum different of biblical motifs and his autobiography The Story of my life in places, where these motifs appear. We wanted to know, if there is any link between the occurrence of the ten most common biblical motifs in Andersen\u27s fairy tales and his religious feelings, which are described in his autobiography. We found that in 48 % of Andersen\u27s fairy tales in our sample, appeares at least one of 34 different biblical motifs. Fairy tales from several different biblical motifs are: The Girl Who Trod on the Loaf with 14 different biblical motifs, The Red Shoes with 11 different motifs and biblical The Snow Queen with 10 different biblical motifs. The most common biblical motif that we have seen are: the motif of Prayer, which appears in 11 different Andersen\u27s fairy tales, the motive of God which appears in 10 different motif and the motif of Hymn, psalm which appears in 10 different Andersen\u27s fairy tales too. Finally, we also found that 80 % of the most common biblical motifs, which are found in Andersen\u27s fairy tales, also occurs in Andersen\u27s autobiography
On the equation grad f=M grad g
No full textJodeit, Jr., Max; Olver, Peter J.. (1990). On the equation grad f=M grad g. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/5136
Grad-CAM-based localization of the disease ROIs.
No full text(a) and (h) denote instances of CXR with expert annotations showing bacterial and viral pneumonia manifestations, respectively. The sub-parts (b), (c), (d), (e), (f), and (g) show Grad-CAM-based ROI localization achieved using the models trained with calibrated CCE, CCE with entropy-based regularization, calibrated negative entropy, label-smoothed categorical focal, calibrated categorical Hinge loss functions, and the top-5 model-level ensemble, respectively, highlighting regions of bacterial pneumonia manifestations. The sub-parts (i), (j), (k), (l), (m), and (n) show the localization achieved using the models in the same order as above, highlighting viral pneumonia manifestations.</p
Ambiguity of context-free languages as a function of the word length
No full textEnglische Fassung der Diplomarbeit "Grad der Mehrdeutigkeit kontextfreier Grammatiken und Sprachen".
In dieser Arbeit definieren wir ein Maß für den Grad der Mehrdeutigkeit (degree of ambiguity da) kontextfreier Grammatiken und Sprachen als die Anzahl der Ableitungsbäume in Abhängigkeit von der Länge n eines Wortes. Wir zeigen, dass es weder Sprachen noch zyklenfreie Grammatiken gibt, deren Mehrdeutigkeitsgrad stärker als 2£(n) wächst (wie z B. £(nn)). Aus [10] ist es außerdem bekannt, dass es keine Grammatiken (und somit keine Sprachen) gibt, deren Mehrdeutigkeit stärker als polynomiell, aber schwächer als exponentiell wächst (wie z. B. £(2pn). Deshalb untersuchen wir in dieser Arbeit hauptsächlich konstant mehrdeutige, polynomiell mehrdeutige und exponentiell mehrdeutige Grammatiken und Sprachen. Für jede feste, ganze Zahl k 2 N hat Maurer [8] die Existenz einer k-deutigen kontextfreien Sprache nachgewiesen. Durch Verwendung einer einfacheren Sprache, nämlich der Sprache Lk := fambm1 1 bm2 2 : : : bmk k jm;m1;m2; : : : ;mk ¸ 1; 9 i mit m = mig, und mit Hilfe von Ogden's Lemma1 erhalten wir einen wesentlich kürzeren Beweis. Ferner zeigen wir die Existenz exponentiell mehrdeutiger Sprachen. Wir zeigen, dass die Sprache L¤ { wobei L = faibicj ji; j ¸ 1g [ faibjciji; j ¸ 1g-exponentiell mehrdeutig ist, indem wir beweisen, dass das Wort (ah+h!bh+h!ch+h!)k mindestens 2k Ableitungen in jeder Grammatik G für L¤ hat, wobei k aus N ist und h die Konstante aus Ogden's Lemma für G ist. Für beliebig kleines c aus R+ entwerfen wir eine Grammatik Gc für L¤, so dass daGc · 2cn gilt. Somit gilt, dass die Sprache L¤ zwar exponentiell mehrdeutig ist, aber es gibt kein festes c aus R+ , so dass L¤ 2cn-deutig ist. Wir geben polynomiell mehrdeutige Grammatiken an und zeigen die Existenz von polynomiell mehrdeutigen Sprachen, indem wir mit Hilfe von Ogden's Lemma beweisen, dass die Anzahl der Ableitungsbäume eines Wortes der Länge n in jeder Grammatik für die Sprache Lk in der Größenordnung von (nk) liegt, wobei k eine Konstante aus N ist, und L := fambm1cbm2c : : : bmpcjp 2 N; m;m1;m2; : : : ;mp 2 N; 9i 2 f1; 2; : : : ; pg mit m = mig gilt. Durch Angabe einer O(nk){deutigen Grammatik zeigen wir schließlich, dass Lk polynomiell vom Grad k mehrdeutig ist. Außerdem entwerfen wir für jedes feste d aus R+ eine Grammatik Gd für L, so dass daGd · dn dn für genügend großes n ist.In this paper we discus the concept of ambiguity of context{free languages and grammars. We prove the existence of constant ambigu- ous, exponential ambiguous and polynomial ambiguous languages and we give examples for these classes of ambiguity
New (Probabilistic) Derivation of Diaz-Metcalf and Pólya-Szegő Inequalities and Consequences
No full textClassical inequalities of Diaz - Metcalf and Pólya - Szegő are generalized to
probabilistic setting which covers the initial deterministic (both discrete and integral) variants.
From these two inequalities, by the probabilistic derivation method further well -
known inequalities are obtained (that ones by Kantorovich, Rennie and Schweitzer)
Grad-CAM heat maps for the full validation set of Fold 2.
No full textTop 4 rows are normal NT cases and bottom 4 rows are cystic hygroma cases. Red colours highlight regions of high importance and blue colours highlight regions of low or no importance. Therefore, a good model would have Grad-CAM heatmaps that highlight the head and neck area for both normal and cystic hygroma images.</p
1954. Aug 9. Grad-Orville M. Weston, Jr.
No full text1954. Aug 9. Grad-Orville M. Weston, Jr.https://scholarship.law.ufl.edu/uf-law-photo-gallery/1019/thumbnail.jp
1954. Aug 9. Grad-Orville M. Weston, Jr.
No full text1954. Aug 9. Grad-Orville M. Weston, Jr.https://scholarship.law.ufl.edu/uf-law-photo-gallery/1019/thumbnail.jp
A comparative study of the FET phase mathematical literacy and mathematics curriculum
No full textThis article is based on a study that compared the FET (further education and training) phase mathematics literacy curriculum and mathematics curriculum. The study looked into how the conceptualization of a mathematical literacy curriculum enhanced the acquisition of mathematical concepts among the learners. In order to carry out this comparison between the two curricula, views of 355 participants comprising of mathematics and mathematical literacy teachers, mathematics and mathematical literacy subject advisors and heads of departments at the MST (mathematics, science and technology) units were sought. The findings of the study revealed that both curricula have similar learning outcomes, but different assessment standards. Factors that hinder the learning and teaching of mathematics in both curricula, such as lack of qualified mathematics teachers, lack of parental support, negative societal attitudes towards mathematics and lack of support from the Department of Education among others, were identified by the study. Intervention mechanisms, such as the use of information technology as an instructional tool, contextualized teaching and learning materials for mathematics, recruiting and training mathematics teachers and continuous professional development, were suggested. Further research is necessary for exploring the benefits of cross-curriculum teaching and learning of mathematical literacy as a way of enhancing the acquisition of mathematical skills at the FET phase
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