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Schwind, Philipp. "A critical discussion of Jonathan Dancy's moral particularism /." St Andrews, 2007. http://hdl.handle.net/10023/363.
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Temple, Alice Claire. "Anti-realist attacks on causation : a critical discussion." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496205.
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ALMOOSA, KHALID FAEQ. "QUALITY OF DISCUSSIONS ON RESUSCITATION BETWEEN ICU PHYSICIANS AND CRITICALLY ILL PATIENTS' SURROGATE DECISION MAKERS." University of Cincinnati / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1186693857.
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Franklin, Michele M. "Critical thinking and Native pedagogy, a discussion of compatibility." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30902.pdf.
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Uys, Hermien. "A critical discussion of the tax aspects of derivative instruments." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/17471.
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Thesis (MBA)--Stellenbosch University, 2002.ENGLISH ABSTRACT: Tax policy makers in South Africa have to a large extent neglected the tax treatment of derivative instruments. The Income Tax Act, No. 58 of 1962, currently only takes into account three types of financial arrangements that can be classified as being derivative in nature: forward exchange and option contracts relating to foreign exchange, interest rate swaps based on notional capital amounts and option contracts. Although the Commissioner for Inland Revenue has appointed a number of internal working committees to research this area of the law, the legislation resulting from these efforts has been piecemeal in nature, dealing only with limited aspects of the taxation of a few specific transactions. Due to the lack of specific legislative provisions regulating the tax aspects of derivatives, the general principles of South African income tax law have to be applied to these instruments. This leads to imprecise and inconsistent results, primarily due to the development of these principles long before the widespread use of derivatives in sophisticated and complex transactions. The taxation of transactions involving derivative instruments is becoming a subject of increasing practical importance in South Africa due to the number of derivative transactions escalating in quantity. The introduction of capital gains tax in South Africa has added yet a further dimension to the taxation of derivatives. In light of the increasing volume and value of derivative transactions entered into by South African taxpayers, it is imperative that clarity regarding the taxation of these transactions be reached as soon as possible. Any reform and revised tax rules which is made applicable to these instruments, need to be very flexible, as further developments in the financial instrument environment are extremely dynamic and almost changing by day. It is furthermore important that the South African tax system keeps track with international developments to enhance the countl-y's trading status and to ensure that cross border transactions do not have anomalous conseq Llences, especially for foreign counter-parties.
AFRIKAANSE OPSOMMING: Belastingbeleidmakers in Suid-Afrika het tot 'n groot mate die belastinghantering van afgeleide instrumente verwaarloos. Die Inkomstebelasingwet, No. 58 van 1962, neem tans slegs drie soorte finansiele ooreenkomste wat as afgeleide instrumente geklassifiseer kan word, in aanmerking: termynwissel- en opsiekontrakte met betrekking tot buitelandse valuta, rentekoers ruilkontrakte gebaseer op denkbeeldige kapitaalbedrae en opsiekontrakte. Alhoewel die Kommissaris van Binnelandse Inkomste 'n aantal interne werkskomitees aangestel het om ondersoek in te stel na hierdie afdeling van die reg, is die wetgewing wat voortgespruit het as uitvloeisel van hierdie pogings broksgewys van aard deurdat dit slegs met beperkte aspekte van die belasbaarheid van 'n aantal spesifieke transaksies gehandel het. Vanwee die gebrek aan spesifieke wetgewende bepalings wat die belastingaspekte van afgeleides reguleer, moet die algemene beginsels van die Suid-Afrikaanse inkol11stebelastingreg toegepas word op hierdie instrumente. Dit gee aanleiding tot onnollkeurige en teenstrydige resllltate, hoofsaaklik omdat hierdie beginsels reeds lank voor die wydverspreide gebruik van afgeleides in gesofistikeerde en ingewikkelde transaksies ontwikkel het.- Die belasbaarheid van transaksies waarby afgeleide instrumente betrokke is, is 'n onderwerp van loenemende praktiese belang in Suid-Afrika vanwee die styging in die aantal transaksies in afgeleides. Die inwerkingstelling van kapitaalwinsbelasting in Suid-Afrika het nog 'n verdere dimensie aan die belasbaarheid van afgeleide instmmente toegevoeg. lndien aggeslaan word op die toename in die aantal en waarele van transaksies in afgeleiele instrllmente wat deur Suid-Afrikaanse belastingbetalers aangegaan word, is elit noodsaaklik clat ciuidelikheid rakencle ciie belasbaarheid van hierdie transaksies so spoedig doenlik verkry word. Enige hervOiming en hersiende belastingreels wat van toepassing gemaak word op hierdie instrllmente, moet baie buigsaam wees aangesien verdere ontwikkelings in die finansieie instrumente-omgewing uiters dinamies is en bykans daagliks verander. Dit is vnorts belangrik dat die Suid-Afrikaanse belastingstelsel tred hou met intemasionale ontwikkelinge ten eincle ciie lanci se handelstatus te versterk en te verseker ciat tral1saksies oor grense heen nie onreeimatige gevolge inhou, veral vir buitelandse teenpartye nie.
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Magarian, Barry. "Indeterminacy in some of Shelley’s major poems : a critical discussion." Thesis, Durham University, 1993. http://etheses.dur.ac.uk/5719/.
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This thesis examines a selection of Shelley's major poems m order to delineate the way they invite and resist interpretation. I argue that Shelley's reluctance to supply simplistic meanings is bound up with his search for truth and symptomatic of intellectual honesty. Shelley's texts call upon the reader's responses in order to bring their meanings into focus. These meanings are dynamically provisional. This method of calling upon the reader's responses is specific to Shelley and is termed 'indeterminacy'. The term is not used primarily in a deconstructive sense 'Indeterminacy' incorporates the indeterminacy in a text, and the indeterminacy of the reader's response that is triggered by the text. The thesis has six chapters. Chapter One addresses Alastor, relating the indeterminacy with which the Poet is presented to the poem's problematic narrative methods. Chapter Two examines the enigma of the Maniac in Julian and Maddalo. The Maniac's soliloquy remains poised between illumination and opacity This ambivalence is linked to Julian's function and the inconclusive ending. Chapter Three examines The Cenci in the light of Shelley's tendency to let the reader assume the protagonist's viewpoint. I argue that, in evaluating Beatrice, we must also evaluate ourselves. Chapter Four examines self- consciousness and bereavement in Adonais. Chapter Five concerns the lyrics to Jane Williams, concentrating on the changing psychological currents of Shelley’s relationship with Jane. The relationship is examined in terms of the tension between poetic symbols and complex human personalities. Chapter Six concerns Rousseau’s ambiguity in The Triumph of Life; this is related to the enigma of human endeavours and the articulation of moral dilemmas that are left unresolved. Throughout I illustrate Shelley's sense of poetry as surrogate-like in that he is continually striving to recreate the absent forms and sensations of experience and often anxious to stress the reductiveness of this attempt.
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McGuinness, Andrea Lynn. "Online Discussion Boards Foster Critical Views In Students' Research Writing." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311267109.
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Van, den Abeele Aurélie, and Martin Legrand. "The Desirability to Develop Followership, a discussion on three perspectives." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26162.
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During these past twenty years, we witnessed some important changes in the organizational context and environment that motivate scholars and management academics to examine the topic of followership more deeply. Then, in the leadership literature, we noticed the emergence of a small but growing number of articles that are devoted to this topic and that challenge the previous conceptions of leadership. Numerous scholars developed a more contemporary conception of followership, in which they conceive the role of followers as essential to ensure the organizational performance. Consequently, as it is already the case for leadership, many management academics and practitioners recommend organizations to invest and devote part of their time and energy to the development and training of followers. In this context and in front of such recommendations, the question of desirability is addressed along this thesis. More precisely, the purpose of this work is to discuss if it is really desirable to develop followers in the perspective of followers, leaders and organizations. In order to address the research issue, the thesis is divided in two parts. The first one is based on three dominant models from the literature and specifies what we mean by followership. A personal conception of effective followership is then developed and includes two important attributes: an appropriate level of engagement and an active critical thinking. In the second part, the question of desirability is discussed in the perspective of followers, leaders and organizations. For this purpose, we gathered a wide range of information that comes from a personal survey, several theoretical concepts and other empirical data.
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Gash, Egzona. "Taxation : a critical discussion of the present tax system in Kosovo." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12280.
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Abstract Title: Taxation - A critical discussion of the present tax system in Kosovo Institution: School of Business and Economics University: Linnaeus University Aim: The aim of this thesis is to characterize and critically discuss thepresent tax system in Kosovo, keeping in mind the fundamentalproblems presented in weak tax bases, informal economies, ethniccontroversy and limited inflow of FDI in the country. Further,contributing with alternative designs of the tax system and argueadvantages and disadvantages of these designs Method: The thesis will attempt to relate the descriptions and analysis of the taxsystem in existing and essentially established theory. Further a casestudy is performed using of quantitative, secondary data available ontaxes in transition, with the purpose to enhance the understanding oftax systems in transition, and apply the knowledge on the case ofKosovo. Conclusion: The corporate taxation should not be much lowered in the present,however, in the future a lowering of the corporate taxation could helpbring up the employment level. The government should furtherconsider inferring contribution and payroll taxes to broaden the taxbase. The indirect taxation rate should not be increased in the longterm, but the country has the opportunity to increase the VAT rate to17 percent in shorter terms. A progressive, territorial tax system, with adeduction of taxation of roughly 80 Euros per month in income taxshould be kept.
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Robinson, Louise Ann. "Facilitated case discussion as a method of multiprofessional, clinical audit." Thesis, University of Newcastle Upon Tyne, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287841.
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Verdile, Samantha. "Corrections Policies in Online Journalism: A Critical Analysis, Ethical Discussion and Typology." Ohio University Honors Tutorial College / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1275686495.
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McElroy, Brianna. "Pre-Service Teachers' Perspectives: Discussion Boards to Foster Critical Thinking and Knowledge Growth." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35840.
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In today’s society it is expected that individuals completing teacher education programs harness the skill of critical thinking before entering into the classroom practice. This qualitative case study focuses on three (3) pre-service teachers’ experience in a teacher education course that was redesigned to foster and develop critical thinking skills and knowledge growth by the introduction of online discussion forums. This study was guided by the following question “How has the implementation of online discussion boards in the redesign of the two sections of a mandatory course of the Bachelor of Education program at a Canadian university supported the development of pre-service teachers critical thinking and contributed to their knowledge growth related to course content”? Data was collected from three (3) participants enrolled in the course, using semi-structured interviews and the data from the online discussion threads. Results show participants do not have a unified understanding of critical thinking and that online discussion boards can impact participant’s critical thinking development and knowledge growth provided they are given a strong foundation in the content area and have adequate time to reflect on the information presented. As well, findings revealed that participants used online discussion boards as a type of social media interface. By examining the participant’s perceptions and postings of online discussion boards, this study provides insights into how critical thinking can be developed in pre-service teachers through an online medium. Additionally, this study considers and how these skills might be translated into classroom practice.
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Bakali, Naved. "Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104533.
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This thesis examines the phenomenon of Islamophobia through the cultural pedagogical mediums of Hollywood films and news media both prior to and in the aftermath of the 9/11 terrorist attacks. A number of similarities in the types of Islamophobic messages and images were found in these cultural pedagogical mediums in the pre and post-9/11 contexts, including a constant portrayal of Muslims as terrorists, Muslims as being violently opposed to the West, the Muslim world as being 'primitive' or backwards, and Muslims as being 'good' when adhering to a westernized modus operandi. The thesis concluded by suggesting possible ways the Quebec Educational Program (QEP), and particularly the Ethics and Religious Culture program, can engage students in critical discussions on these stereotypical representations.Cette thèse examine le phénomène de l'islamophobie à travers les medias « pédagogico-culturels » que sont les films d'Hollywood et les reportages de nouvelles, et cela pendant les périodes avant et après les attentats terroristes du 11 septembre 2001. Un certain nombre de similitudes dans les types de messages et d'images islamophobes ont été répertoriées, y compris une représentation constante des musulmans : en tant que terroristes, ou comme étant violemment opposés à l'Occident, ou encore des gens primitif et arriéré, et aussi comme étant seulement «bon» lorsqu'ils adhérent à un agir occidentalisé. La thèse conclu en examinant comment le Programme de l'École Québécoise, et surtout le programme en Éthique et Culture Religieuse, pourrait amener les élèves à développer une perspective critique vis-à-vis ces représentations stéréotypées.
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Bittermann, Benjamin. "Providing for the effective domestic implementation of rights of nature: a critical discussion." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/24928.
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The earth and its inhabitants face significant environmental challenges. So far, the existing legal attempts have failed to address these challenges. The development of the last decades shows that the state of the environment has steadily worsened. Therefore, it is essential to explore new approaches. The concept of rights of nature offers a new legal perspective for creating a more effective approach to environmental regulation than traditional anthropocentric approaches. Rights of nature form part of a relatively new movement called Earth Jurisprudence which calls for a fundamental rethink of law. The concept of rights of nature requires that nature be accorded its own legal right. In order for rights of nature to be effective, their implementation must consider and overcome several procedural and substantive challenges. This dissertation explains the origins, form and nature of existing domestic rights of nature, and then critically analyses the main procedural and substantive challenges for their effective implementation in domestic legal frameworks. The most crucial procedural constraints are standing and representation of rights of nature whereas the most problematic substantive challenges are to define the scope of the right and to balance rights of nature with other rights. Having unpacked these challenges, the dissertation then explores possible solutions to overcome them. It comes to the conclusion that – amongst others - the key prerequisites for an effective implementation are to establish rights of nature as a constitutional right and to concisely define its content. Finally, the dissertation provides a set of guidelines for effectively implementing rights of nature into a domestic legal regime as well as a proposal for the wording of a rights of nature norm.
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Noe, Ewell Adriel. "A Discussion of Intercultural Relations as a Critical Component of Corporate Social Responsibility." Thesis, University of the Pacific, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276597.
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Given the current state of unprecedented global interdependence, and the growing impact that business has on the world?s inhabitants, Corporate Social Responsibility has become something that is not only desirable, but also expected of corporations. The topic of this qualitative study is the conceptual and pragmatic links of Intercultural Relations and Corporate Social Responsibility. This research focused on an identified informational gap in social responsibility literature and investigated the possible impact of culture and intercultural competence on Corporate Social Responsibility work. The scope of this investigation was purposeful and selective; a well-rounded group of professional Corporate Social Responsibility practitioners contributed to the research. At the end of this research it was determined that in order for social responsibility efforts to be reciprocal, inclusive, and effective, it would be beneficial to consider Intercultural Relations and develop intercultural competence.
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Grassi, Leo Michel. "Employing Discursive Analysis to Illuminate Critical Reflection in Asynchronous Threads." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5340.
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A number of approaches and methods are being used to assess higher cognition within online threaded discussions, as evidenced by the corpus of scholarship. However, a review of the literature suggests that current strategies relating to asynchronous discourse have tended to focus on cognitive processes that are mostly driven by task-oriented communication, thereby failing to assess the quality of interactions that engender meaning-making and knowledge creation. The first goal of this study was to decompose and interpret examples of threaded conversation exhibiting lexical attributes of higher cognition. The second goal was to identify instances of critical thinking and indicators of deep learning contributing to meaningful reflection within diachronic encounters to develop more effective higher-order thinking strategies within discussions. Discourse analysis theory in conjunction with Garrison's stages of critical thinking was used to examine meaning-making within contexts of social interaction. Archival discussion data were examined from 39 participants derived from 2 online undergraduate courses at a small private university in the southeastern United States. The content analysis qualitative design applied computer-mediated discourse analysis (CMDA) to analyze and classify statements in discussion transcripts according to Garrison's stages of critical thinking. Results indicated a pattern of utterances suggesting in-depth learning, with a smaller sample of stanzas indicating surface-level processing. Results of this study can be used by teachers and course designers to create positive change by purposefully engendering critical reflection, thereby preparing learners for the work of the future necessitating well thought-out approaches to grapple with new problems and situations in new ways.
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Mikita, Clara Elizabeth. "STUDENT DIALOGUE ABOUT BOOKS: CRITICAL ENCOUNTERS." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619040209887649.
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Nguyen, Hien Thu Grabowski Barbara L. "Effects of discussion constraints, discourse maps, and interactive intercultural elaboration in online discussions on students' knowledge construction, critical thinking, and intercultural sensitivity." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/PSUonlyIndex/ETD-4701/index.html.
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Hoekman, Annie. "Examining patterns of student participation in online discussion boards." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35323.
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Doctor of PhilosophyDepartment of Educational Leadership
W. Franklin Spikes
This research examined the nature of the patterns of communication of discussion board users who were enrolled in undergraduate level online courses. For purpose of analysis, this study used Norman Fairclough’s Critical Discourse Analysis (CDA) framework (1992). Data were collected from discussion board posts of eight undergraduate online courses that were offered by a small, private, religiously-affiliated, liberal arts university. An examination of these data was further informed by Garrison, Anderson, & Archer (1999) Community of Inquiry model. Using Garrison et al.’s ideas, the researcher described the nature of the interactions between students and faculty with respect to social, cognitive, and teaching presence in online discussion boards. The findings of this research suggest that understanding the presence of social, cognitive, and teaching presence as well as the nature of the patterns of communication in the discourse is important in developing quality distance education discussion boards. More specifically, they showed that evidence of social and teaching presence was regularly present in an examination of the online discussion boards. Conversely, the data showed very few examples of cognitive presence. Based upon the findings of this research, ideas for how constituents of online education can continue with and improve upon the practices found here relative to social and teaching presence as well as how to re-envision and improve upon cognitive presence and overall-intention for discussion boards were also offered.
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Schellhase, Denise. "Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110530.
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When the public school curriculum of the Province of Québec was given a complete overhaul over a decade ago, the Grade Ten Canadian history course acquired the new name of "History and Citizenship Education." Teachers were expected to teach the course through a set of competencies, one of which was "citizenship education." To this end, my thesis examines how citizenship education can be defined as well as how citizenship can be developed in adolescents through the skilful use of class discussions. Thus, my research question is: what role, if any, can classroom discussions play in the development of citizenship? In particular, I focus on the relationship between citizenship, identity and critical thought. The methodology that I used to explore the research question was a combination of ethnography, discourse analysis, and action research and my research site was my own history classroom. From September 2010 to May 2011, I engaged in a longitudinal study of two of my history classes. I audio recorded three large group discussions (per class) on the following curricular topics: The Oka Crisis, Reasonable Accommodation, and Economic Globalization. Following a pattern similar to our group discussions, I also engaged my students in discussion de-brief sessions. Using the ideas of figured worlds and third space, I explore how class discussions can be important sites for citizenship development. I examined the discussion transcripts for evidence of how students co-constructed figured worlds using texts from in class and out of school, and I also looked for instances of critical thought in relation to citizenship. This study showed that, by providing students with opportunities to situate themselves in new ways in the social world, class discussions can serve as third spaces for citizenship development and identity construction. However, engagement of students in critical thought around their positioning during class discussions required specific efforts aimed at this type of reflection, illustrating the durability of some texts and positions, even when students were able to construct alternative figured worlds.Lorsque le programme de l'école publique de la Province de Québec a subi une refonte complète, il y a plus de dix ans, le cours d'histoire du Canada et Québec du 4e secondaire a acquis le nouveau nom de « Histoire et éducation à la citoyenneté ». Les enseignants se devaient d'enseigner ce cours à travers un ensemble de compétences, dont l'éducation à la citoyenneté. À cette fin, ma thèse examine comment l'éducation de la citoyenneté peut être définie ainsi que la façon dont la citoyenneté peut être développée chez les adolescents par le biais de discussions en classe. Ma question de recherche est donc : quel rôle, s'il y a lieu, peuvent avoir les discussions en classe dans le développement de la Citoyenneté ? En particulier, je me concentre sur la relation entre la citoyenneté, d'identité et de pensée critique.La méthodologie que j'ai utilisé pour étudier la question de recherche est une combinaison de l'ethnographie, l'analyse du discours et la recherche-action et mon lieu de recherche a été ma propre classe d'histoire. De septembre 2010 à mai 2011, j'ai effectué une étude longitudinale sur deux de mes groupes d'histoire. J'ai enregistré trois grands groupes de discussion (par classe) sur les sujets pédagogiques suivants: la crise d'Oka, l'accommodement raisonnable et la mondialisation économique. Suivant ce même modèle, les étudiants ont participé ensuite à des séances où ils discutaient de l'expérience qu'ils venaient de vivre. En utilisant les concepts de « figured worlds » et « third space », j'ai étudié comment les discussions peuvent être bénéfiques pour l'émergence de la notion de citoyenneté. J'ai examiné les transcriptions de ces discussions à la recherche de preuves afin de voir comment mes élèves avaient co-construit les « figured worlds » en utilisant des textes à partir en classes et hors de l'école. Par ailleurs, j'ai aussi cherché à trouver des exemples qui démontraient que mes élèves faisaient preuve de pensée critique. Suite à ces analyses, je conclus qu' ainsi en donnant aux élèves l'opportunité de se situer en société par de nouveaux moyens, les discussions en classe peut servir comme « third spaces » qui permet aux élèves de bâtir leur identité et de développer leur pensée critique. Toutefois, l'engagement des étudiants dans la pensée critique autour de leur positionnement social au cours des discussions en classe exige des efforts spécifiques visant à ce type de réflexion. Cela démontre la durabilité de certains textes et les positions sociales, même lorsque les élèves étaient capables de construire d'autres « figured worlds ».
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Cannerstad, Kim. "Transmedicalism : A critical discourse analysis on transnormativity in online discussion websites and publishing platforms." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85924.
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Janiszewski, Goodin Heather Isobel. "The use of deliberative discussion as a teaching strategy to enhance the critical thinking abilities of freshman nursing students." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117067881.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xi, 199 p.; also includes graphics. Includes bibliographical references (p. 115-129). Available online via OhioLINK's ETD Center
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Becher, David. "Examining student discussion forum participation| A critical analysis of interaction in a fully online classroom." Thesis, University of Pennsylvania, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3721012.
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Student participation in online classroom discussion fora is becoming an increasingly important subject to examine and analyze because of the potential implications participation can have on student performance and persistence. The objective of this study was to determine if a student’s participation level in online course discussion fora at a fully online institution serving more than 110,000 students was, associated with the grade earned in the course and the likelihood that the student would reenroll for additional courses within a three-month time frame. An analysis also was performed on data collected from a survey administered to a sample of students; the survey asked for their perceptions of their own participation as it related to the online courses they recently completed. This study was unique compared to other studies addressing student participation in the online classroom because the sample of data analyzed consisted of more than 91,000 unique students, 433 unique courses, more than 16,000 course sections, and more than seven million discussion forum posts consisting of more than 1.2 billion words. However, the results of this study were not unique and mirrored other studies’ results in that, students who had higher participation rates in the classroom, as measured by the size and number of discussion forum posts, tended to earn higher grades and enroll in additional courses. Results from the survey showed that students more strongly agreed that they participated in the discussion fora on a regular basis than spending time doing things such as helping other students or having fun in other classroom conversations.
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Littlewood, David Arthur Charles. "The wilderness years : a critical discussion of the role of prescribed newness in environmental ethics." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403735.
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Snoeck, Henkemans Arnolda Francisca. "Analysing complex argumentation the reconstruction of multiple and coordinatively compound argumentation in a critical discussion /." Amsterdam : SICSAT, 1997. http://catalog.hathitrust.org/api/volumes/oclc/39342778.html.
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Lucas, Stephen 1985. "Critical Discussion of Pleroma: A Digital Drama and Its Relevance to Tragic Form in Music." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33228/.
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Pleroma is a digital drama: a work composed of digital animation combined with electroacoustic music, presenting an original dramatic narrative. Pleroma's dramatic elements evoke both the classical form of tragedy and the concept of perceptual paradox. A structural overview of the drama and its characters and a plot synopsis are given to provide context for the critical discussion. Analytical descriptions of Beethoven's Coriolan Overture Op.62 and Mahler's Symphony No. 9 are provided to give background on tragic form and Platonic allegory in music. An investigation into the elements discussed in the analysis of the instrumental works reveals several layers of possible interpretation in Pleroma. Dramatic elements allow for tragic narratives to be constructed, but they are complemented by character associations formed by pitch relationships, stylistic juxtapositions, and instrumentation. A copy of the dramatic text is included to supplement the multimedia production.
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Haslam, Stephen. "Fearest Enden : including, 'Fearest Enden', a fantasy novel ; Saviors, scapegoats & sacred trees : a critical discussion." Thesis, Bangor University, 2018. https://research.bangor.ac.uk/portal/en/theses/fearest-enden-including-fearest-enden-a-fantasy-novel(057b1877-d356-4620-8752-f729ff4850a2).html.
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Biblical literalism can be dangerous, especially when scriptural exegeses shape standards for social norms. According to the 2nd version of the biblical creation story of Adam and Eve for example, all of mankind must suffer for Genesis’s account of the choice of one woman. As many peoples have historically viewed this ancient story as fact, despite various changes, the ambiguous and often contradictory language of the text, and preconceptions stemming from philosophical interpretations, women have been regarded as inferior to man largely in part to Eve’s role in the story, or more specifically, man’s rationale of her role in the story. Similar to the role the Eve’s treatment plays in the description, man’s gift of “dominion” over nature has historically allowed for more destruction than stewardship. It is difficult to imagine, given the central role that trees play in not only the biblical creation, and The Fall, but also the redemption of mankind on the cross, that man’s subsequent and continual choice to dominate nature can have such little effect in comparison to the original sin. Using the events of the biblical Eden as a backstory for the plot of my 90,000 word novel, Fearest Enden, pivotal elements of the Edenic story were changed to paint Eve as hero rather than scapegoat. The novel follows Elias Hughes, a descendant of Eve who must rely on ancestrally endowed talents to stop the first earthly evil, Cain. Eve’s choice(s) are recognized as the main motif of Fearest Enden: sacrifice in the name of love and fear. As a secondary theme, as in Eden, the treatment of nature, and trees specifically has a direct impact on the spiritual and physical survival of the novel’s characters and their world. Part two of the thesis: Saviors, Scapegoats & Sacred Trees: A Critical Understanding & Reflection, examines more closely the underlying themes of the novel. Preceded by acknowledgements, an introduction to the title of Fearest Enden will analyze the central themes and clarify the novel’s title, meaning and history. The first critical argument focuses on Eve as savior and scapegoat. Examining both the ambiguity and literalism of early chapters in Genesis, I will argue that Eve was set up to fail because she was entered into a pact without her signature; that Adam was present when Eve spoke to the devil and that they partook of the fruit together; and that the only deceiving serpent(s) in this history, walked upright, contriving stories to defame Eve and women. I will argue that the choice, her choice, should have been defined a heroic sacrifice, making her the first and perhaps greatest human hero of all time and thus reversing, in a sense, the purported origins of original sin. The second argument is that fundamentalism and biblical literalism has led not only to man’s unjust ruling over women, but also over nature. The consequences of the latter must be both terrestrial and spiritual. Terrestrial, because the first and continued choice to take improper dominion over nature, like the original sin, is irreversible; spiritual, because trees play a central role in both the fall and redemption of the souls of mankind. Examining the sacredness as well as life-saving and life-ending properties of the trees in Eden and Golgotha, but also in a number of myths and stories from various cultures around the world, I will postulate the need to redefine “dominion” for the purpose of saving what earth man has left to steward. The final sections of the discussion will include influences, a conclusion, and bibliography.
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Alkahwaji, Israa. "The green rooftops: discussion on the possibilities of applying it in arab region. A critical review." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23280.
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Os telhados verdes vêm sendo aplicados a cerca de 100 anos e terminaram por ser considerados como um elemento fundamental das áreas urbanas nas últimas décadas. Eles têm sido utilizados em iniciativas sustentáveis para a redução do dióxido de carbono na atmosfera, tanto no local como em seu exterior, a diminuição do volume do escoamento e dos poluentes da água da chuva, a redução das poluições sonora e do ar e também para criação de pequenos ecossistemas. Em termos económicos, os ganhos a longo prazo acabam por compensar rapidamente as despesas da instalação do telhado verde, os quais são projetados para ter a mesma vida útil de um telhado convencional. Baseando-se nestas condições – além de fomentar uma publicidade positiva, um maior recrutamento de usuários e incentivar a agricultura local – o presente trabalho recomenda de forma incisiva a inclusão dos telhados verdes nas construções.
O objetivo é fazer uma análise crítica sobre questões referentes ao sistema de telhado verde, além de apresentá-lo como uma solução para o futuro. Esta análise também evidenciará o escasso conhecimento tecnológico que ainda existe sobre este tipo de cobertura e colocará em destaque a necessidade de investigações locais para a instalação dos telhados verdes em países sub-desenvolvidos e em desenvolvimento. Esta análise, baseada no sistema do telhado verde e seus diferentes tipos, será acompanhada por uma revisão bibliográfica e, por último, pela apresentação do valor ecológico, social e económico deste sistema. O trabalho ainda discutirá sobre o uso do telhado verde nas regiões árabes apresentando uma análise da sua situação atual, dos desafios que ele ainda enfrenta juntamente com as possíveis soluções e, finalmente, apresentará alguns projetos destas regiões; Abstract:
Green roofs have existed since more than one hundred years ago and have been proved to have so many sustainable benefits, from reducing pollution, to reducing the urban noise in addition to reducing storm water runoff.
And economically it has been shown that the long term benefits which come from having green roofs offset the costs which are necessary in the beginning to install these green roofs. In addition, it offers the possibility of implementing local agriculture on the rooftops and providing more jobs opportunities.
Therefore, after researching all the advantageous aspects, this study recommends the considerations regarding applying green roofs on the buildings nowadays.
The intention of this paper is to make a critical analysis towered green rooftop issues. In addition to that to present the green rooftop gardens as a future possible solution.
This Thesis also reviews the gap in knowledge regarding green roof technology and its benefits and it shows the need to research locally into the application of the technology of green roofs and make it possible especially in developing and underdeveloped countries.
Therefore this study basically, will include a review about green rooftops and the types and will present a historical overview about green rooftop gardens. It will also show the valuable factors which green rooftops play as a critical environment role whether be it ecological, social or for economic benefits.
In addition to that, this thesis will discuss the green rooftops in the Arab Region presenting the current situation, the challenges and the possible solutions and finally it will name various projects for Arab Region.
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Ball, Brenda Evans. "Why Ask the Question?: A Study of Teacher Questioning during Discussion of Text." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/63894.
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This study examined the effects of professional development in the form of a teacher study group and a particular discussion approach, Collaborative Reasoning (CR) (Anderson, et al., 2001) upon teachers' questioning and students' levels of thinking during discussion of text. The study explored how five middle school teachers achieved a deeper understanding of teachers' authentic questioning and the facilitation of CR discussion. The Formative and Design Experiment (FandDE) framework was used in this investigation. Both qualitative and quantitative data were collected. Teachers coded transcripts of one baseline and four CR discussions for each teacher. Transcripts were coded for teachers' CR instructional moves, CR features incorporated by the students in discussion, and the levels of thinking supporting students' responses. Data indicated that the nature of discussions progressed from recitation to more dialogical discussion patterns. Teachers implemented more authentic questioning, and students were observed to use more higher-order thinking in the responses. Students discourse showed a higher incidence of exploratory talk and uptake. Students used multiple kinds of evidence from personal experience, texts, and knowledge from previous reading/lecture/discussion to support their arguments. The data suggest that the implementation of a specific discussion model may enhance teachers' questioning and encourage students to engage in higher-order thinking and reasoning when discussing text.Ph. D.
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Patton, Lauren Ashley. "Education and Standardized Discussion Guides to EnhanceNurses' Spiritual Care Practices in the Medical Intensive Care Unit." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1519836081431734.
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Johnson, Frederick Norman. "Interpreting and applying the eternal word of God in a relativistic age a critical discussion of interpretive methodologies /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.
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Westby, Eric James. "Equipping the catechist of catechists : a critical discussion of seminary formation in light of priestly ministry in catechesis." Thesis, Liverpool Hope University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722163.
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Greene, Mary Lou. "Art is life in the United States 1989: critical discussion of the development of my art as social comment." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1300130547.
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González-Robles, Aura E. "Creating Spaces for Critical Literacy within a Puerto Rican Elementary Classroom: An Ideological Model of Literature Discussions." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/225891.
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This study, conducted in a third-grade classroom in Puerto Rico, analyzed the development of literature discussions, in which through dialogues with the teacher and each other, students learn how to discuss, analyze, and reflect upon what they are reading in class, and relate what they learn to their own circumstances. A combination of three theoretical perspectives served as guide: Reader Response Theory (RRT), which addresses how the dialogue featured in literature discussions helped develop understandings about how power, ideology and identity are interwoven in society; Postcolonial Theory (PT) and Critical Race Theory (CRT), which addresses the dynamics and relations of power in neo-colonial contexts, such as Puerto Rico. The research questions were as follows:1. How do literature discussion and critical literacy practices influence students' understandings of social issues? a) How do these discussions about social issues influence students' understandings of Puerto Rican society and identity? b) How do these discussions influence students' understandings of how political relations constitute Puerto Rican reality? c) How do students take action based on their developing understandings of society? I relied on ethnographic methods, such as participant-observation, interviews, and videotapes of literature discussions, to document how the students, with the help of their teacher, develop discourse practices that allow them to reflect, analyze and discuss their readings, and then plan and take social action on the issues they have studied. I used Critical Discourse Analysis (CDA) as a central strategy of analysis, identifying three major categories that formed part of a broader Identity Theme: Personal, Gender, and Social. A significant aspect of the study is that literature discussions of books based on social issues provide multiple opportunities to reflect, create dialogue, and build understanding about who we are in our current society, who the others are, and provide spaces to develop as social agents. This production of spaces for reflecting on reality, central to this study, fosters in the students a deep process of constructing meaning, elaborates their skills and strategies in reading for a critical understanding of texts and related social issues, and enhances their taking of action for social change.
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Malherbe, Neil. "A critical analysis of the importance of oracy in the classroom, with particular reference to secondary schools in the Cape Education Department." Thesis, Rhodes University, 1995. http://hdl.handle.net/10962/d1003355.
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In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
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Foss, Hagan Bridgt. "The Role of Critical and Collaborative Reflection with Experienced Teachers (via a Discussion Board) in the Professional Development of Novice Teachers." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/596.
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The purpose of this interpretative qualitative study was to explore the role of critical and collaborative reflection in the professional development of novice teachers. This study addressed the research question: What role does critical and collaborative reflection with experienced teachers play in the professional development of novice teachers? Participants in this study were three novice (0-5 years of experience) elementary teachers and three experienced (more than 10 years of experience) elementary teachers. Data were collected through interviews, an initial individual interview and a post focus group interview, written reflections submitted weekly for seven weeks by participants in response to researcher-provided prompts as well as the dialogical comments between participants in response to one another. The transcribed interviews and the teachers' reflections submitted via an electronic discussion board were coded and analyzed for content-related themes and levels of reflection. Matrices and rubrics were used to compare data across participants, interviews, discussion board reflections, and comments/dialogue. The data analysis process was inductive and holistic. Analysis of the data revealed emerging themes, categories, and patterns (Maxwell, 2005). Findings were presented as a set of themes and a description of the teachers' levels of reflective writing in an effort to illustrate the evolution of these teachers' thoughts before, during, and after participation in the collaborative discussion board. Findings were validated through triangulation of data and member checks as well as comparing findings with existing theory (Maxwell, 2005). Four themes, perspective, environment, teacher input, and resourcefulness, consistently emerged throughout the data. An expanded perspective was identified by these teachers as the overall benefit they reap from participating in critical reflection. The participants expressed that a supportive environment which fosters reflection and is conducive to change helps maintain professional growth and development and reduces feelings of isolation. Additionally, the participants wanted to be recognized as stakeholders who were included in the conception and planning of their professional development. The participants agreed that their past experiences combined with their personalities and current teaching environments often dictate the role reflection plays in their professional development. To further analyze the data, two rubrics were utilized to identify instances within the responses which exemplified Dewey's (1933) reflective dispositions and van Manen's (1977) levels of reflection as well as levels of reflective writing based on research in the area of computer-mediated communications and teacher reflection. The findings were situated within recent research as well as within a comprehensive conceptual lens comprised of Schön's (1987) theory of reflective thought, Dewey's (1903) reflective dispositions and phases of reflection, and van Manen's (1977) levels of reflection. Implications for theory and practice as well as recommendations for further research were also discussed.
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Heiss, Fröman Jana. "A critical discussion of MacCannell's and Urry's theories on 'tourists' : Through an autoethnographic exploration of a white woman's experiences in Cambodia." Thesis, Uppsala universitet, Institutionen för samhällsbyggnad och industriell teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-444566.
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The word tourist is loaded with negativity, especially, as MacCannell and Urry argue, for those of us that travel ourselves. In this exploration, the author takes a deep dive into the primary theories of MacCannell's search for authenticity and Urry's tourist gaze while recounting a series of journeys throughout Cambodia through her own Western epistomologic lens while also considering feminist, postcolonialist and decolonialist extensions and counterarguments. The purpose of this paper is to critique the portrayal of tourists as the monolithic characters created by MacCannell and Urry through an exploration of the author's experience and offer varying viewpoints and considerations that are applicable to the theorists and not. The conclusion is a call to action for further research where the tourist and destination intertwine.
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Pool, Joey. "Roll, Duck, & Cover! : A collaboratively produced, critical game that generates a discussion around the visual representation of nuclear warfare in media." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76429.
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This research project explores how we can apply Emerging Design Landscapes such as Critical Design and Collective Creativity, in combination with traditional fields of visual communication to address societal challenges in cooperation with society. In particular, this paper aims to question the visual representation of nuclear warfare, and how we could utilize Peircean Semiotics to better understand set representation. The design outcome is a critical board game that at its core aims to create a discussion around the visual representation of nuclear warfare today and act as a learning platform that would help its user better understand the practice of semiosis.
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Valentine, Marguerite Mary. "Developing a critical theory of child abuse : a discussion of the nature of child abuse as a manifestation of the social order." Thesis, University of Warwick, 1989. http://wrap.warwick.ac.uk/34822/.
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This thesis is an exploration into the nature and the prevalence of child abuse. It incorporates in this investigation how children understand abuse, and how the child may reject or oppose it. Its origins lie in the experiences and observations I made as a local authority social worker where children were silent, where child abuse was seen as an event, a distinct moment within family life, and with apparently little recognition of its relationship with the social order. Arising from this observation, I consider how the care of children may be a manifestation of the social order. This thesis is therefore also a critique of the present theory and practice of working within the field of childcare. The premise taken here is that in order to understand abuse, there must be an account of the individual's sense of being, as this relates to wider issues of the political economy. Thus this investigation uses the perspective of critical theory, since critical theory can incorporate an analysis of both structure and the experiential. It enables the researcher to shift perspective and to focus on different levels and aspects of being. Therefore, since child abuse is situated within the family, an analysis based on the perspectives of critical theory is used to examine family relationships. This includes an examination of the relationships between parents, as well as of those between them and the child. Three different facets of family life are explored: that of gender construction from the viewpoint of feminist psychoanalysis; the relationship between the social order and interpersonal behaviour from the perspective of Marx and radical feminism; and parental authority, drawing on the work of Laing. Derived from this exploration, the key concepts of patriarchy, alienation and mystification inform the direction of the empirical investigation. The empirical investigation, using firstly autobiographies of childhood and then direct interviews with children, explores further these concepts'. The autobiographies are used as a way of sensitising oneself to the issues for the child, and as a means of categorising experiences for the subsequent interviews with children. From this reading, an alternative understanding of child abuse is developed, one which differs from the narrow definition used by organisations. Hence abuse can be seen as the experience of hurt and pain, either emotional or physical, and which takes place in a relationship based on the parental domination, control and exploitation of the child. This understanding of abuse situates the subjective experience within an interpersonal dynamic of power and subordination. Using this definition in analysing the interviews with children, it was apparent that all children expedrience a form of abuse to some degree. Abuse is not, therefore, the property of a small number of deviant families. Additionally it is argued that children are silenced and rendered powerless within the family by three mechanisms: firstly by the 'privacy control mechanism', secondly by the 'ideology of paternalism', and thirdly by mystification. These can be interpreted as also reinforcing the social order, since this also depends for its maintenance on domination, powerlessness, and mystification of the mechanisms of control. The thesis concludes with a number of proposals for further exploring these concepts in terms of developing sociological theory and social work practice. The report on the death of Jasmine Beckford is subjected to an alternative analysis, and derived from this critique, ways of confronting violence, mystification and privacy are discussed. Finally the thesis stresses the importance of understanding child abuse as a personal as well as a social phenomenon, and that it has ultimately, a political significance.
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Selimi, Fitim. "Roll, Duck, & Cover! : A collaboratively produced, critical game that generates a discussion around the visual representation of nuclear warfare in media." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-76203.
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This research project explores how we can apply Emerging Design Landscapes such as Critical Design and Collective Creativity, in combination with traditional fields of visual communication to address societal challenges in cooperation with society. In particular, this paper aims to question the visual representation of nuclear warfare, and how we could utilize Peircean Semiotics to better understand set representation. The design outcome is a critical board game that at its core aims to create a discussion around the visual representation of nuclear warfare today and act as a learning platform that would help its user better understand the practice of semiosis.
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Court, Anthony. "The problem of hegemony in Gramsci : a critical discussion of Antonio Gramsci'a contribution to a Marxist theory of the state and politics." Master's thesis, University of Cape Town, 1992. http://hdl.handle.net/11427/15949.
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Bibliography: pages 228-236.This thesis is concerned with a study of the concept of politics in Marxist theory, and more particularly with Antonio Gramsci's contribution towards a revaluation of historical materialism.
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Waltonen-Moore, Shelley L. "A Grounded Theory of Online GROUP Development as Seen in Asynchronous Threaded Discussion Boards." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1185649473.
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Arruda, Belia Fantina Bonini Pinto de. "Formação de professores em um curso de aperfeiçoamento para professores de língua inglesa em contexto virtual: as relações estabelecidas no fórum de discussão." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13593.
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This research aims to understand form a critical point of view, which is, focused on understanding the issues raised in discussion with a view to creating zpds for questioning and collaborative production of new meanings and contexts created for learning and development in a virtual context of an English course in English language training for teachers - Teachers' Links. The theoretical-methodological research is based on, Bredo and Feinberg (1982) to analyze and understand, critically, how e context for learning, are established in the Discussion Forums, on a virtual environment of a specialization course for English language teachers Teachers Links, For the development of data analysis, I use the categories of collaboration and conflict, according to Oliveira and Magalhães (2011), the category of ZPD according to Magalhães (2002, 2009) and Newman and Holzman (1993/2002) and the category of senses and meanings, (Liberali, 2009); (Magalhães, 1996, 2004, 2007, 2010). The categories of analysis to check the engagement of participants in the discussions in the forums are the thematic and lexical choices, the types of questions ( Brooks field-Preskill (2005) among the students and teachertutor to analyze how language is organized in the messages posted in the forums, the types of placement of students, teachers and tutors (if one explains the purpose of the assignments, how to act; or if he simply ignores the speech of the other); and if their assignments are completed by the participants or not. The data were selected from the database of the Teachers' Links, more precisely the Discussion Forums. The results of this study show that in the virtual context, in this case, Discussion Forums, the proposed assignments in order to create relationships that allow spaces for learning and development should be reviewed and thought the papers, the division of labor and rules among the participating subjects, i.e., the teacher-tutor and students, for it is possible to create these spaces
Esta pesquisa tem como objetivo geral entender de forma crítica, isto é com foco na compreensão e inserção de possibilidades de transformação, a criação de zpds para questionamento e produção colaborativa de novos significados em um contexto virtual de formação de professores de inglês. Especificamente analisa os contextos criados na Unidade 3 do Fórum de Discussão do curso de aperfeiçoamento em língua inglesa para professores em formação Teachers Links para a compreensão das possibilidades crítico-colaborativas criadas nas relações entre as participantes. Teoricamente está apoiada no quadro da Pesquisa Sócio-Histórico-Cultural (Vygotsky) para compreensão do central papel da ZPD para aprendizagem e desenvolvimento. Também está apoiada na discussão dos tipos de perguntas que possibitam a criação de contextos crítico-colaborativos em espaços de discussão. Os aportes teórico-metodológicos da pesquisa têm como base Bredo e Feinberg (1982) para discutir sua base numa abordagem crítica de pesquisa que se propõe a criar possibilidades de compreensão e transformação aos participantes, leitores e organizadores do curso Teachers Links e a esta pesquisadora. Os dados foram coletados no Banco de Dados do curso, em 2007 e foram analizados com base nas escolhas lexicais para compreensão do conteúdo temático dos objetivos e conteúdos dos três passos da Tarefa proposta e dos tipos de perguntas da tutora. Foram categorias de interpretação centrais as categorias de colaboração e contradição, conforme Oliveira e Magalhães (2011), a categoria de ZPD, segundo Magalhães (2002; 2009) e Newman e Holzman (1993/2002) e a categoria de sentidos e significados, (LIBERALI, 2009); (MAGALHÃES, 1996; 2004; 2007; 2010). Os resultados revelaram o quase inexistente engajamento das participantes nas discussões nos fóruns, tipos de perguntas que não possibilitaram a criação de zpds para produção colaborativo-crítica de conhecimento. Os resultados deste estudo ressaltam a importância de cursos conduzidos no contexto virtual, neste caso os fóruns de discussão, criar relações que possibilitem interações colaborativo-críticas em que as regras e divisão de trabalho sejam pensadas para possibilitar a relação dialógica e dialética entre os participantes, ou seja, o professor tutor e os alunos
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Andrews, Tara L. "Prolegomena to a critical edition of the Chronicle of Matthew of Edessa, with a discussion of computer-aided methods used to edit the text." Thesis, University of Oxford, 2009. http://ora.ouls.ox.ac.uk/objects/uuid%3A67ea947c-e3fc-4363-a289-c345e61eb2eb.
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Chausse, Roman. "A comparative and critical discussion of the redress available to consumers by consumer courts in terms of the Consumer Protection Act 68 of 2008." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/26584.
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The fundamental consumer rights granted to consumers by the Consumer Protection Act 68 of 2008 (hereinafter referred to as the CPA) would be without meaning if no avenues of redress were available to enforce them. The National Consumer Commission as well as the National Consumer Tribunal and the consumer courts will enforce the Act. One of the more central and important aims of the CPA (section 69) is to ensure that an aggrieved consumer has access to redress, this also being one of the European Union’s consumer protection rights. The CPA therefore empowers the consumer by setting out redress options where a consumer believes that his or her right has been infringed. There is a wide range of options available to consumers if they have a complaint in terms of the CPA. Sections 68 to 76, which are found in Chapter 3 Part A to C, are the provisions that deal with the protection of Consumer Rights. In terms of the CPA, consumers are not obliged to approach the supplier against whom they have a complaint before first going somewhere else. In terms of section 69 of the Act, the category of persons listed in section 4(1) can enforce a right in terms of the Act or in terms of a transaction or agreement, or resolve a dispute with a supplier by: Referring the matter directly to the National Consumer Tribunal; referring the matter to the applicable recognised ombud with jurisdiction over the supplier and if the matter does not concern the supplier contemplated in s 69(b), referring the matter to the applicable accredited industry ombud with jurisdiction. The consumer may also apply to the relevant consumer court of the province with jurisdiction (subject to the provincial legislation governing it). A dispute may also be referred to an alternative dispute agent, filing a complaint with the National Consumer Commission or approaching a court with jurisdiction over the matter (only when all the other remedies available to that person in terms of national legislation have been exhausted). The main focus of the research will be the role of consumer courts in particular and their possible enforcement and execution shortcomings. The consumer courts are regulated on a national level in terms of the CPA and on provincial level in terms of provincial legislation of the various provinces. I will illustrate these shortcomings in a discussion of two relevant cases. A short discussion of the other options available to the consumers for redress in terms of the CPA will also be included. Other avenues of redress that will briefly be discussed are complaints lodged to the National Consumer Tribunal, the National Consumer Commission and alternative dispute resolution. Since the CPA became fully effective on the 31 of March 2011 and is more in line with international trends in consumer protection law, a short comparative study is necessary. I will be looking at the consumer law in Scotland, which is affected, by the UK consumer law in the United Kingdom.Dissertation (LLM)--University of Pretoria, 2012.
Mercantile Law
unrestricted
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Forssell, Thomas, and Bjerkland Axel. "Who is really in power here : A critical discourse analysis on the Facebook discussion concerning the media representation of Greekazo in Malou Efter Tio." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80128.
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The purpose of this essay is to investigate the confrontation of the Facebook group that was developed in response to the interview with the rap artist Greekazo in Malou Efter Tio. The study investigates the research questions: How is the discursive practice of Facebook utilized to challenge a mainstream television production? How are the stereotypes of contemporary marginalized rap artists reproduced in the Swedish news media? Our key interest lies in the moment of conflict between a section of the public and a mainstream media organization where we discuss how the media representation of a Swedish contemporary rap subculture is confronted by a minority of people online. To support the research questions, the study relies on two additional working questions: How do resistance and group formations develop in terms of dynamics within the Facebook comment section of Malou Efter Tio? Why are the stereotypes of contemporary marginalized rap artists reproduced this way in the Swedish news media? The focus is to analyze how the discursive formation of Facebook presents alternative viewpoints to challenge the mainstream media. The theoretical framework of the essay is constituted by the theory of social discourse in which we have embarked on the critical discourse theory (CDA) by Norman Fairclough (1993). This approach uses theories and methods to theoretically problematize and investigate the relationship between the text, the discursive practice, and the sociocultural dimension (Fairclough, 1993; Winther Jørgensen & Phillips, 2000). The notion of media representation has been approached from two perspectives: The Agenda Setting theory and the Framing Theory, here we have particularly emphasized the idea of moral panic in which we have investigated how Malou Efter Tio was speaking about moral panic fears concerning the contemporary rap subculture in Sweden. Previous research includes Djerf-Pierre and Shehata (2017) in which they applied the Agenda Setting theory in a Swedish news media environment, Nilsson (2009) who investigated the media representation in Swedish television, Lindholm (2014) who researched the notion of self-presentation in Swedish rap music, and Johnen, M., Jungblut, M. & Ziegele, M. (2018) who investigated what incites participation in online discussions. In the analysis, we distinguished three prominent themes: social injustice, responsibility, and solidarity. These themes were established from the selection process in which 19 Facebook comments were collected and analyzed through the critical discourse analysis. The study showed how the Facebook discourse was utilized as a space for resistance of which the dispute betokened an abruption in ideology. This abruption was consequently challenged by the Facebook users in which they collectively built authority throughout the affordances of the Facebook discourse. The study will end with a discussion concerning the role of Facebook in a wider context in which the democratic space of the platform is contextualized from a societal and political point of view.
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Junker, Malin, and Mimmie Sönnergren. ""Snälla någon förklara hur man lever!!" : En diskursanalys av självmords- kommunikation på diskussionsforumet Flashback." Thesis, Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-136436.
Full textAbstract:
This study examines how the taboo subject of suicide is communicated, perceived and experienced on the largest Swedish online discussion platform Flashback Forum. The aim is to describe and analyze how the subject is constructed and reconstructed in 2.484 suicide specific discussion posts initiated by suicidal individuals on the forum. The empirical material is based on 25 threads active during a one-year period. The sample was categorized by using an analytical tool designed by Malin Wreder (2007) based on concepts from Laclau and Mouffe’s discourse theory. Two conflicting approaches to suicide were identified. The suicide tolerant discourse views suicide as an accepted way out of prolonged suffering. The other suicide critical discourse has an opposing view. Within these discourses four key concepts (suicide, freedom, responsibility and future) was identified as nodal points. Frank’s theory of illness narratives was used to place the stories of the discussion participants within a larger theoretical framework. One conclusion is that the cultural preferred idea about suicide as a temporary curable condition is challenged by the suicide tolerant discourse. For a suicidal individual suffering can be experienced as eternal hence a reception with one-sided focus on restitution may hinder rather than help.
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Herrmann, Andrew F. "It’s the Organization, not the Zombies: A Critical Organizational Interrrogation of Cabin in the Woods." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/809.
Full textAbstract:
Recent media scholars have taken, as their focus, relationships between qualitative research methods and examinations of contemporary media texts (e.g., Fox, 2013; Manning, Dunn, & Stern, 2012; Meyer, 2012). The purpose of this panel is to further examine these relationships. Participants will demonstrate how a qualitative research method (e.g., ethnography, autoethnography, narrative analysis, textual or discourse analysis, audience studies) can be used to study contemporary television and film texts (e.g. Coronation Street, Here Comes Honey Boo Boo, Orange is the New Black, Mad Men, Cabin in the Woods, The Butler). Participants will first discuss their particular method and then provide an exemplar of that method as they examine their chosen media text(s). To assist with the audience discussion of these methods and texts, participants will also include a brief clip/excerpt of their chosen texts.
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Sinersaari, Inna. "Negotiating ‘Finnishness’ : The discursive construction of Finnish national identities in online discussions around immigration." Thesis, Linköpings universitet, REMESO - Institutet för forskning om migration, etnicitet och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149918.
Full textAbstract:
This thesis examines how national identities are discursively constructed in online discussions around immigration in Finland. The discursive construction of Finnish national identities is analyzed both in the light of the construction of ‘sameness’ and of ‘otherness’, drawing upon critical discourse analysis and the notion of a nation as an imagined community. The analyzed data is from a Finnish discussion forum, Suomi24. The discussions analyzed generally construct an exclusionary identity: Finnishness is often represented as something inherent and impossible to combine with, for example, Islam or Russianness. Elite discourses as well as discourses previously identified in Hommaforum, a Finnish ‘immigration critical’ forum, were reproduced in the discussions, implying that online discussions, in addition to reproducing elite discourses, can also foster them. The prevalence of exclusionary discourses and stereotypical representations in a moderated discussion forum speaks for the normalization of such ways of talking about immigration, ‘us’ and ‘others’.
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Swain, Stacie A. "Armed with an Eagle Feather Against the Parliamentary Mace: A Discussion of Discourse on Indigenous Sovereignty and Spirituality in a Settler Colonial Canada, 1990-2017." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36887.
Full textAbstract:
Canada 150, or the sesquicentennial anniversary of Confederation, celebrates a nation-state that can be described as “settler colonial” in relation to Indigenous peoples. This thesis brings a Critical Religion and Critical Discourse Analysis methodology into conversation with Settler Colonial and Indigenous Studies to ask: how is Canadian settler colonial sovereignty enacted, and how do Indigenous peoples perform challenges to that sovereignty? The parliamentary mace and the eagle feather are conceptualized as emblematic and condensed metaphors, or metonyms, that assert and represent Canadian and Indigenous sovereignties. As a settler colonial sovereignty, established and naturalized partially through discourses on religion, Canadian sovereignty requires the displacement of Indigenous sovereignty. In events from 1990 to 2017, Indigenous people wielding eagle feathers disrupt Canadian governance and challenge the legitimacy of Canadian sovereignty. Indigenous sovereignty is (re)asserted as identity-based, oppositional, and spiritualized. Discourses on Indigenous sovereignty and spirituality provide categories and concepts through which Indigenous resistance occurs within Canada.