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Dissertations / Theses on the topic 'English-speaking countries'
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1
Barnes, Katie, Melo Andrea de, Kathleen Schweitzer, A. Lynn Williams, Ken Bleile, Marcia Keske-Soares, Bruna Tozzetti Alves, et al. "Prevalence of SSD in Brazil & English-Speaking Countries: Narrative Review." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2060.
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Thomas, Jon E. "The Worldwide Expansion of Seminaries to English Speaking Countries from 1967 - 1970." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2756.
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This thesis explores the initial expansion of the seminary program of The Church of Jesus Christ of Latter-day Saints beyond North America from 1967 – 1970. During these years, seminary expanded to Great Britain, Australia, and New Zealand. William E. Berrett, as the administrator of the seminary and institute program, is involved in each phase of the program's expansion and therefore acts as a constant influence throughout the study. This study explores the conceiving and developing of the home study seminary program as well as the pilot program coordinated by Don Bond in the Midwestern United States. The efforts of the first international coordinators during the first year of expansion are related and examined. Administrators selected John Madsen to establish the program in Great Britain, J. L. Jaussi to establish the program in Australia, and Rhett James to establish the program in New Zealand. Each of these coordinators identified the challenges they faced and successes the program achieved. This study highlights the collective concern of Church Board members, local priesthood leaders, and Church education administrators for the youth of the Church as they approved, developed, and established the program internationally in Great Britain, Australia, and New Zealand.
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Nott, Michael J. "Photopoetry : a critical history of collaborations between poets and photographers in the Anglophone world, 1845-2015." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/7811.
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This thesis examines the history of collaborations between poets and photographers in the Anglophone world, from 1845 to 2015, and argues for a new form of art distinct from the photobook. It identifies a new body of work, ‘photopoetry', and develops this discovery into a critical exegesis of its forms and potentials. Proceeding chronologically, this thesis explores photopoetic history from its nineteenth-century roots to modern-day collaborations between renowned poets and photographers. Chapter I examines early experiments in photopoetic form, including scrapbooks and stereographs, and identifies two thematic trends characterising photopoetic history to the present day: the picturesque and the theatrical. The second chapter focuses on the identity politics of photopoetic books in the late-nineteenth and early-twentieth centuries, exploring how the relationship between poem and photograph can both perpetuate and subvert representations of the objectified other, from British India to the American South. Chapter III theorises Imagism from a photographic perspective, examining how, in the absence of any discernibly modernist photopoetry book, the most important dialogue between poem and photograph was enacted within Imagist verse. It proceeds to examine the introduction of urban environments into early-to-mid-twentieth-century photopoetry. Chapter IV analyses the reinterpretation of photopoetic topography in mid-to-late-twentieth-century collaborations, exploring how picturesque landscapes in nineteenth-century photopoetry were reinvented as immersive environments that echoed the rise of photopoetic co-authorship and the development of more symbiotic, less literal photopoetic relationships. The fifth chapter expands upon ideas analysed in Chapter IV, arguing how, in narrowing both poetic and photographic focus to objects rather than picturesque vistas, twenty-first-century photopoetry encourages a non-linear approach to reading and viewing, abandoning the ‘journey' paradigm of earlier photopoetry. Overall, this thesis represents the first book-length history of photopoetry, and expounds both a new area of analysis for scholars of text and image, and a new critical discourse for such analyses.
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Eriksson, Rebecca. "Differences in Applying the Terms “Sex” and “Gender” Across Scientific Authors Active in English and Non-English Speaking Countries." Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184141.
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The aim of this present study was to examine whether scientific authors active in English-speaking countries differ from those in non-English-speaking countries in their use of the terms ‘sex’ and ‘gender’. Based on earlier science, findings have shown that the first language (L1) and second language (L2) differ in the neural processes of the brain and working memory. Research has also shown that women tend to communicate in a more polite and involved manner compared to men. Based on such findings, we compare authors’ tendency to use the terms sex and gender correctly, as a function of their sex and whether they were affiliated to a country with English as first language (EFL) or English as second language (ESL). The hypothesises of this study were (1) scientists affiliated to universities located in EFL countries are more likely to use the terms sex and gender correctly, compared to scientists affiliated to universities in ESL countries, and (2) female scientists are more likely to use the term gender, when they are actually referring to sex, than male scientists and are also less likely to use the term sex when they are referring to gender, compared to male scientists. Results supported the first but not the second hypothesis. Further results are analyzed and discussed based on theories from cognitive science.Syftet med denna studie var att undersöka om vetenskapliga författare som är verksamma i engelsktalande länder skiljer sig från dem i icke-engelsktalande länder när det gäller att använda de engelska termerna ”sex” och ”gender”. Baserat på tidigare vetenskap har fynd visat att första språket (L1) och andraspråket (L2) skiljer sig åt i arbetsminne och hjärnans neurala processer. Forskning har också visat att kvinnor tenderar att kommunicera på ett mer artigt och involverat sätt jämfört med män. Baserat på sådana resultat jämför vi författarnas tendens att använda termerna kön och kön korrekt, som en funktion av deras kön och om de var affilierade till ett land med engelska som första språk (EFL) eller engelska som andraspråk (ESL). Hypoteser i denna studie var (1) forskare som är anslutna till universitet i EFL-länder är mer benägna att använda termerna kön och kön korrekt, jämfört med forskare som är anslutna till universitet i ESL-länder, och (2) kvinnliga forskare är mer benägna att använda begreppet gender, när de faktiskt menar sex, än manliga forskare och är också mindre benägna att använda termen sex när de menar gender, jämfört med manliga forskare. Resultaten stödde den första men inte den andra hypotesen. Ytterligare resultat analyseras och diskuteras utifrån teorier från kognitionsvetenskap.
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Shah, Mihika Mahesh. "Home reading programmes : their impact in English-speaking countries and value in an Indian city." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608798.
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Wang, Bingjie. "A comparative study of mathematics educational research in China and English-speaking countries as represented in journals." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38622.
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This is a comparative study of four academic journals in mathematics education: one key journal from China, Journal of Mathematics Education (JME), and the other three English-language international journals Educational Studies in Mathematics (ESM), Journal for Research in Mathematics Education (JRME) and For the Learning of Mathematics (FLM). The researcher compared a sample consisting of three consecutive issues of the four journals over a time period within the year 2009. All articles were read in their original language of publication (Chinese or English). Additionally, members of the editorial boards of the journals were interviewed.
This study consists of three parts:
1) Content analysis (Krippendorff, 1980; Stemler, 2001) of the articles from the sample.
2)Qualitative analysis of interviews (Kavle, 1996; McNamara, 1999) with members of the editorial boards of the four journals.
3)Textual analysis (Mckee, 2003; Truex, 1996) of the four journals
These three parts were considered together to build an ‘intellectual map’ (Jobert, 1996) for cross-cultural comparison. Using these three perspectives, the researcher was able to offer a more comprehensive view of the cultural and individual differences than a single perspective would give.
The purposes of this study were:
To help Chinese mathematics education researchers understand the requirements and expectations of English-language international journals so that they can begin to publish in these journals more widely.
To encourage Chinese and Western researchers to read about one another’s research and promote the exchange of ideas.
Results indicate that authors for Chinese journal come from more varied professional backgrounds than those writing for the English-language journals. Many articles in Chinese journal do not use any clearly-stated research methodology, in contrast to most articles in the Western journals. No significant differences are found in the topics in published articles. However, the three English-language journals are different from one other in terms of author characteristics, topic types and methodologies. All of these differences relate to the different cultural backgrounds in which the journals were embedded.
The conclusions include discussions about academic cultural differences and implications for future studies. This study provides a new dimension in cross-cultural comparative investigation.
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Wong, Wai Hou. "A study of the English language attitudes of new immigrants from mainland China and returnees from English speaking countries in Hong Kong." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/318.
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Panicacci, Alessandra. "Psychological, emotional, linguistic and cultural changes following migration : the case of Italian migrants living in English-speaking countries." Thesis, Birkbeck (University of London), 2018. http://bbktheses.da.ulcc.ac.uk/318/.
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The main argument of this dissertation is that languages and cultures overlap in the psyche of individuals. Participants are 468 Italian migrants residing in English-speaking countries. Specifically, the purpose is to investigate how language choice for expressing emotions, self-reported language dominance and self-perceptions when using the local language relate to migrants’ acculturation attitudes and personality. The analysis has been conducted using a mixed-method. Data has been gathered through a web-questionnaire and 5 follow-up interviews have been conducted in order to explore possible causes of statistical patterns. The web-survey was a combination of the Bilingualism and Emotions Questionnaire, the Vancouver Index of Acculturation and the Multicultural Personality Questionnaire. Findings confirmed that respondents’ linguistic attitudes towards Italian (L1) and English (LX) matched their orientation towards L1 culture and LX culture. Specifically, participants who reported frequent use of the L1 to express emotions and considered it a dominant language were strongly attached to L1 culture practices. Similarly, participants who reported regular use of the LX to express emotions and considered it a dominant language were strongly attached to LX culture practices. Statistical analysis indicated reciprocal effects between linguistic and cultural factors, where L1 and LX dimensions remained unconnected. Furthermore, migrants’ feelings of difference when using the LX were constrained by their sense of belonging to the LX culture. Personality traits differently linked to L1 and LX variables, where no trait was correlated with both. In particular, the traits Flexibility and Emotional Stability were negatively related to participants’ attachment to the heritage language and culture, whereas the traits Cultural Empathy, Social Initiative and Openmindedness were positively related to their attachment to the host language and culture. Reciprocal effects appeared between culturallinguistic aspects and personality traits, illustrating the linguistic and cultural hybridity of migrants and their psychological changes following migration.
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de, Melo Andrea, Katie Barnes, Katie Marth, Kathleen Schweitzer, A. Lynn Williams, and Marcia Keske-Soares. "Prevalence of Disorders of the Sound of speech in the Brazilian Portuguese Speakers and English-Speaking Countries: A Narrative Review." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2011.
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OBJECTIVE: The disorder of speech sounds (DSF) is the most prevalent type of communication disorders, which corresponds to 32% of all disorders (Slater, 1992). The objective was to conduct a comprehensive narrative review of studies on the prevalence of DSF in English-speaking countries (USA, UK, Australia, Canada), as well as Brazilian Portuguese speakers. METHODS: The method for systematic and transparent selection of appropriate studies included the search terms («Prevalence», «criteria», «speech and language delay», «disorder», «speech delay», «primary speech and language delay prevalence», «speech impairment prevalence», «speech disorder prevalence») and databases (CINHAL, PubMed, ASHA, Psyinfo, Google Search, Scielo). The number of articles found in the narrative review period (February-March 2012) was 52, 37 were selected, and those who were included in the review were 35 articles. Each article was summarized according to the author(s), year of publication, reported the prevalence, sample size, age of study participants, and the measures used to determine DSF. RESULTS: The results indicate that DSF remains a highly prevalent condition that the variation is even greater for children speakers of Brazilian Portuguese. CONCLUSION: The results of this narrative review are discussed in relation to differences in the definition of DSF, severity and type of change communication studied the nature of the study samples and differences in study methods. Still, will be discussed on the need for future research to examine the prevalence between countries and languages.
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Downing, Arthur Michael. "The friendly planet : friendly societies and fraternal associations around the English-speaking world, 1840-1925." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:363dd204-d5f5-4639-bafd-31fd20d1ab95.
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Friendly societies and fraternal associations were self-governing convivial clubs that provided members with mutual aid in case of sickness or death. Over the nineteenth and early twentieth centuries they blossomed around the English speaking world, attracting millions of members. Combining archival research and quantitative methods, this thesis is the first multi-national economic history of the friendly societies and fraternal associations. How effective were these organisations as insurers? Were they able to overcome the problems of moral hazard and adverse selection? Were they significant in generating 'social capital'? How were they affected by the emergence the welfare state?
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Ugbaja, Dozie. "The rhetoric and reality of the English language and internationalisation : stakeholder perspectives on varieties of English and intelligibility within higher education in countries categorised as native speaking." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/14313/.
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This work investigates practical realities of international socio-cultural inclusivity from a linguistic point of view in a context of International Higher Education. It speculates that linguistic inclusivity in International Higher Education appears to be merely rhetoric when it comes to the adaptation to and accommodation of Non-Native varieties of the English language on the basis of intelligibility. The need to consider this rhetoric as against what obtains in reality was strengthened by a conflicting tension observable in the literature and by certain Higher Education practices in countries categorised as Native Speaking (NS). The tension has to do with the conflict in global English discourse between the Standard English (SE) camp and the World English (WE) one. While scholars of the former advocate for sustaining the Native Speaking (NS) varieties as the ‘standard’ in the international use of the English language, scholars of the latter state that Non-Native (NNS) varieties could also be standardised in their own rights. International Higher Education appears to be favouring the SE side of the divide over WE, as can be seen for example on the dependence on NS-based testing systems through IELTS and TOEFL or their equivalents for recruitment and selection of both international students and international staff. This work starts from the premise that true ‘internationalisation’, socio-cultural inclusivity and integration is meant to be void of any superiority views or practices that favour one socio-cultural group over another, even linguistically. With this in mind, the project set out to investigate perceptions on linguistic inclusivity in International Higher Education, albeit with recognisable limitations on generalisabilty of the results of the findings, because this study is considered as the beginning of a more wide-reaching research gap area. In order to achieve the stated purpose above, data was gathered from students-as-stakeholders and managers-as-stakeholders on their orientation towards international NNS scholars and academics who possess country-specific varieties of English which are clearly different from those of the NS. A two-sided innovative approach aimed at testing for intelligibility, as well as gathering perception on and seeking orientations of NNS/WE speakers was employed. It involved the use of an IELTS listening test, where the recorded speakers were NNS/WE users, and a post-test perceptions questionnaire, administered to the student participants. There was also the use of focus group discussions aimed at spurring more in-depth and insightful orientations towards NNS varieties from the students. The orientation of the management participants, which had more to do with how NNS/WE varieties of English influence their recruitment and selection decisions, were collated through interviews. The findings showed that although both stakeholder groups identify with the need for, and importance of socio-cultural integration, their linguistic orientations towards NNS/WE varieties of English, were negative and influenced by subjective judgements that favour the upholding of SE or NS based standards and competences over WE or NNS ones. The findings also particularly showed that even when NNS/WE speakers are intelligible, the varieties of English they possess is not considered worthy of acceptance for academic, scholarly or teaching roles in the supposedly ‘international’ or ‘internationalising’ Higher Education environments. It was therefore concluded that there appears to be contradictions in the equal opportunities and diversity claims within the two International Higher Education institutions surveyed when it comes to linguistic communicative realities involving the use of the English language as a lingua franca. This is because, while the rhetoric projects the propagation of inclusivity and integration, the reality with major stakeholders appears to still be in sharp contrast with the overall meaning of international accommodation, adaptation and acceptance, particularly as it concerns linguistic differences that are peculiar to Non-Native users of the English Language.
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Nersesian-McGuire, Dianne Rene. "A comparison of English and U.S. American communication patterns in work settings : an English perspective." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/734.
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This thesis examines communication patterns between the English and U.S. Americans in a work environment. These two cultural groups engage in significant business, economic, and political relationships, and though they share many similarities, the cultural and communication differences can lead to misunderstandings and conflict. This study investigates the perceptions of 32 English nationals about their interactions with U.S. Americans in order to better understand the differences between their workrelated preferences and processes. The English participants completed a selfadministered written questionnaire that elicited their thoughts about the following: English and U.S. American communication and work behaviors, perceived cultural differences, and skills deemed most effective for successful working relationships between the two cultures. Forty-one percent of the participants also participated in a follow-up telephone interview. The results showed that the majority of the participants felt that national and individual cultural differences contributed to communication challenges at work. Some of the significant areas of difference include: language usage, preferred ways to deliver and receive information, use of humor, and approaches to decision-making and managing conflict. Suggested recommendations based on the findings of this study are intended to help professionals enhance stronger working partnerships between the English and U.S. Americans.
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McKenzie, Lynn Marie. "A new approach to the classification of religious institutes the 1977 Schema and subsequent legal developments especially in light of responses from various English speaking countries /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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O'Sullivan, Kathy. "The role of motivational factors in the apparent lack of success in English language learning in Arab-speaking countries, particularly Oman and the United Arab Emirates." Thesis, University of Portsmouth, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.613432.
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This thesis examines the degree to which motivational factors influence the successful acquisition of English as a foreign language in female Emirati and Omani learners. The research participants were female third-level students taking foundation English and English for Specific Purposes courses in a university in the United Arab Emirates and a teacher-training college in Oman, both of which are based on an American model. Problems frequently occur when learners similar to those described in this study go through higher education, particularly when the institutions in question are based on a Western model. Such problems may include reluctance to assume responsibility for their learning (Ali, 2003) and a perceived lack of successful language acquisition. Undoubtedly, high school education with its traditional emphasis on rote learning and memorising exam questions plays a role (Canning & Bornstein, 200 I), as does the sociocultural context, which means that students have almost no opportunity to socialise outside their family environment. However, in the wider context, Western culture is having an enonnous impact on the entire region, primarily due to the media's reporting of regional and political affairs. Such reporting has also resulted in heightened tension in the region, which have been the subject of demonstrations on university campuses and anxiety in some language classrooms where English language teachers are for the most part native speakers of English. It is against such a background that changes are taking place in the educational systems across the region, with English assuming more significance as a language of instruction. Arabic is being phased out as the primary language of instruction in many instances. This has an impact on the learners' motivation to study the English language. Studies have suggested that motivation to learn a foreign language may be affected by attitudes towards the target language community and fears of loss of identity (Lambert, 1979; Pool, 1979; Williams, 1994; Costelloe, 2001; Kharbat, 2002), thus indicating that the macro-context may be one of the motivational factors involved in successful language acquisition. Some recent studies have also focused on the role of power in language learning, arguing that it is one of the factors that affect motivation (MacIntyre & Gardner, 1991; Lightbrown & Spada, 1993; Norton, 2000). In English language education, studies have been conducted on linguistic imperialism (Philippson, 1992) and resistance to such imperialism (Canagarajah, 1999) which refer to the impact that underlying political, religious and socio-economic issues may have on motivation to achieve a higher level in the English language. The results of the study I have undertaken similarly show that participants' acquisition of the English language was affected by a number of motivational factors, including the macro-context of power relations and culture, as well as the micro-context of the classroom, where the teacher, curriculum and materials all had a role to play. Many of the participants appear to have a clear grasp of how both the macro and micro contexts influence their motivation to study English and achieve a high level in the language. These findings suggest that in order for learners to achieve a higher level in the English language, language planners and policy makers need to be aware of how both the macro and micro contexts influence language acquisition. The research emphasizes a necessity for both administration and for instructors in higher education institutions in Oman and the UAE to conduct needs analysis amongst the learners so that their needs, as well as those of other stakeholders, can be catered to. Such measures should support the learners as they strive to achieve a measure of success in English language acquisition. The findings of this research propose that a greater understanding of the role of motivational factors may conceivably have a valuable part to play in raising standards of English language acquisition in Arabic-speaking countries.
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Parkes, Michael David, and 柯東山. "Entry Modes of Offshore School Enterprises from English Speaking Countries." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19932878016030136913.
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碩士逢甲大學
國際經營管理碩士學位學程
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Offshore schools are for-profit educational services designed to grant home government recognised high school diplomas to students in an overseas country. The multinational enterprises (MNEs) of offshore schools feature the importance of education systems in home and host countries, and economic efficiency in business decisions. This thesis takes the theoretical perspectives of institutions and transaction cost economics to investigate how offshore school enterprises choose the entry mode in foreign direct investment. An empirical dataset is created for offshore schools from developed English-speaking countries to provide supporting evidence. Resulting from stringent regulations on the education system by home country authorities, offshore school enterprises tend to choose the high control mode in the host country. The specificity of investments, particularly in feeder schools as the guaranteed parent university admission with an offshore school high school diploma, tends to use the high control mode. The confluence of regulatory agencies and foreign direct investment patterns plays an essential component in offshore school enterprises. This thesis provides theoretical implications on entry mode choices upon home country institutions, as well as temporal specificity of the feeder school investment.
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Cook, Kealani R. "The fragile masculinity of Jack Tar : gender and English-speaking sailors, 1750-1850." Thesis, 2005. http://hdl.handle.net/10125/11651.
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Karwowska, Bozena M. "The critical reception of Czesław Miłosz and Josif Brodsky in English-speaking countries." Thesis, 1994. http://hdl.handle.net/2429/7246.
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The study describes and analyses the process of critical
reception of Czeslaw Milosz and Joseph Brodsky in English-speaking
countries. The approach of the first five chapters, while
theoretically informed, is primarily narrative and descriptive. The
first two chapters present the reception processes in their
chronological development, focusing on the evolution of critical
interest, categories of description and contextual factors and show
that the reception of the two poets has been substantial and of
considerable intrinsic interest. While contextual elements played
a crucial role in the early stages of the reception, the text
gradually became the main focus of critical interest. This
development was, however, complicated by the problem of translation
described in the fourth chapter. The study also shows that using a
variety of techniques, examined in the third chapter, Milosz and
Brodsky influenced the reception of their works. Outlined in the
fifth chapter growing interest in the East European poetry, and
connected with it descriptive formulas based on the experience of
the poet, provided a significant literary context for the reception
of Milosz and Brodsky and allowed to examine the rising interest in
the text of their literary works.
The analytical part examines the mediating role of translators
and critics, treating them as an interpretive community. The
analysis shows that the aesthetic response to literary works was
based for years on the contexts. However, in the later stages
artistic features of the text came more frequently to the critical
attention and the literary text began to play a controlling role
over the critical descriptions. Finally, in the conclusion, Fish’s
concept of interpretive community and Jauss’s concept of horizon of
expectations, the notions of the reader-response and reception
theories used in the course of the study, are examined from the
point of view of their heuristic value for the description and
analysis of the actual process of reception. The conclusion also
outlines some indication of combining them with the notions of
aesthetics object (Mukarovsky), common memory (Lotman), semiotics
of culture (Lotman and Uspensky) and Tomashevsky’ s view of the role
of “the legend of the author”.
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Mykhalchuk, Nataliia, and Yuliia Chala. "The ways of solving the problem of the communicative behavior of people in English-speaking countries." Thesis, 2016. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46369.
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Abioye, Funmilola Tolulope. "The rule of law in English speaking African countries : the case of Nigeria and South Africa." Thesis, 2011. http://hdl.handle.net/2263/28459.
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Over time, news about Africa has not been encouraging, whether in relation to poverty; incessant and sporadic conflicts; ineffective leadership; or in relation to the failure of the continent to develop in spite of the vast natural resources with which it is endowed. The failure of good governance in Africa epitomises the plight of the continent, and is the result of many factors including; diverse ethnic divisions across the continent, imposition of foreign systems through colonialisation, to name a few. This thesis also identifies an important factor which is the challenge to the rule of law on the continent. For the rule of law to be established in a society, the law first has to be an integral part of the society, and has to be legitimate, and internalised by the society. For laws and the law-making processes to be legitimate, there needs to be the consent and participation of the people which the law seeks to bind. This is lacking in most African countries where laws are often vestiges of the colonial era, and where the post-colonial law-making mechanisms have not induced confidence. These situations have led to a deficit in the legitimacy of the law in Africa, and the inability of such laws to structure and govern the people; because the people have more often than not been excluded from the law-making process, nor given their consent to be bound by the laws. The resultant effect of these realities is that the laws generally lack legitimacy and are adhered to only when sanctions are attached. This thesis investigates the Constitution as the foundational law in two former British colonies in Africa, namely Nigeria and South Africa and in particular, the way in which it is made; the resultant legitimacy, and the effects on the peoples’ response and interaction with the law. This is in order to draw a nexus between the lack of legitimacy of laws in Africa (as evidenced in the constitution making processes), and the challenges faced by the rule of law on the continent, using the cases of Nigeria and South Africa.Thesis (LLD)--University of Pretoria, 2011.
Public Law
unrestricted
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Chambers, D., and Bryan McIntosh. "Using authenticity to achieve competitive advantage in medical tourism in the English-speaking Caribbean." 2008. http://hdl.handle.net/10454/6526.
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Medical tourism is a relatively recent global economic and political phenomenon which has assumed increasing importance for developing countries, particularly in Asia. It has been slower to develop within the context of the tourism industry in English-speaking Caribbean countries but there is evidence that the tourism policy makers in the region perceive medical tourism as a potentially lucrative niche market. However, while the potential of medical tourism has seemingly been embraced by the region's political directorate, there has been limited discussion of the extent to which this market niche can realistically provide competitive advantage for the region. The argument of this conceptual paper is that the English-speaking Caribbean cannot hope to compete successfully in the global medical tourism market with many developing world destinations in Asia, or even with other Caribbean countries such as Cuba, on factors such as low cost, staff expertise, medical technological capability, investment in healthcare facilities or even in terms of the natural resources of sun, sea and sand. Rather, in order to achieve competitive advantage the countries of the region should, on the one hand, identify and develop their unique resources and competences as they relate to medical tourism, while, on the other hand, they should exploit the demand of the postmodern tourist for authentic experiences. Both these supply and demand side issues, it is argued, can be addressed through the development of a medical tourism product that utilises the region's indigenous herbal remedies. [PUBLICATION ABSTRACT]; Medical tourism is a relatively recent global economic and political phenomenon which has assumed increasing importance for developing countries, particularly in Asia. It has been slower to develop within the context of the tourism industry in English-speaking Caribbean countries but there is evidence that the tourism policy makers in the region perceive medical tourism as a potentially lucrative niche market. However, while the potential of medical tourism has seemingly been embraced by the region's political directorate, there has been limited discussion of the extent to which this market niche can realistically provide competitive advantage for the region. The argument of this conceptual paper is that the English-speaking Caribbean cannot hope to compete successfully in the global medical tourism market with many developing world destinations in Asia, or even with other Caribbean countries such as Cuba, on factors such as low cost, staff expertise, medical technological capability, investment in healthcare facilities or even in terms of the natural resources of sun, sea and sand. Rather, in order to achieve competitive advantage the countries of the region should, on the one hand, identify and develop their unique resources and competences as they relate to medical tourism, while, on the other hand, they should exploit the demand of the postmodern tourist for authentic experiences. Both these supply and demand side issues, it is argued, can be addressed through the development of a medical tourism product that utilises the region's indigenous herbal remedies. Reprinted by permission of Carfax Publishing, Taylor & Francis Ltd.
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(14042411), Danielle M. B. Helbers. "Examination of low scoring nine year old respondents in the IEA reading literacy study from English speaking countries." Thesis, 2003. https://figshare.com/articles/thesis/Examination_of_low_scoring_nine_year_old_respondents_in_the_IEA_reading_literacy_study_from_English_speaking_countries/21454098.
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The reading literacy study, conducted in 1990/91 by the International Association for the Evaluation of Educational Achievement (IEA), measured the performance of 9 year old students from 27 countries across the world. Until now, no specific analyses of the low scoring students has been undertaken. The aim of this secondary analysis of lEA reading literacy data was to examine the following question:
- What factors operate to influence the identification of low scores in reading literacy within and between identifiable cultural categories?
Low scoring students were included when their scores fell below 100 rasch points (approximately 2.5 years) below their respective country mean. English speaking countries included in the analysis, all of which have historical ties to England, were Canada, New Zealand, Trinidad and Tobago, and the United States. Low scoring sample sizes exceeded 12% of their respective total sample. Typical differences featured when the background qualities of students (i.e. sex, language background, wealth) in the low scoring and respective country samples were compared.
To examine the reading factors influencing low scores, the models of reading proposed by the lEA were tested across and within low scoring country and international data sets. Through conducting principal components analyses (PCA), it was found that the text and skills based models proposed by the lEA were not supported. New models of reading for each data set were devised and saved for further multivariate analyses. The factors of the newly theorized reading literacy constructs are concerning with poor fitting data, though similar patterns are found across the data sets. These results indicate that the variables in the reading test examined other skills, knowledge and experiences.
Procedures of MANCOVA or MANOVA were applied to each data set to facilitate identification of significant personal background factors (independent variables) on the saved component scores (dependent variables). The reading behaviour constructs (Reading in Class, Voluntary Reading, Home Literacy Interaction) devised by the lEA were included as covariates following respecification using PCA where appropriate. A socio-economic construct was devised for each country using PCA and was included as another covariate. Canada was the only country to have no significant covariates, and so, a straight MANOVA was applied.
Socioeconomic status predicted student performance in all countries except Canada. Home Literacy Interaction predicted performance on one component in the United States and Internationally. Low scoring boys obtained higher scores than the girls on items with a mathematical component, and girls tended to obtain higher scores when information was presented in a narrative or literal form. Where significant differences feature, native English speaking students consistently out perform non-native speakers. Questions are raised about traditional cognitive views of reading comprehension and standardized testing. Evidence accumulated throughout the thesis lends credence for explanations of reading literacy favouring sociocultural viewpoints.
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Modipane, Makgomo Christina. "Barriers to reading English texts in schools of Rakwadu Circuit in Mopani District, Limpopo Province." Thesis, 2018. http://hdl.handle.net/10386/2333.
Full textAbstract:
Thesis (M.Ed.) -- University of Limpopo, 2018This study investigated barriers to the reading of English texts in the rural schools of the Rakwadu Circuit in Mopani District, Limpopo Province. This problem is not only in the said Circuit, it is a world-wide challenge. The research was undertaken in three public secondary schools, with focus on the Grade 9 learners of the said Circuit. Data were collected through audio-taped interviews and observation of learners while reading prescribed texts. It was found that most educators and learners agree that there are barriers to the reading of English texts. The following factors were identified as barriers, namely: lack of libraries, non-parental involvement and insufficient learner-support materials, as well as lack of guided reading books. The study recommends that governmental officials should consider building libraries even in the rural schools and communities. The schools should have a parental involvement policy in which parents are encouraged to take part in the education of their children. The Department of Education should provide sufficient learner-support materials in schools to enhance learners’ reading ability. Educators are to be provided with guided reading materials that will enable them to implement Guided Reading approach. Curriculum advisors should train teachers on how to teach reading.
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Osinubi, Taiwo Adetunji. "Argonauts of the black Atlantic : representing slavery, modernity, and the colonising moment." Thesis, 2005. http://hdl.handle.net/2429/18222.
Full textAbstract:
This dissertation is a comparative analysis of the uses of tropes of marginality in
American, Caribbean, British, and African fiction that engages with the aftermaths of the
trans-Atlantic slave trade and slavery. This study begins by exploring the utility of the
frame of Paul Gilroy's concept of the "black Atlantic" as a heuristic model for
understanding encounters with slavery and the slave trade as phases of an emerging
capitalist modernity. I suggest that, within this heuristic framework, marginality is
always variable, contingent and changing. Several positions of marginality might even
emerge in conflict with each other, since the ideological deployments of slavery in the
U.S., the Caribbean, and in African countries are not always in concert. In fact, it is
through the study of conflicts and tensions between such seemingly unified marginalities
that their differences become discernible. As a result, the common theme in the texts I
examine is the need to create communities of listeners who can discern the
transformations of the colonising moment in the disparate sites of the diaspora. The
practice of listening is a step in apprehending the forms of marginalisation and occlusions
of the violence of colonisation that continue at different sites.
In the five chapters of this dissertation, I read stories by Edgar Allan Poe and
Herman Melville, and novels by Richard Wright, Toni Morrison, Caryl Phillips, Maryse
Conde, Joseph Conrad, Ayi Kwei Armah, Amos Tutuola, Yaw Boateng, and Syl Cheney-
Coker. I focus, particularly, on the use of animals, spatial boundaries, literacy, orality,
and tropes of listening in the selected texts. I show that these authors use the opposition
of visual and aural metaphors to draw attention to the limits of their characters'
knowledge in order to highlight the situatedness of each character in processes of
marginalisation that continue to unfold. Further, as much as these narratives excavate the
afterlives of slavery, they are also engaged in the task of differentiating them in order to
identify the necessary site-specific tasks of reparation or repair.Arts, Faculty of
English, Department of
Graduate
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Rajzlová, Eva. "Šíření kultury anglofonních zemí v meziválečném Československu." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-349489.
Full textAbstract:
The diploma thesis deals with the propagation of culture of the English-speaking countries, primarily American culture, in the interwar Czechoslovakia. At the same time, it examines reciprocity of the cultural relationship. In the centre of attention stands the American Institute in Prague, founded in 1931, and an analysis of all aspects of his activities. The author employed a historical method using primary source documents, chiefly records of the American Institute archived in the National Archives of the Czech Republic. The supplementary literature was utilized mainly to set the American Institute into the context of its time and to define the basic concepts - culture, cultural relationships and propaganda. The analysis of Institute's functions showed that, in comparison of the other Anglo-American clubs in Czechoslovakia, Institute's activity covered much wider spectrum of cultural exchange. Therefore, regarding cultural relationships with the English-speaking countries, American Institute in Prague was quite unique within the Czechoslovak state.
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Křížek, Pavel. "Descartovo pojetí prvních principů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-370789.
Full textAbstract:
Descartes' Conception of the First Principles RNDr. Bc. Pavel KŘÍŽEK Master's degree thesis, Prague, June 2017 Summary In this Master's thesis, seven interpretations of Descartes' Cogito are reviewed. The introductory chapter presents a brief explanation of the origin and development of Descartes' views on the role of the first philosophical principles, in fact, the principles of certain knowledge, that is, principles understood by him as the necessary and indispensable starting point for laying the foundations of all science. First - naturally - Descartes' own diverse formulations of Cogito are reproduced. Then, based on relevant text and (their) broader context, all Descartes' necessary concepts and terms concerning Cogito are systematically explained. The second chapter, which is the core of the entire study, contains short reviews of seven interpretations of Descartes' Cogito as presented in a number of established academic publications as well as in more recent papers. Every review is then briefly commented on. The authors of the seven interpretations were chosen to show the differences in understanding and explaining Descartes' first principle, as established on the European continent by the philosophical traditions of German-speaking countries, beginning with Hegel's attitude towards Descartes, on...