Dissertations / Theses: 'Folklore and Language Archive'

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Musgrave, Simon. "Non-subject arguments in Indonesian /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000239.

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Weiss, Katherine. "Archive Fever, Archive Failure: Exploring the ‘it’ in Beckett’s Theatre." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2303.

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Using Jacques Derrida's 1995 study, Archive Fever, Weiss examines how Samuel Beckett's Come and Go and Footfalls stage the failed acts of archiving. In both plays, memories are either unknown or not named. Either way, without being named they cannot be collected, catalogued or made public. Despite this, the women haunting his plays seem struck by archive fever. Ultimately, Beckett stages the tension between the desire to remain silent with the desire to archive.

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Toyoda, Etsuko. "Developing script-specific recognition ability : the case of learners of Japanese /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00002971.

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Randolph, Tamara Lee Dietrich. "Culture-mediated literature adult Chinese EFL student response to folktales /." access full-text online access from Digital dissertation consortium, 2000. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?9988979.

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Hernandez, Nellie D. "Integrating folklore in a literature based curriculum using a whole language approach." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/342.

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Cohn, Trevor A. "Scaling conditional random fields for natural language processing /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00002874.

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Weiss, Katherine. "Archive Fever, Archive Failure: Exploring the ‘It’ in Beckett’s Theatre." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/2266.

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Finocchiaro, Carla Maria. "Language maintenance shift of a three generation Italian family in three migration countries : an international comparative study /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001745.

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Weiss, Katherine. "Samuel Beckett: History, Memory, Archive." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/2281.

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Kennedy, Seán, and Katherine Weiss. "Samuel Beckett: History, Memory, Archive." Digital Commons @ East Tennessee State University, 2010. https://www.amzn.com/0230619444.

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This volume comprises ten essays challenging the dominant account of Samuel Beckett’s engagement with history. As the first full-length volume to address the historical debate in Beckett studies, Samuel Beckett: History, Memory, Archive provides both ground-breaking analysis of the major works as well as a sustained interrogation of the critical assumptions that underpin Beckett studies more generally. Drawing on a range of archival materials, and situating Beckett in historical context, these essays pose a strong challenge to the prevailing critical consensus that he was a deracinated modernist who cannot be read historically.
https://dc.etsu.edu/etsu_books/1185/thumbnail.jpg

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Tonoike, Masatsugu. "Natural language processing exploiting topics in the Web text archive." 京都大学 (Kyoto University), 2007. http://hdl.handle.net/2433/135956.

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Marquard, Stephen. "Improving searchability of automatically transcribed lectures through dynamic language modelling." Thesis, University of Cape Town, 2012. http://pubs.cs.uct.ac.za/archive/00000846/.

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Recording university lectures through lecture capture systems is increasingly common. However, a single continuous audio recording is often unhelpful for users, who may wish to navigate quickly to a particular part of a lecture, or locate a specific lecture within a set of recordings. A transcript of the recording can enable faster navigation and searching. Automatic speech recognition (ASR) technologies may be used to create automated transcripts, to avoid the significant time and cost involved in manual transcription. Low accuracy of ASR-generated transcripts may however limit their usefulness. In particular, ASR systems optimized for general speech recognition may not recognize the many technical or discipline-specific words occurring in university lectures. To improve the usefulness of ASR transcripts for the purposes of information retrieval (search) and navigating within recordings, the lexicon and language model used by the ASR engine may be dynamically adapted for the topic of each lecture. A prototype is presented which uses the English Wikipedia as a semantically dense, large language corpus to generate a custom lexicon and language model for each lecture from a small set of keywords. Two strategies for extracting a topic-specific subset of Wikipedia articles are investigated: a naïve crawler which follows all article links from a set of seed articles produced by a Wikipedia search from the initial keywords, and a refinement which follows only links to articles sufficiently similar to the parent article. Pair-wise article similarity is computed from a pre-computed vector space model of Wikipedia article term scores generated using latent semantic indexing. The CMU Sphinx4 ASR engine is used to generate transcripts from thirteen recorded lectures from Open Yale Courses, using the English HUB4 language model as a reference and the two topic-specific language models generated for each lecture from Wikipedia. Three standard metrics – Perplexity, Word Error Rate and Word Correct Rate – are used to evaluate the extent to which the adapted language models improve the searchability of the resulting transcripts, and in particular improve the recognition of specialist words. Ranked Word Correct Rate is proposed as a new metric better aligned with the goals of improving transcript searchability and specialist word recognition. Analysis of recognition performance shows that the language models derived using the similarity-based Wikipedia crawler outperform models created using the naïve crawler, and that transcripts using similarity-based language models have better perplexity and Ranked Word Correct Rate scores than those created using the HUB4 language model, but worse Word Error Rates. It is concluded that English Wikipedia may successfully be used as a language resource for unsupervised topic adaptation of language models to improve recognition performance for better searchability of lecture recording transcripts, although possibly at the expense of other attributes such as readability.

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Kral, Inge. "The socio-historical development of literacy in Arrernte : a case study of the introduction of writing in an aboriginal language and the implications for current vernacular literacy practices /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00001023.

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Boyd, Rebecca. ""Anything Dead Coming Back to Life Hurts": Ghosts and Memory in Hamlet and Beloved." TopSCHOLAR®, 1998. http://digitalcommons.wku.edu/theses/334.

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Ghost stories are an ingrained part of most cultures because, typically, humans must be forced to confront those elements of their individual and communal past that they would prefer to ignore. Accordingly, ghosts have embodied weaknesses and hidden evils that must be assimilated and transcended, and writers have embroidered a variety of subtexts upon the traditional fabric of ghostlore. Specifically, both William Shakespeare's Hamlet and Toni Morrison's Beloved employ ghosts as symbols of man's archetypal desire to hide his past. A careful examination of the texts in these ghost stories, of the cultural folklore included, and of the ghosts' influence on individual characters reveals both writers' insistence that man must find the delicate balance between ignoring/evading the past and being consumed by that past. Both writers also explain that the individual's identity must integrate the past, but not be stifled by it. These works differ in that Shakespeare illustrates how man is destroyed when he does not find that balance and does not incorporate his past into his identity, while Morrison depicts the psychic balm that results from confrontation with and acceptance of the past as her characters face a new, more authentic life. While Shakespeare draws upon his society's widely accepted belief system, Morrison, operating in a culture alienated from its own mythic heritage, consciously constructs a mythic framework acceptable to the skeptical twentieth century reader.

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Gugelchuk, Gary Michael. "A generative-transformational analysis of the plots of Limba (West Africa) dilemma tales /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259125221197.

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Hughes, Jennifer L. "Where Language Touches the Earth: Folklore and Ecology in Tohono O'odham Plant Emergence Narratives." DigitalCommons@USU, 1996. https://digitalcommons.usu.edu/etd/4509.

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The historical and ecological relationships between the Tohono O'odham and the Sonoran desert landscape are expressed in the stories they tell. The Tohono O'odham have lived in the deserts of southwestern Arizona and northern Mexico for centuries, interacting with their environment and gaining intimate knowledge of desert botanical communities. Many of these interactions are dramatized in their traditional oral narratives. I have characterized those traditional oral narratives that illustrate and articulate Tohoro O'odham interrelationships with Sonoran desert botanical communities as "plant emergence narratives." These stories embody and express the reciprocal relationsihp between the Tohono O'odham and the plants they cultivate or harvest from the wild. In examining these narratives, I discuss some of the many levels on which they operate, specifically the intersection of cultural worldview with scientific data, or what I term "cultivation lore." This discussion focuses on an exploration of the stories of corn emergence to the Tohono O'odham, with comparative analysis of stories that dramatize wild plant emergence. The significance of these narratives to the Tohono O'odham and to others is discussed in the context of history, folklore, and ecology, specifically the current crisis in loss of biological diversity. By exploring the cultural value and ecological content of these plant emergence narratives, I suggest that we may discover solutions to the question of how we may live with awareness and conviction to both our human and ecological landscapes.

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O'Loughlin, Kieran John. "The comparability of direct and semi-direct speaking tests : a case study /." Connect to thesis, 1997. http://eprints.unimelb.edu.au/archive/00000378.

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Smith, Michael Arthur. "Autonomy and project based language learning : factors mediating autonomy in project based CALL /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001476.

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Singer, Ruth. "Agreement in Mawng : productive and lexicalised uses of agreement in an Australian language /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003242.

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Pope, Bernard James. "A declarative debugger for Haskell /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003290.

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Gashler, Kristina Whitley. ""Tauser Killed Both Dogs" : and other suburban American family folklore /." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd876.pdf.

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Riley, Paul Anthony. "The beliefs of first year Japanese university students towards the learning of English." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001495/.

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In the field of second and foreign language learning, beliefs, as one of the affective factors, remain relatively unexplored. Failure to address unrealistic student beliefs and expectations may increase student anxiety (Truitt, 1995; Young, 1991), hinder progress, and ultimately lead to a breakdown in learning (Ellis, 1996; Horwitz, 1985, 1987, 1988; Mantle-Bromley, 1995; Peacock, 1999). This study investigates the beliefs about language learning of first year university students in Japan, employing the Japanese language questionnaire developed by Sakui and Gaies (1999). Two student discussion groups were also formed to provide further data. In addition to describing student beliefs, the study explores differences between student beliefs and teacher beliefs, change in student beliefs during a course of study, and relationships between student beliefs and second language proficiency. A total of 661 first year students, and 34 of their class teachers, participated in this study, at a private Japanese university, between April 2002 and January 2003. Data were analysed using Pearson correlation, Cronbach’s alpha, t-tests, and a principal components factor analysis. The students in the study appear to hold a variety of beliefs, to varying degrees. Significant differences were found between student responses and teacher responses for more than half of the questionnaire items, with the four main areas of difference relating to translation, error correction, the difficulty of language learning, and motivation. In terms of belief change, significant differences were found in student responses to almost a quarter of the questionnaire items between two administrations in April and December, 2002. Some differences were also identified between the beliefs of students based on their proficiency scores, but the results here are inconclusive. This study contributes to the growing understanding of the role of beliefs in language learning. Further studies of other student groups, at other institutions in Japan, will enable a comparison of results to help produce a clearer picture of the beliefs and expectations about language learning of students at Japanese universities.

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Nieves, Teresita. "Language, learning, and the achievement gap : the influence of classroom practices and conversational interactions on academic performance /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000511/02/37DissFT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2008.
Dissertation advisor: Sheldon T. Watson. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 294-309). Also available via the World Wide Web.

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Lunt, Elizabeth Helen. "Thelearning strategies of adult immigrant learners of English : quantitative and qualitative perspectives /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00001384.

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Park, Sang Soon. "The impact of English language and cultural variations on Korean students in Australian undergraduate programs." University of Southern Queensland, Faculty of Education, 2006. http://eprints.usq.edu.au/archive/00001480/.

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It is well understood by international students that a high level of proficiency in English language is fundamental to successful tertiary level study in English speaking countries. The necessity for cultural adaptation also emerges as a major concern for international students. Despite there being numerous resources for international students, Korean students continue to encounter problems with English, and with some cultural variations in Australian higher education. Reference to literature, as well as anecdotal evidence suggests that Korean students frequently have difficulties adapting to academic programs delivered in English, and to adjusting to some cultural differences in English speaking contexts. This research aimed to the nature of Korean undergraduate students' experiences regarding these academic problems in undergraduate programs in the Southeast region of Queensland. Firstly, it examined traditional methods of English teaching in Korea within the context of the Korean education system. Secondly, it surveyed the suggested 'attitudes towards studying difficulties studying in the English language in Australian undergraduate study programs'. Thirdly, in-depth interviews were conducted as a follow-up investigation to clarify the issues raised through the survey. This research deals with the questions of the main characteristics of Korean students' experiences in learning English as a second language, the best preparations required for them to enter Australian undergraduate programs, the main difficulties of them in adapting to the use of the English language in general and particularly for Australian tertiary level academic purposes, and the critical cross-cultural challenges that they encounter in the Australian undergraduate programs. Finally, based on the results of this study recommendations are made to assist in two major areas: (i) to provide advice to assist Korean students and other international students in their studies in Australia and; (ii) to improve the provision of English language education in Korea.

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Gomez, Lesvia Patricia Salinas. "Second language postgraduate writers in their academic community: links between disciplinary knowledge and writing skills." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006220/.

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[Abstract]: Academic standards in higher education require that all students, including L2 students, are able to write fluently, accurately, clearly, and logically. At postgraduate level, students’ competence in written communication depends on appropriate knowledge and use of the discipline-specific genre, plus awareness of the convention-specific phrasing in the discipline. In addition, students need to develop critical thinking and conceptual abilities to satisfy the faculty demands. This research aims to articulate the strong interdependence between disciplinary knowledge and writing skills at postgraduate level. Specifically, this study provides a more explicit description of the role of discourse knowledge and writing skills in academic writing in the business sector. It also provides insights into the skills and challenges of L2 postgraduate writers and their inclusion in their academic community through their writing practice. The two main methods of data collection were: (i) in-depth interviews with students and their course lecturer, and (ii) text analysis of electronic corpora of two written assignments. These methods were chosen (a) to explore students’ perceptions of the writing process and composing strategies in their academic writing production, and (2) to identify key rhetorical components recognising the complexity of the interaction among literacy and disciplinary elements in post-graduate writing. Exploration of the students’ and lecturer’s perceptions about the students’ writing practices as second language writers indicated students’ experiences, difficulties, worries, weaknesses, strengths and learning processes. Their perceptions clarified the relationship between disciplinary knowledge about Management and Organisational Behaviour and successful writing skills. Findings of this study led researcher to propose two new models: one is based on theoretical principles of academic writing in a discipline and the second addresses specific applications in second language learning and teaching. The first, “A model for L2 postgraduate writing process: A metadiscourse perspective’’ identifies the factors involved in the writing process including the metadiscourse of academic writing (Hyland, 1998, 1999a, 2001a, 2004b; Hyland & Tse, 2004a). The second is “A model of learning academic writing: the second language writing process at post-graduate level”. This second model involves the stages of knowledge development for a writer in the discipline to be accepted in the academic community. The latter model illustrates the functions, context, the role and relevance of writing within the discourse practices of an academic community.

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Thieberger, Nicholas Augustus. "Topics in the grammar and documentation of South Efate, an Oceanic language of Central Vanuatu /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00000492.

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Thesis (Ph.D.)--University of Melbourne, Dept. of Linguistics and Applied Linguistics, 2004.
Typescript (photocopy). Title on cover and spine: Topics in grammar and documentation etc... Includes bibliographical references (leaves [497]-508).

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O'Bryne, Una Mairead. "A lexicographical study of the archive material recorded from Teelin, Co. Donegal by the Department of Irish Folklore, University College Dublin." Thesis, Queen's University Belfast, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317092.

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Vincent, John Terence. "Computer mediated multimodal text production : ten year olds crossing semiotic boundaries /." Connect to thesis, 2004. http://eprints.unimelb.edu.au/archive/00001495.

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Hirth, Brittany Brooke. "The limits of language : gender, trauma and the Holocaust /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000489/02/1945FT.htm.

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Thesis (M.A.) -- Central Connecticut State University, 2008.
Thesis advisor: Aimee L. Pozorski. "... in partial fulfillment of the requirements for the degree of Master of Arts in English." Includes bibliographical references (leaves 113-115). Also available via the World Wide Web.

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Araki-Metcalfe, Naoko. "The waterhole : using educational drama as a pedagogical tool in a foreign language class at a public primary school in Japan /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003344.

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Harline, Geneva. "Allowing the Untellable to Visit: Investigating Digital Folklore, PTSD and Stigma." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6897.

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In the introduction of 2012 issue of The Journal of Folklore Research, Diane Goldstein and Amy Shuman issue a “call to arms for folklorists … to concentrate on the vernacular experience of the stigmatized.” (Goldstein and Shuman, 2012:116). Drawing on this call to arms, this thesis investigates how Post-Traumatic Stress Disorder (PTSD) is portrayed in social media through memes and captioned images. I argue that the genres of memes and captioned images in digital folklore work to help mitigate the stigma of PTSD because the veneer of anonymity in the digital world allows people with PTSD to be willing to share their experiences and struggles. With my findings on the use of memes and captioned images, my research demonstrates how digital folklore can be used to determine what education efforts are needed to mitigate stigma in the offline world. Through the focus on memes and captioned images relating to PTSD, I show that through the normalization of one mental health condition, digital folklore can help to alleviate stigma because the pervasive nature of digital culture allows for an influx of minimally moderated information, creating an avenue for understanding stigmatized groups.

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Meakins, Felicity. "Case-marking in contact : the development and function of case morphology in Gurindji Kriol, and Australian mixed language /." Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003898.

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Waldring, Ségio Jim. "Standard network diagramming language and corresponding meta-model." Click here to access thesis, 2009. http://www.georgiasouthern.edu/etd/archive/spring2008/segio_j_waldring/waldring_segio_j_200901_msm.pdf.

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Thesis (M.S.)--Georgia Southern University, 2009.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science." Directed by Vladan Jovanovic. ETD. Includes bibliographical references (p. 31-34) and appendix.

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Mehta, Arti. "How do fables teach? reading the world of the fable in Greek, Latin and Sanskrit narratives /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3297125.

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Thesis (Ph.D.)--Indiana University, Dept. of Classical Studies, 2007.
Title from dissertation home page (viewed Sept. 25, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0602. Adviser: Eleanor W. Leach.

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Sawai, Mari. "Perception of Japanese Folktales by Readers from Different Cultural Backgrounds." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1363089346.

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Hammerle, Allison. "Imitation and Insecurity: Writing is Personal." Malone University Undergraduate Honors Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ma1472679237.

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Simpkins, Benjamin G. "Connectives and causal relatedness in expository text." Click here to access thesis, 2005. http://www.georgiasouthern.edu/etd/archive/Fall2005/bsimpkin/simpkins_benjamin_g_200505_ms.pdf.

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Thesis (M.S.)--Georgia Southern University, 2005.
"A thesis submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Science" ETD. Includes bibliographical references (p. 54-57)

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Pack, Uraina N. "Afrointratextuality as a means of examining folklore in the emancipation narratives of Frederick Douglass, William Wells Brown, and Harriet Jacobs." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/2650.

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This study examines the use and documentation of folklore within Emancipation narratives. This examination is predicated on the behavior of the trickster, Br’er Rabbit. Through analysis of Br’er Rabbit’s behavior, three survival techniques used by the authors in this study function as a means of determining his importance to African Americans. Through research and comparison of narratives, examination of historical references, and critical analyses, the researcher evaluated the behavior and experiences of African Americans within captivity to establish the use of folklore as a survival mechanism. By application of a methodology which evaluates African American experience and culture, the researcher sought to reinforce the connection between literature and culture. The researcher determined that cultural retention was evident and necessary to African Americans regardless of their circumstances. The conclusions of this analysis validate the importance of the narrative as a historical and cultural source for African American existence in America. The researcher’s methodology suggests that the use of folklore within the narrative is derivative of the imitation and revision of linguistic and physical motion specific to African American culture.

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Rucker, Julie Henderson. "The effects of online, collaborative discourse on secondary student writing a case study of the history and ecology of an electronic exchange /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/julie_h_rucker/rucker_julie_h_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Michael T. Moore. ETD. Includes bibliographical references (p. 223-235) and appendices.

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Wagner, Benjamin Lynn. "Shakespeare, Orson Welles, and the Hermeneutics of the Archive." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6064.

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This paper examines certain theoretical underpinnings of the historical processes by which Shakespeare's history plays became the de facto collective memory of the events they depict, even when those events are misrepresented. The scholarly conversation about this misrepresentation has heretofore centered on Shakespeare's potential political motivations. I argue that this focus on a political, authorial intent has largely ignored the impact these historical distortions have had over the subsequent 400 years. I propose that, due to Shakespeare's unique place in the historical timeline of the development of collective memory, Shakespeare's historical misrepresentation in the history plays is a byproduct of the emerging ability to access historical sources while also shaping the nascent collective memory. Shakespeare became an archon, in the Derridian sense, of English history. As such he exercised the archon's hermeneutic right to interpret English history. Tracing the methods by which the public experienced Shakespeare's plays, this project shows that in the 20th century film became the dominant medium by which audiences experienced Shakespeare for the first time. Using Orson Welles' Chimes at Midnight as the principle example, I show that the hermeneutic right shifted away from Shakespeare and was instead taken on by directors reinterpreting Shakespeare's version of history. Welles' knowing manipulation of the archontic function empowers his film, affecting subsequent interpretation and placing it squarely in the Shakespearean film canon.

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Lindh, Stina. "Institutet för språk och folkminnen : En arkivförteckning för teckenspråksmaterial som överlåtits av Sveriges Dövas Riksförbund." Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176116.

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This thesis at the Institute for Language and Folklore has as its purpose to lay a foundation for a continuinginventory work. The tasks I have performed during my time there was to create an archival description, anintroduction to the material and a process map showing the process of incoming delivery of documents. The aimwas never to finish the list of work, but to structure the material to get an insight into the material and to theproblems that existed within. The documents are of a very unique nature and require that the archivist is familiarwith and have knowledge of sign language. One of the problems I encountered was how fragmented the materialwas. The documents are divided between Stockholm and Uppsala, which means that provenance becomesparticularly significant for this material. By revoking parts of the material from the National Archives in Stockholm,the institute is trying to reduce the distribution part of the process. But this is a problem that affects all documentsand will therefore affect the entire inventory process. The Institute's goal is to digitizing documents and make itmore accessible for researchers.

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Gaby, Alice Rose. "A grammar of Kuuk Thaayorre /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/0002486.

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Moore, William Love. "An inquiry into the writing pedagogy for middle school language arts." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/spring2006/william%5Fl%5Fmoore/Moore%5FWilliam%5FL%5F200601%5Fedd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." ETD. Includes bibliographical references (p. 177-186).

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Webbert, Victoria Vazquez. "Cultivating passion in teaching English language learners a critical analytical inquiry /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/victoria_v_webbert/webbert_victoria_v_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Curriculum Studies, under the direction of Delores Liston. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 218-239) and appendices.

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Matsubara, Shigeki, Tomohiro Ohno, and Masashi Ito. "Text-Style Conversion of Speech Transcript into Web Document for Lecture Archive." Fuji Technology Press, 2009. http://hdl.handle.net/2237/15083.

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Thieberger, Nicholas. "Topics in the grammar and documentation of South Efate an Oceanic language of Central Vanuatu /." [Melbourne, Australia] : Dept. of Linguistics and Applied Linguistics, Univerity of Melbourne, 2004. http://eprints.unimelb.edu.au/archive/00000492/01/SouthEfatePhD.pdf.

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You, Ziying. "Competing Traditions: Village Temple Rivalries, Social Actors, and Contested Narratives in Contemporary China." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428961222.

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Baumgartner, Thomas. "Socio-economic status and teacher perceptions regarding the New York State ELA exam." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009baumgartner_t.PDF.

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Abstract:

Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Dr. Myers, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: high stakes testing; teacher perceptions; SES; student expectations; teacher recruitment and attrition; school accountability; instructional practice; ELA exam; state testing. Includes bibliographical references: (p. 70-74).

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Sarver, Sabryna Nicole. "Creating aotearoa through discourse language and character in Keri Hulme's The bone people /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/sabrina_n_sarver/sarver_sabrina_n_200801_ma.pdf.

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Thesis (M.A.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Master of Arts." Under the direction of Joe Pellergino. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 83-86) and appendices.

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Dissertations / Theses on the topic 'Folklore and Language Archive'

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