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Mutheiwana, Pertunia. "A cultural-historical analysis of Grade 9 History curriculum and its pedagogical resources for learners' conceptual development." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33893.
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This study examines the extent to which the South African Grade 9 History Curriculum Assessment Policy Statement (CAPS) document and its supplementary teaching resources (learners' textbooks and teachers' guides) outline knowledge focused on concept development in learners. The development of concepts requires learners' mediation in the Zone of Proximal Development (ZPD) where consideration and subsequent linkage of three knowledge forms namely: scientific concepts, everyday concepts and procedural knowledge is necessary. In light of this, a topic titled ‘National Party and apartheid' is analysed across the CAPS document and its teaching resources to examine the extent to which they outline these knowledge forms for concept development. Vygotsky's cultural-historical theory and the work of Neo-Vygotskians are used as the theoretical framework for the analysis of data in this study. The findings show that the CAPS document offer guidance to teaching resources on the necessary knowledge forms required to afford learners with full development of historical concepts outlined under the ‘National Party and apartheid' topic of the CAPS document. This is because a curriculum document is only designed to offer guidance and not to elaborate on content. As a result, teaching resources should elaborate on the contents of the curriculum and add sufficient knowledge forms. According to Vygotsky and Neo-Vygotskians, full concept development can only be possible if scientific concepts are made visible, sufficiently, and explicitly defined, linked to everyday concepts and procedural knowledge. This study shows that teaching resources failed to implement this fully. This study concludes that for teaching resources to afford learners with conceptual development, all three knowledge forms should be sufficiently and explicitly outlined and the necessary linkage between them made. This will, in turn, provide the teachers with sufficient and explicit pedagogy in the ZPD thereby affording learners with conceptual development. The development of concepts is necessary for South Africa because it helps to reduce social inequalities created in the past as well as granting learners the opportunity to live and work in a globalised environment. It is recommended that teaching resources prioritise the aims of the CAPS document by outlining knowledge forms for concept development.
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Goldman, Casey. "A Pedagogical Guide to the Piccolo Trumpet." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505141/.
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The modern piccolo trumpet is required by professional trumpet players for the performance of solo repertoire, chamber music, orchestra, and wind band. Students in universities around the world study the piccolo trumpet in preparation for professional careers, but relatively few pedagogical tools exist to specifically focus on the nuanced techniques of the instrument such as articulation, range, and sound production. The purpose of this project is to create a pedagogical guide that can serve as a method for students learning the modern piccolo trumpet.
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Rai, Prabhat. "Building common knowledge : a cultural-historical analysis of pedagogical practices at a rural primary school in Rajasthan, India." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:22402128-d2ca-4de5-8255-c15e4b4699dd.
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The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.
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Tshink, Sakafuku. "Grade 6 Mathematics Teachers Perceptions Of Pedagogical Variation With Information And Communication Technologies (Icts) In No-Fee Paying Schools: A Cultural Historical Activity Theory (Chat) Analysis." Master's thesis, Faculty of Humanities, 2019. https://hdl.handle.net/11427/31735.
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The South African education system is under a serious strain in relation to Mathematics attainment. Only 40% of learners in SA pass the final school leaving examination and only 5% of learners manage to pass Mathematics with more than 50%, according to The Economist (2014). In a bid to solve this problem the government proposes the use of ICTs (such as computer hardware and software, tablets, and smartphones) within teaching and learning. The assumption is ICTs can be utilised to address this important challenge and “facilitate ongoing improvement of educator skills” (The National Integrated ICT Policy White Paper: The White Paper, 2016: p.8). Research shows that teachers’ perceptions regarding the use of ICTs impact on their practices (Mwendwa, 2017; Munyengabe, Yiyi, He Haiyan, & Hitimana, 2017; Alharbi, 2012; Yuan & Chun-Yi Lee, 2012). This project intends to explore six grade 6 Mathematics teachers’ perceptions about whether and how pedagogy shifts with the use ICTs in the classrooms utilising Cultural Historical Activity Theory. This research utilises interviews as a method for the collection of empirical data to describe a group of research participants’ (or teachers’) perceptions who happen to be directly interviewed. These interviews have been conducted across two no-fee paying primary schools in the Western Cape Province (WCP), in South Africa (SA). Interviews were analysed along the CHAT dimensions: object, subject, tools, rules, community and division of labour to establish whether pedagogy altered along any of these dimensions. Findings indicate that teachers think pedagogy shifts in the ICT based lessons with division of labour becoming more fluid. Findings also show that the object of the activity system grows to encompass more than mere mathematical compression but also motivation, creativity and cognitive development. Besides, teachers stated that ICT based learning could assist learners in their mathematical attainment. This project is an investigation and not an intervention study. Recommendations are also suggested in this thesis for further research such as video-taping teaching and learning of mathematic contents and concepts in both traditional and computer-based classrooms. Further study in utilising classroom observations to focus on student-student interaction in relation to ICTs is also recommended.
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Rúa, Olga María. "A historical overview of Carlos Seixas's works for solo keyboard and a performance guide based on analytical observations including pedagogical annotations and analysis of four of his keyboard pieces." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/880.
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(Jose Antonio) Carlos de Seixas (1704-1742) is an important figure in the European keyboard music of the beginning of the 18th-century. He composed around 700 sonatas for keyboard, of which only around 105 are known today. They demonstrate a high execution level that can be compared with J. P. Rameau (1683-1764), J. S. Bach (1685-1750), Domenico Scarlatti (1685-1757), Padre Antonio Soler (1729-1783) and other important composers of his time. Like Scarlatti and Soler, Carlos Seixas is positioned in an important transitional period in the history of music. He and his contemporaries are situated between true giants of Western Art Music: before and, in part, during Seixas's life time lived G. F. Haendel (1685-1759) and J. S. Bach (1685-1750); and after Seixas came F. J. Haydn (1732-1809), W. A. Mozart (1756-1791), and L. van Beethoven (1770-1827). During this transitional time in the first half of the eighteenth century, from the baroque to the classical eras, several stylistic trends coexisted--- the baroque, the new galant style, the empfindsamer Stil, and the pre-classical. This essay is divided into four chapters. In Chapter One I discuss the sources for Seixas scholarship followed by a historical overview of seventeenth- and eighteenth- century Portugal as well as a brief biographical sketch of Seixas's life. Chapter Two includes a discussion of Seixas's musical style and form. I examine various facets of his compositional style, including some commonalities found in many composers' works during the transitional period between the Baroque and pre-Classical. I also explore other facets of his keyboard writing such as the use of violin idioms, folkloric sounds, and symphonic textures.
In Chapter Three I examine in greater detail Seixas's keyboard writing. I start with descriptions of the instruments that Seixas may have used and of his keyboard writing. I also examine available scholarship for guidelines on performing early eighteenth-century keyboard music in general--including specific approaches to ornaments, articulation, improvisation, rubato, and the like--before turning to Seixas's keyboard sonatas in particular.
The last chapter, Chapter Four, includes elements for the analysis of Seixas's sonatas; I choose four of these sonatas for more in-depth analysis of formal and tonal structure. The four selected sonatas represent different formal schemes and stylistic characteristics, which demonstrate the variety within Seixas's solo keyboard pieces. They show great contrasts in form, relationship of movements, and thematic treatment: Sonata No. 16 in C minor presents only one movement in free binary form; Sonata No. 27 in D minor has three movements with no evident relationship among them and toccata elements in the first movement; Sonata No. 42 in F minor also has three movements but the last two movements relate thematically and the first movement presents imitative counterpoint; and Sonata No. 59 in A major represents pre-classical tendencies in texture and structure, presenting three movements connected as a whole through cyclical thematic ideas in the outer movements and a second movement, in A minor, that links to the last movement by means of an open ending.
In addition, Chapter Four includes pedagogical insights from an analytical standpoint and annotations for the use of Seixas's sonatas as teaching resources. As part of this chapter's pedagogical resources, I also list additional sources for understanding performance practice of eighteenth-century music, review the available editions of Seixas's solo keyboard compositions, and list the primary performers of his keyboard works.
Finally, the appendices to this essay include two cataloguing tables: the first (Appendix A) catalogues a selected group of Seixas's sonatas with detailed descriptions of their technical difficulties, and the second (Appendix B) catalogues all eighty sonatas according to level of difficulty. In addition, the scores of all four sonatas analyzed in Chapter Four are provided in two forms: Appendices C, D, E, and F contain the original Seixas score as edited by Seixas's preeminent scholar Santiago Macario Kastner; Appendices G, H, I, and J contain my performer's scores for the same four sonatas, that is, annotated versions of Kastner's editions.
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Popova, Anna. "Historical transformations of pedagogic practice : a socio-cultural and activity theory analysis of preparation for work in Russian schools." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544504.
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This thesis investigates how students are prepared for work in schools in the context of post-communism in Russia. It aims to gain an understanding of what theories and processes constitute preparation for work in Russian schools. In the light of how they have changed as a result of the fall of communism in 1991, the thesis seeks to explore the ways in which students are prepared to enter the world of work. The socio-cultural and activity theory is employed to explore the relationship between students’ engagement in pedagogic practices and macro historical transformations in Russia that have affected it. <br /> The methodology includes a documentary analysis of teacher-training textbooks, which were used in the 1970s, 1980s and 1990s and a case study of preparation for work in a secondary school in Perm, Russia, which involved a group of thirty teachers and thirty students. Biographical interviews were conducted with thirty individuals who lived through the economic and social transformations caused by the events of 1991. <br /> The analysis of the data demonstrates that preparation for work in Russian schools is a combination of two pedagogic processes – vospitanie, which refers to the overall up-bringing of children, and ‘professional orientation’, which provides career guidance. The literature review and documentary analysis have revealed that the events of 1991 have influenced the ideological underpinning of vospitanie and professional orientation, especially in terms of humanisation of pedagogic processes. However, with regard to the conceptual framework, vospitanie and professional orientation have remained relatively intact. These pedagogic concepts emphasise a dialogic relationship between students and teachers. The case study analysis shows that the teachers’ conceptualisation of vospitanie and professional orientation reflect the findings from the documentary analysis, but the teachers have interpreted the theory in the ways that reflect their various, historically formed views of preparation for work. Some of these views, expressed by the teachers who were trained in the Soviet time, do not support the new humanistic approach advocated in the literature; instead, the focus is on differentiation by ability and on academic achievement. Combined with the fact that the case study school does not offer practical vocational experience, this provides some explanation of why only those students who receive support from outside the school are better prepared than others to overcome the challenges of the new market economy. Those students who do not receive relevant support outside the school are developing dispositions towards employment, which are less likely to help them progress in the context of the market economy.
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Pasqualini, Juliana Campregher [UNESP]. "Princípios para a organização do ensino na educação infantil na perspectiva histórico-cultural: um estudo a partir da análise da prática do professor." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/101525.
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pasqualini_jc_dr_arafcl.pdf: 1453990 bytes, checksum: 2279973e4696e160cbe3d68d3b074c45 (MD5)<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Em um contexto ainda marcado pela falta de clareza pedagógica acerca de “o que ensinar” e “como ensinar” a criança menor de seis anos, a presente investigação teve como objetivo sistematizar princípios para a organização do ensino na educação infantil a partir da perspectiva Histórico-Cultural. Partindo-se do entendimento de que pensar o problema da organização do ensino implica compreender a natureza da prática do professor de educação infantil, tomou-se essa prática social como objeto da investigação. Realizou-se, assim, uma análise teórica da prática do ensino na educação infantil, buscando apreendê-la para além da aparência pseudoconcreta e de suas expressões singulares e particulares, identificando-se o produto almejado e as relações essenciais que constituem e definem essa prática social na qual os professores de educação infantil se engajam como agentes. Dados empíricos para a análise da prática foram coletados por meio de observações em salas de aula das turmas do maternal, jardim I e jardim II e questionários respondidos por dez professoras de uma escola municipal de educação infantil localizada em um bairro da periferia de uma cidade de médio porte no interior do Estado de São Paulo. A pesquisa foi desenvolvida paralelamente a um processo de formação continuada com os professores e a diretora da instituição, o qual também funcionou como fonte de dados. Os fundamentos filosóficos e metodológicos da investigação derivam do Materialismo Histórico-Dialético, com ênfase às categorias de concreticidade, universalidade, historicidade e totalidade e ao conceito de pensamento teórico. A partir da análise dos dados, buscou-se apreender o produto almejado pela prática singular-concreta tomada como referente empírico da investigação e elaborou-se um modelo teórico da prática do ensino na educação infantil, que constituiu...<br>In the Brazilian context, still marked by the lack of clear pedagogical understanding about “what to teach” and “how to teach” children under six years old, the present investigation had the goal of systematizing principles to the organization of teaching in early years education from the Culturalhistorical perspective. Starting from the understanding that discussing the problem of teaching organization implies to understand the nature of the early years teacher’s practice, this societal practice was taken as the object of our investigation. Thus, a theoretical analysis of the teaching practice in early years education was carried out, seeking to apprehend it to beyond the pseudoconcrete transparence and its singular and particular expressions. In that sense, the analysis sought to identify the (desired) product and the essential relations of this societal practice to which early years teachers engage as agents. Experimental data to the analysis of the practice were gathered through observation in classrooms of a public early years school and also through questionnaires answered by ten teachers of that school, which was located in the suburbs of a medium city in the country side of São Paulo State – Brazil. The study was developed simultaneously with a process of continuous formation for the teachers and the school’s director, which also worked as a data source. The methodological and philosophical fundamentals of the investigation derive from the Historical-dialect materialism, with emphasis on the categories of concreteness, universality, historicity and totality and on the theoretical thinking concept. From data analysis, we sought to apprehend the desired product through concrete-singular practice taken as empirical reference of the investigation and we elaborated a theoretical modeling of the teaching practice in early years education, which constituted the study ...(Complete abstract click electronic address below)
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Pasqualini, Juliana Campregher. "Princípios para a organização do ensino na educação infantil na perspectiva histórico-cultural : um estudo a partir da análise da prática do professor /." Araraquara : [s.n.], 2010. http://hdl.handle.net/11449/101525.
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Resumo: Em um contexto ainda marcado pela falta de clareza pedagógica acerca de "o que ensinar" e "como ensinar" a criança menor de seis anos, a presente investigação teve como objetivo sistematizar princípios para a organização do ensino na educação infantil a partir da perspectiva Histórico-Cultural. Partindo-se do entendimento de que pensar o problema da organização do ensino implica compreender a natureza da prática do professor de educação infantil, tomou-se essa prática social como objeto da investigação. Realizou-se, assim, uma análise teórica da prática do ensino na educação infantil, buscando apreendê-la para além da aparência pseudoconcreta e de suas expressões singulares e particulares, identificando-se o produto almejado e as relações essenciais que constituem e definem essa prática social na qual os professores de educação infantil se engajam como agentes. Dados empíricos para a análise da prática foram coletados por meio de observações em salas de aula das turmas do maternal, jardim I e jardim II e questionários respondidos por dez professoras de uma escola municipal de educação infantil localizada em um bairro da periferia de uma cidade de médio porte no interior do Estado de São Paulo. A pesquisa foi desenvolvida paralelamente a um processo de formação continuada com os professores e a diretora da instituição, o qual também funcionou como fonte de dados. Os fundamentos filosóficos e metodológicos da investigação derivam do Materialismo Histórico-Dialético, com ênfase às categorias de concreticidade, universalidade, historicidade e totalidade e ao conceito de pensamento teórico. A partir da análise dos dados, buscou-se apreender o produto almejado pela prática singular-concreta tomada como referente empírico da investigação e elaborou-se um modelo teórico da prática do ensino na educação infantil, que constituiu ...(Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: In the Brazilian context, still marked by the lack of clear pedagogical understanding about "what to teach" and "how to teach" children under six years old, the present investigation had the goal of systematizing principles to the organization of teaching in early years education from the Culturalhistorical perspective. Starting from the understanding that discussing the problem of teaching organization implies to understand the nature of the early years teacher's practice, this societal practice was taken as the object of our investigation. Thus, a theoretical analysis of the teaching practice in early years education was carried out, seeking to apprehend it to beyond the pseudoconcrete transparence and its singular and particular expressions. In that sense, the analysis sought to identify the (desired) product and the essential relations of this societal practice to which early years teachers engage as agents. Experimental data to the analysis of the practice were gathered through observation in classrooms of a public early years school and also through questionnaires answered by ten teachers of that school, which was located in the suburbs of a medium city in the country side of São Paulo State - Brazil. The study was developed simultaneously with a process of continuous formation for the teachers and the school's director, which also worked as a data source. The methodological and philosophical fundamentals of the investigation derive from the Historical-dialect materialism, with emphasis on the categories of concreteness, universality, historicity and totality and on the theoretical thinking concept. From data analysis, we sought to apprehend the desired product through concrete-singular practice taken as empirical reference of the investigation and we elaborated a theoretical modeling of the teaching practice in early years education, which constituted the study ...(Complete abstract click electronic address below)<br>Orientador: Newton Duarte<br>Coorientador: Lígia M. Martins<br>Banca: José Luís Vieira de Almeida<br>Banca: Márcia Regina Goulart Stemmer<br>Banca: Marilda Gonçalves Dias Facci<br>Banca: Sueli Terezinha Ferreira Martins<br>Doutor
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Godoy, Stênico Joselaine Andréia de, and Marcela Soares Polato Paes. "Paulo Freire and Social Movements: An Analysis of the Brazilian Scenario." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/117650.
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This paper presents the thought of Paulo Freire as a perspective of analysis andreflection on the social movement in Brazilian society. It is action and object ofthis reflection to contribute to the task of reinventing the critical pedagogy in theconstruction of social movements. This is a qualitative research that is dividedinto two stages: the first is dedicated to presenting the theoretical framework,and then an analysis of Brazilian social movements, exposing the origin of thestruggles and advanced to the most recent discussions that have undertaken theBrazil in search of freedom and justice in the recovery of stolen humanity. Anincessant struggle that calls for Liberation Pedagogy developed by Freire, key toolin awareness process, and thus the constitution of social movements.<br>En este artículo se presenta el pensamiento de Paulo Freire como una perspectiva de análisis y reflexión sobre el movimiento social en el contexto de la sociedad brasileña. Es objeto de la presente acción y reflexión contribuir a la tarea de reinventar la pedagogía crítica en la construcción de movimientos sociales. Se tratade una investigación cualitativa dividida en dos etapas: la primera está dedicadaa la presentación del marco teórico, y luego de un análisis de los movimientossociales brasileños, se deja al descubierto el origen de las luchas y avance a lasdiscusiones más recientes que se ha emprendido en Brasil en busca de la libertady la justicia en la recuperación de la humanidad. Una lucha incesante que pide laPedagogía Liberadora de Freire, herramienta clave en el proceso educativo, y porlo tanto, en la constitución de los movimientos sociales.<br>Este artigo apresenta o pensamento de Paulo Freire enquanto uma perspectiva deanálise e reflexão sobre o movimento social no contexto da sociedade brasileira.Constitui ação e objeto desta reflexão contribuir na tarefa de reinventar apedagogia crítica na construção dos movimentos sociais. Trata-se de uma pesquisaqualitativa dividida em dois momentos: o primeiro é dedicado a apresentaçãodo aporte teórico, e em seguida, uma análise dos movimentos sociais brasileiros,expondo a origem das lutas e avançado para as discussões mais recentes que setem empreendido no Brasil na busca da liberdade e da justiça na recuperação dahumanidade roubada. Uma luta incessante que clama pela Pedagogia Libertadorade Freire, instrumento fundamental no processo de conscientização, e, portanto,na constituição dos movimentos sociais.
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Ramushu, David Kalantsho Mphele. "Education for peace in South Africa : a historical pedagogical study /." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-12092005-153013.
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Walker, Sally Kathleen Annette. "Switching between Modern and Historical Flutes: Pedagogical and Neurophysiological Implications." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/28670.
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Decades after the initial intensive debate between advocates and critics of Historically Informed Performance Practice (HIP) following its inception, the modern and HIP arenas are now more musically interactive. There are players who perform professionally on both modern and historical instruments, for whom developing and maintaining a professional performance standard on both instrumental systems is a significant undertaking.
This study has investigated: “What is the optimal process for professional modern flautists to learn historical flutes, without compromising their modern flute playing level?” The literature review revealed that the subject of an already professional modern flautist learning historical instruments has until now remained largely unresearched. It was hypothesised that the process of learning a second instrumental system, while maintaining the first, may bear comparisons with the process of learning a second language or dialect.
Aiming to formalise an effective method for switching between modern and historical instruments, three methodologies were used for data collection: a study of historical treatises, an autoethnographic study documenting my personal process as a professional modern flautist learning historical flutes, and the interviewing of esteemed practitioners, including: performers who play both modern and historical instruments, music specialist medical practitioners and instrument makers. Data from interview transcripts was analysed using NVivo qualitative software and compared with the findings in the treatise and autoethnographic study.
Conclusions demonstrated that evidence supported the hypothesis. In switching between two or more systems of fingering, neurological and physiological complexities were experienced, termed in this study as: finger freeze, fingering dyslexia, false friend, and false limb sensations, each of which had a linguistic parallel. Consequently, Second Language Acquisition (SLA) was considered as a learning model for assimilating multiple fingering systems. Concluding recommendations included physical and psychological practice methods to employ a “psychological reset” to trigger the recalibration in switching between modern and historical systems.
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Resnianski, Igor. "RODION SHCHEDRIN'S TWENTY-FOUR PRELUDES AND FUGUES: HISTORIC, ANALYTIC, PERFORMANCE, AND PEDAGOGIC PERSPECTIVES." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/68013.
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Music Performance<br>D.M.A.<br>The Twenty-Four Preludes and Fugues of Rodion Shchedrin is the magnum opus of perhaps the most respected living Russian composer, whose music is virtually unknown in the United States. Inspired by J. S. Bach and following in the footsteps of Dmitri Shostakovich, Shchedrin produced this impressive and original cycle for solo piano. It was written during the span of about six years, from 1964 to 1970. Since then, most of the preludes and fugues have become popular among students and pedagogues in Russian colleges and conservatories.
The purpose of this monograph is to introduce this commendable work in the United States and to provide comprehensive structural analysis with performance suggestions and pedagogic overview. For each Prelude and Fugue, this monograph provides clear structural tables, which summarize form, compositional techniques, and rhythmic, textural, and polyphonic organization. In addition it provides performance and pedagogic evaluation of the entire cycle, with short discussions of each prelude and fugue.
This monograph begins with a biographic overview of the composer, including a discussion of general aspects of his style, with information about Shchedrin's formal music education in Soviet Russia and influences that helped form his musical language. It also provides an historical context for Shchedrin's cycle, citing precedents for his work.
With the growing popularity of Rodion Shchedrin's music outside of Russia, this monograph will be a valuable resource for musicians who are interested in teaching, performing, or studying selected Preludes and Fugues from his cycle.<br>Temple University--Theses
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Adams, Khaya. "Exploring the value of 'The Rwandan genocide Film' as a pedagogical tool for raising awareness." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31403.
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The Rwandan genocide is a complex subject that even works of written historical discourse struggle to explain. Previous filmic studies have primarily focused on three well known Rwandan genocide films, Hotel Rwanda, Shooting Dogs and Sometimes in April; this thesis expands its focus to nine feature films. Genocide films come under immense scrutiny when judged against the events they seek to represent. This scrutiny is accompanied with a misunderstanding of what exactly genocide films are. I will be looking at four thematic topics to alleviate this misunderstanding: how the films represent the history of Rwanda and the genocide; physical violence and death during the genocide; the female experience of the genocide, with an emphasis on sexual violence; and the abandonment of Rwanda by the West, with a focus on afro-pessimism. Through this analysis, I will argue for the value they possess as a medium in being able to not only raise awareness about the genocide, but to also convey salient information, to viewers. Films are not substitutes for written historical discourse but should rather be seen as supplementary educational tools used to enrich the existing canon of work. Once one understands the different judging criteria that should be afforded to genocide films, one will be able to recognise the value they possess.
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Daher, Joseph. "Hezbollah : a historical materialist analysis." Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/23667/.
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This research aims at giving a comprehensive overview and understanding of the Lebanese party Hezbollah. Previous research on Hezbollah has typically focused on one or two aspects of the party's identity, usually the military question, or has concentrated solely on the organisation's religious discourse. This thesis presents an alternative perspective, using a historical materialist analysis to situate an understanding of Hezbollah in socio-economic and political developments in Lebanon and the wider region. To this end, the thesis begins by explaining the establishment of Hezbollah, proceeding then to the party's development vis-à-vis the political situation in Lebanon and in the region. Particular focus is placed on Hezbollah's historic ties with its main sponsor, the Islamic Republic of Iran - ties that have remained strong from the founding of the party until today. Situated in this narrative, the thesis analyses how neoliberal policies in Lebanon following the Lebanese Civil War - and the associated socio-economic evolution of the Shi'a population - influenced Hezbollah's popular constituency and outlook. The ability of Hezbollah to build a hegemonic position within Lebanese Shi'a areas through its media and cultural wings, and use of arms, is examined. Later chapters critically analyse the party's policies towards workers' struggles, women's issues, and its orientation towards the sectarian Lebanese political system. Through this analysis, the thesis provides a holistic approach to Hezbollah - an analysis with important implications for understanding Islamic political movements more generally.
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Brand, Peter James. "The monuments of Seti I and their historical significance epigraphic, art historical and historical analysis /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0009/NQ35116.pdf.
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Youngs, Jennifer (Soprano). "The Historical and Pedagogical Significance of Excerpts by André-Ernest-Modeste Grétry (1741-1813)." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505272/.
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This collection of 9 vocal works, taken from the oœuvre of André-Ernest-Modeste Grétry (1741-1813), was chosen for their utility in teaching undergrad voice majors. This collection offers a group of songs that are attractive in their simplicity allowing the time in their lessons to be devoted to the instruction of French pronunciation. Grétry's attention to detail in the setting of French prosody provides undergraduate singers with a collection of songs that offer an immediate understanding as to the nuances of the French language. With funding from an I-GRO grant through the University of North Texas, research was conducted in the archives of the Bibliothèque nationale de France, and work continued in the Grétry Museum in Liège, Belgium. The primary sources found within these locations formulated valuable insights into to the life and influence of Grétry, and provided first-hand experience with research techniques within foreign libraries. This research has solidified the relationship between Grétry's compositional style and its usefulness within the undergraduate voice studio.
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Yim, Hoi Yin. "A Survey of the historical and pedagogical significance of Muzio Clementi's Gradus ad Parnassum." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/236.
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Lodi, Michael <1988>. "Introducing Computational Thinking in K-12 Education: Historical, Epistemological, Pedagogical, Cognitive, and Affective Aspects." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amsdottorato.unibo.it/9188/1/Tesi_Dottorato_Lodi.pdf.
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Introduction of scientific and cultural aspects of Computer Science (CS) (called "Computational Thinking" - CT) in K-12 education is fundamental. We focus on three crucial areas.
1. Historical, philosophical, and pedagogical aspects. What are the big ideas of CS we must teach? What are the historical and pedagogical contexts in which CT emerged, and why are relevant? What is the relationship between learning theories (e.g., constructivism) and teaching approaches (e.g., plugged and unplugged)?
2. Cognitive aspects. What is the sentiment of generalist teachers not trained to teach CS? What misconceptions do they hold about concepts like CT and "coding"?
3. Affective and motivational aspects. What is the impact of personal beliefs about intelligence (mindset) and about CS ability? What the role of teaching approaches?
This research has been conducted both through historical and philosophical argumentation, and through quantitative and qualitative studies (both on nationwide samples and small significant ones), in particular through the lens of (often exaggerated) claims about transfer from CS to other skills.
Four important claims are substantiated.
1. CS should be introduced in K-12 as a tool to understand and act in our digital world, and to use the power of computation for meaningful learning. CT is the conceptual sediment of that learning. We designed a curriculum proposal in this direction.
2. The expressions CT (useful to distantiate from digital literacy) and "coding" can cause misconceptions among teachers, who focus mainly on transfer to general thinking skills. Both disciplinary and pedagogical teacher training is hence needed.
3. Some plugged and unplugged teaching tools have intrinsic constructivist characteristics that can facilitate CS learning, as shown with proposed activities.
4. Growth mindset is not automatically fostered by CS, while not studying CS can foster fixed beliefs. Growth mindset can be fostered by creative computing, leveraging on its constructivist aspects.
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Comet, Allie. "The Claremont Foodshed: A Historical Analysis." Scholarship @ Claremont, 2009. http://scholarship.claremont.edu/pomona_theses/114.
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On the southeast corner of the Pomona College campus a small community farm and lush oasis is nestled in the suburban jungle of Claremont, California. ‘The Farm’ is a two-acre food forest that produces a wide variety of annual vegetable crops, fruits, and perennial herbs and berries in a landscape otherwise covered largely in asphalt and lawn.From my experiences on the Farm and in the classroom studying environmental analysis , I have developed a great interest in sustainable food and farming. The failures of the modern food system, destructive to the natural environment and inadequate in providing the world’s population with sufficient food or nutrition, posed against a great variety of emerging alternatives, has led me to study and engage in local, grassroots efforts to create new (and remember old) ways of feeding ourselves. In this project, I focus on the development of the Claremont area and the role that food and agriculture have played in its history. Additionally, I discuss the current situation and the local food system alternatives that are emerging.
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McDonald, Lisa Elaine. "A historical analysis of physician dissatisfaction." [New Haven, Conn. : s.n.], 2008. http://ymtdl.med.yale.edu/theses/available/etd-12092008-143028/.
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Alfarano, Chiara <1995>. "China's Arctic engagement: a historical analysis." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16673.
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Now more than ever, the effects of climate change are physically observable. One of the most shocking ones is ice melting in the Arctic region, which has become a matter of international debate over the last years.
This thesis aims at retracing the history of China’s engagement in the Artic, starting from the 1920s until today; and to lay the foundation for a deeper understanding of its current role in the region from a sociopolitical and economic perspective. This work is organised as follows. In the first Chapter, I provide a description of the geographical characteristics of the Artic region, along with an overview of the world’s countries which are involved in its management. The second Chapter focusses on two main topics: (i) the presence of China in the Artic, framed in a more general context of China’s history; and (ii) China’s engagement in the region over the last ten years, despite being a “near-Artic state”. Finally, in the third Chapter, I analyse China’s Artic policy through the White Paper, published by the State Council of China in 2018. In the last part of the chapter, after having described some crucial plans carried out in the Artic, such as the “Belt and Road Initiative” and the “Polar Silk Road”, I mention the latest events occurred in the region, including the “New Cold War” between China, Russia and the US.
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Crouse, Tara Elizabeth Ann. "Higher education in prisons, a historical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ57101.pdf.
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Klarman, M. J. "The Osborne Judgement : a legal/historical analysis." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.232983.
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Wilson, Page Louise. "International politics of aggression : an historical analysis." Thesis, London School of Economics and Political Science (University of London), 2007. http://etheses.lse.ac.uk/2072/.
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This thesis examines the role played by the concept of aggression in international relations, in order to reveal fresh insight into the nature of international society. In the first chapter, the concept of aggression is located within its theoretical context, with particular reference to the writings of certain realists, liberals, and international society theorists. The following chapters then assess the significance of the concept of aggression in the practice of international relations from the early twentieth century period onwards. Thus, chapter two looks at the concept of aggression in the post-World War One Treaty of Versailles peace agreement, including its importance in the US Senate's decision not to ratify that agreement. Subsequently, chapter three examines aggression in the context of the policy-making and procedures of the League of Nations prior to World War Two. In the aftermath of this conflict, chapter four considers how the crime of aggression came to be the key charge laid against Nazi leaders at the International Military Tribunal held at Nuremberg from 1945-946, and chapter five goes on to look at the crime of aggression's role at the International Military Tribunal for the Far East in Tokyo from 1946-1948. The re-emergence of the concept of aggression in the Charter of the United Nations, and this organisation's long struggle to 'define' aggression for the purposes of international peace and security are the focus of chapter six. The work of various UN organs towards achieving these purposes, and the part played by the concept of aggression in this work, feature in chapter seven. In chapters eight and nine, attention is turned to efforts since Nuremberg and Tokyo to entrench aggression as an offence against international criminal law, most recently at the 1998 Rome Conference on the Establishment of an International Criminal Court. The final part of the thesis makes some concluding comments concerning the value and significance of the concept of aggression in international politics today.
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Duncan, Peter John Stuart. "Russian messianism : a historical and political analysis." Thesis, University of Glasgow, 1989. http://theses.gla.ac.uk/6873/.
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This is an analysis of the nature and political significance of Russian messianism: the idea that the Russian people or the Russian State is the `chosen people' or the `chosen instrument'. I outline the genesis of the theory of Moscow, the Third Rome and discuss the ideas and activities of the nineteenth-century Slavophils, the pan-Slavists, Dostoevsky and Vladimir Solovyov. I examine the influence of messianism on Russian Communism, considering Berdiaev's views. The main part of the work investigates the rebirth of interest in Russian messianism in the Brezhnev period. I try to investigate the links between this cultural movement and the Russian nationalist elements within the political éite. My main sources for this are samizdat journals and articles, in particular the journal Veche, cultural journals such as Novyi mir, Molodaia gvardiia and Nash sovremennik, Party documents and éigré/ journals. I find that Russian messianism has been especially important at times when the country is in crisis: Russia is in Golgotha, but where there is suffering there is also redemption, not only for Russia but for humanity. It has by no means been always dominant in intellectual thought. It has had little influence (under either tsars or Communists) on the fields of nationality policy, policy towards religion or foreign policy. Today, as in the nineteenth century, its adherents can be opponents or supporters of the existing State structure. The growth of non-Russian nationalism under Gorbachov, combined with glasnost', has fuelled Russian nationalism. This is unlikely to be co-opted into the official ideology, because it would increase the dissatisfaction of the non-Russians.
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Shrestha, Sheel Manju. "Historical analysis of vocational education in Nepal." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38618.
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The purpose of this research was to analyze the vocational education plans of Nepal through an historical study by identifying their successes and failures. The specific objectives of the study were (a) to provide an historical background of general education and vocational education, (b) to analyze the strengths and inadequacies of the vocational education systems implemented in Nepal since 1950, (c) to review vocational education components implemented in other developing countries, and (d) to provide implications for Nepal's vocational programs. Relevant historical documents were the basis of this research. The publications of the Ministry of Education of Nepal, Tribhuvan University of Nepal and its numerous colleges, international organizations, and authors knowledgeable in the Nepalese education field served as primary and secondary sources.
The development of formal vocational education in Nepal was traced, beginning with its origin in the traditional occupational and social structure. Descriptions, salient features, and objectives of three different education plans implemented since 1950, namely, (a) the basic education system, (b) the multipurpose education system, and (c) the national education system, were compiled. Each 'of these systems increasingly emphasized vocational education and produced many significant results, yet each of these systems was abandoned because of its limited successes. The strengths and weaknesses of these systems were identified and analyzed. Aspects of female education were separately studied because of their special relevance to vocational education in developing countries. The reasons behind the adoption and the failure of these systems were also discussed. External influence in the formulation of the programs, dependence on foreign financial assistance, ambitious expansions, lack of qualified teachers and educational materials, and the lack of coordination among different agencies were identified as the main problems.<br>Ed. D.
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Dalbec, Nathan Richard. "A Historical Analysis of Natural Gas Demand." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27361.
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This thesis analyzes demand in the US energy market for natural gas, oil, and coal over the period of 1918-2013 and examines their price relationship over the period of 2007-2013. Diagnostic tests for time series were used; Augmented Dickey-Fuller, Kwiatkowski?Phillips?Schmidt?Shin, Johansen cointegration, Granger Causality and weak exogeneity tests. Directed acyclic graphs were used as a complimentary test for endogeneity. Due to the varied results in determining endogeneity, a seemingly unrelated regression model was used which assumes all right hand side variables in the three demand equations were exogenous. A number of factors were significant in determining demand for natural gas including its own price, lagged demand, a number of structural break dummies, and trend, while oil indicate some substitutability with natural gas. An error correction model was used to examine the price relationships. Natural gas price was found not to have a significant cointegrating vector.
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Khurshid, Khurram. "Analysis and retrieval of historical documents images." Paris 5, 2009. http://www.theses.fr/2009PA05S014.
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Le Word Spotting est une alternative relativement nouvelle pour la recherche d'information dans les images de documents anciens. Le Word Spotting consiste à formuler un requête sous forme d'une image de mot pour rechercher toutes les images de documents ou les passages contenant des mots similaires à la requête donnée. Des recherches ont déjà été menées dans ce domaine et différentes méthodes ont été proposées pour un Word Spotting efficace, mais il y a toujours une certaine marge d'erreur et la possibilité d'amélioration. En outre, le Word Spotting requiert le choix d'une image comme mot de requête ce qui peut poser problème pour les utilisateurs qui préféreront formuler leur requête en tapant une suite de caractères. Il est ainsi plus réaliste de proposer du Word Spotting à partir de requêtes ACSII. Notre principale motivation dans la recherche menée et l'objectif visé était de proposer un système de recherche d'informations efficace qui pourrait fonctionner avec de bonnes performances en reconnaissance pour de grands volumes d'images de documents imprimés et la possibilité de formuler les requêtes sous forme d'image de mot ou de texte ASCII ainsi que de rechercher des mots dans des régions d'intérêt définies au préalable<br>Word spotting is a relatively new alternative for information retrieval in ancient document images. Word spotting means matching a query word image with all the words in the documents and retrieve all the document images or passages containing similar words to the given query. Research has been going on in this field for some time now and already different methods have been proposed for efficient word spotting but there is always some room for improvement. Moreover, mostly the word spotting methods require a word image as query which is rather difficult for the users as giving an ASCII query is always more feasible and easy. Main motivation and aim for us behind this research was to propose an efficient information retrieval system that could work efficiently with good precision rates for huge volumes of printed document images with word image or ASCII text queries to search information in text areas which we call as regions of interest (ROI)
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Chakraborty, Arpita. "Automated Historical Document Analysis Using Image Processing." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/392880.
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In achieving space-free preservation and open access to historical information, digitization of historical documents is an exciting and popular field of research in document analysis and recognition (DAR). Automation in the digitization of historical documents is essential to save physical space, to preserve historical documents, to integrate our valuable historical resources with current systems, and to offer public access for those documents. This process will save time and expense for processing large amounts of historical documents, and thus it has been a prime issue for many libraries or archives.
To provide an effective method of information extraction from scanned historical documents, many techniques have been implemented in the literature. However, the challenge for automatic processing of digitized historical documents is in finding reliable systems or refining well-known approaches. State-of-the-art methods in various subfields of historical document analysis are mainly based on some assumptions, and are highly specific to the databases. Hence, information extraction from handwritten historical documents is not a straightforward task and the process includes several phases, from preprocessing to recognition.
This study aims to automate the several processing steps in reproducing readable and dynamic forms of valuable degraded historical resources. The historical handwritten documents from Australian archives and libraries collected for this experiment are comparatively new in this field, and this study discusses the difficulties and suitability of the state-of-the-art methods for various levels of tasks. The issues that need to be tackled and solved for historical documents are mainly poor physical preservation; different writing styles; varying and challenging layout/structure; degradation due to aging; black margins and bleed-through due to scanning; significant noise due to degradation, dirt, margins and artifacts; and obsolete languages/scripts.
Segmentation of handwritten double-page historical document images is a very crucial and elementary preprocessing task. In literature, the state-of-the-art methods are either data-specific (only split centrally) or inefficient in preserving text content for complex datasets. In this circumstance, this research demonstrates a fast, generic and robust method for segmenting historical handwritten double-page document images while preserving text content with zero tolerance. The key idea is to locate the transitional space between two textual contents using an 1D discreteWavelet transformation. Experimental results show that the proposed method achieves higher accuracy in minimum span of time compared with state-of-the-art page segmentation method.
Removal of marginal noise from handwritten historical document images is another vital task. An overview of the literature reveals that existing marginal noise removal techniques have not yet been developed for preserving isolated side text contents such as page numbers. In this thesis, a dynamic, fast and non-parametric method to preserve text content with zero tolerance while removing marginal noise from handwritten historical document images is further proposed. The proposed method combines the two state-of-the-art approaches and endeavours to improve page segmentation in a more robust way. The effectiveness of the proximity-based approach over other approaches in regard to obtaining maximum removal result is established.
On document text images, this study develops a complete restoration method for eliminating several physical degradations and simultaneously restoring the textual content of historical handwritten document images. In contrast to many conventional methods, the proposed method performs without any prior knowledge of degradation or any assumption based on the properties of the document images. To increase the performance, the proposed approach uses two different optimization models: one for denoising the scanned images by the Genetic Algorithm in an incremental evolutionary process, and the second for restoring the valuable text content by an iterative optimization process. Maximum adaptation and exploration of degraded document images during the evolutionary process provide the best restored and enhanced document images compared to the results reported from other systems.
In this thesis, the modifications on piece-wise algorithm for text-line segmentation are proposed for (i) estimating vertical stripes and their widths; (ii) identifying appropriate line segments; and (iii) reducing the over-segmentation problem. It has been shown in the experiment that these modifications have enormous effect on detecting appropriate line segments in each stripe and forming the line-segments. Furthermore, an extensive investigation and experimental analysis are required to segment the overlapping and touching components.
This auto digitization process in text content preservation and segmentation will assist researchers and organizations to access valuable Australian historical resources for convenience, speed and accuracy.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Info & Comm Tech<br>Science, Environment, Engineering and Technology<br>Full Text
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Piattoni, Quintilio. "Experimental analysis and modelling of historical masonries." Doctoral thesis, Università Politecnica delle Marche, 2012. http://hdl.handle.net/11566/241927.
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La preservazione e la conservazione delle murature storiche si basano anche su
un’appropriata conoscenza delle loro tecniche costruttive e del loro comportamento meccanico.
In passato la mancanza di un’appropriata conoscenza dell’influenza delle tecniche
costruttive delle murature sul loro comportamento meccanico ha spesso causato interventi
errati e poco efficaci e, in alcuni casi, l’incremento delle vulnerabilità strutturali. La scelta
dei parametri che influenzano il comportamento meccanico delle murature non può essere
demandato unicamente alla letteratura tecnica che spesso descrive solo le tipologie di muratura
più diffuse e non tiene conto dell’influenza della tecnologia costruttiva locale sulle
prestazioni meccaniche delle murature investigate. Partendo da queste considerazioni generali,
alcune murature romaniche di una chiesa, costituite da frammenti di tegole e di mattoni
di reimpiego, sono state studiate attraverso un approccio multidisciplinare. La prima fase
della ricerca è stata l’analisi delle tecniche costruttive. Nella seconda fase sono state eseguite
analisi di laboratorio per determinare le proprietà chimiche, fisiche e meccaniche dei materiali
in opera (frammenti di tegole e di mattoni, malta). In una terza fase sono stati riprodotti
dei provini di muratura impiegando gli stessi materiali e la stessa tecnica costruttiva
delle murature investigate. Le prove di compressione sui provini di muratura hanno permesso
di accertare l’influenza della tecnologia e della tecnica costruttiva sull’intero comportamento
meccanico delle murature investigate ed, in generale, di incrementare la conoscenza
attuale sulle murature storiche. Infine, il metodo NSCD (Non-Smooth Contact
Dynamics method) è stato applicato per investigare il comportamento dinamico delle
strutture in esame. Sono state eseguite delle analisi parametriche applicando un accelerogramma
reale al basamento del modello tridimensionale della chiesa.<br>The preservation and the conservation of historical masonries are also based on an appropriate
knowledge of their constructive techniques and their mechanical behaviour. In the
past the lack of knowledge about the influence of the constructive techniques of the masonries
on their mechanical behaviour had often caused wrong and out of context repairs
and in some cases the increment of the structural vulnerabilities. The choice of the parameters
that influence the mechanical behaviour cannot be delegate only to the technical
literature, that often describe only the most common types of masonry and it does not
take into account the influence of the local constructive technology on the mechanical
performances of the investigated masonries. Starting from these general considerations,
some Romanesque masonries, made by tile and brick fragments, of a church were studied
by a multidisciplinary approach. The first step of the research was the analysis of the constructive
techniques. In a second phase the analyses of the chemical, physical and mechanical
properties of the original materials (tile and brick fragments, mortars) were carried
out by laboratory tests. In a third phase, wall specimens were built with the same materials
and constructive technique of the investigated masonries. The results of the compression
tests on the reproduced wall specimens allowed to assess the influence of the technology
and the constructive technique on the entire mechanical behaviour of the investigated masonries
and, in general, to increment the current knowledge on the historical masonries.
Finally, the Non-Smooth Contact Dynamics (NSCD) method was applied to investigate
the dynamical behaviour of the considered structures. Parametric analyses were carried out
considering a real earthquake accelerogram applied to the supporting base of the threedimensional
church.
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Suzuki, Misako. "Refusing requests in Japanese: analysis and pedagogical implications." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1116602981.
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Rudge, Lucila T. "Holistic Education: An Analysis of its Pedagogical Application." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213289333.
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Cox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation : pedagogical implications." Thesis, View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.
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The aim of this study is to investigate the extent to which the typological differences between Vietnamese and English influence the process of translating authentic Vietnamese sentences into English through an error analysis of the Vietnamese-English translations by Vietnamese EFL students. It starts with the assumption that Vietnamese is a topic-prominent language and the basic structure of Vietnamese manifests a topic-comment relation, rather than a subject-predicate relation (Thompson, 1987; Dyvik, 1984; Hao, 1991; Rosén, 1998), and tries to find out whether the students are more likely to make more errors when the topic of the sentence is not identical with the grammatical subject. This study also investigates the most common types of errors Vietnamese students make when translating topic-comment structures from Vietnamese into English. The analysis focuses on the errors made when translating the dropped subject and empty elements of Vietnamese. This is important, given the fact that the grammatical subject is always required in English, but not in Vietnamese. The data was collected from 95 students of English translation classes in their first, second, third, and fourth years in the Department of English Language and Literature at the University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam. Using an error analysis technique often adopted in studying the deviated forms produced by second language learners (James, 1998; Richards, 1974; Corder, 1974), the study constructs an error corpus in the form of a Microsoft Excel Spreadsheet and classifies all the errors based on the categories they belong to (linguistic, comprehension or translational) and the kind of deviation they are (addition, omission, misordering or misselection, etc). The study establishes a taxonomy of errors, which includes three main categories: linguistic errors, comprehension errors and translation errors. The results of the study suggest a number of potential errors students are prone to making when translating the topic-comment structure of Vietnamese into English, and provides some practical guidelines for teachers, so that they can help students deal with these types of errors in Vietnamese-English translations.
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Na, Pham Phu Quynh. "Error analysis in Vietnamese - English translation pedagogical implications /." View thesis, 2005. http://handle.uws.edu.au:8081/1959.7/20242.
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Thesis (Ph.D.) -- University of Western Sydney, 2005.<br>"A thesis submitted to the School of Humanities and Languages of the University of Western Sydney, College of Arts, School of Humanities and Languages, in fulfillment for the requirements of the degree of Doctor of Philosophy, December 2005." Includes bibliographical references and appendices.
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Strickland, Walter R. "Liberation and Black theological method : a historical analysis." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=233773.
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Clydesdale, Greg. "Industrial leadership : a historical analysis of merchant shipping." Lincoln University, 2002. http://hdl.handle.net/10182/1712.
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This thesis set out to explore the forces that determine the rise and fall of industrial leadership. It attempted to do this by applying an industry life cycle model to the shipping industry. The industrial life cycle was posited on the basis of existing literature, particularly the growth of knowledge, evolutionary and institutional literature, which lend themselves to patterns of industrial growth and entrapment. On this basis, this thesis set out to examine whether industrial leadership can be explained by a four-staged process of imitation, catch up, advance and entrapment. However, this thesis has exposed something more complicated. Processes of imitation, catch up advance and entrapment were shown to be at work in the shipping industry, but they were tempered by the effects of military and political forces that may not be exogenous, and the trend from regionalism to globalisation. The original model did not encompass early indigenous developments that are not based on imitation that do not immediately lead to a position of advanced leadership. In this light, a better description of the first stage would be capability building.
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Dalbello-Lovric, Marija. "Croatian diaspora almanacs, a historical and cultural analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/NQ41133.pdf.
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Torok, Peter. "Hungarian church-state relationships, a socio-historical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ50062.pdf.
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Crutcher, Nicole. "Mandatory minimum penalties of imprisonment, an historical analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ52344.pdf.
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DellaMattera, Julie Natelle Mullen. "A Historical Comparative Analysis of Preschool Policy Frameworks." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/DellaMatteraJNM2006.pdf.
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Tope, Daniel B. "The politics of union decline an historical analysis /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185824363.
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Kurbanov, Aydogdy [Verfasser]. "The Hephthalites : archaeological and historical analysis / Aydogdy Kurbanov." Berlin : Freie Universität Berlin, 2010. http://d-nb.info/1024047016/34.
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Xiao, Naiyuan. "Comfort temperature analysis in a historical stone church." Thesis, Högskolan i Gävle, Avdelningen för bygg- energi- och miljöteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19320.
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In this thesis a church named Hamrånge, located North of the town Gävle in Sweden, has been studied. In this church thermal comfort is a problem that need to be considered. There is poor insulation and air leakage in the building envelope. And appearance doesn't allow to add any additional insulation, becauce people want to keep its original appearance. In cold weather the church is heated by bench heaters and radiators through direct electicity.<br>Energy system
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Kelly, David. "Money-capital and company law : a historical analysis." Thesis, University of Kent, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278196.
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Kouroutakis, Antonios. "Sunset clauses : a historical, positive and normative analysis." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:6fe67523-63e3-48e9-9065-dec759566749.
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Sunset clauses are a commonly used statutory provision related to the temporary duration of various laws. Such clauses are scattered throughout the statute books. This thesis aims to shed light on the constitutional value of such clauses, in order to value them from the perspective of the separation of powers and the rule of law. We have an extant amount of literature on sunset clauses, especially regarding their utility in the United States. In the United Kingdom, we have a limited analysis with respect to specific fields, including emergency legislation. However, we lack a comprehensive analysis with regard to their constitutional value. This thesis’s analysis is conducted in three parts, separated into the historical, the positive, and the normative. All three parts of this thesis are interdependent, and the analysis of each subsequent part builds on the conclusion of its antecedent. The first part investigates the historical development of sunset clauses since the first Parliament in England. The positive analysis examines the contemporary utility of sunset clauses. Finally, the normative evaluation examines their interaction with several models of separation of powers as it values their impact on the rule of law. Depending on the separation of power model, such clauses play a role in the system of checks and balances. On the one hand, they impact the institutional relationship between the executive and legislative branches. On the other hand, they influence the interaction between the legislature and the courts. Although I acknowledge that their legislative use in limiting human rights diminishes the rule of law, they might have the exact opposite effect: on several occasions in the past, they were used to advance the rule of law, including the adoption of innovative legislation and the annulment of the death penalty. Indeed, this thesis attests to the constitutional value of sunset clauses.
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Graham, Laurence A. M. "An historical analysis of early church mission methods." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695344.
Full textAbstract:
The main focus of this thesis is an historical analysis of the methods of mission used by the Church during approximately the first six centuries of the Common Era. The New Testament describes the effectiveness of sermons preached to large crowds of people as well as providing evidence of evangelists and Church planters who travelled around the Roman Empire calling people to conversion and gathering converts into congregations. However, the extant evidence suggests that such high profile evangelism all but died out during the second and third centuries. It appears that the main means by which the Church grew during these centuries was the attractiveness of the Church community and the lifestyle of ordinary Christians. In the fourth, fifth and sixth centuries the Church moved from being a small, marginalised and sometimes persecuted group of people to becoming one of the central institutions of Roman society. In this context the Church began to grow simply because it became aligned with the mainstream of society, as well as by coercion. During these same centuries there were also Christians who lived outside the Roman Empire where they were a minority who shared their message by showing their neighbours a positive alternative way of living. In a concluding section the variation in methods of mission across the first six centuries CE are summarised before a short discussion raising some possible implications for mission today. It is suggested that the contemporary Church in the Western world has lessons to learn from the Church of the first three centuries regarding the importance of ordinary Christians demonstrating a distinctive Christian lifestyle to their neighbours.
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Larsson, Jesper. "A historical analysis of hydrological drought in Sweden." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-328133.
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I Sverige finns det en brist på studier angående hydrologisk torka trots att det existerar problem med torka idag. Hydrologisk torka kan ha allvarliga konsekvenser på både naturen och samhället när det kommer till vattentillgång, växt -och djurliv och jordbruk. Av den anledningen är det viktigt att studier görs som undersöker allvarligheten i den hydrologiska torkan i Sverige för att få en bättre förståelse. I den här studien användes ett månadsvis Q95 värde som ett tröskelvärde med ett minimum av fem dagar i följd under tröskelvärdet för att definiera hydrologisk torka. Metoden applicerades på fem avrinningsområden in Sverige med data som sträckte sig mellan 1961- 2010. Resultatet från studien visade på att hydrologisk torka var speciellt framträdande under v issa år. Dessa år verkade vara kopplade till varandra under två till tre år i följd. De visade även ofta liknande månader och antal dagar under tröskelvärdet. Andra studier gjorda över de Nordiska länderna visade på liknande resultat. Metoden överensstämde även till en stor del av historisk torka i Sverige. För att kunna ge en större och komplett bild av hydrologisk torka diskuterades några möjliga metoder. Nederbörd, snö, strömflöde, evapotranspiration och grundvatten skulle behöva räknas med för en mer pr ecis studie. Standardiserade index kan täcka de mesta av de olika delarna, men för att få mera specifika förlustvärden så skulle även en tröskelnivå metod behöva implementeras i studien<br>In Sweden there is a lack of studies on the topic of hydrological drought even though it exist present problems of drought. Hydrological drought can have severe effects on both nature and society regarding water supply, animal life and agriculture. It is important to investigate the severity of hydrological drought in Sweden to get a better understanding of this phenomenon and its affects. To define hydrological drought this study used a Q95 monthly threshold with a minimum of 5 consecutive days below the threshold. This method was used on five catchments in Sweden with data ranging from 1961 -2010. The result from the study showed that hydrological drought was very prominent in some year s. These years seemed to be often linked together in two to three consecutive years. They often had similar amount of days and months below the threshold. Other studies over the Nordic countries showed similar results. The method also gave a result that to a certain degree showed droughts that coincided with historical records of drought in Sweden. This gave a positive feedback of the index accuracy. To get a broader picture of how hydrological drought propagates in Sweden some possible choices were discuss ed. Precipitation, snow, streamflow, evapotranspiration and groundwater would need to be covered for a more precise study. Standardized indices have most of spectrum covered, but it would be suggested to implement the threshold level method as well to get accurate deficits.
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Crutcher, Nicole (Nicole Elizabeth) Carleton University Dissertation Law. "Mandatory minimum penalties of imprisonment; an historical analysis." Ottawa, 2000.
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Sarmento, Mario R. "The NBA on network television a historical analysis /." [Florida] : State University System of Florida, 1998. http://etd.fcla.edu/etd/uf/1998/amd0039/thesis.pdf.
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