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Dissertations / Theses on the topic 'Literary environment'
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Miller, Dane Eric. "Micah and its literary environment: Rhetorical critical case studies." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185441.
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I began this investigation with the presupposition that the MT of Micah offered us a valid object upon which to apply the methodology of rhetorical criticism. The examination of the text proceeded along the lines of two emphases: (1) a structural analysis which studied the various blocks of material in order to describe a unity or cohesiveness in Micah, and (2) a thematic approach which identified underlying images which tend to enhance the coherence of the work. I used these two methodologies to address both pericopes and also larger units and even to discuss the book itself. Two other methodological strategies have also guided my analysis of Micah. In Chapter 1, I described two foci of the ellipse that is rhetorical criticism: first, those who emphasize the task of "listening" to the text, which I understand as more of an empathic approach, and second, those who utilize a quantifying style of investigation. Both these focal points are reflected in my structural and thematic analyses. Although no readily recognizable patterns such as A:B:A appears in describing the three parts of the book, there does seem to be a thematic development in Micah 1-7. Thus Part I (Micah 1-3) resounds with the words of witness followed by judgment and concludes with the destruction of Jerusalem. That scene of destruction gives way, however, to the restoration and encouragement of Part II (4:1-5:8), although the threats in 4:9-5:8 remind us that the restoration is not an accomplished fact. Part III (Mic 5:9-7:20) begins with what seems to be an assertion that the judgment will take place, especially with the appearance again of the witness/judgment model in 6:9-7:6. However, the final picture of restoration and covenant fidelity on the part of YHWH affirms that the judgment will be overturned. I have further suggested that echoes from the literary tradition of Israel enhance the movement from judgment to renewal in Micah. The conclusion to the judgment in Part I (Mic 3:1-12) has particular impact, because it is presented in the language of the judgment scene from the garden of Eden (Genesis 3). In fact, we see here again that theme and structure intermix in Micah. I suggest that the book begins with material which mimics and recalls older traditions (the theophany, David, and even Anat) and ends with similarly old recollections (David and Moses). Thus I posit that Micah comes to us wrapped in an envelope of ancient echoes.
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Sandarg, Eric. "Faulkner's Literary Environment: Assessing the South's Relationship with Land Abuse." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/english_theses/111.
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This thesis aims to understand William Faulkner as an environmentally conscious author whose views on land abuse appear throughout his work. The goal is twofold: first, to examine how he criticizes ecological abuse; second, to discover which sources likely influenced him and helped him to form his perspectives on environmental issues.
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Mercier, Stephen Mark. "Revaluing the literary naturalist : John Burroughs's emotive environmental aesthetics /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135910.
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Starr, James Denny. "Equipping lay people to interpret the gospels in their literary environment." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Paulsen, Timothy David. "Exploring literary perspectives of poetry though an interactive, multimedia, learning environment." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-10032007-172058/.
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Hogan, Derek K. Parsons Mikeal Carl. "Forensic speeches in Acts 22-26 in their literary environment : a rhetorical study /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4848.
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Chamberlain, Louise. "Materiality and metaphor : environment and place in contemporary poetry." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30674/.
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This thesis considers literary and critical reverberations of environment and place in order to reframe conceptions of what nature might mean for contemporary poetry. It attends to the timeframe of 1990 – present, assessing how developments in socio-political context and critical thought correspond or conflict with poetic responses. The interdisciplinary reach of the thesis brings together literary geography and ecocriticism, both of which established their roots during this period, putting conventional understandings of place and environment under pressure. The approach encourages a geographical attention to socio-cultural concerns whilst maintaining critical awareness of recent ecocritical focus on materiality, emphasising the potentially productive friction between cultural representation and physical reality. The thesis responds to earlier Romantic paradigms, granting marginalised contemporary poetry a stronger critical agency whilst still accepting the transformations and metamorphoses of literary convention. Taking a thematic approach, each chapter engages with key binaries found in environmental and geographical thinking to reveal how contemporary poetics unsettle and challenge such dualisms. The study looks at the work of twelve writers: Thomas A. Clark, John Burnside, Alec Finlay, Roy Fisher, Philip Gross, Barry MacSweeney, Robert Minhinnick, Alice Oswald, Frances Presley, Jo Shapcott and Zoë Skoulding. As a result, it compares and contrasts the poets’ engagements with the key threads in the thesis, suggesting that contemporary poetry of place and environment is united through its recognition of the paradox or gap between the material world and linguistic representation. Ultimately, the thesis concludes that contemporary poetry of environment and place is deliberately unstable, as it metamorphoses forms, modes and legacies, encouraging an understanding of such work as simultaneously responsive to and yet distinct from conventional paradigms of nature poetry.
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Troftgruben, Troy M. "A conclusion unhindered a study of the ending of Acts within its literary environment." Tübingen Mohr Siebeck, 2009. http://d-nb.info/1003459455/04.
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Sääf, Alexander. "Reading Habits and Literacy : A Qualitative Study of Upper Secondary Students' Reading Habits, Their Home-Environment, and the Perceived Literary Practices of the School." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45125.
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The purpose of this essay is to explore the relationship between students’ reading habits, the reading habits of their home-environment, and how these are perceived to relate to the literary practices of the school. This study examines the reading habits of 14 students at an upper secondary school in Stockholm, Sweden, and Skolverket’s proposed methods of developing reading-skills among students. The data was empirically gathered through qualitative interviews with students enrolled in the course English 7. The results show that while the students do read frequently, and a variety of different text-types, they do not perceive their reading habits to be beneficial to their schoolwork. There is a clear disassociation in students’ minds in regards to the reading that they undertake as part of their daily routine and that which they engage in at school. The results indicate a need for further studies on the subject due to the small scope of the gathered data.
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Ball, Eric L. "Guarding the Wild: A Placed Critical Inquiry Into Literary Culture in Modern Nations." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1045691892.
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Yhearm, Brian. "The sitz im leben of revelation : an examination of the literary and social environment of the apocalypse of John." Thesis, University of Newcastle Upon Tyne, 1995. http://hdl.handle.net/10443/491.
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Previous attempts at understanding Revelation have stressed the common links between it and the rest of the New Testament writings, or else have tended to ignore entirely its distinctive perspective on the world. This thesis illuminates the content of John's unique message in respect to its particular life-situation. There are nine chapters and the first deals with a review of the date and authorship of the Apocalypse while the second looks at how genre criticism can help us understand the audience's predispositions and the author's strategy. The third chapter is also concerned with literary criticism in that it looks at how John presents himself to his audience and how this gives us clues to his social standing within the seven assemblies named in the text. Chapters four and five look in detail at John's use of two important titles, God as 'the Almighty' and Jesus as 'the Lamb'. Chapter six deals with the usefulness of sociology in helping us understand the dynamics of the life-setting in Asia Minor by reference to research on sects and millenarian movements. Chapter seven covers the manner in which Rome ruled and compares this to the brutal and vindictive images in Revelation. Chapter eight looks at how the Apocalypse differs from the indigenous religions of Asia Minor (especially the cult of Ephesian Artemis), the Jews in Sardis and the early Christian works of 1 Peter and Ignatius of Antioch. The ninth chapter forms our conclusions. John of Patmos wrote an apocalypse to seven named assemblies in Western Asia Minor. This was a genre with which his audience was familiar. He attempted to gain their confidence in Rev 1-5 by using a number of literary devices which stressed that he was a legitimate bearer of a transcendent message. The message was so unusual in its malevolent imagery that he needed to assure his audience that they could be confident in accepting his analysis of the world around them. John and his followers can be best characterised as a revolutionist sect and even a millenarian movement. Such groups separate themselves from the wider world and expect its imminent end. They tend to come from marginalised groups deprived of power and status. John's message was unique among the early Christian texts in that it presents Jesus in the role of a theriomorphic avenger and God is seen as the Almighty who wreaks indiscriminate torture and then utterly destroys his enemies. Such images are drawn as a counterpoint to John's understanding of Roman rule as violent and repressive. In response to this understanding he forms a theology based on brutality, vengeance and cruelty and desires power, honour and wealth, the crucial values in the Roman world, for the Almighty God and his most ardent followers.
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Mocabee, Keith. "Anxiety in William Gibson's "Blue Ant" Trilogy| The Construction of Space, Time, and Community in the Post-Cyberpunk Literary Environment." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10250021.
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<p> William Gibson is well known for his science fiction writing within the cyberpunk literary genre, which often evoke themes of economic disparity, environmental desolation, and the breakdown of the contracts between state and populace allowing corporate power to emerge dominant. In his most recent series of novels, commonly dubbed the Blue Ant trilogy, Gibson focuses on themes of national decay compounded by the real-time emergence of post-national corporate power that degrades or usurps control over borders, identities, and infrastructures.</p><p> My intent is to examine how Gibson's writing attempts to address the issue of the rise of post-national corporate power by singling out instances of anxiety in the white Western discursive sphere, and how Gibson's Blue Ant trilogy has difficulty addressing this anxiety due to a historically constituted, culturally imposed barrier that prevents both the narrative and the characters inside it from being able to articulate them. This essay further attempts to explore this barrier, best understood as a reinforcement of white, Western cultural hegemony, can be deconstructed and understood as a subjective position as opposed to a universal, and moved beyond it.</p>
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Paradis, Alain. "Mes clichés en éducation, ou, J'imagine + ma vie /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1987. http://theses.uqac.ca.
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Laroche, Alain. "Six/thème/système /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1987. http://theses.uqac.ca.
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Gilbertson, Kenneth L. "Environmental Literacy: Outdoor Education Training and its Effect on Knowledge and Attitude Toward the Environment." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1224793460.
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Kazembe, Manuel Boyd. "Retracing Footsteps of the Literati: Towards Understanding Literacy Development through Stories of Malawian Teacher Educators." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/30058.
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If there is a single song in which nations, governments, human rights organizations, communities, and parents harmoniously blend their voices, it is that being literate is valuable and valued. Being literate entails one's access to and interaction with text in one's environment (Harris & Hodges, 1995). However, in developing countries, print is hard to come by due to several factors. What is of significance, though, is that despite the absence of readily available print environments that are prevalent in the developed world, one still sees highly literate persons emerging from poor developing countries.
This study sought to investigate how those who become literate achieve literacy despite growing up in places where print is not readily available. It was a search for factors that supported and enabled the participants to become literate persons. This investigation searched for an answer to the umbrella question: What are the conditions that promote literacy development in a print-limited environment? In order to answer this question, six postgraduate degree holding Malawian teacher educators were interviewed. The interviews generated six to literacy autobiographies, i.e. stories of how they acquired literacy skills in English, a second language, when print resources were limited. From an analysis of those stories, themes emerged that indicated prevailing commonalities in the study participants' literacy developmental paths. The major themes that emerged were parental involvement in children's literacy development, influence of teachers on developing literacy, the role of peers and siblings as learners develop literacy, presence of text in the environment, literacy practices of participants as they grew up, and participants' perceptions of literacy and its development.
The study showed that literacy acquisition is a complex developmental phenomenon (Luke, 2002). It is a process that emerges from a combination of complementary factors. What emerged from the study is that, even in print-limited environments, there are facilitating conditions that enhance an individual's literacy development. The facilitating conditions were various people who helped learners acquire literacy, the availability of text, the meaningfulness of texts and tasks, the learners' intrinsic motivation, and the differences that evolved over time in the relationships between the learners and those with whom they interacted.<br>Ph. D.
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Gaudreau, Roger. "Du temps de la terre au jardinage d'art." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.
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Mémoire (M.A.)--Université du Québec à Chicoutimi, 1996.<br>"Communication de recherche présentée pour l'obtention du grade de maître es arts (M.A.)" CaQCU Document électronique également accessible en format PDF. CaQCU
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Daudi, Sabiha S. "Exploring environmental literacy in low-literate communities of Pakistan : a descriptive study to recommend strategies for planning environmental education programs /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820315882897.
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Hudson, Heather M. "Parental gender and literacy in the home environment predict early childhood gender and literacy in the school environment /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_hudso_paren.pdf.
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Jacucci, Carlo. "Media literacy in responsive physical environments." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/4373.
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This thesis addressed the production of media literacy practices in physical environments. It reflects a specific trajectory through a design space. The work is founded on four studies including design sessions and expositions in primary schools and in an art museum. The focus is on how to devise practices and make sense of media literacy tasks. the thesis addresses research problems of interaction design and media studies by:(a)configuring interactive tangibles and audiovisual media, to give different perspectives on media literacy within the same physical environment; (b) developing a set of practices which are attuned to how participants collaborate when accessing and producing media texts; (c) developing the design method by employing practical knowledge from theatre practices. The thesis tackles some specific design problems. One is that the qualities of the practices and qualities of the tools need to be addressed at the same time. Also, aesthetic and technical aspects often are indistinct. The thesis seeks help in some specific traditions in the performing arts. Some terms such as 'participatory theatre' and 'masked performance' are redefined in order to address both aspects of practices and tools. Terms such as 'gendre', 'framing', 'packaging', 'authoring', 'deconstruction', 'media agenda setting' are also redefined frm literature on media studies, through the production and study of collective activities. The thesis aims to contribute to the integration of findings in interaction desugb abd nedua stydues by (1) applying advances from interaction design for the support of new media literact practice in the physical environment; (2) applying the perspectives on media literacy which emerge from these integrations in order to contribute to current reesearch on interaction design. The thesis applies practices from the performing arts in order to enable a participatory design of physical environments for media literacy. The focus is on the role played by audience groups when they adopt media contents and artifacts.
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Lillah, Riyaadh. "Environmental literacy: a needs analysis." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1011029.
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An impending environmental crisis has been predicted by many which has led to an increased awareness and concern regarding the ability of the planet to sustain human development. Furthermore, organisations expected to be leaders in society, such as businesses and Higher Education Institutions (HEIs), have been identified as some of the main drivers behind the ever increasing rate of destruction of the natural environment. Business schools have even been singled out as some of the main drivers behind the degradation of the natural environment by not addressing the knowledge gap of managers in this regard. Given this, the problem statement of this research is to determine how effective existing NMMU curricula are at shaping environmentally literate business graduates. The problem will be investigated from two perspectives. Firstly, from a supply side perspective - investigating the pro-environmental behaviours, ecological and business knowledge, „green‟ management skills and environmental values that students registered in the Business and Economics Sciences faculty at NMMU exhibit. Secondly, the problem will be investigated from a demand side perspective – investigating the pro-environmental behaviours, ecological and business knowledge, "green‟ management skills and environmental values that potential employers of NMMU students require. The focus will be on prospective employers in the mining and automotive industries. To address the problem to be investigated in this study a theoretical framework was developed and tested. This theoretical framework was based on the assumption that environmental literacy is measurable in terms of the behaviours of individuals towards the natural environment and that these behaviours are in turn dependent upon the ecological and business knowledge, "green‟ management skills and environmental values that the individual possesses. To test the theoretical framework an online survey was conducted amongst students registered in the Business and Economic Sciences Faculty at Nelson Mandela Metropolitan University (NMMU), while semi-structured personal interviews were used to assess the demand for environmentally literate business graduates in the mining and automotive industries. In total 308 business students participated in the online survey. The findings suggest that students are highly sensitive to moral issues pertaining to the natural environment and have a better understanding of traditional ecological concepts than "green‟ business concepts. It was also found that ecological and business knowledge had the greatest influence on pro-environmental behaviours followed by environmental values and "green‟ management skills. The findings of this study will be used to enhance environmental literacy in the faculty. In terms of the semi-structured personal interviews, the views of eight environmental experts in the South African mining industries were obtained. The general analytical procedure was applied to identify prominent themes which existed in the qualitative data. This involved developing codes and identifying data which related to those specific codes in order to provide a description of and provide some dimension to these codes. Codes were categorised according to their similarity to each other. The different categories identified were ecology, legal compliance, technology, environmental management, sustainable development, pollution and waste management, financial implications and corporate citizenship. Some of these themes were not entirely expected based on the literature review. These additional insights add depth to the analysis of environmental education in South Africa and highlight the gaps in environmental literacy literature. In terms of environmental literacy, these categories had implications for the knowledge, skills, values and behaviours of business graduates. From the findings of this study the researcher concluded that a certain level of enthusiasm for environmental education exists among NMMU students, as well as individuals in the mining and automotive industries in South Africa. However, the level of environmental literacy exhibited by students registered in the Business and Economic Sciences Faculty at NMMU (between nominal and functional) was not considered to be sufficient to operate effectively in the mining and automotive industries.
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Vaughn, Colleen. "The importance of a good home literacy environment." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CVaughnPartI2007.pdf.
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Duell, Paul. "Assessing health literacy in a routine healthcare environment." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67703/.
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Background: Individuals with limited health literacy ability have poorer health outcomes compared with individuals with adequate health literacy. Health literacy ability is not assessed in routine healthcare environments in the UK. The objective of the thesis is to assess how healthcare professionals could identify an individual’s health literacy ability in daily practice. Methods: A systematic review of existing health literacy assessment instruments was undertaken to identify the optimal health literacy instrument for use in a clinical setting. The selected health literacy instrument was evaluated in a community pharmacy setting to provide an early indication of the feasibility for regular use. A theory based heuristic assessment instrument was developed and piloted as an alternative instrument for use in routine practice. Results: The systematic review identified the NVS instrument to be the most practical health literacy instrument to use. However, the early findings when used in practice indicated that there were barriers that could limit use. The preliminary findings of a heuristic assessment instrument indicate that recall of written potentially could be used. Conclusions: At present, there is no accepted practice to identify an individual’s health literacy ability in UK healthcare. Further research, with a larger sample size, into the use of heuristic indicators could identify a simple process to accurately assess health literacy ability that can be used in routine healthcare environments. Further work is also required to formulate more structured guidance on how to use the heuristic in consistent way so that the predictive ability demonstrated by the experienced pharmacists can be replicated by all.
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Yeomans-Maldonado, Gloria. "Home Literacy Environment of Spanish-speaking Latino Families." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1511992256057188.
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Thomason, Gina Bennett. "The impact of the Ferst Foundation for Childhood Literacy on the home literacy environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
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Yu, Xin Xin. "HUMANS, NONHUMANS, ENVIRONMENT, AND TECHNOLOGY IN A POST-NATURAL WORLD: Translation and Commentary of a Story from Where Rain Falls Amiss (Kuyu zhi di 苦雨之地) by Wu Ming-yi 吳明益". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2022.
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As climate change in the Anthropocene rises to prominence in public discussions, literature and translation that engage with ecological issues are also gaining attention in Anglophone academia and the book market. This dissertation seeks to analyse Taiwanese author Wu Ming-yi 吳明益’s most recent short story collection, Where Rain Falls Amiss (Kuyu zhi di 苦雨之地, 2019), and discuss my translation process of one of the short stories, Here Lie Clouds, Two Thousand Metres Up (Yun zai liangqianmi 雲在兩千米). Drawing on ecocriticism and posthumanist theories, my analysis and interpretation of Where Rain Falls Amiss illustrates how it explores the interconnection between human beings, nonhuman organisms, physical landscapes, and technological environments, in a way that incorporates local environmental history and indigenous traditions as well as influences from Anglophone environmental writing and scientific research. Turning to the translation, I contextualised my understanding by interviewing the author Wu Ming-yi and the translator Darryl Sterk, who has translated two books by Wu into English, and I drew inspiration from ecotranslation theories and techniques advocated by Michael Cronin and Darryl Sterk. The commentary presents detailed examples to discuss how I approached the translation of bionyms and descriptions of flora and fauna as well as culture-specific content such as indigenous beliefs and localisms. Overall, I sought to negotiate a balance between terminological precision, cultural specificity, and textual fluency on a case-by-case basis, hoping to produce a translated text that is both instructive and engaging for the target reader. My translation and the source text of Here Lie Clouds, Two Thousand Metres Up can be found at the end of the dissertation.
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Mony, Preethi R. S. "Assessing environmental literacy in Florida's 4-H environmental education program." [Gainesville, Fla.] : University of Florida, 2002. http://purl.fcla.edu/fcla/etd/UFE1001169.
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Shiohata, Mariko. "Exploring the literacy environment in two Senegalese urban communities." Thesis, University of Sussex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439026.
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Neumann, Michelle Margaret. "Using Environmental Print to Enhance Emergent Literacy." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/367226.
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Environmental print in the form of product labels and signs provides children with their earliest print experiences. The present research examined the role of environmental print in early reading and writing development and the ways in which parents and early childhood educators can best utilise it to foster emergent literacy and print motivation. This involved (a) case study and observational methods to document how parents naturally use environmental print in the home and during play to scaffold children’s emergent literacy and print motivation and (b) experimental methods to evaluate the effects of directly using environmental print to scaffold emergent literacy and print motivation in a preschool
setting. The case studies provided a detailed view of how a mother referenced environmental print words and letters using multisensory strategies and how children utilised these environmental print strategies during print interactions. A larger sample of mother-child dyads (N = 35; M age child = 4.30 years) were observed at play in a grocery shop setting and during a joint writing activity in this same setting. Two-thirds of mothers referred to environmental print words during play. However, only a small number of
mothers referred to letters in the environmental print during play or used it during the joint writing to scaffold their child’s writing. When referring to environmental print, the mothers used strategies such as encouraging their child to identify letters embedded in the print by names and sounds, using directional and descriptive language to describe letter shapes, and copying the environmental print. Some mothers traced print with fingers and formed letter shapes in the air.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Applied Psychology<br>Griffith Health<br>Full Text
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Ramirez-Andreotta, Monica, Julia Brody, Nathan Lothrop, Miranda Loh, Paloma Beamer, and Phil Brown. "Improving Environmental Health Literacy and Justice through Environmental Exposure Results Communication." MDPI AG, 2016. http://hdl.handle.net/10150/621420.
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Understanding the short-and long-term impacts of a biomonitoring and exposure project and reporting personal results back to study participants is critical for guiding future efforts, especially in the context of environmental justice. The purpose of this study was to evaluate learning outcomes from environmental communication efforts and whether environmental health literacy goals were met in an environmental justice community. We conducted 14 interviews with parents who had participated in the University of Arizona's Metals Exposure Study in Homes and analyzed their responses using NVivo, a qualitative data management and analysis program. Key findings were that participants used the data to cope with their challenging circumstances, the majority of participants described changing their families' household behaviors, and participants reported specific interventions to reduce family exposures. The strength of this study is that it provides insight into what people learn and gain from such results communication efforts, what participants want to know, and what type of additional information participants need to advance their environmental health literacy. This information can help improve future report back efforts and advance environmental health and justice.
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Cassel, Robyn Valerie. "Home Literacy Factors Affecting Emergent Literacy Skills." NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/17.
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The purpose of this study is to identify factors in the home literacy environment using the Stony Brook Family Reading Survey (SBFRS) in order to understand the extent to which these factors predict phonemic awareness and other basic reading skills, as assessed by selected subtests from the Woodcock-Johnson III (WJ III). The present study used archival data to examine the home literacy habits of a sample of parents and preschool children ages 3-5 years (range in months= 36-67) from a private and a public preschool with a combination of high- and low-income backgrounds and various ethnicities. Using exploratory factor analyses with 165 participants, three dimensions of family reading behavior were identified from the SBFRS including Home Reading Emphasis, Adult Responsibility, and Parental Academic Expectations. Each of the SBFRS rotated factors considered together in a stepwise multiple regression analysis contributed significantly over and above age to the prediction of phonological awareness as measured by the Phonemic Awareness 3 (PA3) Cluster from the WJ III. The best order of predictors for PA3 of the WJ III, with stepwise entry, included Factor 1: Home Reading Emphasis, Factor 3: Parental Academic Expectations, and Factor 2: Adult Responsibility. One of the SBFRS rotated factors, Factor 1: Home Reading Emphasis, considered in a stepwise multiple regression analysis using age as a covariate contributed significantly to the prediction of basic reading as measured by the Basic Reading Skills (BRS) Cluster of the WJ III [WJ III BRS=.38+.26(Factor1)]. Results demonstrate the importance of the aforementioned factors in relation to the prediction of emergent literacy. Future studies are needed to investigate parental expectations, adult responsibility for child outcomes, the impact of fathers, and the importance of dominant home language on the emergence of literacy. Revision of the SBFRS, in addition to studies that include a wider range of SES, racial/ethnic, and linguistic groups, would help to standardize the measure for future use.
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Itko, Lyudmyla <1994>. "Environmental literacy: study of knowledge as one of the components of environmental literacy – different types of environmental behavior are missing different types of knowledge." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16642.
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Our environment is collapsing because of damaging human-activity encompassing mass-production and unsustainable behaviours. Both lead to dramatical problems on global scale such us global warming, air, water and land pollution, ice melting, increase of the level of the sea, deforestation and loss of animal species. During the past 50 years environmental literacy delivered through environmental education started to be considered as one of the solutions to solve environmental issues. Being an environmental literate citizen means having knowledge, attitudes, skills and responsible behavior towards the environment. This study focuses on the knowledge component and in particular on what type of knowledge people lack in different types of responsible behavior. It is supposed in the study that different kinds of behaviors such as recycling, conservatism behaviors and green-purchasing are not carried out properly by individuals because one of the barriers impeding the successful performance is represented by the lack of knowledge. The latter is not standardized as individual don’t lack the same knowledge for different activities. There are different types of knowledge missing in different types of behaviors. The aim of this research is to determine if the types of knowledge differ per behavior in order to provide a contribution to the existing literature and foster actions to make citizens behave sustainably delivering specific knowledge per each domain of behavior. This would be possible through targeted social marketing campaigns addressing the missing knowledge leading to responsible behavior and to a greater literate society. In these terms social marketing could be used as a mean for environmental education.
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Constantine, Joseph L. "Relationships among early lexical and literacy skills and language-literacy environments at home and school." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000474.
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Stoller-Patterson, Annie L. "Educating for Environmental Literacy in America's Public Schools." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pomona_theses/42.
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This paper explores how education for environmental literacy can be integrated into America's public school system. It investigates the benefits of environmental education and how green school buildings, sustainable cafeterias, school gardens and environmental education curriculum can be used to teach for environmental literacy at all grade levels. Includes sample lesson plan.
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Lopez, Antonio R. "Greening the Media Literacy Ecosystem| Situating Media Literacy for Green Cultural Citizenship." Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587572.
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<p> Media literacy is touted as a necessary life skill for cultural citizenship, yet as it is generally practiced there is little engagement with sustainability issues. In order to gain insights into why this is the case, this research investigated how media literacy practitioners use metaphors to frame both the role of media education in the world and how it affects green cultural citizenship. This involved analyzing web site documents and teacher resources of seven North American media literacy organizations as well as interviewing nine key practitioners within a bounded system called the <i>media literacy ecosystem</i>. Drawing on an ecocritical framework, I analyzed the discourses of the media literacy ecosystem by using multi-site situational analysis, qualitative media analysis and critical discourse analysis. This research explored how media literacy practitioners participate in meaning-making systems that reproduce pre-existing environmental ideologies. The findings show that media literacy education is grounded in a <i>mechanistic</i> worldview, thereby perpetuating unsustainable cultural practices in education. By problematizing the mechanistic discourses of media literacy education, the aim of this research was to raise awareness and to offer potential solutions for changing the nature of those same discourses. As such, I theorized a model of media literacy that incorporates green cultural citizenship, called ecomedia literacy, and outlined a path forward so that sustainability becomes a priority for media literacy educators.</p>
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Creed, Katie. "Household Chaos and Emergent Literacy Development in Young Children." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365549.
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Household chaos is defined as a home environment high in disorder, crowding, and noise, and low in routine/rituals (Wachs & Evans, 2010). However, rarely have all aspects of chaos been examined in a single study. This research project had three aims. The first was to develop a more comprehensive measure of household chaos that included all aspects from the definition (Study 1). The second aim was to examine the relation between these different dimensions of household chaos and language and literacy development in early childhood (Study 2). The third was to examine potential antecedents of chaotic household environments (Study 3).<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Applied Psychology<br>Griffith Health<br>Full Text
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Levin, Joy. "Exploring literacy in the Waldorf and brain-based Grade 1 environment." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2138.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2012.<br>This is an ethnographic study comparing two Grade 1 classrooms in different schooling
systems in terms of literacy. The first is in a 'brain-based' school, in the public schooling
system. Factors such as proper nutrition, hydration, the role of movement, and
emotional interest are featured. The second is in a Waldorf school, representing the
largest independent schooling system worldwide. Waldorf takes a slower approach to
teaching literacy through using aesthetic, storytelling, creative expression, and
movement in the learning of letters. Both schooling systems have been analyzed in
terms of their placing of importance on the psycho-motor, affective and cognitive
faculties of the child.
The study involved spending time in each classroom to observe the physical qualities of
the school environment, the rhythms of the day and the content taught. The purpose
was to see if certain techniques or insights into the teaching of literacy could be
obtained from the two systems which would have relevance in other schooling systems. . .
Brain-based and Waldorf schooling come from two very different backgrounds. Brainbased
schooling is a contemporary attempt at bridging studies of the impact of
neuroscience on education and classroom practice. It considers the role of three levels
of the brain - the reptilian, the limbic and the cognitive - in working together towards
healthy education. It relies on theories such as Howard Gardner's multiple intelligences,
learning types, and the need for proper nutrition and movement within the education
day. Waldorf education is based on the work of Rudolf Steiner in the early 1900s and is
based on a developmental perspective of the child as a spiritual being. It considers the
child within a larger world, and needing the creative aspect of storytelling and artistic
expression in the integration of intellectual material. The two have been compared for
their similarities and differences, in relation to the teaching of literacy.
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Hoeke, Marilynn Carol. "A computer instructional support environment for information literacy: An experimental analysis." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184375.
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A pretest-treatment-posttest experimental comparison of three individual study support environments for an introductory Management Information Systems course indicated a positive trend in student achievement on structured examinations. The three environments studied include a textbook and class notes presentation method, and two Computer Instructional Support Environments (CISE), drill and practice, and tutorial. Of these, the drill and practice individual study support method displayed a consistently positive effect on examination achievement within each of seven MIS topics. Each topic examined could be classified on the basis of the level of learning objective, and further statistical analysis results indicate a strong correlation between the CISE drill and practice method and attaining a learning objective level of knowledge. Previous research in CISE implementation has been limited by the assumptions of single learning objective levels and single presentation methods, when in fact, the environment is highly complex. A series of experimental observations for introductory MIS topics, in which the learning objective level for each is identified, compares three support environments for individual study. Separate statistical analyses, performed on individual topics, indicate a higher level of achievement by student participants in the CISE Drill and Practice environment for score improvement and improvement in the time required to complete the posttest activity. Two ANOVA models examined the relationships between individual study support methods and topics within two classifications of learning objectives. These results indicate a strong relationship between study support method and learning objective level for text score improvement. The pretest-treatment-posttest experimental design used in this analysis may be replicated across additional topics within the Introductory MIS course to increase the number of topic observations in each learning objective classification. In addition, the experiment can be performed using the same topics to increase the sample size and further clarify the statistical results.
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Wells, Merna. "Post-environmentalism, the deep ecology/ecofeminist debate, and Surfacing : rereading environmental theory." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/18267.
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Includes bibliography.<br>I have taken my notion of 'Post-Environmentalism' from John Young's book of the same name which seemed to me to provide an eclectic and essentially deconstructive approach to the debate surrounding 'the environmentalist crisis'. As the term suggests, the debate is one subject to essentialist thinking which constitutes it as simple and singular. In particular I am interested in the ways in which that logic is one of specularity, forwarded by a scientific privileging of ocular epistemology. I therefore use the strategy of 'Post-Environmentalism' in so far as it provides a way of making use of the historical and political importance of all the discourses involved, in particular Deep-Ecology and Ecofeminism, without privileging one over another. However, I also point out ways in which this mapping project is subject to the same specular logic. In so far as Surfacing is a postmodernist text which constantly relativizes the discourses of, in particular but not exclusively, ecofeminism and science, it functions like 'Post-Environmentalism' to deconstruct the specific problems of each. In particular I look at the way in which the narrator uses metaphor to deconstruct rational masculinist thought and create the possibility of an empowering subject position for women, nature and fiction as a marginalized genre.
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Bradley, Fiona. "Information literacy and news libraries: the challenge of developing information literacy instruction programs in a special library environment." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1395.
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This study examines the current situation of training provided to journalists by news librarians in the United States and Australia. The study examines the factors affecting the provision of training and the potential for information literacy instruction to comprise most of the training provided. The definition of information literacy was explored in the context of journalists and news organisations. The study questions the adaptability of the concept to a workplace environment, where organisational and individual development is important. The results of a self-administered questionnaire are presented. Respondents indicated that news librarians are very willing to plan and conduct training, a clear majority agreeing that they should train journalists to search for their own information. Respondents also expressed a need for more training themselves with regard to the skills needed to deliver instruction. The results also found that training is at an early stage in news libraries, with few hours available for planning and conducting training, and mixed success with different training methodologies. A model is suggested as a method of selecting information literacy competencies for individual journalists. The model describes the relationships between individual, organisation, and occupation determined competencies. The study also discusses the implications of the lack of workplace training for journalists, which has impacted upon news libraries' ability to introduce training services. News librarians are providing training, and are pro-active in providing services and information to journalists, but managers do not yet recognise this as a major role for librarians in news organisations.Information literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.
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Bradley, Fiona. "Information literacy and news libraries : the challenge of developing information literacy instruction programs in a special library environment /." Curtin University of Technology, Department of Media and Information, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14147.
Full textAbstract:
This study examines the current situation of training provided to journalists by news librarians in the United States and Australia. The study examines the factors affecting the provision of training and the potential for information literacy instruction to comprise most of the training provided. The definition of information literacy was explored in the context of journalists and news organisations. The study questions the adaptability of the concept to a workplace environment, where organisational and individual development is important. The results of a self-administered questionnaire are presented. Respondents indicated that news librarians are very willing to plan and conduct training, a clear majority agreeing that they should train journalists to search for their own information. Respondents also expressed a need for more training themselves with regard to the skills needed to deliver instruction. The results also found that training is at an early stage in news libraries, with few hours available for planning and conducting training, and mixed success with different training methodologies. A model is suggested as a method of selecting information literacy competencies for individual journalists. The model describes the relationships between individual, organisation, and occupation determined competencies. The study also discusses the implications of the lack of workplace training for journalists, which has impacted upon news libraries' ability to introduce training services. News librarians are providing training, and are pro-active in providing services and information to journalists, but managers do not yet recognise this as a major role for librarians in news organisations.<br>Information literacy instruction needs to become an organisational goal in order to succeed. The difficulties of assessing and evaluating information literacy instruction in the workplace are outlined. The need for measurable outcomes and preevaluation in training are emphasised. Several considerations for further research are detailed, including the need for further clarification of the nature of information literacy in the workplace, as well as the relationship between the role of information literacy instruction in formal university education and the workplace.
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Marin, Maria M. "The Effects of Classroom Environmental Quality on the Early Literacy Outcomes of a Regionally Heterogeneous Population of Latino Children." FIU Digital Commons, 2010. http://digitalcommons.fiu.edu/etd/162.
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The purpose of this study was to examine the relation between classroom environmental quality and early literacy outcomes amongst a sample of Latino children from various Latin-American countries. Participants included 116 preschoolers that attended various childcare centers in Southeast Florida. Participant’s literacy knowledge was assessed using the Test of Preschool Early Literacy. Classrooms were assessed on environmental quality using the Early Childhood Environmental Rating Scale-Revised. A regression analysis revealed that classroom environmental quality did not account for Latino children’s early literacy outcomes. However, a multiple regression analysis was significant (R2= .15, F(5, 115) = 3.86, p< .05) indicating that quality has a varying impact on children’s early literacy skills based on children’s region of origin. Findings suggest that high classroom environmental quality does not necessarily mean better literacy development for Latino children. Additionally, Latino children should not be viewed as a homogeneous group, particularly in relation to their development of literacy skills in English.
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Doiron, Ray. "The story-retellings of preschoolers from differing home-literacy environments." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26394.
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Research into emergent reading behaviors of preschool children has centered on their metalinguistic awareness and developing concepts about print. Emerging at the same time is their sense of story and ability to engage in various storying activities. A causal-comparative study linked these two areas of research by examining the story-retellings of three and four year old children from differing home-literacy environments. Comparison groups were based on age and results taken from an inventory of literacy background. It was expected that four year olds would include more story elements and literary devices and demonstrate more book orientation behaviors in their retelling of a wordless picture book than three year olds. It was predicted that significant differences would be apparent in comparisons of three and four year olds from differing home-literacy environments. Results indicated clear differences by age and statistically significant differences between four year olds from higher and lower home-literacy environments. Differences between three year old groups were in the predicted direction, but were not statistically significant. With evidence that a rich home-literacy environment nurtures more sophisticated storytelling , implications for parents and educators were discussed, as well as future research directions.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Tai, Chih-Che, Renee Moran, Laura Robertson, Karin Keith, and Huili Hong. "Handbook of Research on Science Literacy Integration in Classroom Environments." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu_books/172.
Full textAbstract:
Secondary schools are continually faced with the task of preparing students for a world that is more connected, advanced, and globalized than ever before. In order to adequately prepare students for their future, educators must provide them with strong reading and writing skills, as well as the ability to understand scientific concepts.
The Handbook of Research on Science Literacy Integration in Classroom Environments is a pivotal reference source that provides vital research on the importance of cross-curriculum/discipline connections in improving student understanding and education. While highlighting topics such as curriculum integration, online learning, and instructional coaching, this publication explores practices in teaching students how to analyze and interpret data, as well as reading, writing, and speaking. This book is ideally designed for teachers, graduate-level students, academicians, instructional designers, administrators, and education researchers seeking current research on science literacy adoption in contemporary classrooms.<br>https://dc.etsu.edu/etsu_books/1192/thumbnail.jpg
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Todt, David Earl. "An Investigation of the Environmental Literacy of Teachers in South-Central Ohio Using the Wisconsin Environmental Literacy Survey, Concept Mapping and Interviews." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1213800148.
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O'Malley, Matthew L. "Such Building Only Takes Care: A Study of Dwelling in the Work of Heidegger, Ingold, Malinowski, and Thoreau." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405955994.
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Rutherford, Sarah. "Business Environmental Design, Consumer Visual Literacy and Self-Concept." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1353277884.
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Hamilton, Lorna. "The role of the home literacy environment in the early literacy development of children at family-risk of dyslexia." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/4823/.
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This thesis examines the role of early home literacy environment (HLE) in the literacy development of a sample of children at family-risk of dyslexia via an affected first-degree relative (FR) and a typically developing control group (TD). The first study described the HLE of 4-year-old FR children. Two distinct factors were identified: storybook exposure and direct instruction of orthographic forms. The amount of interactional literacy-related input that FR and TD children received at home was broadly equivalent. Second, the relationship of the early HLE to language and emergent literacy skills both concurrently and longitudinally (at age 5) was investigated. Storybook exposure predicted a wider range of child outcomes than previous research has suggested. Notably, a relationship between storybook exposure and phoneme awareness emerged later for FR than TD children. Direct instruction predicted children’s decoding skills in the first year of school. A pair of path models predicting decoding and reading comprehension skills at age 6 revealed multiple indirect pathways from early HLE to reading outcomes two years later. The magnitude of several longitudinal relationships was larger for FR than TD children. A direct pathway from early storybook exposure to reading comprehension was identified in the FR group only. Effects of family SES on reading outcomes were fully mediated by the HLE variables and oral language. In an observation study, the linguistic and socio-emotional quality of shared storybook interactions was found to be equivalent between FR and TD mother-child dyads. Children’s orientation to print at age 4 predicted word reading ability a year later, and interactional affective quality predicted children’s oral language skills. These findings are discussed, with a focus on the potential for rich early literacy-related experiences in the home to act as a protective factor in the literacy development of children at elevated risk of reading difficulty.
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Cumming, Rachel. "The examination of Key Stage Two literary environments with special reference to poetry." Thesis, University of Gloucestershire, 2006. http://eprints.glos.ac.uk/4590/.
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I began this research by identifying that poetry was sometimes a challenging subject for primary school teachers to teach. With the implementation of the National Literacy Strategy (NLS) (DfEE, 1998) came extensive coverage of poetry, and I argued the necessity for independent research to investigate how teachers, without specialist training in English, interpreted the NLS for poetry sessions, and how pupils responded. My research aim was to provide an independent and historical insight into the literary experiences of two case study groups, each consisting of a teacher and six pupils in Year Six, and the impact of the recently implemented NLS. To realise this aim I used qualitative methods of data collection: observation to examine the role of poetry in the classroom; and interview, to gain a phenomenological perspective of the relationship between poetry and the research participants. Having carried out the research process it emerged that there were three interrelated areas, which had had significant impact on the literary environment that children engaged in over the Y6 school year. These were: the NLS; the Standard Assessment Tasks (SATs); and National Curriculum (NC) English Level Descriptions attributed to students. Though poetry in the NLS was present across each term, the perceived pressure of attaining certain Level Descriptions in SATs meant that poetry was omitted so that more time could be spent on refining other literary skills. When poetry was taught key issues arose in relation to the way in which each teacher interpreted the NLS. These were: lack of subject knowledge; little discussion of the meaning of the text; and, minimal reference to children's experiences of poetry outside of the classroom. It was also noted that children engaged in ludic word play under certain conditions, and that this was generated in response to interaction with the poem, and each other. I conclude by considering the implications of a socio-constructivist approach to poetry, which I suggest works with children's predisposition for playing with language and learning and engaging with others. This study also highlights that language play in the classroom is relatively unresearched, while establishing a link between ludic play, reader-response theory and the teaching and learning theory of socio-constructivism.
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Swan, Deanne W. "Emerging Paths to Literacy: Modeling Individual and Environmental Contributions to Growth in Children's Emergent Literacy Skills." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/40.
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What is the developmental trajectory of the skills that underlie emergent literacy during the preschool years? Are there individual characteristics which predict whether a child will be at-risk for difficulties in acquiring literacy skills? Does a child’s experience in a high-quality early care and education environment enhance the development of his or her emergent literacy? The present study is an investigation of the individual and environmental factors relevant to children’s emergent literacy skills as they unfold in time. Using a combination of principal components analysis, growth modeling with a multi-level approach, and propensity score analysis, the trajectories of growth in emergent literacy were examined. In addition to child characteristics, the effects of early child environments on emergent literacy were also examined. The effects of home literacy environment and of high-quality early care and education environments were investigated using propensity score matching techniques. The growth in emergent literacy was examined using a nationally representative dataset, the Early Childhood Longitudinal Study – Birth cohort (ECLS-B). Child characteristics, such as primary home language and poverty, were associated with lower initial abilities and suppressed growth in emergent literacy. A high-quality home literacy environment had a strong effect on the growth of children’s emergent abilities, even after controlling for child characteristics. High-quality early care and education environments, as defined by structural attributes of the program such as class size, had a modest impact on the growth of emergent literacy skills for some but not all children. When high-quality early education was defined in terms of teacher interaction, children who are exposed to such care experienced an increase in growth of their emergent literacy abilities. This study provides an examination of individual and group paths toward literacy as an element of school readiness, including the role of environment in the development of literacy skills. These findings have implications for early education policy, especially relevant to state-funded preschool programs and Early Head Start, to provide insight into contexts in which policy and the investment of resources can contribute most effectively to early literacy development.