To see the other types of publications on this topic, follow the link: Literary fact.
Dissertations / Theses on the topic 'Literary fact'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Literary fact.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Barry, Juli. "American families in fact and fiction : decentering a constrictive ideal /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9835407.
Full text
2
Ferguson, Naomi Joy. "Literary Alchemy - Turning Fact into Fiction, Songs My Mother Taught Me, Songs My Mother Taught Me - Revised Edition, In Defence of Love." Thesis, University of Canterbury. School of Humanities, 2010. http://hdl.handle.net/10092/5062.
Full textAbstract:
My MFA portfolio consists of two scripts for performance and a research essay exploring the methods and process of writing these.
Songs My Mother Taught Me is a one-woman cabaret piece; set in 1972, it explores hippie culture in New Zealand and a young women‟s search for independence. This portfolio contains two versions of this script. Both versions of this piece have been performed.
In Defence of Love is a play for three actors, each of whom plays one aspect of an abused woman trying to find her way out of a destructive relationship.
3
Sherbert, Vicki Luthi. "“Well, besides the fact that deployment kinda stinks…”: adolescent voices in literacy during military deployment." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/12455.
Full textAbstract:
Doctor of PhilosophyCurriculum and Instruction Programs
F. Todd Goodson
By the end of March 2011, 2.3 million active-duty military personnel and reservists had deployed to combat operations in Iraq and Afghanistan (Golding, 2011). Many of them had experienced multiple deployments in which they served in war zones for 12 to 15 months, returned to the US for 12 months, and then deployed again to another war zone (Huebner & Mancini, 2008; Morse, 2006). Adolescents in military families whose service members are deployed repeatedly, and for longer durations, experience circumstances unique to current conflicts. Documents such as the Educator’s Guide to the Military Child During Deployment (retrieved 2008) recommend various literacy practices as a means of coping with the circumstances of deployment. This qualitative phenomenological inquiry seeks to extend the body of research in the area of adolescent literacy by examining the perceptions of adolescents regarding their out-of-school literacy practices within the experience of deployment. In this study, the perspectives of five adolescents were examined regarding their literacy practices as they shaped their identities, enacted agency, and navigated structures of power during deployment. Phenomenological analysis, critical discourse analysis, and sociocultural theory were applied to data gathered from initial interviews, literacy logs, and follow-up interviews. During the phenomenological analysis, descriptions of each participant’s experiences were developed, replete with the words and expressions of the adolescents themselves. Horizontalization of significant statements from these descriptions yielded a composite description offering an understanding of what it is like to engage in out-of-school literacy practices within the circumstances of military deployment. Three themes emerged; ambiguity, responses, and roles. A theoretical analysis utilizing critical discourse analysis and sociocultural theory examined the discourses of the participants and interpreted relationships between the adolescents’ literacy practices and their experiences with deployment. This examination offered insight to the ways these adolescents established identity and enacted agency within power circulations as their families experienced deployment. This study places the voices of adolescents at the foreground of consideration. Listening to their words and reading their texts offers true insight into their literacy practices as they navigate the lived experience of deployment.
4
Dwyer, Edward J., and M. K. Summy. "Distinguishing Fact from Opinion: An Often Oversimplified Comprehension Skill." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etsu-works/3322.
Full text
5
Kleinmann, Ava E. "Not so fast using speed to differentiate high and average readers /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Full text
6
Hitchcock, Kathryn. "Validity of a Food Literacy Assessment Tool in Food Pantry Clients." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535460317710244.
Full text
7
Qu, Shen S. M. Massachusetts Institute of Technology. "Fast incremental unit propagation by unifying watched-literals and local repair." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37691.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2006.Includes bibliographical references (p. 100-102).
The propositional satisfiability problem has been studied extensively due to its theoretical significance and applicability to a variety of fields including diagnosis, autonomous control, circuit testing, and software verification. In these applications, satisfiability problem solvers are often used to solve a large number of problems that are essentially the same and only differ from each other by incremental alterations. Furthermore, unit propagation is a common component of satisfiability problem solvers that accounts for a considerable amount of the solvers' computation time. Given this knowledge, it is desirable to develop incremental unit propagation algorithms that can efficiently perform changes between similar theories. This thesis introduces two new incremental unit propagation algorithms, called Logic-based Truth Maintenance System with Watched-literals and Incremental Truth Maintenance System with Watched-literals. These algorithms combine the strengths of the Logic-based and Incremental Truth Maintenance Systems designed for generic problem solvers with a state-of-the-art satisfiability solver data structure called watched literals.
(cont.) Empirical results show that the use of the watched-literals data structure significantly decreases workload of the LTMS and the ITMS without adversely affecting the incremental performance of these truth maintenance systems.
by Shen Qu.
S.M.
8
Vieira, Arnaldo de Freitas [UNESP]. "Faca na caveira: o realismo espetacular na adaptação de Elite da Tropa para Tropa de Elite." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152219.
Full textAbstract:
Submitted by ARNALDO DE FREITAS VIEIRA null (profarnaldovieira@hotmail.com) on 2017-12-04T14:39:15Z
No. of bitstreams: 1
Arnaldo F Vieira - Dissertação Mestrado FAAC Bauru.pdf: 20188651 bytes, checksum: 3e7720a525d60d4f2ac2997e59f4781c (MD5)Submitted by ARNALDO DE FREITAS VIEIRA null (profarnaldovieira@hotmail.com) on 2017-12-04T14:43:24Z No. of bitstreams: 1 Arnaldo F Vieira - Dissertação Mestrado FAAC Bauru.pdf: 20188651 bytes, checksum: 3e7720a525d60d4f2ac2997e59f4781c (MD5)
Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2017-12-04T16:09:17Z (GMT) No. of bitstreams: 1 vieira_af_me_bauru.pdf: 19724701 bytes, checksum: b02ad6692632d3969b2929c39ec07a31 (MD5)
Made available in DSpace on 2017-12-04T16:09:17Z (GMT). No. of bitstreams: 1 vieira_af_me_bauru.pdf: 19724701 bytes, checksum: b02ad6692632d3969b2929c39ec07a31 (MD5) Previous issue date: 2017-10-26
Este projeto pretende enfocar a problemática que permeia a adaptação de obras literárias para os meios audiovisuais, mais em especifico, o cinema brasileiro, por meio da análise da obra Elite da Tropa, de Luiz Eduardo Soares, André Batista e Rodrigo Pimentel, e sua transposição cinematográfica Tropa de Elite, filme dirigido por José Padilha. Desta forma, temos o interesse de, no cerne do processo da tradução/adaptação, investigar relações discursivas entre o factual e o ficcional que marcam tanto o livro quanto o filme, analisando a presença de traços de reportagem jornalística na obra literária e de cinema documental na obra Fílmica.
This project intends to focus the problematic that permeates the adaptation of literary works to the audiovisual media, more specifically, the brazilian cinema, through the analysis of book Elite‟s Troop, from Luiz Eduardo Soares, André Batista and Rodrigo Pimentel and your cinematographic transition Elite Squad, directed by José Padilha. In this way, we have the interest of investigating the discursive relations between the factual and the fictional that mark both the book and the film, analyzing the presence of traits of journalistic reporting in the literary work and documentary film in the film work.
9
Gale, Faith Margaret Nola. "Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17245.
Full textAbstract:
Summary in English.When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.
10
Vorobel, Oksana. "A Case Study of Peer Review Practices of Four Adolescent English Language Learners in Face-to-Face and Online Contexts." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4788.
Full textAbstract:
Peer review is a complex collaborative activity, which may engage English language learners in reading, writing, listening, and speaking and carry many potential benefits for their language learning (Hu, 2005). While many research studies focused on peer review practices of adult language learners in academic settings in the USA or abroad in language classes (Grami, 2010; Zhao, 2010), little attention was paid to adolescent L2 writers participating in peer review in face-to-face K-12 and online contexts. This multiple case study aimed at describing and explaining peer review practices of four adolescent ELLs in face-to-face and online contexts from the ecological perspective. In particular, I aimed at exploring (a) four adolescent ELLs' perceptions of peer review in face-to-face and online contexts, (b) affordances they chose to employ
during peer review in face-to-face and online contexts, and (c) revisions the participants chose to make due to peer review in face-to-face and online contexts.
The multiple observations, semi-structured interviews, researcher's and
participants' e-journals, and written artifacts yielded data for within-case and cross-case analysis. The findings of the study afforded situating adolescent ELLs' peer review practices in the face-to-face and online contexts as a part of L2 literacy, redefining L2 literacy and peer review in L2, and discussing the important role of peer review in adolescent ELLs' literacy development. The implications of the study provided teachers
with suggestions on how to enhance adolescent ELLs' peer review practices. Further, I elaborated on the lessons learned about technology use for peer review in K-12 contexts. Finally, I addressed possible future research directions based on the findings of the study.
11
Larouche, Dario. "Précis de mise en scène : il faut qu'une porte soit ouverte ou fermée /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2005. http://theses.uqac.ca.
Full text
12
Granberg, Marcus, and Anton Hultén. "“Just search the Internet for facts” – a study of some English teachers’ attitudes towards information literacy." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30829.
Full textAbstract:
The purpose of this dissertation is to examine how some English teachers in secondary and upper secondary school approach using the Internet as a source for information in their profession. The focus of the investigation is to find out how the teachers perceive the concept of source evaluation and information literacy and what their attitudes are towards teaching it to their students. The aim was to learn about the teachers’ thoughts and views on the possibilities as well as trials and tribulations with using Internet-based information sources in the classroom. Qualitative interviews with three secondary school teachers and three upper secondary school teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning information literacy, criteria for source evaluation and attitudes. Our results show that all the informants have a positive attitude towards incorporating the use of the Internet when they design tasks. However the respondents indicate several difficulties regarding the teaching of information literacy skills.
13
Arend, Abdul Moeain. "Revealing the Janus face of literacy: text production and the creation of trans-contextual stability in South Africa's criminal justice system." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16569.
Full textAbstract:
Includes bibliographical referencesThe thesis researches literacy practices in South Africa's criminal justice system by focusing specifically on the production and flow of police dockets across institutional boundaries in a police station and regional courts renamed Blue Hills police station and Blue Hills regional courts in the Western Cape Province respectively. Through the use of ethnography, the production and flow of police dockets are tracked across three moments - Moment One, Moment Two and Moment Three - in the criminal justice system. The three moments also show how the production of the police docket allows humans and nonhumans to be displaced across these institutional boundaries. Apart from drawing on the New Literacy Studies (also referred to as Literacy Studies in this thesis), the research draws extensively on Actor Network Theory - a theory which argues that the social world and therefore reality are constructed through the creation of networks of associations or networks of relations consisting of human and nonhuman entities. In this study, these associations or relations are referred to as material - semiotic relations. When the relations between human and nonhuman entities achieve some form of stability, that is when they hold, they can have intended and unintended ordering effects on the social world. Therefore, the primary focus of the research is to understand how trans-contextual order is created by building the network of the criminal justice system - referred to as "the network" in this study - through the production of the police docket by police officers (Uniform Branch police officers and detectives) and state prosecutors. The three moments that are identified in the study highlight the complexity of the literacy practices which lead to the production and flow of the police docket across institutional contexts. These moments are snapshots of the possible ways in which the network can be built through assemblies of con figurations of material - semiotic relations. Moment One focuses on the opening of a police docket. During this moment the literacy practices between Uniform Branch police officers and detectives are highlighted when they attempt to classify the crime which should be recorded in the police docket after a member of the public visited the police station to report a possible crime. Moment Two deals with the investigation of crimes. This moment documents the literacy practices of detectives as they attempt to produce written witness statements for inclusion in the police docket from potential state witnesses. The literacy practices that are highlighted here focus on the strategies detectives employ to encode potential state witnesses with meaning and their strategies to ensure that witnesses do make it to court to act as spokespersons on behalf of the network and circulate in the network. Moment Three, the final moment, deals with how state prosecutors animate witnesses and their written witness statements in court so that the network can secure a successful prosecution. By highlighting the literacy practices and text production that characterize the three moments, the research concludes that network stability is contingent on three factors which are inter-related. The first, 'material durability', refers to the level at which material - semiotic relations are successful at staying intact. The second, 'strategic durability', refers to the successes of various strategies (which include specific literacy practices) employed by officials to ensure that entities in the network perform their specific functions in order to ensure trans-contextual stability. Finally, 'discursive stability' refers to institutional ways of measuring productivity in the criminal justice system and which must have trans - contextual reach and ordering effects on literacy and literacy practices across the three moments so that the network can achieve some form of stability.
14
Joslin, Kelly L. "Art Appreciation in Face-to-Face and Online Settings: An Analysis of Course Effectiveness." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1478709584805326.
Full text
15
Guittet, Emmanuelle. "Lecteurs et lectrices de romans face à la prescription littéraire : une enquête sociologique sur les choix de lecture à l’ère numérique." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA150.
Full textAbstract:
À travers une enquête qualitative auprès de lecteurs et lectrices de romans, cette thèse se propose d’interroger l’influence de la position et de la trajectoire sociales des publics sur leurs choix de lecture ainsi que sur leurs pratiques de recours à la prescription littéraire, à l’ère numérique.Face à une offre éditoriale pléthorique, lecteurs et lectrices se trouvent en effet en situation d’incertitude quant à la qualité des œuvres littéraires. Il s’agit alors d’interroger les influences respectives et cumulées d’instances de prescription et de recommandation — en tant qu’elles contribuent à produire de la valeur — telles que la prescription scolaire, la prescription médiatique, les prix littéraires, les professionnels du livre ou encore les groupes de pairs. L’intérêt que portent les lecteurs interrogés aux discours produits par ces instances de légitimation est mis en relation avec leur position sociale ainsi que leur trajectoire — en mettant l’accent sur le contexte dans lequel leur goût et leur pratique se sont développés, et sur les modalités de la pratique. Ce faisant, ce travail de recherche — fondé sur 36 entretiens semi-directifs et 457 questionnaires menés auprès de lecteurs parisiens et actifs — a pour objectifs d’apporter via l’angle du choix une meilleure compréhension des pratiques de lecture ainsi que des usages de la prescription littéraireThis thesis looks at participants’ interests in the discourses of legitimizing bodies, depending on their social class backgrounds and locations, in the digital era. Confronted to an overabundant offer, this study examines participants’ interests in the discourses of legitimizing bodies, depending on their social class backgrounds and locations. In a context where readers often remain unsure about the quality of literary works, this thesis looks at the wide variety of institutions/intermediaries that contribute to the production of value such as school, media, literary awards, booksellers, publishers and peer groups. The aims of this research work are to provide a better understanding of reading practices and of the uses of literary prescription. Methodologically, this study is drawn from 457 questionnaires and 36 interviews of participant 18-65 aged and based around Paris who read a book in the last 12 months.The study finds that the consumption of book recommendations depends on social class location. Although more dependent on recommendations to reduce the uncertainty of the quality of books, occasional readers – most often working and middle class participants – consume less book recommendations. To the contrary, the results suggests that the participants with a higher cultural capital i.e. those who are familiar with the wide variety of books available, tend to consume more recommendations, albeit with detachment
16
Moran, Renee Rice. "The Changing Face of Teacher Evaluation: Teacher Perceptions of One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3604.
Full textAbstract:
The call for teacher improvement has recently moved into the realm of policy with the implementation of Race to the Top. RTTT challenged states to raise the bar of teacher effectiveness through the implementation of more rigorous evaluation procedures, which are tied in part to student achievement. Tennessee was one of the first states to implement this type of teacher evaluation policy. Therefore, the purpose of this study was to examine teacher perception and to explore the role of the teacher in policy implementation and the relationship to instructional decision making in the classroom. Results point to the complexity of instructional change and the pivotal role of the administrator in facilitating that change.
17
Youcef, Fatima. "Bourdieu face à la littérature." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20007.
Full textAbstract:
Dans Les Règles de l'art, Bourdieu propose une science des œuvres. A l'aide des concepts de champ, d'habitus, d’espace des possibles, il tente de faire le lien entre la littéraire et le social. Son approche récuse toute tentation psychologisante et ferme la porte à toute explication du processus créatif en termes de génie, de sensibilité ou d’inspiration. La littérature est d’abord au carrefour des faits sociaux. Les textes sont des faits sociaux, comme apparition mais aussi comme expression. Ils ne sont ni à sacraliser ni à désacraliser. Bourdieu tente de rendre intelligible l’espace littéraire des auteurs. Il veut mettre en lumière ce qui rend l’œuvre d’art nécessaire, c’est-à-dire sa formule informatrice, son principe générateur, sa raison d’être. Il affirme qu'au fond l'écrivain, quelle que soit son orientation, n'a pas d'autres choix que d'être traversé par la sociologie de son époque. Il suggère même que tout effort de distanciation formelle, supposant que l'œuvre soit un ailleurs du réel, est signe de cette connaissance intuitive du réel lui-même. L’Education Sentimentale de Flaubert se prête particulièrement bien à ce paradigme analytique. En s’arrêtant sur la deuxième moitié du XIXe siècle, Bourdieu décrit la genèse et le processus d’autonomisation de l’espace littéraire qui entérine le fonctionnement du champ. Il essaie alors de montrer comment les règles sont articulées par/dans une configuration sociale, politique, économique, culturelle et quelle place nouvelle occupe, dans cette modernité, l'artisteI have used Pierre Bourdieu’s sociological approach as a critical tool for the study of literary texts. As a sociologist, Bourdieu is not satisfied with the notion that the literary text would be isolated from the world and considers the writer as a product of economic, social, religious or political circumstances that may be recovered through analysis. According to Bourdieu, the development of literature as an independent field goes hand in hand with the expansion of a liberal politics, a connection critics refuse to recognize as they will believe in the myth of inspired creation. Bourdieu retraces to the nineteenth century the moment when literature became independent and describes how twentieth-century literature is but a perpetuation of nineteenth-century literary myths. I also look at the ways the specialists of Flaubert responded to the publication of Les Règles de l’art as the book provoked heated debates when it was issued. I have especially examined the arguments of critics hostile to Bourdieu in order to demonstrate how such an emblematic figure as Flaubert embodies what is at stake when one questions the notion of literature. How can Bourdieu fit in literary studies? One has to be careful interpreting the title of Bourdieu’s book. Les Règles de l’art is no prescriptive book : Bourdieu is not the one who sets the rule nor does he suggest that there were no rules before the advent of the modern age. He is simply trying to show how, from the start of this period, the literary world is determined by specific social, political, economic and cultural conditions and questions the particular role played by the artist in this new state of things
18
Glazener, Laurie Ann. "Developing a profile to predict student response to treatment with Fast ForWord programs." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11076.
Full textAbstract:
xi, 111 p.Matching reading deficits to appropriate intervention programs is a challenge given the number of treatment options available to educators. The Fast ForWord (FFW) computerized intervention series has been marketed as a way to treat underlying causes of poor reading skill; i.e., substandard levels of basic language skill, phonemic awareness, and/or phonics application. If the programs work as claimed, then completion of Fast ForWord should improve the next reading subskill developed after phonics, oral reading fluency. Part 1 of this study involves a treatment ( n = 72) versus comparison ( n = 84) group two by two ANOVA to evaluate that hypothesis. No effect for FFW is found ( p = .84). Application of decision rules from Response to Intervention (RTI) models classifies positive changes in risk category at a greater rate for the comparison group ( n = 31) than for the FFW group ( n = 20) ( X 2 = 3.81, (1), p = .05). Pre-intervention language scores for the FFW group are compared to assist with intervention placement decisions. Differences in mean language scores are not significant ( p = .85) between the two groups [positive response ( n = 19) versus low response ( n = 57)]. In a binary logistic regression of quartile membership for language scores, no score ranges predict membership ( X 2 = 4.75, (8), p > .05). Measuring treatment effect with ORF is not recommended. The use of pre-intervention language and ORF scores below the 25th percentile as indicators of a positive change in oral reading fluency following FFW treatment also is not recommended. However, future research that considers language scores along with other curriculum-based measures of prereading skill either as pre-intervention indicators or outcome measures is recommended.
Committee in charge: Dr. Paul Yovanoff, Chair; Dr. Keith Hollenbeck, Member; Dr. Joseph Stevens, Member; Dr. Jeffery Sprague, Outside Member
19
Pierre, Jessica. "Effects of dialect use on the fast mapping skills of African American school-age children." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003068.
Full text
20
Soboleski, Penny K. "Fast ForWord: An Investigation of the Effectiveness of Computer-assisted Reading Intervention." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1299266224.
Full text
21
Jacobs, Anthony Richard. "Flying in the face of convention: "The heart of redness" as rehabilitative of the South African pastoral literary tradition through the frame of universal myth." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full textAbstract:
This thesis analyzed Zakes Mda's The Heart of redness in the tradition of South African pastoral and counter-pastoral. It proposed that the novel is a hybrid of both African and European tradition and perspectives. It adduced Northrop Frye's theory of myth and archetypes in literature as a basis for study. It also analysed the novel in its use of irony.
22
Oliveira, Juliam Izabel de. "A oralidade em Toda nudez será castigada, de Nelson Rodrigues." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/14183.
Full textAbstract:
Made available in DSpace on 2016-04-28T19:33:27Z (GMT). No. of bitstreams: 1
Juliam Izabel de Oliveira.pdf: 21101553 bytes, checksum: c3debe639ccc3f330831eb97d8468dc0 (MD5)
Previous issue date: 2010-10-27This study aims to analyze problems that involve representation and preservation of the face in dialogues of a written theatre text. For the development of this research, we selected the text Toda nudez será castigada, written by Nelson Rodrigues. We started from a theoretical reference that is based, mainly, on Conversation Analysis and Interactional Sociolinguistics. This way, we are going to present some theory on oral language in written language that has to be taken into account (cf. Preti, 2004 and Urbano, 2000). The research material analysis showed that the characters representation varies according to their interactants and to the situation that they are put in. We identified that this change in representation is a social image preservation act (face preservation). However, from our analysis, we could find out that these changes in representation are not a warranty that the speaker s face can be preserved. We also presented some situations that the character s dialogue showed different attempts to preserve the face, situations that changes in representation were not analyzed
Este trabalho tem por objetivo analisar os problemas que envolvem a fachada e a preservação da face em diálogos de um texto teatral. Para o desenvolvimento desta pesquisa, selecionamos como corpus o texto teatral Toda nudez será castigada, de Nelson Rodrigues. Partimos de um referencial teórico embasado, sobretudo, nas teorias da Análise da Conversação e da Sociolinguística Interacional. Para tanto, apresentaremos considerações sobre o estudo de língua oral na escrita (cf. Preti, 2004 e Urbano, 2000). A análise do material de pesquisa revelou que a fachada das personagens varia de acordo com os seus interactantes e com a situação em que são inseridas. Identificamos que essa variação da fachada é um recurso de preservação de sua imagem social (face). No entanto, nossa investigação nos permitiu apurar que, nem sempre, a variação da fachada não garante que a face do falante seja mantida. Apresentamos, ainda, análises de situações em que o diálogo das personagens mostra diferentes tentativas de preservar a face, independente da variação da representação social (fachada)
23
Perry, DeAnna M. "Navigating the Changing Face of Beginning Reading Instruction: Am I Right Back Where I Started?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3146.
Full textAbstract:
This self-study explores my experience as a beginning reading teacher over a span of more than 30 years. It includes a brief look at theoretical models of reading and philosophical movements that impacted my experience as a classroom teacher and then lays my classroom experience and practice against the literature and historical background related to beginning reading instruction. The question studied is "How did the district-mandated curriculum in each era shape me as a literacy teacher and literacy instruction in my school context?" The purpose of the study is to unearth the impact of educational policies on my classroom practice. The methodology of self-study was employed to explore the tensions brought about as changes occurred. The study focuses on seven areas of educational change that influenced my practice in beginning reading instruction over three eras, the first being the late 1970s, the second the late 1990s, and the third beginning about 2008. The areas discussed include embedded beliefs about student achievement, mechanisms driving instruction, instructional approaches employed, reading program characteristics, assessment, professional development, and collaboration. All three eras contained experiences of personal and professional growth. In the first era, autonomy was a characteristic of almost every theme. The second era was characterized by the purposeful focus on professional development and support of student growth. The third era featured an increase in assessment and oversight of the mandated program implementation. Teacher capacity built in the second era enhanced my use of the commercial reading program mandated in the third era. While my current context seems similar to the first era, because of the richness of my experience, I am not right back where I started.
24
Montiel-Chamorro, Marta L. "Comparing Online English Language Learning and Face-to-Face English Language Learning at El Bosque University in Colombia." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5343.
Full textAbstract:
Although there is significant research surrounding online foreign language education, there are still questions on whether the outcomes are comparable to those obtained in the traditional face-to-face classroom. This study examined four classes, two online and two face-to-face, where students took the second course of a 6-level program of English as a Second Language at El Bosque University in Colombia. The International Test of English Proficiency (iTEP) was administered to students before classes started in order to establish a baseline, and then again after the courses finished. This test evaluates English language proficiency per skill: speaking, listening, reading, writing and also presents an overall proficiency score and level. Variables such as socioeconomic strata, students’ age, instructors, previous experience with online courses, course completion, student satisfaction and attendance and time on course were also examined. Because not all online students completed all content of the course within the timeframe given, special attention was given to this variable. Results indicate that when
comparing the scores of only the online students who completed all the content of the course with those of their face-to-face counterparts, there are no statistically significant differences in the outcomes of any of the four skills nor there is a difference in the overall scores; however this brings up the issue of time investment as it seems to vary based upon instructional method. A qualitative component was used to support the findings in this study. This component included instructors’ interviews, an end-of-course qualitative survey and class observations.
25
Silva, Karine Teresa dos Santos. "Vertentes do contemporâneo em face da violência: Lygia Fagundes Telles, Rubem Fonseca e Marcelino Freire." Universidade Presbiteriana Mackenzie, 2013. http://tede.mackenzie.br/jspui/handle/tede/2172.
Full textAbstract:
Made available in DSpace on 2016-03-15T19:45:52Z (GMT). No. of bitstreams: 1
Karine Teresa dos Santos Silva.pdf: 478523 bytes, checksum: 64f4e5e2918faea294bce4f6c6ecdebf (MD5)
Previous issue date: 2013-08-13The Brazilian production of short stories has been changing over the years. From 1970 until the present day its writing underwent changes that accompanied concomitantly reality of large urban centers. We thus emphasize the 70 with productions that evidenced a revolt indirectly about the military regime in the 80s with erotic productions with more clues, in the 90's entry called "90 generation" with socalled computer manuscripts and 2000s with the invasion of the internet. This will present an analysis of three tales of three different decades. Livro de ocorrências of Rubem Fonseca, Venha ver o pôr-do-sol of Lygia Fagundes Telles e Da paz of Marcelino Freire. In these stories we find a writing urban and contemporary, which describe the reality, especially the metropolis, in a shameless, i.e., with a written full of quirks, murder, blood, tears and anguish. We can verify the presence of a different narrator for each story, but with a common feature, a direct view of history. For the theoretical texts were consulted Alfredo Bosi, Antonio Candido, Delcastagné Regina, Nadia Battella, Massaud Moses Teruki Otsuka, among others.
A produção brasileira de contos vem se modificando por meio dos anos. Desde 1970 até os dias de hoje sua escrita sofreu modificações que acompanharam concomitantemente a realidade dos grandes centros urbanos. Podemos assim ressaltar a década de 70 com produções que evidenciavam uma revolta indireta a respeito do regime militar, nos anos 80, produções com mais indícios eróticos, na década de 90 a entrada da chamada geração 90 com os chamados manuscritos de computador e os anos 2000 com a invasão da internet. Desta forma, será apresentada uma análise de três contos de três décadas distintas. Livro de ocorrências de Rubem Fonseca, Venha ver o pôr-do-sol de Lygia Fagundes Telles e Da paz de Marcelino Freire. Nesses contos encontraremos uma escrita urbana e contemporânea, que descreverá a realidade, principalmente das metrópoles, de um modo sem pudor, ou seja, com uma escrita cheia de peculiaridades, assassinatos, sangue, choro e angústia. Podemos verificar a presença de um narrador diferenciado para cada conto, porém com uma característica comum, uma visão direta da história. Para a fundamentação teórica foram consultados os textos de Alfredo Bosi, Antonio Candido, Regina Delcastagné, Nadia Battella, Massaud Moisés, Teruki Otsuka, dentre outros.
26
Stewart, Mardi Gardner Downs. ""One face looks out": the effects of the literary marketplace and the nineteenth-century image of femininity shown in the work of Christina Rossetti and Dante Gabriel Rossetti." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/1353/.
Full textAbstract:
The main aim of this thesis is to explore Christina Rossetti?s poetic vocation and persona as a nineteenth-century woman poet in the competitive literary marketplace. It begin by mapping out the socio-historical factors that, I argue, shape the construction and reception of women poets. Gender ideology is central to this issue, which the thesis explores by comparison of Christina Rossetti?s work with the paintings and poetry of her brother Dante Gabriel Rossetti. An overview of contemporary critical opinion and reception history in Chapter One demonstrates the construction of the Rossettis? professional image and sense of vocation. The following chapters compare reciprocal works by each poet in a range of literary genres: the early semi-autobiographical prose works ?Maude? and ?Hand and Soul?, the narrative poems ?Goblin Market? and ?Jenny?, and the amatory sonnet sequences Monna Innominata and The House of Life. Fundamental to these comparisons is the image of woman, for femininity is seen to be at the heart of the nineteenth-century aesthetic. The concept of woman as image is unravelled, in Chapters Two, Four and Six, in a discussion of Dante Gabriel Rossetti?s wife, Elizabeth Siddal, who was also a painter and poet. Elizabeth Siddal?s value as an image superseded her value as an artist and indeed a woman. The inter-relation between fallen women and women poets is linked to the problems of women poets as both poetic producers and poetic inspiration. The particular problem of the woman poet is a continuous strand of argument throughout the chapters. Christina Rossetti?s poetry is seen to explore the choices available to nineteenth-century women in a dominant patriarchy. Her resistance to and compliance with these choices is shown as central to her work. The final chapter joins the strands of the argument to focus on woman as icon, commodity and image as it is demonstrated by both brother and sister. Elizabeth Siddal is shown to have lost her identity in favour of her image. Dante Gabriel Rossetti is identified by the image of the women represented in his poetry and painting. These women become the sign of his artistic persona. Christina Rossetti?s tenacity in retaining her identity is located in her religious faith, her poetic gift and her ability to both comply with and resist patriarchal dominance.
27
Caton, Diane Elliott Holmgren Beth. "Recognizing the face of the class enemy reassessing the prospects of the Soviet experiment in the NEP literary contexts of Bulgakov's Heart of a dog and Mayakovsky's The bedbug /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,471.
Full textAbstract:
Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Slavic Languages and Literatures." Discipline: Slavic Languages and Literatures; Department/School: Slavic Languages and Literatures.
28
Procópio, Mercia Maria da Silva. "O lapidar da palavra na superfície de Uma faca só lâmina." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/14727.
Full textAbstract:
Made available in DSpace on 2016-04-28T19:58:51Z (GMT). No. of bitstreams: 1
Mercia Maria da Silva Procopio.pdf: 533019 bytes, checksum: 32c2afc6c1b510b1e7b925b5018c39ce (MD5)
Previous issue date: 2013-10-30Secretaria da Educação do Estado de São Paulo
The object of study in this dissertation is the poem "uma faca só lâmina" written by João Cabral de Melo Neto. It aims to get elements that compose the basis of the creation process in this poem, as well as analyze the role of images in the reality representation. The issue focuses on the discussion of a poetry which is built based on the refusal, in the poetic of negativeness based debugging and vacuum, which the view, hear and silence are part of the creation process of the poem. The theoretical and critical reasoning, which supports the work, is based on studies about the poetics of negativity, as, for instance, in the literary space Mallarmé, Maurice Blanchot (2011). The word and object representation supports in critical productions of João Alexandre Barbosa (1975), Benedito Nunes (2007), Marta Peixoto (1983), Solange Rebuzzi (1998). The poet's work presents a poetry laboriously architected. It is a poetry produced according to the calculation, in accuracy, specialy, in this poem, the accuracy of the cabralina poetic blade
O objeto de estudo desta dissertação é o poema Uma faca só lâmina , de João Cabral de Melo Neto. Tem como objetivos buscar elementos que compõem a base do processo de criação desse poema, assim como analisar o papel das imagens na apresentação da realidade. A problemática centra-se na discussão de uma poesia que se constrói fundamentada na recusa, na poética da negatividade, tendo como base a depuração e o esvaziamento, na qual o ver, o ouvir e o silenciar fazem parte do processo de criação do poema. A fundamentação teórico-crítica, na qual se apoia o trabalho, baseia-se em estudos acerca da poética da negatividade, como, por exemplo, em O espaço literário A experiência de Mallarmé, de Maurice Blanchot (2011). A representação palavra e objeto sustentam-se nas produções críticas, entre outras, de João Alexandre Barbosa (1975), Benedito Nunes (2007), Marta Peixoto (1983), Solange Rebuzzi (1998). O trabalho do poeta mostra uma poesia arquitetada laboriosamente. É uma poesia produzida no cálculo, na exatidão, em especial, nesse poema, na exatidão da lâmina poética cabralina
29
Melo, Uilma Matos dos Santos. "Práticas de leitura literária, no ambiente escolar, em face da cultura da convergência." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-08032017-154845/.
Full textAbstract:
Esta dissertação tem como objetivo investigar como características que são inerentes à cultura da convergência podem fomentar a leitura literária. Destarte, tencionamos observar como o uso da tecnologia pode complementar e enriquecer a leitura, através de práticas que possibilitem a junção das mídias tradicionais e as mídias atuais, para assim ressignificar os hábitos de leitura dos alunos. Propomos atividades de leitura participativa e intersemiótica com o uso de dispositivos tecnológicos, que favoreçam o gosto pela leitura e o desenvolvimento de competência de compreensão e de produção de textos narrativos. Utilizamos em momentos diferentes da pesquisa, dois questionários para obtermos dados qualitativos em relação às propostas realizadas. Concluímos que as mudanças nas práticas de leitura em sala de aula são vitais, uma vez que as conversões culturais não podem ser dissociadas das transformações educacionais.The aim of this thesis is to investigate how characteristics which are inherent to the convergence culture can promote literary reading. Thus, we intend to observe how the use of technology can complement and enrich the reading through practices that enable the joining of traditional and current media, reframing the reading habits among students. We propose participatory and intersemiotic reading activities using technological devices in order to encourage the taste for reading and the development of the competence skills of reading comprehension and narrative text production. In different moments of the research, we used two questionnaires to obtain qualitative data on the proposals made. In summary, we conclude that changes in reading practices in the classroom are vital, since cultural conversions cannot be dissociated from the educational transformation.
30
El, Hejraoui Abdelkader. "Le consommateur à compétence réduite en littératie face au labyrinthe marchand de la grande distribution : une étude ethnosociologique de l’expérience de magasinage." Thesis, Rennes 1, 2018. http://www.theses.fr/2018REN1G018.
Full textAbstract:
Cette recherche s’intéresse à un groupe de consommateurs CCRL (Consommateurs à Compétences Réduites en Littératie) – groupe à notre connaissance peu étudié en marketing, face au labyrinthe marchand de la grande distribution et à l’émergence du paradigme de participation du client en marketing. En effet, en France 22 % des personnes âgées de 16 à 65 ans ont un faible niveau de compétence dans le domaine de l’écrit, (OCDE, 2013). En ce sens, nous intéressons à l’expérience de magasinage des CCRL en hypermarché. A travers cette recherche nous mettons en évidence que les théories dominantes en comportement du consommateur (traitement de l’information), théorie de la rationalité classique qui domine la vision du monde et plus particulièrement les sciences du marketing, et ce, par le paradigme de la pensée calculante, manque d’efficience sur les CCRL. Sur le plan méthodologique, nous nous appuyons sur une démarche ethnosociologique basée sur 22 récits de vie et sur plusieurs observations. Les résultats de notre recherche pointent les difficultés vécues par les CCRL. Enfin nous proposons un paradigme alternatif la « Métis » pour étudier le comportement de magasinage des CCRL, celui-ci se traduit par des logiques d’actions, commandées par ce qui caractérise la « Mètis » comme une « intelligence pratique » combinant flair, rapidité d’esprit, prévision, feinte, débrouillardise, attention vigilanteThis research focuses on a group of consumers CCRL (Consumers with Skills Reduced in Literacy) - group to our knowledge little studied in marketing, the supermarket maze market of the supermarket and the emergence of the paradigm of customer participation in marketing. In France, 22% of people aged 16 to 65 have a low level of proficiency in the field of writing (OECD, 2013). In this sense, we are interested in the hypermarkets shopping experience of the CCRLs. Through this research we highlight that the dominant theories in consumer behavior (information processing), the theory of rationality that dominates the worldview and more particularly the marketing sciences, and this, by the paradigm of calculating thinking, lack of efficiency on the CCRLs. On the methodological level, we rely on an ethnosociological approach based on 22 life stories and several observations. The results of our research point to the difficulties experienced by the CCRLs. Finally, we propose an alternative paradigm, the "Métis", to study the shopping behavior of the CCRLs, which translates into action logic, controlled by what characterizes the "Mètis" as a "practical intelligence" combining flair, speed of wit, foresight, pretense, resourcefulness, vigilant attention
31
Torres, da silva Nayanne. "Estudo de práticas de alfabetização face à heterogeneidade de conhecimentos sobre a escrita alfabética nos anos iniciais do ensino fundamental no Brasil e na França : relação entre práticas de ensino e progressão das aprendizagens dos alunos." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2089.
Full textAbstract:
Cette étude visait à analyser la relation entre les pratiques d’alphabétisation en ce qui concerne le traitement de l’hétérogénéité des connaissances sur l’écriture alphabétique dans des classes initiales d’une Ecole Primaire de Recife et de Lyon et la progression des apprentissages des élèves. Pour cela, on a considéré les apports théoriques de différents auteurs pour parler des pratiques d’alphabétisation et de l’hétérogénéité des connaissances des élèves, de la proposition du cycle de base d’alphabétisation et des propositions officielles pour les axes de la Langue Portugaise et Française pendant des trois premières années de l’Education Primaire et des connaissances des enseignants. Sur le plan méthodologique, nous avons utilisé l’approche qualitative, sans pour autant négliger les aspects quantitatifs, en ayant comme domaine empirique deux écoles, une située dans la ville de Recife, Brésil et l’autre dans la ville de Lyon, France, ainsi que quatre professeurs, trois de l’école brésilienne (1º, 2º et 3º classes) et une de l’établissement français (CP) et leurs élèves respectifs. En ce qui concerne les procédés, on a réalisé l’observation des pratiques d’enseignement (15 jours d’école dans chaque classe de l’école de Recife et de 5 jours dans la classe de Lyon), des entretiens semi-structurés, des diagnostics de l’écriture des mots et des textes avec les élèves brésiliens ainsi que l’analyse du cahier d’activités des élèves français. Le traitement des informations a été soutenu lors de l’analyse du contenu thématique catégoriel et dans les résultats, nous avons identifié la mobilisation des schèmes professionnels, les postures, les gestes didactiques et professionnels qui cherchaient à répondre à l’hétérogénéité des connaissances sur l’écriture alphabétique des élèves. Dans le cas de P1, qui développait des actions dirigées vers le collectif de la salle, l’attention à l’hétérogénéité était faite au sein de ces situations collectives. De cette façon, les schèmes professionnels manquaient d’ajustements, puisque la plupart des élèves de 1ère année ont terminé l’année scolaire sans avoir fait la consolidation des relations graphème-phonème et avait des difficultés à produire des textes. En ce qui concerne les pratiques de P2, P3 et PF, les schèmes étaient utilisés de forme plus consciente, en cherchant à répondre aux différentes connaissances de lecture et d’écriture de la classe. Cela a permis aux élèves de progresser dans leurs apprentissages de l’écriture. La classe P2, qui au début de l’année avait présenté des enfants ayant toutes les hypothèse de notation alphabétique et des difficultés à réaliser pendant les productions de texte, la majorité des catégories énumérées, a terminé l’année avec l'évolution des niveauxd'écriture des mots et des textes.Certaines difficultés relationnées à la pertinence, la cohérence et la structure persistaient. Les classes de P3 et de PF, dans lesquelles l’hétérogénéité au début de l’année se concentrait principalement sur les hypothèses alphabétiques, ont également présenté des progressions. Lors de la production de texte des élèves de la troisième année, un grand nombre des élèves a répondu complètement à la plupart des catégories énumérées dans le diagnostic initial, en ayant quelques difficultés de cohérence, de structuration des périodes de texte et de l’utilisation de l’écrit avec la correction orthographique, qui a persisté à la fin de l’année, en nombre moins élevé, pour certains élèvesThe following study aimed to analyze the relationship between literacy practices regarding the treatment of the heterogeneity of the Know-how in writing in early classes of Elementary School in Recife and Lyon, and the development of students' learning. For this purpose, we considered the theoretical contributions of different authors in order to address literacy practices and the heterogeneity of students' knowledge, the proposal of literacy’s basic cycle, and the official propositions for the axes of the Portuguese and the French language, destined for the first three years of Elementary School and expertise. In methodological terms, we used the qualitative approach yet with regard to the quantitative aspects. We used two schools as empirical fields, one located in Recife, Brazil, and the other in the Lyon, France, as well as four teachers, three from the Brazilian school (1º, 2º and 3º classes) and one from the French Institution (CP), and their respective students. As for the procedures, we carried observations of the teaching practices (15 days of class in each group class of the school of Recife, and 5 days in the class of Lyon), semi-structured interviews, writing diagnosis of words and texts with Brazilian students and analysis of the French students’ notebooks. The handling of information was based in the categorical thematic content analysis, and among the results, we identified the creation of professional schemes, postures, didactic characteristics, and professional characteristics that aimed to meet the heterogeneity of the know-how in students’ writing. In the case of P1, which used to develop actions more directed to the collective of the room, the treatment of the heterogeneity was performed within these collective situations. In this direction, the professional schemes lacked adjustments, since the majority of the students finished the school year without consolidating the graphophonic relations and with difficulties to write. With respect to the practices of P2, P3, and PF, the schemes were fabricated more consciously, in order to meet the different reading and writing skills of the class. This led the group to advance in their writing. The P2 class, which at the beginning of the year had children with all the hypotheses from the alphabetical notation system and difficulties to achieve in writing mostly categories listed, finished the year with literate levels of writing and with great evolutions, but persistent difficulties in relation to adequacy, consistency and structuring. The P3 and PF classes, in which the heterogeneity was more concentrated among the alphabetical hypotheses at the beginning of the year, also presented progressions. In the third year students’ writing, a large number of students fully met most of the categoriesalready listed in the initial diagnosis, with some difficulty in relation to coherence, structuring of the periods in their writing, and use of writing with orthographic correctness, which persisted at the end of the year, although in a smaller number, among some students
32
Artur, Catia Regina Ribeiro. "Estratégias conversacionais em Lua Nua, de Leilah Assumpção: a interação e os conflitos de uma relação conjugal." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/14349.
Full textAbstract:
Made available in DSpace on 2016-04-28T19:33:58Z (GMT). No. of bitstreams: 1
Catia Regina Ribeiro Artur.pdf: 777122 bytes, checksum: c473db4af43a1e87f1617306da75e774 (MD5)
Previous issue date: 2015-08-17Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Literary texts usually try to meet the readers expectations structures, which refers to the type of language used in dialogue, allowing the analysis of oral marks and conversational strategies that are part of the linguistic reality inside. This study aims to examine the conversational strategies used by the characters of the play Moon Naked, by Leilah of Assumption, which facilitate the interaction processes and the achievement of communication goals of the participants. For this purpose, it will seek to check the starting purposes of the characters and the conversational strategies chosen to develop them; monitor the management of production or reception of elocutions during the conversation; observing the projection of "I" and the alignment of participants in interaction to maintain self-image; and analyzing the results of the strategies employed throughout the conversation. The main theoretical frameworks that underlie the analysis are: the theory of "Analysis of Literary Conversation" developed by Preti (2004), concepts of the frame, footing and face proposed by Goffman (1989, 2002, 2012) and the study of interactional control by Fairclough (2001). The research results indicated that the repertoire of conversational strategies of each participant made possible them to deal with a conflict situation, but the self-defense capability and aplomb was decisive so that one of them was more successful in their purpose on this occasion
Os textos literários, geralmente, procuram atender às estruturas de expectativas dos leitores no que se refere ao tipo de linguagem utilizado em diálogos, possibilitando a análise de marcas de oralidade e estratégias conversacionais que fazem parte da realidade linguística em seu interior. Este trabalho se propõe a analisar as estratégias conversacionais utilizadas pelas personagens da peça teatral Lua Nua, de Leilah Assumpção, que facilitem os processos interacionais e o alcance dos objetivos comunicacionais dos participantes. Para tanto, procurar-se-á verificar os propósitos iniciais das personagens e as estratégias conversacionais escolhidas para desenvolvê-los; acompanhar o gerenciamento da produção ou recepção das elocuções, durante a conversação; observar a projeção do eu e o alinhamento dos participantes na interação para manutenção da autoimagem; e analisar os resultados das estratégias empregadas ao longo da conversação. Os principais referenciais teóricos que embasam a análise são: a teoria da Análise da Conversação Literária desenvolvida por Preti (2004), as noções de enquadre, footing e fachada propostas por Goffman (1989, 2002, 2012) e o estudo sobre controle interacional de Fairclough (2001). Os resultados da pesquisa indicaram que o repertório de estratégias conversacionais de cada participante possibilitou a eles lidar com uma situação conflituosa, porém a capacidade de autodefesa e aprumo foi decisiva para que um deles fosse mais bem sucedido em seus propósitos, nessa ocasião
33
Merlos, Lucas. "L’Espagne face à son passé : écriture romanesque et stratégies documentaires." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL023.
Full textAbstract:
Cette thèse vise à définir les contours d’une nouvelle modalité du traitement romanesque du passé apparue dans les lettres espagnoles à l’orée du XXIe siècle : le roman documentaire de la mémoire. Un nombre significatif de récits littéraires réalistes, et parfois factuels, portent sur le passé de l’Espagne contemporaine, généralement dans ses aspects les plus traumatiques – guerre civile, Franquisme, violences lors de la Transition –. Pour accéder à ce passé et le représenter, ils mobilisent le document et des formes documentaires à l’image du document d’archive ou du témoignage. Nous posons comme hypothèse que cette mobilisation et cette mise en scène des sources historiques dans un cadre littéraire revient à construire des récits sur l’origine de l’Espagne actuelle à même de participer à l’élaboration d’un récit mémoriel commun et, dans le même mouvement, à interroger et à revendiquer la place de la littérature dans la constitution des savoirs. Dans cette perspective, les romans documentaires de la mémoire constitueraient le lieu d’une tension entre document et monument, entre connaissance et reconnaissance. Pour mettre à l’épreuve cette double hypothèse identitaire d’une reconfiguration de la mémoire et d’une expansion du champ de la littérature, nous procédons à une analyse des diverses stratégies documentaires à l’œuvre dans quatre romans documentaires de la mémoire représentatifs de la diversité idéologique et esthétique de ce sous-genre narratif (Isaac Rosa, El vano ayer, 2004 ; Benjamín Prado, Mala gente que camina, 2006 ; Javier Cercas, Anatomía de un instante, 2009 ; Andrés Trapiello, Ayer no más, 2012). Nous décrivons et interprétons tout d’abord les modalités documentaires à l’œuvre dans ces récits sous le prisme de la notion d’effet de document. Nous constatons ainsi que les récits mobilisent le document et mobilisent des codes narratifs factuels afin de constituer des documents mémorables. Nous abordons dans un second temps la figure du narrateur-enquêteur, qui, animés par un « mal d’archive », retournent aux sources de l’Espagne actuelle et engagent le lecteur à s’identifier à leurs quêtes et aux récits qu’elles induisent. Enfin, nous montrons dans un troisième temps comment ces textes, par le biais de montages documentaires mais aussi par la reprise partielle ou totale des codes du roman à thèse, s’intègrent sur un mode contre-discursif dans un interdiscours large et interrogent ainsi la place de la littérature et de l’écrivain dans le champ des discours sur le réelThis thesis aims to outline a new way of dealing with the past that has appeared in Spanish letters at the beginning of the 21st century: the documentary novel of memory. A significant number of realistic, and sometimes factual, literary narratives deal with the past of contemporary Spain, generally in its most traumatic aspects - Civil War, Francoism, violence during the Transition -. To access and represent this past, they mobilize the document and documentary forms such as the archive document or the testimony. We propose the hypothesis that this mobilization and staging of historical sources in a literary context amounts to constructing narratives on the origin of contemporary Spain capable of participating in the elaboration of a common memory narrative and, in the same movement, to question and claim the place of literature in the constitution of knowledge. In this perspective, documentary novels of memory would constitute the place of a tension between document and monument, between knowledge and recognition. To test this double identity hypothesis of a reconfiguration of memory and an expansion of the field of literature, we analyze the various documentary strategies at work in four documentary novels of memory that represent the ideological and aesthetic diversity of this narrative subgenre (Isaac Rosa, El vano ayer, 2004 ; Benjamín Prado, Mala gente que camina, 2006; Javier Cercas, Anatomía de un instante, 2009; Andrés Trapiello, Ayer no más, 2012). We first describe and interpret the documentary modalities at work in these narratives under the prism of the notion of document effect. We see that novels mobilize the document and mobilize factual narrative codes to create memorable documents. We then turn to the figure of the narrator-investigator, who, animated by an “archive fever”, return to the sources of contemporary Spain and engage the reader to identify with their quests and the narratives they induce. Finally, we show in a third step how these texts, through documentary montages and the partial or total reuse of codes from the roman à thèse , are integrated, in a counter-discursive mode, in a broad interdiscourse and thus question the place of literature and the writer in the discursive field on reality
34
Hudberg, Alexander. "The Ministry of Post-Truth: Using George Orwell’s 1984 to Develop English as a Foreign Language Students’ Critical Thinking Skills." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157083.
Full textAbstract:
In 2016, “post-truth” was chosen as the word of the year by the Oxford Dictionaries. This is a concept that has come to be associated with a type of political discourse in which objective facts are less important than factual inaccuracies which appeal to emotion to influence people’s attitudes. Due to this recent increase in post-truth politics, critical thinking becomes an important skill to master. Yet, studies have suggested that students often lack the necessary skills for critical thinking. One way of approaching this problem is through the reading of literature. This essay specifically argues that George Orwell’s 1984 provides teachers with an excellent opportunity to develop critical thinking skills among upper secondary English as a foreign language (EFL) students, with the novel as an excellent platform to also promote student reflection on current post-truth politics. In order to work with 1984 to foster critical thinking, this essay utilizes a literature-based, pedagogical model developed by Bobkina and Stefanova that draws inspiration from elements of reader-response theory and critical literacy pedagogy (CLP). To show how 1984 can be used to discuss current post-truth politics, a thematic analysis was performed where central themes and concepts from the novel, such as doublethink, Newspeak and telescreens, were compared to current trends in post-truth politics. The analysis itself was structured around the following themes: the distortion of truth for political gains, the use of language as an instrument of political power and the use of technology to spread misinformation. Following the analysis, a lesson project based on Bobkina and Stefanova’s four-stage model was constructed, focusing on different pre-, while- and post-reading activities aimed at making the students develop their critical thinking skills as well as their awareness of the three themes mentioned above. While this approach is deemed suitable for working with 1984 to discuss post-truth politics, a suggestion for further research would be to use Bobkina and Stefanova’s model together with more contemporary dystopian novels in order to discuss other topics that are more relatable to young adults, e.g. identity issues and social stratification.
35
Huggins, Valerie. "International study visits and the promotion of intercultural capabilities : an exploratory study." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3359.
Full textAbstract:
Internationalisation is high on the agenda of Higher Education in the UK, with the promotion of the students’ intercultural capabilities seen as key for their future careers and lives as global citizens. Within this agenda international study visits are considered beneficial for student teachers, giving those with limited exposure to cultural diversity an opportunity to learn first-hand about education in other countries. Taking a postmodern approach and using Facet Methodology, the research investigated the extent to which the pattern of study visits in a School of Education in a University in the South West of England was conducive to promoting the intercultural capabilities of the participants. Drawing on perspectives from Bourdieu and postcolonial theory, analysis of the University policies on Internationalisation and Teaching and Learning revealed a variety of positions towards international study visits and interviews with Associate Deans of a Faculty explored how far these were being manifested for the different professional disciplines of Education, Health and Social Care. The perspectives, views and attitudes of the student and tutor participants on a range of study visits were then captured through focus groups, interviews and writing frames. The study found that neither the students nor the tutors showed an awareness of the nature and importance of intercultural capabilities and therefore the approaches to study visits were patchy in developing them. It suggests that though such visits can be beneficial in promoting such capabilities in the participants, they will only do so consistently if there is in place a transformational pedagogy, informed by postcolonial theory, and implemented by knowledgeable tutors. This approach would include a planned programme of pre-trip, in-trip and post-trip activities encouraging reflection upon experiences, whether positive or disturbing, based upon an explicit contract with students to engage in intercultural learning as a central aspect of the visit.
36
Braun, Stefanie. "Le discours romanesque de Clara Mundt alias Luise Mühlbach (1814-1873) face à l’histoire : représentation de l’ère napoléonienne, historiographie popularisée et modernité scientifique en Allemagne autour de 1850." Thesis, Toulouse 2, 2018. http://www.theses.fr/2018TOU20068.
Full textAbstract:
L’historiographie romanesque allemande autour de 1850, à savoir l’écriture de l’histoire pour grand public, est étudiée ici à partir de trois romans historiques parus après la révolution de 1848, mais avant la nomination de Bismarck comme ministre-président de la Prusse en 1862. Ce sont des romans-fleuves écrits par l’épouse de Theodor Mundt, Clara Mundt alias Luise Mühlbach (1814-1873) : Königin Hortense (1856), Napoleon in Deutschland (1858/1859) et Kaiserin Josephine (1861). Cette romancière fit partie de la première génération de femmes-écrivains ayant pu vivre de leur plume et elle connut un grand succès de son vivant. Sa représentation des relations entre France et Allemagne s’inscrit entre historiographie populaire et modernité scientifique car la fictionnalisation de données historiques lui permit de se réapproprier la matière historique et de revaloriser des figures féminines. Par son utilisation de témoignages et de sources d’époque ainsi que par son réemploi des travaux d’historiens récents, L. Mühlbach procède au travail de réécriture de la grande histoire comme c’était aussi le cas dans de nombreux romans historiques de son temps. Elle transforme le genre romanesque en outil didactique ayant pour objectif la transmission du savoir historique et une éducation au patriotisme allemand s’adressant surtout à un lectorat féminin. Ses biographies sont mises au service de l’éducation des cœurs et proposent une forme d’encadrement voire de préparation à la vie conjugale, à la maternité, à la sociabilité, au civisme, et ce par le biais de personnages historiques romancés. Notre étude cherche également à dépasser l’idée d’une rupture dans l’œuvre de L. Mühlbach après 1848 et met l’accent sur la persistance de thèmes comme la question de l’émancipation féminine et religieuse qu’elle avait traités dans ses romans sociaux à l’époque du VormärzThe thesis deals with popular historiography and scientific modernity in Germany between 1850 and 1862 – namely after the revolution of 1848 and before Otto von Bismarck became Minister President of Prussia – through the study of three historical novels, Königin Hortense (1856), Napoleon in Deutschland (1858/1859) and Kaiserin Josephine (1861) by Theodor Mundt’s wife Clara Mundt (1814-1873) alias Luise Mühlbach. She was one of the most successful historical novelist of her time, and belongs to the first generation of professional female writers. The main focus of this study is on the literary discourse on the history of relationships between France and Germany. The purpose is to demonstrate how the transmission and the popularization of historical knowledge could be used for education to female patriotism and women citizenship. The study of the use of testimonies and documentary sources borrowed from recent historians shows how L. Mühlbach proceeded to appropriate historical material and to upgrade female figures of the past. Besides the dissertation deals with the analysis of the several historical, political, social and literary mechanisms which explain the success of Clara Mundt’s historical novels between 1850 and 1860. The study puts emphasis on the continuities between L. Mühlbach’s social novels of the Vormärz and the historical novels, like the social and religious issues and the topic of women’s emancipation, in order to question the idea of a split in her work before and after 1848
37
Torefeldt, Stina. "Samtala som ung(e) : En samtalsanalytisk studie av Mirja Unges dialogstil." Thesis, Södertörns högskola, Svenska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40876.
Full textAbstract:
Mirja Unge is a Swedish author who often writes about young people and the tough situations they face. She writes both plays and short-stories and is acclaimed for her dialogue. The aim of this essay is to examine Unge’s dialogue style and how potential face-threatening situations are portrayed. To reach my aim I pose questions regarding the conversational support in two of Unge’s literary works, the short story Det var igår bara and the play Mariella and compare the result. The dialogues analysed both tackle the sensitive subject of sexual assault, a topic that is potentially face-threatening. The analysis is based on the theoretical and methodical framework of conversation analysis. The conversational support is analysed through “keys” that unlock interesting points in the conversation. The keys in this essay are ‘topic generation’ and ‘topic shifts’. The results show that in the text with the most conversational support (the short story) the subject of assault is avoided and only appear in the characters thoughts. In the play on the other hand there is very little conversational support, but the character tells the whole story in a direct manner. This indicates that the situation in the short story is more face-threatening than in the play. However there are other aspects in the dialogue that makes the conversation difficult for the characters in both stories.
38
Reeher, Jennifer M. "“The Despair of the Physician”: Centering Patient Narrative through the Writings of Charlotte Perkins Gilman." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1523435451243392.
Full text
39
Dreyer, Nicolas D. "'Post-Soviet neo-modernism' : an approach to 'postmodernism' and humour in the post-Soviet Russian fiction of Vladimir Sorokin, Vladimir Tuchkov and Aleksandr Khurgin." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1917.
Full textAbstract:
The present work analyses the fiction of the post-Soviet Russian writers, Vladimir Sorokin, Vladimir Tuchkov and Aleksandr Khurgin against the background of the notion of post-Soviet Russian postmodernism. In doing so, it investigates the usefulness and accuracy of this very notion, proposing that of ‘post-Soviet neo-modernism’ instead. Common critical approaches to post-Soviet Russian literature as being postmodern are questioned through an examination of the concept of postmodernism in its interrelated historical, social, and philosophical dimensions, and of its utility and adequacy in the Russian cultural context. In addition, it is proposed that the humorous and grotesque nature of certain post-Soviet works can be viewed as a creatively critical engagement with both the past, i.e. Soviet ideology, and the present, the socially tumultuous post-Soviet years. Russian modernism, while sharing typologically and literary-historically a number of key characteristics with Western modernism, was particularly motivated by a turning to the cultural repository of Russia’s past, and a metaphysical yearning for universal meaning transcending the perceived fragmentation of the tangible modern world. Continuing the older Russian tradition of resisting rationalism, and impressed by the sense of realist aesthetics failing the writer in the task of representing a world that eluded rational comprehension, modernists tended to subordinate artistic concerns to their esoteric convictions. Without appreciation of this spiritual dimension, semantic intention in Russian modernist fiction may escape a reader used to the conventions of realist fiction. It is suggested that contemporary Russian fiction as embodied in certain works by Sorokin, Tuchkov and Khurgin, while stylistically exhibiting a number of features commonly regarded as postmodern, such as parody, pastiche, playfulness, carnivalisation, the grotesque, intertextuality and self-consciousness, seems to resume modernism’s tendency to seek meaning and value for human existence in the transcendent realm, as well as in the cultural, in particular literary, treasures of the past. The closeness of such segments of post-Soviet fiction and modernism in this regard is, it is argued, ultimately contrary to the spirit of postmodernism and its relativistic and particularistic worldview. Hence the suggested conceptualisation of post-Soviet Russian fiction as ‘neo-modernist’.
40
Myburgh, Heilie Magdalena Magrieta. "Die vierde genre : De plaag (Van Reybrouck) as voorbeeld van literêre niefiksie." Diss., 2009. http://hdl.handle.net/10500/2704.
Full textAbstract:
Hierdie studie ondersoek vrae rondom die aard van literêre niefiksie - ook die vierde genre genoem. Die bestaande drieledige genreklassifikasiesisteem maak nie voldoende voorsiening vir tekste waarin die grense tussen feit en fiksie opgehef word nie. Die toename van sodanige hibriede tekste noodsaak dus ‘n uitbreiding van tradisionele genrekategorieë tot ‘n vierde, naamlik dié van literêre niefiksie. Dié ondersoek poog om vrae rondom literêre niefiksie te beantwoord met verwysing na De plaag: het stille knagen van schrijvers, termieten en Zuid-Afrika (2001) van David van Reybrouck. Dié teks dokumenteer Van Reybrouck se ondersoek na die bewering dat Maurice Maeterlinck die termietnavorsing van Eugène Marais sonder erkenning oorgeneem het. Tydens sy navorsingsreis maak Van Reybrouck kennis met die verwikkeldhede van ‘n postapartheid Suid-Afrika en verwoord sy reiservaring met behulp van metafore uit die entomologie. Die resultaat is dat De plaag ‘n hibriede karakter vertoon wat versoenbaar is met die kriteria vir literêr-niefiksionele tekste.This study attempts to explore the nature of literary nonfiction (the fourth genre). The existing tripartite classification system does not make adequate provision for texts where the borders between nonfiction and fiction are transcended. A marked increase in such texts therefore necessitates an expansion of the traditional genre categories to accommodate a fourth, namely that of literary nonfiction. De plaag: het stille knagen van schrijvers, termieten en Zuid-Afrika (2001) by David van Reybrouck will serve as point of departure to explore the genre of literary nonfiction. The said text documents Van Reybrouck’s investigation into the alleged plagiarism by Maeterlinck of Marais’ research on termites. Van Reybrouck’s travels expose him to the complexities of a post-apartheid South Africa, which he expresses by using metaphors derived from the field of entomology. The result of this process is that De plaag displays a hybrid character which complies with the criteria for literary nonfiction.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
41
Allen, Leah Claire. "Facts and Fictions: Feminist Literary Criticism and Cultural Critique, 1968-2012." Diss., 2014. http://hdl.handle.net/10161/9054.
Full textAbstract:
"Facts and Fictions: Feminist Literary Criticism and Cultural Critique, 1968-2012" is a critical history of the unfolding of feminist literary study in the US academy. It contributes to current scholarly efforts to revisit the 1970s by reconsidering often-repeated narratives about the critical naivety of feminist literary criticism in its initial articulation. As the story now goes, many of the most prominent feminist thinkers of the period engaged in unsophisticated literary analysis by conflating lived social reality with textual representation when they read works of literature as documentary evidence of real life. As a result, the work of these "bad critics," particularly Kate Millett and Andrea Dworkin, has not been fully accounted for in literary critical terms.
This dissertation returns to Dworkin and Millett's work to argue for a different history of feminist literary criticism. Rather than dismiss their work for its conflation of fact and fiction, I pay attention to the complexity at the heart of it, yielding a new perspective on the history and persistence of the struggle to use literary texts for feminist political ends. Dworkin and Millett established the centrality of reality and representation to the feminist canon debates of "the long 1970s," the sex wars of the 1980s, and the more recent feminist turn to memoir. I read these productive periods in feminist literary criticism from 1968 to 2012 through their varied commitment to literary works.
Chapter One begins with Millett, who de-aestheticized male-authored texts to treat patriarchal literature in relation to culture and ideology. Her mode of literary interpretation was so far afield from the established methods of New Criticism that she was not understood as a literary critic. She was repudiated in the feminist literary criticism that followed her and sought sympathetic methods for reading women's writing. In that decade, the subject of Chapter Two, feminist literary critics began to judge texts on the basis of their ability to accurately depict the reality of women's experiences.
Their vision of the relationship between life and fiction shaped arguments about pornography during the sex wars of the 1980s, the subject of Chapter Three. In this context, Dworkin was feminism's "bad critic." I focus on the literary critical elements of Dworkin's theories of pornographic representation and align her with Millett as a miscategorized literary critic. In the decades following the sex wars, many of the key feminist literary critics of the founding generation (including Dworkin, Jane Gallop, Carolyn Heilbrun, and Millett) wrote memoirs that recounted, largely in experiential terms, the history this dissertation examines. Chapter Four considers the story these memoirists told about the rise and fall of feminist literary criticism. I close with an epilogue on the place of literature in a feminist critical enterprise that has shifted toward privileging theory.
Dissertation
42
Mtuze, Kutala Primrose. "Transformation and socio-political change in selected isiXhosa novels 1909 - 2006." Thesis, 2008. http://hdl.handle.net/10500/2402.
Full textAbstract:
The thesis deals with one major issue of how the amaXhosa authors reflect change and transition in the lives of their characters in the period under consideration. This change pertains both to the socio-politico-economic life of the people concerned and the contents of the books and the style of the authors' writings. The study is ground-breaking in that it goes beyond common dissection of the structural elements of the books to a synthetic study of their themes, subject matter, character portrayal and setting. The primary aim is to give a holistic overview of the changing culture of the black people against the backdrop of subjugation and transformation.
Chapter 1 contains all the formal preliminary information such as aim, method, context, relevance and topicality of study.
Chapter 2 anchors the study in the newspaper age as a solid foundation for the amaXhosa literature.
Chapter 3 is an overview of the beginnings of literary endeavours among the amaXhosa and how they reflect the impact of socio-economic pressures in the lives of the people.
Chapter 4 further illustrates the impact of education and Christianisation on the blacks as well as growing political awareness among the authors.
Chapter 5 focuses on culture-clash among the amaXhosa as a result of the alienating influence of both the church and the school.
Chapter 6 highlights changes in society at the height of oppression under the previous political dispensation.
Chapters 7 and 8 reflect the authors' thinking and how they depict changes in post-apartheid South Africa while Chapter 9 focuses on the role of Language Boards in restricting freedom of writing and expression during the apartheid years.
Chapter 10 is a general conclusion that encapsulates the main points of the thesis.African Languages
D. Litt, et Phil. (African Languages)
43
"From Fiction to Fact to Potential Action: Generating Prosocial Attitudes and Behaviors Using Young Adult Literature." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.44059.
Full textAbstract:
abstract: This dissertation investigates the impact reading Young Adult Literature (YAL) has on students' empathetic responses as well as their capacity to take action regarding a social justice issue chosen by the student. Drawing on data from a 10th grade honors classroom at a Title 1 school in the Southwest, this ethnographic case study investigates how students use YAL to formulate knowledge construction, empathetic responses, action plans and personal healing. Data for this research includes ethnographic fieldnotes, semi-structured participant interviews, daily journals and a focus group interview. Throughout this study, the teacher and researcher worked together to develop a flexible curriculum that implemented YAL and social activist ideas, such as investigation into action plans and discussion surrounding ways to make change. Results demonstrate that students who had some prior experience with an issue, coupled with identification with a helper character from the novel were more inclined to attempt to take tangible, victim-focused action, whereas students with no prior experience with an issue or those who identified overtly with the victim in the novel were likely to create action plans that spread awareness for others who were unaware of the complexities of the issue. Additionally, the students who had little exposure to the social justice issue they chose demonstrated a level of productive discomfort and a shift in the way they perceived the complexities of the issue. The importance of YAL in the students' social and emotional growth, coupled with an opportunity to create civically minded citizens signals the growing importance of this type of literature in a socially minded world.Dissertation/Thesis
Doctoral Dissertation English 2017
44
Pčola, Marián. "Za hranicami fikčného rozprávania." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-329158.
Full textAbstract:
My thesis examines the nature of contemporary fictional narration and explores its relations to other types of narration - mainly texts where educational or informative function prevails over the aesthetic one. The whole work is divided into four parts. The first part is theoretical; it sets up basic areas of interest and names methods, tools and models that will be tested on selected examples from Slavonic literatures. The second part analyses spatial and temporal relations of fictional narrative. Chapter 2.1 treats time and space in a novel mostly from the compositional point of view (based on the example of Sasha Sokolov's A School for Fools), while in the next chapter, focusing on ideational interconnections between literary and social- political utopias, both fictionality and temporality are understood more broadly than mere narrative categories: they serve as certain points of connection between the immanent occurrence of meaning in the "world of text" and its historical background. The third part continues in this direction, only what we mean by context here is not the collective historical background, but an individual sphere of everyday life. Our focus switches to two genres standing on the boundary of literary fiction and non-fiction - personal correspondence and a travel journal (travelogue). The...
45
Desai, Christina M., and Stephanie J. Graves. "Cyberspace or Face-to-Face: The Teachable Moment and Changing Reference Mediums." 2007. http://hdl.handle.net/10150/106047.
Full textAbstract:
This is a pre-print of an article that is accepted for publication in RUSQ Spring or Summer of 2008.This article considers the teaching role of reference librarians by studying the teachable moment in reference transactions, and usersâ response to that instruction. An empirical study of instruction was conducted in both virtual and traditional reference milieus, examining three services: IM (Instant Messaging), chat, and face-to-face reference. The authors used the same criteria in separate studies of all three to determine if librarians provided analogous levels of instruction and what factors influenced the likelihood of instruction. Methodology employed transcript analysis, observation, and patron surveys. Findings indicated that patrons wanted instruction in their reference transactions, regardless of medium, and librarians provided it. However, instructional techniques used by librarians in virtual reference differ somewhat from those used at the reference desk. The authors conclude that reference transactions, in any medium, represent the patronsâ point-of-need, thereby presenting the ideal teachable moment.
46
Hetherton, Mary Beth. "Treatment of foundational reading skills through telepractice and face-to-face environments: Single subject design." 2013. https://scholarworks.umass.edu/dissertations/AAI3603098.
Full textAbstract:
Service delivery and the access to specialized instructions to consumers, encounters many barriers within the profession of speech-language pathology. This state of affairs is largely due to the disparate distribution of speech language services (ASHA, 2005). This restricted access, or an inability to access services, is a result of a number of factors, which include lack of clinicians, insufficient number of facilities in geographic area, and transportation issues (ASHA, 2004e). As a result, students who require specialized reading instruction are not afforded the opportunity to access the necessary treatment. It is essential that the literacy needs of all children be addressed, including those who require specialized instruction (Foorman & Torgesen, 2001; Allington, 1994). Technology, specifically telepractice, is a potential solution to address this dilemma. The purpose of this study is to investigate the reliability and validity of systematic multisensory reading treatment for students who have been identified with a delay in foundational reading skills, addressing foundational reading skills via an internet-based video conferencing system. The results will establish the groundwork for the efficacy, reliability, and validity of internet-based video conferencing as a means of service delivery for foundational reading skills. The foundational reading skills targeted in this study are letter naming knowledge (LNK), letter sound knowledge (LSN) and decoding.
47
Rosa, Marisa Isabel Lopes. "El Insigne Hospital de Cupido : espelho de uma sociedade enferma : com edição fac-similada e transcrição actualizada." Master's thesis, 2002. http://hdl.handle.net/10362/25871.
Full text
48
Alimamade, Karim Gulamali Monteiro. "O consumo Informativo em Portugal e práticas de verificação dos factos." Master's thesis, 2020. http://hdl.handle.net/10071/21048.
Full textAbstract:
Vivemos numa era onde a proliferação da Internet possibilita uma comunicação global em rede, mudando assim a forma como as pessoas comunicam, pensam e agem, existindo constantes desafios relativamente à forma como as mesmas assimilam conhecimentos, competências e conteúdos, traduzindo-se em diferentes níveis de literacia mediática e digital (Castells & Cardoso, 2005).
O fenómeno da desinformação é um fator, entre outros, que coloca estes mesmos desafios ao ser humano, onde podemos olhar para o "fact-checking" como uma forma de mitigar a proliferação e o consequente impacto deste mesmo fenómeno na vida em sociedade (Lapa, Quintanilha & Silva, 2019).
Foi realizado um questionário online a 300 indivíduos, incluindo um "quiz" para classificação de determinadas notícias, de forma a perceber como as pessoas consomem notícias e os mecanismos que utilizam para verificar se esse mesmo consumo é constituído por conteúdos verdadeiros ou falsos. Ou seja, perceber, por um lado, se níveis de literacia mediática e digital influenciam os indivíduos nas suas dietas informativas, incluindo práticas de fact-checking e, por outro, se existem relações entre práticas de "fact-checking" e variáveis sociodemográficas como a idade, a escolaridade, a profissão e o rendimento.
Através dos resultados, foi possível perceber que, apesar de níveis de literacia mediática e digital proporcionarem uma maior consciencialização nos inquiridos em relação à desinformação, isso não significa que os mesmos consigam identificar sempre conteúdos falsos. Para além disto, importa referir que fatores como a idade e o nível de escolaridade estão intimamente ligados à prática de "fact-checking".We live in an era where the proliferation of the Internet enables global networked communication, thus changing the way people communicate, think and act, with constant challenges in terms of how they assimilate knowledge, skills and content, translating into different levels of media and digital literacy (Castells & Cardoso, 2005). The phenomenon of disinformation is a factor, among others, that poses these same challenges to human beings, where we can look at fact-checking as a way to mitigate proliferation and the consequent impact of this same phenomenon on the society (Lapa, Quintanilha & Silva, 2019). An online questionnaire was carried out on 300 individuals, including a quiz for the classification of certain news’ items, in order to understand how people consume news and the mechanisms they use to verify whether that same consumption is constituted by true or false content. That is, to understand, on the one hand, whether levels of media and digital literacy influence individuals in their informational diets, including fact-checking practices, and, on the other, whether there are relations between fact-checking practices and sociodemographic variables such as age, education, job role and income. Through the results, it was possible to realize that, although levels of media and digital literacy provide greater awareness among respondents regarding disinformation, this does not mean that they are always able to identify false content. In addition, it should be noted that factors such as age and education level are closely linked to the practice of fact-checking.
49
Drummond, Urvi. "Introducing the concept of the music generalist-specialist : A response to open access 'Music in Education' trainee school teachers." Thesis, 2008. http://hdl.handle.net/10539/5831.
Full textAbstract:
South Africa is engaged in social redress and Education at all levels reflects this commitment.
The period of transition from the apartheid policy of the National Party, (1948 – 1994), to the
democratic policy of the African National Congress and its alliances, (1994 - ), continues to be in
a state of flux. Education authorities struggle to maintain a balance between widening access to
previously disadvantaged students whilst maintaining standards at the same time. Much of the
recent debate on good teaching and learning practices suggests that teachers not only need to
have a firm grasp of their discipline knowledge but that they also need to perform competently in
pedagogic practice. This debate recognises sociological change in knowledge-discourses, fair and
transparent assessment policy, and teacher and learner profiles, thereby creating an urgent need
for a new professional identity for teachers.
Efficient and effective teaching practices require school teachers to be sensitive to innovative
and wide ranging culture-sensitive content as proposed by the Revised National Curriculum
Statement (RNCS). This is a refined version of South Africa’s first national education policy,
C2005, introduced to schools in 1998 and streamlined in 2000 by the Review Committee of
C2005 to produce the RNCS. Music now fits into Arts and Culture, one of eight integrated
learning areas. The Generalist-Specialist Music Educator is a new identity meant to empower
classroom trainee-teachers in primary and secondary education who are new to the discipline of
music.
The majority of the teacher-trainees who have elected to take the Music in Education
module at the University of The Witwatersrand’s School of Education are admitted under
discretionary rules, and as a consequence they have little or no experience of formal music
education. The Generalist-Specialist Music Educator comes from such a background and her
aim would be to fast track her way towards a music orientation that would equip her to advise
her own students who might want to learn music at school. Specifically, the Generalist-Specialist
should enhance the open relationship between learner and teacher as well as contribute
effectively to the multidisciplinary nature of today’s school curriculum.
50
Candeias, Inês Duarte. "Literacia familiar, emoções face à leitura e escrita e motivação para a leitura em crianças do 1º ano de escolaridade." Master's thesis, 2018. http://hdl.handle.net/10400.12/6762.
Full textAbstract:
Dissertação de Mestrado apresentada no ISPA - Instituto Universitario para obtenção do grau de Mestre na especialidade de Psicologia EducacionalEste estudo teve como objetivo caracterizar a literacia familiar, o ambiente emocional percecionado pelos pais e filhos no decorrer das práticas de literacia familiar e motivação para a leitura das crianças do 1º ano de escolaridade. Para além de caraterizar estas variáveis também tivemos como objetivo estudar eventuais relações entre elas. Os participantes deste estudo foram 102 crianças a frequentarem o 1º ano de escolaridade e 83 pais dessas crianças. Neste estudo os dados foram recolhidos com recurso a sete instrumentos diferentes, sendo dois para os alunos e cinco para os pais, sendo eles: Escala das práticas de literacia familiar, Escala do ambiente de literacia familiar, Escala de solicitações e Escala de iniciativa de desenvolvimento de práticas de literacia familiar, Escala das emoções relativas às interações entre pais e filhos no desenvolvimento de práticas de literacia familiar, Escala das emoções face às práticas de literacia familiar e Escala de Motivação para a Leitura. As principais conclusões a que chegamos neste estudo foram que, a literacia familiar (práticas de literacia familiar, ambiente de literacia familiar, solicitações e iniciativa) se relaciona com as emoções positivas percecionadas pelos pais, sendo que, quando a frequência das práticas, a quantidade de livros, de iniciativa e de solicitações aumentam as emoções positivas percecionadas pelos pais também aumentam. Também verificámos que existem relações estatisticamente significativas entre as emoções positivas percecionadas pelas crianças e a motivação para a leitura das mesmas, sendo que, quando as emoções positivas aumentam as características motivacionais também.
ABSTRACT: This study aimed to characterize family literacy, the emotional environment perceived by parents and children in the occurrence of family literacy practices and motivation to read the children of the first year of schooling. Besides characterizing these variables we also aimed to study eventual relationships between them. The participants of this study were 102 children attending the first year of schooling and 83 parents of these children. In this study, the data were collected using seven different instruments, two for the students and five for the parents, being: Family Literacy Practice Scale, Family Literacy Environment Scale, Invitations Scale and Initiative for the development of family literacy practices Scale, Scale of emotions related to parent-child interactions in the development of family literacy practices, Emotions Scale in relation to Family Literacy Practices and Reading Motivation Scale. The main conclusions we reached in this study were that family literacy (family literacy practices, family literacy environment, invitations and initiative) is related to the positive emotions perceived by parents, and when the frequency of practices, the amount of books, invitations and initiative increase the positive emotions perceived by the parents also increase. We also verified that there are statistically significant relationships between the positive emotions perceived by the children and the motivation to read them, and when positive emotions increase the motivational characteristics increase as well.