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Weis, Theodore K. ""We" means who? An investigation of the literary plural /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Ball, Clara. "Occult themes and ideas as a source of literary creativity, and as a means of exploring the margins of human experience in the work of Charles Williams." Thesis, Anglia Ruskin University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274302.
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Costa, Andreia Rosmaninho. "Eça de Queirós e Euclides da Cunha: interdiscursividade jornalístico-literária." Universidade Presbiteriana Mackenzie, 2008. http://tede.mackenzie.br/jspui/handle/tede/2764.
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Previous issue date: 2008-12-18Fundo Mackenzie de Pesquisa
This investigation presents as its aim proving that there was an aesthetic improvement process in the journalistic productions from which O Egipto, by Eça de Queirós, and Os Sertões, by Euclides da Cunha, have derived. Taking such works as high level journalistic-literary productions in expression, we mean to study the paths taken by the authors searching for an artistic improvement of primary texts, viewing the production of works accepted by the literary canon. Keeping this in mind, taking as a basis the interdiscursive theory and the systematization of certain peculiarities of Literary Journalism, by Norman Sims. Thus, the study examines the literary content in these works, meaning to evaluate the aesthetic and thematic levels in them, with the intention to confirm the thesis that in such examples of journalistic practice happens an important association between thought and expression, as well as it is possible to verify the constitution of broad development both in artistic potentiality and ideological virtualities in the text. Recognizing that the subjects which originated the works passed through transformation and transposition processes in what concerns not only the formal but also the content aspects this study applies to the examination of the referred evolutions which culminate in the production of works recognized as reference productions of historical, scientific, artistic and literary characters. The applied methodology is based on a comparative analysis of the initial versions from O Egipto and Os Sertões, published by daily media press, and a selection of their equivalent passages in their literary versions. We mean to demonstrate that, besides the idea that both versions have a review posture in conceptual terms, there is always an important preoccupation viewing the retaking of a journey towards the literary elevation of the text, once it is possible to recognize, in the last editions, the existence of an aesthetic development of the queirosian and euclidean thoughts. The theme of the present research is, so, the ethic and aesthetic realignment which gave origin to artistic productions in which form and content are priorized in a balanced way.
Esta investigação tem por objetivo provar que houve um processo de aprimoramento estético nas produções jornalísticas das quais derivaram as obras O Egipto, de Eça de Queirós, e Os Sertões, de Euclides da Cunha. Entendendo as referidas obras como produções jornalístico-literárias de elevado grau de expressividade, intenta-se o estudo dos caminhos percorridos pelos autores rumo ao aperfeiçoamento artístico dos textos primários, com vistas à produção de trabalhos aceitos pelo cânone literário. Com esta finalidade, apóia-se na teoria da interdiscursividade e na sistematização das particularidades do Jornalismo Literário, de Norman Sims. Assim, o estudo versa sobre o teor de literariedade presente nestas obras, objetivando uma avaliação dos planos estético e temático das mesmas. Dessa maneira, pretende-se confirmar a tese de que nestes exemplos de prática de Jornalismo Literário acontece um importante consórcio entre pensamento e expressão, bem como se verifica a configuração do desenvolvimento pleno tanto das potencialidades artísticas quanto das virtualidades ideológicas do texto. Reconhecendo que as matérias que originaram as obras passaram por processos de transformação e de transposição no concernente não só ao aspecto formal como também no que diz respeito ao aspecto conteudístico , este trabalho destina-se ao exame das referidas evoluções, que culminaram com a produção de trabalhos tidos como referência de produções de caráter histórico-científico e de cunho artístico-literário. A metodologia utilizada baseia-se em uma análise comparativa entre recortes das versões iniciais de O Egipto e de Os Sertões, publicadas em mídia impressa diária, e uma seleção das passagens equivalentes, localizadas nas respectivas produções literárias. O que se demonstra é que, além de haver em ambas as obras uma revisão de postura em termos conceituais, existe também uma importante preocupação de retomada de um percurso rumo ao engrandecimento literário da obra, uma vez que é possível reconhecer, nas últimas edições, a existência de um aprofundamento da estetização dos pensamentos queirosiano e euclidiano. O tema da presente pesquisa é, pois, o realinhamento ético e estético que deu origem a produções artísticas nas quais forma e conteúdo são equilibradamente priorizados.
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Metz, Diana Kathryn. "Literacy: Adopting motivational literacy practices meant to last a lifetime." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1822.
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Zelenenkaya, Ekaterina. "Material Objects as Means of Portraying Female Characters' Personality in the 20th century : As Exemplified in the three Short Stories by J. D. Salinger, V. Woolf and F. Weldon." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102465.
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The world we live in is full of material objects that serve as signs and thus are an important tool in literary texts. The purpose of the present essay is to illustrate how material objects are used to portray personalities of female characters, their inner world and attitudes, their ways of life and position in society. It is especially interesting in the context of the 20th century in the Western world, when the culture of consumption was gaining momentum and the role of a woman was gradually changing. The short stories analysed in the essay are written in the Western context in the 20th century, which are “A Perfect Day for Bananafish” by J.D. Salinger, “Moments of Being: ‘Slater’s Pins Have no Points’” by V. Woolf and “The Bottom Line and the Sharp End” by F. Weldon. The material objects mentioned in the texts are classified and analysed due to their role and purpose in the short stories.
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Fouche, Ilse. "Improving the academic literacy levels of first-year Natural Sciences students by means of an academic literacy intervention." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/26500.
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Over the past years, there has been a consistent call from Government and industry for South African tertiary institutions to deliver more graduates in the fields of science and technology. This, however, is no mean feat for universities, as the pool of prospective candidates delivers very few students with the necessary academic literacy abilities, and very few students who passed mathematics and science at the right levels to succeed in science higher education. This puts tertiary institutions under mounting pressure to accept students who are under-prepared and to support these students appropriately. The plight of Open and Distance Learning (ODL) institutions like the University of South Africa (UNISA) is even more desperate, as they are often left with those students who are either unable to gain entrance into, or to afford the study fees of, residential universities. These students are often in greater need for face-to-face interaction than are their counterparts at residential universities, yet they generally receive very little of this. The intervention examined and critiqued in this study is an attempt at raising the academic literacy levels of first-year students at UNISA in the fields of science and technology by means of a 60-hour face-to-face workshop programme. As its foundation, it uses the principles of collaborative learning and authentic material design. It also treats academic literacy abilities as interdependent and holistic. This study starts with a broad overview of the context. This is followed by a review of the literature. This review focuses on concepts such as collaborative learning, academic literacy, English for academic purposes, English for specific purposes and English for science and technology. Thereafter, a needs analysis is done in which students’ Test for Academic Literacy Levels (TALL) pre-test results, as well as a sample of their assignments, are examined. In addition, the workshops in this intervention programme are analysed individually. To determine the effectiveness of the academic literacy intervention, students’ pre- and post-TALL results are scrutinised, and a feedback questionnaire filled in at the end of the year is analysed. Subsequently, recommendations are made as to how the workshop programme could be improved. Findings show that the academic literacy intervention did improve students’ academic literacy levels significantly, though the improvement is not enough to elevate students from being considered at-risk. However, with fine-tuning the existing programme, the possibility exists that students’ academic literacy levels might be further improved. This calls for a careful examination of the areas in which students’ performance did not improve significantly. Student feedback indicated a positive attitude towards the entire intervention programme, as well as a marked preference for collaborative learning and face-to-face interaction. In the redevelopment of the current workshop programme, such preferences would have to receive attention, so as to integrate students’ wants, together with what they lack and what they need, in subsequent interventions. In conclusion, the limitations of this study are discussed, and recommendations are made for future research, as the current study must be seen as only the beginning of a process of action research that could lead to a sustainable intervention programme in future. CopyrightDissertation (MA)--University of Pretoria, 2010.
Unit for Academic Literacy
Afrikaans
unrestricted
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Westberg, David, and Gytis Mickevičius. "Clearing the fog from the definition of Digital Literacy : A study investigating what it means to be digitally literate and if students at Jönköping University meet these requirements." Thesis, Jönköping University, JTH, Avdelningen för datateknik och informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53252.
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The current COVID-19 pandemic accentuated knowledge and skill gaps in the digital education field, between both students and teachers. The purpose of this paper is to review old research articles and investigate to what extent these knowledge gaps of digital literacy reach between the students of Jönköping University specifically, as well as the development and evolution of Digital Literacy as a whole throughout the term's existence. To achieve answers to these questions, a literature review was employed to study the development of digital literacy throughout the already conducted research works by substantial names from the field and a semi-structured qualitative interview was created to measure the extent of knowledge that the students at Jönkoping University possessed in the fields of digital literacy, and their desire and dedication to further progress their possessed skill-sets. The results from the study accentuate the necessity and importance of further development of a true digital literacy definition and for it to be properly implemented into the educational curriculum, as the concept and educational frameworks are still in their infancy stages, as the possessed skill-sets, from digital literacy specifically, of the students are not fully developed and their desire to progress only reaches a limited field of interest.
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Hiramine, Ann Junko. "The performance of literacy in Asian America : against the normativizing of identity through invisible discursive means /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/9379.
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Bartell, Nicole E. "But what do they think it means? : the text/image relationship in informational communication /." Online version of thesis, 2004. http://hdl.handle.net/1850/11799.
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Napper, Vicki S. "The Job Task Model as a Means for Understanding Computer Usage in the Work Place." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/4672.
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A qualitative study of a workplace was conducted through the use of interviews and observation of ten participants working in hardware and software engineering. The study arose from a lack of information on computer usage in workplace settings and a lack of identified functional needs for skills-based training.
There were three primary guiding questions and areas of findings in this study: l.Does the job task model define the areas of computer literacy for the individual worker?
The job task model proved to be an effective method for analyzing tasks, tools, and the environment for usage of computer technologies in specialized professions. 2.Does the type of job task influence the functional needs for computer usage in the areas of training, hardware and software usage, application of individual anthropometric data, and workstation design?
The job tasks did not influence how the participants were trained in the use of computers. The primary method of learning to use computer hardware and software was through self-instruction. However, the type of job task did influence the type of hardware and software needed to perform a task. Professional employees needed to know how to use both general and specific types of hardware and software. The job task affected the ergonomic arrangement of work areas, but the participants generally lacked training in how to identify and correct risk factors that may lead to computer-related injury.3.What are the stress factors in this workplace setting? Do the stress factors influence computer-related injury rates in this workplace and if so, how can those types of injuries be reduced?
The stress factors identified in this setting included job demand factors, psychosocial factors, and ergonomic factors. Although these types of stress factors have been associated with computer-related injury through research, none of the participants reported injury associated with computer usage. It was also found that the participants did not consider musculoskeletal disorders to be injuries but rather illnesses.
Implications of the study suggest that the job task model provides a balanced approach to the design of instructional materials. Further, by allowing one category of the job task model to be dominant in the instructional content also appears to weaken the overall instructional validity.
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Lesch, Felicia Sharron Margaret. "The Certificate Programme in Music : a means of broadening access to higher music education studies at the University of Stellenbosch." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4104.
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Thesis (MMus (Music))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The Department of Music at Stellenbosch University (SU) established the Certificate Programme in Music (CP) in 1999. The programme was created to fulfil a multi-faceted role that would equip potential students who display a high level of musicality, but do not fulfil admission requirements to music studies at Higher Education level. Initially, the programme was targeted at previously disadvantaged individuals who had had no opportunity to receive formal music tuition. Thereafter, the balance shifted to include all students with diverse cultural backgrounds but with no or insufficient prior musical tuition. Problems experienced by universities globally include growing numbers of students displaying lower levels of academic literacy and the number of potential music students who have not reached the standard required on their instruments or in music theory. Changes to programme content were made as courses were adapted; an example is the Higher Certificate in Music which will soon be a university-accredited qualification. A preparatory course in Music Technology was created for musicians already involved in the music industry, wanting to upgrade their skills or prepare themselves for admission to the BA with Music (Route: Technology) degree. The objective of this research endeavour was to launch an in-depth investigation into all aspects of the CP. The grounded theory approach of Strauss and Corbin (1990) formed the foundation to the study. Data consisted of records from the CP, interviews and questionnaires. The research design was based on the conditional matrix of Strauss and Corbin (1990). CP data was compared to national policies governing Higher Education, to SU policies regarding community interaction, and to SU's strategic framework. Categories for investigation included concepts such as motivation, self-regulation, service learning and the development of emotional intelligence in students. Change theories were explored as a theoretical framework for the CP to cope with the ever-changing landscape of high school education. Establishing partnerships which are mutually beneficial to the community and the university is listed as an important component of the community interaction policy at SU, and was found to be a significant component of the CP.
AFRIKAANSE OPSOMMING: Die Departement Musiek by die Universiteit van Stellenbosch (US) het die Sertifikaatprogram in Musiek (SP) in 1999 gevestig. Die program is ontwerp om 'n uiteenlopende rol te vervul vir voornemende musiekstudente wie musiektalent toon, maar wie nie aan die nodige toegangsvereistes voldoen om musiekstudie op Hoër Opvoedkundige vlak te neem nie. Aanvanklik was die program gemik op voorheenbenadeelde persone wat nie die geleentheid gehad het om formele opleiding in musiek te ontvang nie. Daarna het die behoefte verskuif deur studente uit verskeie kulturele agtergronde, wie nie vorige musiekopleiding gehad het nie, in te neem. Wêreldwyd ervaar universiteite onder andere probleme met studente wat toenemend laer vlakke van akademiese geletterdheid toon, asook met die groeiende getal studente wat nie die nodige vlak in prakties sowel as musiekteorie bereik nie. Veranderinge is aangebring in die program en kursusinhoude is gewysig om verdere opleidingsmoontlikhede te bewerkstellig; die Hoërsertifikaat in Musiek is een voorbeeld – dit sal binnekort 'n universiteits-geakkrediteerde kwalifikasie wees. 'n Voorbereidende kursus in Musiektegnologie is spesiaal geskep vir kandidate wat reeds in die musiekbedryf is, of wat voorbereiding vir toelating tot die graadkursus BA met Musiek (rigting: Tegnologie) nodig het. Die doelwit van hierdie navorsing is om ʼn deeglike ondersoek in alle aspekte van die SP na te gaan. Strauss en Corbin (1990) se gegronde teorie was die uitgangspunt vir hierdie ondersoek. Die data bestaan uit aantekeninge van die SP, onderhoude en vraelyste. Die navorsingsontwerp is gebaseer op die voorwaardelike matriks van Strauss en Corbin (1990). Die SP se data is vergelykbaar met die regering se nasionale beleid met betrekking tot Hoër Onderwys, sowel as die US beleide sover dit betrekking het op die gemeenskapsinteraksie en die strategiese raamwerk van US. Kategorieë wat ondersoek is, sluit onder andere konsepte soos motivering, selfgereguleerde, diensleer en die ontwikkeling van emosionele intelligensie in. Die vestiging van vennootskappe met wedersydse voordeel vir beide die universiteit en die gemeenskap is aangewys as 'n belangrike komponent van die gemeenskapsinteraksie beleid by US. By hierdie ondersoek is vasgestel dat dit ʼn groot komponent van die SP is.
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Lawless, Geraldine. "A literary modernity: Trains, meals, and suicides in stories by Antonio Ros de Olano and Leopoldo Alas." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488786.
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Kemp, Marian. "Using the Media as a Means to Develop Students’ Statistical Concepts." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80341.
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In this era of increasingly fast communication people are being exposed to quantitative information, from national and international sources, through a range of media including newspapers, magazines,
television, radio, pod-casts, YouTube and other areas of the Internet. Contexts include health statistics, environmental issues, traffic statistics, wars, gun laws and so on. It is becoming more and more important that citizens are able to critically read and interpret this information, and to do so requires an understanding of statistical concepts. Research has shown that students are motivated and engaged in learning through the use of authentic, real life tasks. The media provides current information, which can be used to help develop both students’ awareness of how social issues are constructed as well as vital statistical concepts. This paper proposes that secondary school students\' application of a model for statistical analysis to material taken from media sources, enhances their
understanding of statistical concepts. This model, called the Five Step Framework, is described and exemplified for the particular context of opinion polling.
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Pintok, Kimberly Rose. "Internet Technology as a Means of Delivering Reading Instruction in the Content Areas." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2456.
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Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how teachers used Internet technology to complement their curricular content. Research questions addressed how teachers described their experiences with Internet technology versus traditional methods to teach those reading skills necessary for students to derive meaning from the material taught. A criterion sample of 30 middle school teachers who were certified in their content areas and who had incorporated literacy into instruction participated in semistructured interviews. Data were coded and organized by themes, which included comfort with the Internet, level of usage, and the need for professional development. Findings revealed that teachers often used Internet technology to address reading skills; however, they were not aware they needed to teach students how to evaluate sources of online information. Participants requested ongoing professional development in reading and on methods to critically evaluate information in a digital world. The findings from this study can be utilized by educators to provide professional development and to design lessons that will focus on these learning gaps, thereby deepening students' literacy and critical thinking skills and thus enacting positive social change for students.
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Johnston, Nicklett Johnston. "The Effect of Health Literacy in Low Estimated Glomerular Filtration and Diabetes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3895.
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Health literacy is widespread, but its potential is not recognized. By not recognizing health literacy, patients have the burden of coping with diabetes with renal complications without full knowledge of their responsibility to their health. The focus of the project was to assess participants with diabetes with low health literacy and low mean glomerular filtration rate (eGFR). The project goal was achieved by the assessment of the participants' health literacy and eGFR before and after education for their diabetes, then assessed to determine if teaching the participants would improve their health literacy, lab values, and overall health. Participants were recruited by being patients of the designated clinic and screened for diabetes and low eGFR, for a total of 30 participants. The Brief Health Literacy Screen was used to measure health literacy. The health of the participants was appraised by the laboratory values of eGFR and fasting glucose. The project methodology was an observational design using correlation and 2-sample t analysis with the variables eGFR, fasting glucose, and health literacy. The variables were compared before and after the participants' education. Results showed health literacy with patient education was associated with greater patient self-efficacy and improved fasting glucose numbers, eGFR flows, and health literacy scores. The current health climate shows value in different types of health providers. Social change was defined by the project launching a nurse practitioner as the leader for advancing the treatment plans of chronic kidney disease. This project impacts social change by showing patients in the process of improved health and empowering the patients to be advocates of their own health.
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Hutchings, Catherine Mary. "Narrative means towards literacy understandings: exploring transformations within literacies and migrating identities. An analysis of narrative reflections towards the development of critical reflective thinking by mature students in a classroom of wider access." Doctoral thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/13351.
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Includes bibliographical references.An analysis of narrative reflections towards the development of critical reflective thinking by mature students in a classroom of wider access: This thesis reports on the narratives of transitions undergone by adult students, mostly speakers of English as an additional language at an English language dominated institution, in returning to studies at postgraduate level, often after breaks in which they had established themselves in their professional and social worlds. The transitions relate to their senses of self, their understandings of (socially constructed) allowances within the higher educational institution, their understandings of what constitutes learning, knowledge and meaning making, and their own roles in these processes, including the agency they take on in the process. In examining how agency is adopted, I look at the development of reflective functioning as reported by these students. I consider the development of, and changes in the ‘voice’ of the adult student learner/writer, as reported by them and evident in their own writing, both formal and informal. I investigate this within the framework of New Literacy Studies, in which reading and writing are regarded as aspects of literacy (and learning) practices, along with other aspects of discourses, including attitudes, understandings, values, beliefs and general practices of learning, knowledge, meaning making and conceptions of understanding. In addition, in reflecting on what students have said, or the stories they have given about their experiences, I have drawn on aspects of narrative theory in psychology and education, whereby, learners (and others) determine their experiences and outcomes by what they tell themselves of these stories. The stories students tell themselves affect the responsibility or agency they take on in their learning and writing, and this affects the sort of voice that is evident in their writing. My data comprise of compilations of dialogical journals written by students between each other and myself in a course I taught, aiming to help them towards an awareness of themselves as learners and writers within their learning. The original purpose of these dialogical journals was one of pedagogic intent. The exercise was intended as an endeavour to provide a n access route into the academy for the students: to practice writing English in a non - threatening ‘environment’, to promote the development of reflective and critical thinking and self - awareness as academic writers, and in the dialogical nature, to encourage a community of practice. My role in this exercise was to steer them towards reflective construction through my responses and general journal prompts, and to promote engagement with each other in their learning community. The journals became data for research as a secondary intention when, upon reflecting on the journals myself, I became aware that they provided useful illustrations of students’ transitions in ‘interpretive frameworks’; their means of making sense, their engagements within new knowledge communities and of their migrations of identities. For many adult learners, becoming ensconced within understood, or socially or institutionally constructed practices, and being able to replicate the practices or discourses of the institution as viable or acceptable and institutionally recognizable selves and voices within it, requires a major transition. This involves long migratory journeys across differing attitudes, beliefs, values, and ways of thinking and behaving. In this, the development of reflective functioning, the taking on of agency, and the sounding out of voice, all require attention and often, new learning.
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Backer, Charlotte De, Lauranna Teunissen, Isabelle Cuykx, Paulien Decorte, Sara Pabian, Sarah Gerritsen, Christophe Matthys, et al. "An Evaluation of the COVID-19 Pandemic and Perceived Social Distancing Policies in Relation to Planning, Selecting, and Preparing Healthy Meals: An Observational Study in 38 Countries Worldwide." Frontiers Media S.A, 2021. http://hdl.handle.net/10757/657330.
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El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado.Objectives: To examine changes in planning, selecting, and preparing healthy foods in relation to personal factors (time, money, stress) and social distancing policies during the COVID-19 crisis. Methods: Using cross-sectional online surveys collected in 38 countries worldwide in April-June 2020 (N = 37,207, Mage 36.7 SD 14.8, 77% women), we compared changes in food literacy behaviors to changes in personal factors and social distancing policies, using hierarchical multiple regression analyses controlling for sociodemographic variables. Results: Increases in planning (4.7 SD 1.3, 4.9 SD 1.3), selecting (3.6 SD 1.7, 3.7 SD 1.7), and preparing (4.6 SD 1.2, 4.7 SD 1.3) healthy foods were found for women and men, and positively related to perceived time availability and stay-at-home policies. Psychological distress was a barrier for women, and an enabler for men. Financial stress was a barrier and enabler depending on various sociodemographic variables (all p < 0.01). Conclusion: Stay-at-home policies and feelings of having more time during COVID-19 seem to have improved food literacy. Stress and other social distancing policies relate to food literacy in more complex ways, highlighting the necessity of a health equity lens.
Agentschap Innoveren en Ondernemen
Revisión por pares
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West, Amie October. "Something is Askew in Florida's Water: Arguing for a Better Descriptive Statistic for Positively Skewed Water-Quality Data." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4254.
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ABSTRACT
It may be of no surprise that water quality data is right-skewed, but what appears to be overlooked by some is that the arithmetic mean and standard deviation most often fail as measures of central tendency in skewed data. When using the arithmetic mean and arithmetic standard deviation with nutrient data, one standard deviation about the arithmetic mean can capture nearly all of the data and extend into negative values. Representing nutrient data this way can be misleading to viewers who are using the statistics, and making assumptions, to understand the characteristics of those waters. Through an in-depth statistical analysis of Florida's nitrogen and phosphorus data, I have found the geometric mean and multiplicative standard deviation capture a better representation of the central region of skewed data. Including the geometric mean and multiplicative standard deviation in the descriptive statistics of nutrient data is relatively simple with today's tools and helps to better describe the data. Adding these statistics can contribute to more effective understanding of nutrient concentrations, better application of data, and the development of better data-derived policy. While the suggestions of this paper are by no means original, it is with added evidence provided by the study of the skewness, distributions, and central regions of 53 nutrient data sets that I intend to help reiterate the argument that a few additional descriptive statistics can greatly empower the communication of data, and because of the ease with which they can now be calculated, there is no excuse to ignore them.
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Hooker, Rebecca. "The value and benefits of learning a foreign language in community settings in the UK : older adults' perceptions of what this does and means for them." Thesis, University of Exeter, 2011. http://hdl.handle.net/10871/21398.
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This is a qualitative and context-specific study into the meaning and value attributed by older people to learning a foreign language in their own time and for reasons mainly unconnected to attainment and qualifications. There appear to be two common misconceptions of the British as language learners. The first is that they are ‘language barbarians’ (Tomlinson, 2004), ever ready to rely on the global dominance of English as a lingua franca and unwilling to learn other languages. The second is that learning a language voluntarily and for leisure purposes (‘leisure language learning’) is regarded as essentially frivolous and of little value. Equally much scholarly research, especially concerning second language acquisition (SLA), implies that language learning is a relatively unsuccessful and difficult endeavour for adults. This study challenges these views. Far from being reluctant ‘language barbarians’, who find learning another language onerous and unrewarding, the findings suggest otherwise. The older (aged 45+) adult learners in this enquiry are not only resoundingly positive about ‘leisure language learning’ but they derive significant benefits in many areas of their lives from learning, of their own volition, and seemingly against the odds. These benefits include but extend beyond functional transactions, such as ordering food when abroad. Participants’ perceptions of the personal value of ‘leisure language learning’ include its role in providing and facilitating: mental stimulus and wellbeing; improved communication; fewer risks when travelling; a repositioning of the self; a purposeful pastime; cultural enrichment; awareness of the ‘other’, as well as the various benefits of social interaction. Wider advantages for society in general are also implied. Empirical data were collected by means of in-depth, conversational interviews, exploring participants’ personal histories of encounters with and learning foreign languages. A hermeneutic ‘fusion of horizons’ (Gadamer, 2001) has then allowed for a more comprehensive and multi-faceted interpretation and understanding of the experience of adult ‘leisure language learning’ in community settings. The resulting text describes the nature and essence of the phenomenon of ‘leisure language learning’ embracing its meaning for, and impact upon, older adults. This incorporates a way of thinking regarding language pedagogy which goes beyond the usual ‘commonplaces’ and ‘discourses of performance, competency and skills’ (Phipps, 2007:2), common to much SLA and linguistic research. At the same time a deeper appreciation of the adult language learning experience is more likely to engender a ‘tactful’ and ‘action-sensitive pedagogy’ (van Manen, 1997:168-169): responsive to learners’ expectations and motivation, and taking their backgrounds and routes to learning into account.
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Rocha, Simone Sobral. "Interfaces entre meios: o processo de criação de Joseph Beuys." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/5147.
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Previous issue date: 2008-10-30This research consists of reflecting on the production methods of Contemporary Art, specifically, on the study of the creation process used by the artist Joseph Beuys. We will discourse on some specific features of the Visual Arts in this context, attempting to understand how much the interfaces among means shape the communication in certain contemporary art works and make that communication possible. The constructive procedure that is seen in Beuys works, in the adherence of means and in the continuity of his actions, leads to the adoption of a critical perspective that focuses on the creation process, in other words, the criticism of the process as it has been developed by Cecília Almeida Salles. We will use the general theory of creation based on semiotics as an analytical tool, reflecting on the creation as a network that is being built and emphasizing the question about the mobility of the creative process, in which the art work is the process and the process is the art work. Based on Charles S. Peirce s semiotics theory, it is intended to enlarge the study by focusing on the meaning of communication in aesthetic contemporary movements. The dynamism in the sign process allows the interrelation between several artistic demonstrations and the interface among means of action. Through discrimination, analysis and comparison of genetic elements that are established in videos, interviews and photographic registers of Beuys production, we will reflect on the interfaces between means or supports and the interaction of the public as basic elements of his process of production. One of the most relevant elements was to observe the presence of several demonstrations, to what extent they are inseparable and merge in Contemporary Art. Even though a clipping in the Visual Arts may exist, the interface between means is evidenced in a intersemiotic process. Being so, we will think the artist s actions throughout his journey as a continuous process of communication. As we deal with contemporary artistic events, we realize his expressive and communicative qualities that generate questions and invite the public to be and take part of the art work. In the artists actions, the body is a means and a support for the artistic and communicative process. Considering the perceptive experience in this process, we will resort to Norval Baitello s theory and Dietmar Kamper s philosophy, allowing further study on the body and its image. In this non-linear process, Beuys' own actions and the public s actions are elements that lead to other actions, producing new possibilities about the production process in his movement and allowing new networks to be built, shaping the tendency of the artist s poetic project in a dynamic action and not in a static product
Esta pesquisa consiste em refletir sobre os modos de produção na Arte Contemporânea, especificamente, no estudo do processo de criação do artista Joseph Beuys. Discorreremos sobre algumas especificidades das Artes Visuais nesse contexto, objetivando compreender em que medida as interfaces entre meios configuram e possibilitam a comunicação em certas obras contemporâneas. O procedimento construtivo presente na obra do artista, na aderência entre meios e na continuidade de suas ações, levam à adoção de uma perspectiva crítica que enfoca os processos de criação, ou seja, a crítica de processo, assim como vem sendo desenvolvida por Cecília Almeida Salles. Utilizaremos a teoria geral da criação de base semiótica como instrumento de análise, refletindo a criação como rede em construção e enfatizando a questão da mobilidade do processo criativo, no qual a obra é o processo e o processo é a obra. Com base na teoria semiótica de Charles S. Peirce, pretende-se ampliar o estudo focando o sentido da comunicação nos movimentos estéticos contemporâneos. A dinamicidade no processo sígnico permite a inter-relação das diversas manifestações artísticas e a interface entre os meios de ação. Por meio da discriminação, análise e comparação dos elementos genéticos que se estabelecem entre vídeos, entrevistas e registros fotográficos da produção do artista, refletiremos sobre as interfaces entre meios ou suportes e a interação do público como elementos fundamentais do seu processo de produção. Um dos elementos de maior relevância foi observar a presença das diversas manifestações , o quanto são inseparáveis e se fundem na Arte Contemporânea. Por mais que exista um recorte para as Artes Visuais, constata-se a interface dos meios em um processo intersemiótico. Sendo assim, pensaremos as ações do artista em todo seu percurso como um contínuo processo sígnico de comunicação. Ao tratarmos das manifestações artísticas contemporâneas, percebemos suas qualidades expressivas e comunicativas que geram questionamentos convidando o público a ser e fazer parte da obra. Nas ações do artista, o corpo é meio e suporte do processo artístico e comunicativo. Considerando a experiência perceptiva nesse percurso, recorreremos a teoria de Norval Baitello e a filosofia de Diétmar Kamper, possibilitando um estudo mais aprofundado sobre o corpo e sua imagem. Nesse processo sígnico não linear, as próprias ações do artista e do público são elementos que levam à outras ações, gerando novas possibilidades nos processos produtivos em seu movimento e permitindo que novas redes se construam, configurando a tendencialidade do projeto poético do artista em uma ação dinâmica e não em um produto estático
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Pijet, Andrzej. "Can Satire be a Means to Visual Literacy? A Studio Thesis with Group Discussion." Thesis, 2013. http://spectrum.library.concordia.ca/977767/1/Pijet_MA_F2013.pdf.
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This studio-based research reflects on the role that satiric imagery plays in fostering knowledge and visual literacy. In order to elaborate on this subject in a constructive manner, six satirical paintings were created. The completed artworks were presented to a group of voluntary participants. Each participant was asked to answer five questions about the content of the paintings. The comments and answers gathered during the presentation of the artworks constitute the principal data for this research. The collected results suggest that satirical art can be a way of developing visual literacy. In fact, the process of deconstructing satirical imagery exposes students to a large variety of possible interpretations and can thus generate knowledge and foster visual literacy.
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Yun, Eunja. "Postmodern interrogation of children's literature and possibilities in literacy education by means of postmodern picture books." 2007. http://www.etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-2366/index.html.
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Nzekwu, Delia. "Corporate social responsibility in literacy: empowering change in South Africa." Thesis, 2009. http://hdl.handle.net/10539/6143.
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Abstract
A critical equity and change enabler, literacy/education continues to prove very challenging to transform in South Africa. Having been a major apartheid resource through Bantu Education in entrenching South Africa‟s existing two worlds, business intervention in this crucial sector is the overriding interest of this research. How corporate social responsibility in education, assisted by public policy, reinforces inequality in the South African society, even as it attempts to alleviate poverty, is the thrust of the argument here around which many questions evolve. Some of the questions to which this thesis attempts to offer answers, therefore, are: What informs how business invests in education? How is public policy not an enabler of business investment in education? The objective is to determine the extent to which business investment in literacy/education can empower meaningful change in a market-driven South African society.
The argument reiterated in this thesis is that Corporate Social Investment (CSI) in education has the potential to be a strong change driver. Unfortunately, its current positioning in the Broad-based Black Economic Empowerment (BB-BEE) strategy is weak and its effect on change equally weak. The extent to which CSI in literacy can facilitate transformation in South Africa is highly dependent on the elimination of the many challenges beyond the scope of business endeavour. The challenges include the low weighting of CSI in the BEE agenda which is a hindrance to mind-set change about the relevance of education to South Africa‟s transformation.
Employing the qualitative method, using elite interviewing, and relying on written records, this thesis starts off by finding the South African definition of the word Corporate Social Responsibility (CSR) vis-à-vis global definitions. While Corporate Social Investment (CSI), it was discovered, is the preferred word in the private sector, findings here reveal that irrespective of what it is called in South Africa, CSR or CSI, both terms are fundamentally the same because, more in South Africa than anywhere else, the moral values that drive CSR or CSI are the same. That is, social justice, equity, and transformation.
In order to determine its potency in the change process, a cursory assessment of CSI in the various sectors of education reinforces the place of the definition in that process. As an „investment‟, CSI is driven by market forces. Inherent in these forces are the inequalities that motivate capitalism and CSI is not insulated from those forces. Findings here emphasise that CSI, as yet another capitalist means of intervention in education, is thus severely challenged to be more than a tip of the ice-berg in the nation‟s change process.
Very importantly, this thesis shows how paradoxically, public policy through the DTI Codes of Conduct for BB-BEE further disempowers CSI in education. As a “residual element” with an insignificant weighting on the BEE Scorecard, this research argues that legislation diminishes the importance of education as an empowerment driver. The inadequate creation of jobs further makes the benefit of education to transformation even less stimulating.
It concludes that although CSR or CSI has enormous potential to drive change, the BEE legislation, the conceptualisation of CSR, and other micro issues evolving around poverty conspire to limit the extent to which CSI can empower change.
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Moyer, Alexia. "Literary meals in Canada : the Food/books of Austin Clarke, Hiromi Goto, Tessa McWatt and Fred Wah." Thèse, 2012. http://hdl.handle.net/1866/8804.
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Literary Meals in Canada étudie Pig Tails ’n Breadfruit d'Austin Clarke, Chorus of Mushrooms et The Kappa Child de Hiromi Goto, This Body de Tessa McWatt, ainsi que Diamond Grill de Fred Wah. Cette thèse entreprend d’établir la signification de la nourriture dans ces récits, ce qu'elle permet aux auteur(e)s d'exprimer par rapport à divers thématiques—les structures sociales, la culture, le langage, ou encore la subjectivité—et comment ils/elles établissent des connexions entre elles, et quelles conclusions ils/elles en tirent. En d'autres termes, cette thèse s'interroge sur les stratégies utilisées par ces auteur(e)s lorsqu'ils écrivent de la “nourritéra-ture.” Ma lecture de ces oeuvres est aussi ancrée au sein d'une conversation sur la nourriture au sens large: que ce soit dans les cercles académiques, dans les supermarchés, par l'intermédiaire des étiquettes, ou dans les médias. J'examine comment mon corpus littéraire répond, infirme, ou confirme les discours actuels sur la nourriture.
Divisé en quatre chapitres—Production, Approvisionnement, Préparation, et Consommation—ce mémoire précise la signification du “literary supermarket” de Rachel Bowlby, en s'appuyant sur les travaux de Michael Pollan et Hiromi Goto; compare la haute cuisine d'Escoffier à la “hot-cuisine” d'Austin Clarke; recherche les connections entre l’acte de faire la cuisine et celui de l’écrire chez Luce Giard, Austin Clarke, et Fred Wah; confronte les préceptes d'Emily Post concernant les bonnes manières de la table à la cacophonie et aux bruits de mastication chez Hiromi Goto; et relie Tessa McWatt et Elspeth Probyn qui partagent, toutes deux, un intérêt et une approche à la sustentation des corps.
Les textes qui composent ce corpus sont des “foodbooks” (“aliment-textes”). La nourriture, et les différentes activités qui y sont associées, y est transcrite. C’est pourquoi cette thèse accorde une grande importance aux particularités de ce moyen d'expression.Literary Meals in Canada examines Austin Clarke’s Pig Tails ’n Breadfruit, Hiromi Goto’s Chorus of Mushrooms and The Kappa Child, Tessa McWatt’s This Body, and Fred Wah’s Diamond Grill. It asks, what does food mean to these stories, what does it allow the writers in question to say—about social structures, culture, language, and subjectivity—and how do they go about making these connections or drawing these conclusions? In other words, what are their food-writing strategies? I also read these texts as part of a larger conversation about food, a conversation taking place in academic circles as well as at the supermarket, on food labels, on television, and other media outlets. I look for moments in which my literary corpus responds to and challenges food-centred discourse. Comprised of four chapters—Production, Procurement, Preparation, and Consumption—this dissertation explicates Rachel Bowlby’s term, “literary supermarket,” through Michael Pollan and Hiromi Goto; it compares Escoffier’s haute cuisine with Austin Clarke’s “hot-cuisine”; it tracks the kinship between “doing-cooking” and writing cooking, as articulated by Luce Giard, Austin Clarke, and Fred Wah; it reads Emily Post’s advice on table manners against Hiromi Goto’s cacophony of gnashing and nibbling; and it pairs Tessa McWatt with Elspeth Probyn, both of whom share a similar approach to, and interest in, bodies that eat. The texts that make up this corpus are foodbooks. Food and the activities and processes associated with it are therefore mediated by language. For this reason the dissertation attends to the particularities and the potential effects of writing food.
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Sithole, Khulekani Elliot Stephen. "An Integrated approach to technology education as a means of enhancing achievement in mathematics and science." 1997. http://hdl.handle.net/10500/16049.
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The purpose of this study is to formulate guidelines upon which Technology
Education can be put into operation in the South African schools with
specific reference to standard eight students. The objective is to formulate
Technology Education guidelines suitable for and within the broad
framework of the South African curricula.
In attempting to translate Technology Education curriculum to South Africa,
the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and
theoretical assumptions of Technology Education are also explored. The
role of the teacher in the Technology Education programme is also
discussed. Guidelines for Technology Education, including Technology
Education teaching strategies, guidelines for Technology Education
assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South
Africa through a pilot study over a year. The subjects of this (pilot) empirical
study consisted of a total of 175 standard eight students, 77 of who were in
a control group, who had received no tuition in Technology Education. A
group of 98 received tuition in Technology Education for a year.
The normal end of the year examination in 1994 measured academic
performance of the two groups. Performance in 1993 is also used in the
statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied
in the analysis of data. Statistically significant differences are found between
the academic performance of these two groups in relation to the overall
Examination marks, English, Science and Mathematics marks.
Statistically significant differences are also found between the 1993 and
1994 performance of the experimental group after receiving Technology
Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in
Mathematics, English and Science when comparing marks in 1993 and in
1994. It is only applicable in the average Examination mark. These results
confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English.Curriculum and Institutional Studies
D. Ed. (Didactics)
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Alegria, Ana Sofia Pinto. "Relação entre a utilização de redes sociais e a literacia em saúde mental positiva de jovens : um estudo exploratório sobre o Instagram." Master's thesis, 2019. http://hdl.handle.net/10400.14/29943.
Full textAbstract:
Nos últimos anos, existiu um rápido avanço das tecnologias de informação e comunicação (TIC), sendo o seu uso cada vez mais precoce e frequente. Atualmente, as redes sociais são um dos principais meios de comunicação dos jovens e o Instagram é considerado a rede social mais utilizada, apesar de ser também avaliada como uma das redes sociais com maior impacto negativo no bem-estar neste público-alvo. Neste sentido, pretendeu-se explorar a relação entre a utilização do Instagram, por parte dos jovens, e os níveis de literacia em saúde mental positiva, como possível fator protetor da sua utilização.
A amostra é constituída por 148 jovens portugueses, entre os 15 e os 18 anos, utilizadores do Instagram. Seguindo uma metodologia quantitativa, verificaram-se diferenças na utilização do Instagram e diferenças nos níveis de literacia em saúde mental positiva (LSMP), em função do sexo, e verificou-se que a LSMP estava negativamente correlacionada com a duração de utilização dos meios de comunicação eletrónicos. Contudo, verificou-se que não existe uma relação entre a utilização do Instagram e os níveis de LSMP dos jovens, sendo por isso necessários mais estudos que testem esta associação e explorem fatores protetores da utilização desta rede social e de outras.In the last few years, there has been a breakthrough in information and communication technologies (ICT), and its use has been even more premature and frequent. Currently, as social networks are one of the main means of communication of young people and Instagram is considered the most used social network, despite being evaluated as one of the social networks with the greatest negative impact on well-being in this target audience. Therefore, the purpose of this investigation is to explore the relationship between the use of Instagram by young people and positive mental health literacy levels, as a possible protective factor of their use. The sample is constituted by 148 young Portuguese, between the ages of 15 and 18, users of Instagram. Following a quantitative methodology, there were differences between in the use of Instagram and positive mental health literacy levels (PMHL), according to gender. Furthermore, it was found that PMHL was negatively correlated with the use of electronic means of communication. However, it was observed that there is no relationship between the use of Instagram and the PMHL levels of young people, therefore, it is still necessary more studies that test this association and explore the protective factors of the use of social network and others.
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Santos, Guilherme Duarte Simões Tito. "Alimentação sustentável nas escolas públicas portuguesas: educação e compras públicas." Master's thesis, 2020. http://hdl.handle.net/10071/21541.
Full textAbstract:
Esta dissertação pretende entender o lugar da alimentação nas escolas públicas portuguesas e o
potencial da alimentação e educação alimentar escolar na promoção de melhores consumos
alimentares. Os padrões de consumo alimentar portugueses são insustentáveis e umas das principais
causas de problemas de saúde. Considerando a capacidade privilegiada, ainda que atualmente
limitada, das escolas públicas como arenas para intervenções públicas, esta tese pretende expandir o
âmbito da discussão em torno do lugar da alimentação no sistema de ensino público. Através de
uma extensa revisão da literatura, assim como de alguns exemplos promissores, é proposto uma
estratégia tentativa para fazer das escolas públicas lugares de promoção de consumos alimentares
saudáveis e sustentáveis. Uma combinação de investimentos na educação alimentar e na procuração
pública parecem ser o caminho mais promissor para uma Escola Pública que alinhada e
comprometida com o Desenvolvimento Sustentável.This dissertation seeks to understand the role of food in Portuguese public schools and the potential of school food education and consumption in fostering better food consumption patterns. Portuguese food consumption patterns are unsustainable and are one of the leading causes of health problems. Considering the privileged capacity yet limited role of Portuguese public schools as arenas for public intervention, this thesis seeks to expand the scope of the discussion regarding food’s place in public education. Through an extended literature review, as well as a review of promising examples, a tentative roadmap for a new strategy is proposed. A combination of investments in education and public procurement seem to be the more promising way forward for a Portuguese Public School system that is aligned with and comitted to Sustainable Development.
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Perlman, Leon Joseph. "Legal and regulatory aspects of mobile financial services." Thesis, 2012. http://hdl.handle.net/10500/13362.
Full textAbstract:
The thesis deals with the emergence of bank and non-bank entities that provide a range of unique
transaction-based payment services broadly called Mobile Financial Services (MFS) to unbanked,
underserved and underbanked persons via mobile phones.
Models of MFS from Mobile Network Operators (MNOs), banks, combinations of MNOs and banks, and
independent Mobile Financial Services Providers are covered. Provision by non-banks of ‘bank-type’
services via mobile phones has been termed ‘transformational banking’ versus the ‘additive banking’
services from banks. All involve the concept of ‘branchless banking’ whereby ‘cash-in/cash out’ services
are provided through ‘agents.’
Funds for MFS payments may available through a Stored Value Product (SVP), particularly through a
Stored Value Account SVP variant offered by MNOs where value is stored as a redeemable fiat- or mobile
‘airtime’-based Store of Value.
The competitive, legal, technical and regulatory nature of non-bank versus bank MFS models is discussed,
in particular the impact of banking, payments, money laundering, telecommunications, e-commerce and
consumer protection laws. Whether funding mechanisms for SVPs may amount to deposit-taking such that
entities could be engaged in the ‘business of banking’ is discussed. The continued use of ‘deposit’ as the
traditional trigger for the ‘business of banking’ is investigated, alongside whether transaction and paymentcentric
MFS rises to the ‘business of banking.’
An extensive evaluation of ‘money’ based on the Orthodox and Claim School economic theories is
undertaken in relation to SVPs used in MFS, their legal associations and import, and whether they may be
deemed ‘money’ in law.
Consumer protection for MFS and payments generally through current statute, contract, and payment law
and common law condictiones are found to be wanting. Possible regulatory arbitrage in relation to MFS in
South African law is discussed.
The legal and regulatory regimes in the European Union, Kenya and the United States of America are
compared with South Africa. The need for a coordinated payments-specific law that has consumer
protections, enables proportional risk-based licensing of new non-bank providers of MFS, and allows for a
regulator for retail payments is recommended. The use of trust companies and trust accounts is
recommended for protection of user funds.
| viPublic, Constitutional and International Law
LLD