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Nelson, Wade Gordon James. "Reading cycles : the culture of BMX freestyle." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102820.
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This dissertation draws from and contributes to many traditions within the (interdisciplinary) discipline of communication studies. Serving the two primary objectives of the examination of the figure of the BMX freestyle cycling Pro and the analysis of the role of the magazines within this particular culture or field in the construction and maintenance of this figure, this project brings together studies of cultural intermediaries, magazine history, advertising history and theory, subcultures, audiences, commodification, cultural industries, celebrity, stars and professional athletes. The culture of BMX freestyle cycling is an interesting and heretofore unexamined phenomenon, and a focused examination allows the exploration and investigation of larger questions within the discipline. As such, this dissertation provides an informed interpretation of the culture of BMX freestyle, allows the examination of a number of other issues concerning the mediation of cultural practices, and suggests a theory of the special-interest magazine, thus contributing substantively to various literatures.Special-interest magazines are a part of a larger system and industries within which the ultimate goal is the sale of commodities. At the same time, they function as a site of credibility within a larger field, both conferring star status on particular individuals and approving particular commodities that are being offered to the readers. Special-interest magazines construct and sell audiences to advertisers, create star systems, propose candidates for stardom, help build image careers, contribute substantially to a "star currency" within the particular field, negotiate (i.e.; mediate) tensions between the advertisers, the stars, and the readers, help organize the time of a culture and work to infuse it with a sense of vitality through the punctual and ritualistic appearance of novel content, assist the consumer with their desires for commodities and stars by standing as catalogues of commodities (serving to educate newcomers in the protocol of the culture), provide new financial opportunities (such as the commodity form of the photo contingency), and in their complicity with the needs of those that provide their primary source of revenue, give more value to the advertising dollar in the construction of editorial content that could be seen as advertising.
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Tse, Ngo-sheung, and 謝傲霜. "Reading consumption: image, identity and consumption in late-capitalist society." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31953736.
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Cheung, Ting-yan, and 張婷欣. "Reading beyond "Happily Ever After": refiguring the Disney narrative of femininity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B36403465.
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Fry, Stephanie. "An exploration of paired reading with a peer and its impact on the reading ability and school connectedness of looked-after children." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/27712/.
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This study explored the impact of paired reading, when delivered by a peer, on the reading ability and school connectedness of looked-after children (LAC). Relevant theory and research in three main areas is discussed: the under-achievement of LAC, reading development and difficulties and school connectedness. It is well understood that LAC are at risk of underachievement in reading (Department for Education, 2013), however they are an under-represented group in intervention research. Additionally, despite research illustrating the potential impact of school connectedness on a range of social, emotional and academic factors (Shochet et al, 2006 & Catalano et al, 2004) few studies have explored this with the LAC population. The present study attempted to address this by implementing a reading intervention using a peer approach with LAC. A single case experimental design was used with five participants. Weekly data was collected on reading accuracy, reading fluency and self-reported school connectedness. Pre and post data was also collected from teachers using two scales from the Strengths and Difficulties Questionnaire (SDQ): peer problems and pro-social behaviour. The results indicated a positive effect of paired reading on percentage reading accuracy, as shown in four of the five cases. Reading fluency did not significantly improve during the intervention for any of the participants. Similarly, school connectedness did not improve in three of the participants, although increased ratings were seen when paired reading was replaced with a non-reading intervention in three of the five participants. A significant difference in SDQ data was not observed. The study provides further evidence for the impact of paired reading on reading accuracy and suggests the potential for peer interventions to improve school connectedness. The discussion considered the generalizability of the findings and the nature of the measures used as potential limitations of this research. The study indicates the need for further research into school connectedness with LAC and highlights the potential role for EPs in recommending and supporting both academic and social interventions with this population.
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Silva, Roginei Paiva da. "Biblioteca, leitores e cultura: a prática social da leitura." Universidade Federal de Viçosa, 2014. http://locus.ufv.br/handle/123456789/4878.
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This research aims to map the profile of the current reader reflecting on the social practice of reading and the role of public libraries as social spaces where books circulate. In addition to this, we seek to understand the role of reading as a cultural practice. The issue was guided by the fact that literature is a citizen's right and a benefit to be shared, so society should be concerned with the readers development. The approach was guided by the Sociology and History of Reading and the review of the theories related to culture in the contemporary society. To clarify what was proposed, we used the Municipal Library Baptista Caetano d' Almeida , in São João del-Rei/MG as a place of observation and data collection to respond to the raised queries . When developing the proposed perspectives, data were collected through the electronic system of the Municipal Library loan bank; through interviews with the director , librarian and library assistants; and a questionnaire which was answered by users from Baptista Caetano Library. The results showed that it is not precisely possible to define the profile of the current reader, but this has its outlines, probably, different from those already known or crystallized in the past. What can be affirmed is that reading as a social and cultural practice receives influences of a media, market and globalized society. Therefore, the democratization of reading as a cultural benefit becomes important for people‟s inclusion and social mobility.
Esta pesquisa tem como objetivo mapear o perfil do leitor atual refletindo sobre a prática social da leitura e a função das Bibliotecas Públicas como espaços sociais onde circulam os livros. Além disso, busca-se compreender o lugar da leitura como prática cultural. Norteou a questão o fato de que a literatura é um direito do cidadão e um bem a ser compartilhado, portanto a sociedade deveria se preocupar com a formação de leitores. A abordagem se guiou pela Sociologia e História da Leitura e pela verificação de teorias ligadas à cultura na contemporaneidade. A fim de elucidar o proposto, utilizou-se a Biblioteca Municipal Baptista Caetano d‟Almeida, em São João del- Rei/MG, como local de observação e coleta de dados para responder às indagações suscitadas. No desenvolvimento das perspectivas propostas, foram coletados dados através do sistema eletrônico de empréstimos da Biblioteca Municipal; de entrevistas com coordenador, bibliotecária e auxiliares de biblioteca; de questionário respondido pelos usuários da Baptista Caetano. Os resultados obtidos mostraram que ainda não é possível definir com precisão o perfil do leitor atual, mas este tem contornos, provavelmente, diferentes daqueles já conhecidos ou cristalizados no passado. O que se pode afirmar é que a leitura enquanto prática social e cultural recebe influências de uma sociedade globalizada, mercadológica e midiatizada. Portanto, a democratização da leitura enquanto bem cultural torna-se importante para a inclusão e ascensão social das pessoas.
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Smith, Alan J. "Children with specific learning difficulties of mathematics and reading behavioural, emotional, and social problems : and research portfolio /." Thesis, Connect to e-thesis, 1997. http://theses.gla.ac.uk/1071/.
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Lindsay, Christy. "Reading associations in England and Scotland, c.1760-1830." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:cfeb9aa2-6917-4356-8d11-b26237c795a5.
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This thesis examines provincial literary culture in the late eighteenth and early nineteenth century, through the printed and manuscript records of reading associations, the diaries of their members, and a range of other print materials. These book clubs and subscription libraries have often been considered to be polite and sociable institutions, part of the cultural repertoire of a new urban, consumer society. However, this thesis reconsiders reading associations' values and effects through a study of the reading materials they provided, and the reading habits they encouraged; the intellectual and social values which they embodied; and their role in the performance of gender, local and national identities. It questions what politeness meant to associational members, arguing for the importance of morality and order in associational conceptions of propriety, and downplaying their pursuit of structured sociability. This thesis examines how provincial individuals conceived of their relationship to the reading public, arguing that associations provided a tangible link to this abstract national community, whilst also having implications for the 'public' life of localities and families. The thesis also considers how these institutions interacted with enlightenment thought, suggesting that both the associations' reading matter and their philosophies of corporate improvement enabled 'ordinary' men and women to participate in the Enlightenment. It assesses English and Scottish associations, which are usually subjected to separate treatment, arguing that they constituted a shared mechanism of British literary culture in this period. More than simply a 'polite' performance, reading, through associations, was fundamentally linked to status, to citizenship, and to cultural participation.
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Scheckle, Eileen Margaret Agnes. "Reading identities: a case study of grade 8 learners' interactions in a reading club." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017766.
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This study offers an account of reading clubs as a literacy intervention in a grade 8 English class at a former ‘Coloured’ high school in South Africa. Using Margaret Archer’s social realist methodology, it examines different practices of ‘reading’ used by learners in talking and writing about text. Archer’s analytical dualism and morphogenetic model provided an explanatory framework for this study. Analytical dualism allows for the separation of the parts (structural and cultural elements) from the people (the grade 8 learners) so as to analyse the interplay between structure and culture. The morphogenetic model recognises that antecedent structures predate this, and any study but that through the exercise of agency, morphogenesis, in the form of structural elaboration or morphostasis in the form of continuity, may occur. This study used a New Literacies perspective based on an ideological model of literacy which recognises many different literacies, in addition to dominant school literacies. Learners’ talk about books as well as personal journal writing provided an insight into what cultural mechanisms and powers children bring to the reading of novels. Understandings of discourses as well as of Gee’s (1990; 2008) construct of Discourse provided a framework for examining learners’ identities and shifts as readers. The data in this study, which is presented through a series of vignettes, found that grade 8 learners use many different experiences and draw on different discourses when making sense of texts. Through the separation of the structural and cultural components, this research could explore how reading clubs as structures enabled learners to access different discourses from the domain of culture. Through the process and engagement in the reading clubs, following Gee (2000b), learners were attributed affinity, discoursal and institutional identities as readers. It was found, in the course of the study, that providing a safe space, scaffolding, multiple opportunities to practice and a variety of reading material, helped learners to access and appropriate dominant literacies. In addition, learners need a repertoire of literacy practices to draw from as successful reading needs flexibility and adaptability. Reading and writing inform each other and through gradual induction into literary writing, learners began to appropriate and approximate dominant literacy practices. Following others who have contributed to the field of New Literacy Studies (Heath, 1983; Street, 1984; Gee 1990; Prinsloo & Breier, 1996), this study would suggest that literacies of traditionally underserved communities should not be considered in deficit terms. Instead these need to be understood as resources for negotiating meaning making and as tools or mechanisms to access dominant discourse practices. In addition the resilience and competition from Discourses of popular culture need to be recognised and developed as tools to access school literacies.
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Stead, Jennifer. "Emergent literacy and agency among disadvantaged parents and caregivers." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2659.
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Thesis (MEd)--Cape Peninsula University of Technology, 2017.A qualitative investigation into the emergence of literacy among five adult socio-economically disadvantaged subjects in a semi-rural setting complements concerns that a lack of specific forms of cognitive input during pre-school years has a negative impact on later progress in formal schooling. The subjects achieved levels of literacy that enabled them to play leadership roles in their communities although they had experienced limited or no formal education during their formative years. Using a GTM process the researcher identifies seven common themes that emerge from analysis of data from interviews and focus groups that explore the subjects’ perceptions of conditions that had promoted their literacy. These themes suggest that the subjects’ competence in literacy was facilitated by non-cognitive conditions including personal aspirations; resilience; disciplinary regimes in the home; voice; a nurturing mentor; community resources and ability to exercise agency. The researcher concludes that these themes could be important in contributing towards an understanding that developing children’s agency during early childhood may be more significant to achieving effective levels of literacy than the current focus on attaining academic skills at standards that disadvantaged children have difficulty in achieving.
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Ell, Barbara Ann. "Boys and literacy: Disengaging from reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2983.
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This quantitative study investigates the disparity that exists between girls and boys and how changes can be implemented to keep boys from disengaging from reading. It examines the reading materials that are available to increase boys' interest in reading and discusses ways in which teachers can develop programs and parents can take action to change boys reading habits. The study employed teacher surveys and student surveys from sixth grade boys in three San Bernardino middle schools.
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Curry, Tracy. "The application of the uses and gratifications theory comparing television and newspaper coverage during product tampering cases." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1100448.
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Periods of crisis communication are uncertain, at best, for any organization dealing with a product tampering. This study examined how the public would use the media to gain information about the product tampering, if there would be a difference between newspaper and television usage, and what gratifications the public would seek from the media.The hypothesis stated that there would be no significant difference in media use during product tampering cases between newspapers and television. Three hundred eighty-eight households, the number needed for statistical reliability, were surveyed by telephone in the Muncie, Indiana, area. Results of the data supported the hypothesis.Department of Journalism
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Stefani, Monica. "The translation of Patrick White's The solid mandala into Brazilian Portuguese : an analysis based on social, historical and cultural aspects." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156966.
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Esta tese apresenta e analisa excertos da minha tradução não publicada de The Solid Mandala, de Patrick White, em português brasileiro, considerando seus aspectos sóciohistóricos e culturais em três níveis: como tradutor, como revisor da tradução e como crítico literário. A teoria dos polissistemas de Itamar Even-Zohar é adotada para justificar a importância de (re)introduzir Patrick White como representante da Literatura Australiana em nosso sistema literário brasileiro por meio da tradução. Como suporte às capacidades necessárias para realizar a tarefa, o modelo de competências de Amparo Hurtado Albir é apresentado. Quanto aos aspectos culturais, a teoria dos itens específico-culturais de Javier Franco Aixelá é empregada. As traduções publicadas em francês, italiano e espanhol são contrastadas com a minha a fim de identificar inconsistências e/ou soluções, bem como chamar a atenção para desafios que não foram contemplados. A versão em português brasileiro é proposta por meio de excertos selecionados, com os três níveis estando em funcionamento durante o processo de revisão da tradução. Ao buscar fazer a obra de Patrick White ser redescoberta não somente no Brasil, mas também na América Latina e em outros países de língua portuguesa, por meio da tradução, esta tese oferece uma contribuição inédita aos Estudos de Tradução.This dissertation presents and analyzes excerpts from my unpublished translation of Patrick White’s The Solid Mandala into Brazilian Portuguese considering its socio-historical and cultural aspects at three levels of reading: as a translator, as a revisor/proofreader of the translation and as a literary critic. Itamar Even-Zohar’s Polysystems Theory is adopted to justify the importance of (re)introducing Patrick White as a representative of Australian Literature into our Brazilian system via translation. Supporting the abilities necessary to perform the task, Amparo Hurtado Albir’s model of competences is presented. In regards to cultural aspects, Javier Franco Aixelá’s culture-specific items theory is used. The translations into French, German, Italian and Spanish are contrasted to mine, so as to identify inconsistencies and/or solutions and call attention to challenges which were not addressed. The version in Brazilian Portuguese is conveyed in this dissertation via selected excerpts, with the three levels being at work during the proofreading process of the translation. By attempting to make Patrick White’s oeuvre be rediscovered not only in Brazil, but also in South America and in other Portuguese-speaking countries, through translation, this dissertation presents an innovative contribution to Translation Studies.
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Chik, Hsia-hui Alice, and 戚夏蕙. "Adolescents' critical reading of advertisements and public service messages: the interpretation of identitiesand meaning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31944784.
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Tshuma, Sibhekinkosi Anna. "Reading clubs as a literacy intervention tool to develop English vocabulary amongst Grade 3 English second language learners at a school in Grahamstown, Eastern Cape." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011755.
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This study is part of a larger research programme that seeks to contribute towards an understanding of South Africa's complex literacy landscape and formulate strategies that may address these particularly in the Foundation Phase. It is a case study of one public primary school in Grahamstown where isiXhosa is used as a medium of instruction until Grade 3, after which the medium of instruction changes to English. This transition is not helped by the little reading that happens in the language at the FP. The learners under study are Grade 3 isiXhosa first language speakers, learning English as a First Additional Language (FAL) with limited exposure to the language. Through a qualitative participatory action research process, the study investigated the extent to which a reading club in general and a responsive reading programme in particular, might develop learners' English vocabulary at this particular school. The value of reading clubs as a vehicle for second language learning as well as the importance of considering learner needs in the development of the reading programme are key contributions this study makes. The study draws on social constructivism as a theoretical framework based on the principle that learning is a social acitvity. Vygotsky (1978) states that language learning (LL) takes place through interactions in meaningful events, rather that through isolated language activities. The process is seen as holistic, that is, each mode of language supoorts and enhances overall language development. Furthermore, LL develops in relation to the context in which it is used, that is, it develops according to the situation, the topic under discussion and the relationship betwwen participants. Language also develops through active engagement of the learners. The role of the teacher or a more competent other is then seen as that of a facilitator in a learning context in which learners are viewed as equally capable of contributing to their learning through learning from and with each other (Holt and Willard-Holt, 2000). Vygotsky's theory of social interaction has been influential in highlighting the important role of social and cultural contexts in extending children's learning. The preliminary results of this study point toward the importance of the learning environment, particularly an informal environment in second language development. The results also highlight the need for learners (a) to be provided with opportunities to engage with meaningful and authentic texts, (b) to be allowed to make their own book choices, (c) to participate in large group, small group and individual activities to enable them to engage with a variety of texts, and (d) to confront vocabulary in a variety of ways through multiple texts and genres.
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Reidefors, Cecilia. "Hur kan de ha tänkt? : En retrospektiv reflektion kring ansvaret för jämställdhet i och under kortfilmsproduktioner." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148605.
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There are a many types of digital media productions and in this paper, film is seen as one of them. This study focuses on who can be seen as responsible for their production – the designer for their design, the director for their film. To explore this, the paper uses a qualitative method to first explore a number of short films and then analyze the findings with the use of retrospective reflection. To do this, the paper combines mainly design theory, feminist theory and film theory. The main focus of the paper is to use retrospective reflection to explore the responsibility of equality in short film productions. The study relies on a template, which has been developed during the process. Overall, the paper has a focus on equality and whether or not the portrayal of men and women in film change when a woman is directing compared to when a man is. The conclusion of the paper is that the short film industry in Sweden is both more and less equal than the film industry in total, and that retrospective reflection is an effective tool to use in this kind of study.
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Lee, Amy, and 李凱華. "Translocal readings: Hong Kong television serials in US Chinatowns." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37339436.
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Gómez, Vera Gabriela. "Languages as factors of reading achievement in PIRLS assessments." Thesis, Dijon, 2011. http://www.theses.fr/2011DIJOL013/document.
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Le point de départ de cette recherche concerne la question suivante : l’acquisition de la lecture, peut-il être plus ou moins efficace en fonction de la langue dans laquelle il s’effectue? Deux catégories pour classer les langues on été définies dans ce travail. Premièrement, la notion de famille linguistique est à la base d’une description des langues à partir d'une perspective historique et culturelle. Deuxièmement la notion de profondeur orthographique est mobilisée, celle-ci différencie les langues en fonction de la correspondance entre l'orthographe et la phonétique. Ces catégories ont été mises en rapport avec les bases de données PIRLS 2001 et 2006 (étude internationale sur la lecture menée par l'IEA), afin de relier la performance en lecture et la langue dans laquelle les élèves ont répondu au test. Toutefois, il est clair que la langue n'est pas un facteur isolé, car elle fait partie d'un ensemble complexe de déterminants; ainsi, des facteurs liés aux élèves et au milieu scolaire ont également été incorporés dans l'étude. En outre, il a été tenu compte de la multidimensionnalité du processus de lecture, en distinguant dans les analyses les différents domaines mesurés par l’enquête : lecture d'informative, littéraire, et compréhension des processus d'ordre complexe et simple. Pour répondre aux questions de cette recherche nous avons élaboré un modèle statistique hiérarchique capable de rendre compte de la relation entre la compréhension de la lecture, la langue et les facteurs qui y sont associés. En dernière analyse, les facteurs contextuels (individuels et scolaires) se sont révélés être plus importants que la langue elle-même. En outre, les déterminants du niveau en lecture dépendent des systèmes éducatifs observés dans cette enquêteThe starting point of this research is the question, may reading acquisition be more or less effective depending on the language in which it is perform? Two categories for classifying the languages have been developed. First the notion of linguistic family is employed to describe the languages from a cultural and historical perspective. Secondly, the notion of orthographic depth is used for differentiating the languages according to the correspondence between orthography and phonetic. These categories have been related to the databases PIRLS 2001 and 2006 (international assessments about reading developed by the IEA), the aim being to connect reading achievement to the language in which students answered the test. However, it is clear that the language is not an isolated factor, but part of a complex structure of determinants of reading. Therefore, factors related to students and schools have also been incorporated to this research. Moreover, the multidimensionality of the reading process has been taken into account by distinguishing in the analysis the different aspects that made the process according to PIRLS: informative reading, literary reading, process comprehension of high and low order. To answer to the questions proposed by this research a hierarchical statistical model (multilevel) was developed, it was able to account for the connection between reading achievement, language and other associated factors. As a result, contextual factors (home and school) were more significant than language. Moreover, determinacy may vary if taking into account educational systems
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Larsson, Rikard. "Action i läsförståelse : Hur spelmekaniker kan påverka hur väl spelare tar till sig textinnehåll." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20504.
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Denna studie syftade till att kvantitativt jämföra hur dataspelmekaniska skillnader påverkar spelares förmåga att förstå en text. Hypotesen var att försökspersoner som engagerat sig i texten via spel innehållande logikpussel presterar bättre på ett efterföljande läsförståelsetest om innehållet än de som läst texten utan pusselelement. För att testa hypotesen skapades tre spelversioner för presentation av samma text: Visual Novel (VN) utan pusselelement, samt Phoenix Wright- (PW) och Danganronpainspirerade (DR) versioner med pusselelement. Ett bekvämlighetsurval på 29 försökspersoner rekryterades. 8, 11 respektive 10 försökspersoner slumpades att spela version VN, PW eller DR, följt av läsförståelsetestet. Av maxpoängen 23 på läsförståelsetestet var medelvärde och standardavvikelse för respektive grupp: VN 10.6±4.7, PW 11.3±2.9, DR 13.4±4.0. Vid parvis jämförelse mellan grupperna identifierades inga signifikanta skillnader. Poweranalys visade att studien hade krävt fler försökspersoner för statistiskt relevant hypotesprövning. Studien kan fungera som pilot för liknande framtida större undersökningar.Det finns övrigt digitalt material (t.ex. film-, bild- eller ljudfiler) eller modeller/artefakter tillhörande examensarbetet som ska skickas till arkivet.
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Stent, Alison. "Reading the Sowetan's mediation of the public's response to the Jacob Zuma rape trial: a critical discourse analysis." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002940.
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In this minithesis I conduct a critical discourse analysis to take on a double-pronged task. On the one hand I explore the social phenomenon of the contestation between supporters of then-ANC deputy president Jacob Zuma and supporters of his rape accuser. The trial, which took place in the Johannesburg High Court between mid-February and early May 2006, stirred intense public interest, both locally and internationally. The performance of thousands of Zuma’s supporters and a far smaller number of gender rights lobby groups, both of whom kept a presence outside the court building throughout the trial, received similar attention. Second, I examine how the Sowetan, a national daily tabloid with a black, middle-class readership, mediated the trial through pictures of the theatre outside the court and letters to the editor. The study is informed by post-Marxist and cultural studies perspectives, both approaches that are concerned with issues of power, ideology and the circulation of meaning within specific sociocultural contexts. A rudimentary thematic content analysis draws out some of the main themes from the material, while the critical discourse analysis is located within a theoretical framework based on concepts from Laclau & Mouffe’s theory of meaning, which assumes a power struggle between contesting positions seeking to invalidate one another and to either challenge or support existing hegemonies. This is further informed by, first, Laclau’s theorisation of populism, which assumes that diverse groupings can unite under a demagogue’s banner in shared antagonism towards existing power, and second, by concepts from Mamdani’s theorisation of power and resistance in colonial and post-colonial Africa, which explicates three overarching ideological discourses of human rights, social justice and traditional ethnic practices. The study, then, explores how these three discourses were operationalised by the localised contestations over the trial.
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Musungu, Sisule Fredrick. "The right to health in the global economy : reading human rights obligations into the patent regime of the WTO-TRIPS Agreement." Diss., University of Pretoria, 2001. http://hdl.handle.net/2263/931.
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"The implementation of the TRIPS Agreement, within the wider context of globalisation, has brought about a conflict between the obligation of states to promote and protect health and the achievement of economic goals pursued under the WTO regime. Since trade is the driving engine of globalisation, it is imperative that, at the very least, rules governing it do not violate human rights but rather promote them. The problem of IP and the right to health therefore lies in ensuring that the integration of economic rules and institutional operations in relation to IPRs coincide with states’ obligations to promote and protect public health. ...
This study centres on the specific debate about health and IPRs in the context of the International Covenant on Economic, Social and Cultural Rights (ICESCR) and the WTO rules on IP protection. In terms of a human rights approach to the TRIPS Agreement, the ICESCR has been chosen for several reasons. First, the ICESCR specifically recognises both the right to health and the right to the protection of inventions in clearer terms than any other human rights instrument. Secondly, at least 111 of the state parties to the ICESCR are also members of the WTO including a large number of developing countries. Thirdly, if one sees the ICESCR as a vehicle for the fulfilment of the obligation to promote and protect human rights under the United Nations Organisation’s (UN) Charter, it can be argued that in line with article 103, the implementation and interpretation of TRIPS by all UN members states must take into account basic human rights. However, even with primary focus being on the ICESCR, most of the discussion on practical issues will focus on the experiences in Sub-Saharan Africa because the inequalities and problems of access to health care are most dramatically played out in this part of the world.
The objective of the study is to examine the relationship between the obligation of states to progressively realise and guarantee the right to health, and the IP rules under the TRIPS Agreement. The specific objective is to examine the relationship between the exceptions under the TRIPS Agreement and the obligation to protect health and the identification of a consistent way of achieving a convergence between the implementation and interpretation of the rules of the two regimes in the area of health." -- Chapter 1Mini Dissertation (LLM)--University of Pretoria, 2001.
http://www.chr.up.ac.za/academic_pro/llm1/dissertations.html
Centre for Human Rights
LLM
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Stone, Heather Brenda. "Companionable forms : writers, readers, sociability, and the circulation of literature in manuscript and print in the Romantic period." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:63f652fc-c4c2-4c3a-bc5c-893d4b922db1.
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Following recent critical work on writers' representations of sociability in Romantic literature, this thesis examines in detail the textual strategies (such as allusion, acts of address, and the use of 'coterie' symbols or references) which writers used to seek to establish a friendly or sympathetic relationship with a particular reader or readers, or to create and define a sense of community identity between readers. The thesis focuses on specific relationships between pairs and groups of writers (who form one another's first readers), and examines 'sociable' genres like letters, manuscript albums, occasional poetry, and periodical essays in a diverse series of author case-studies (Anna Barbauld, Samuel Taylor Coleridge, Charles Lamb, John Keats and Leigh Hunt). Such genres, the thesis argues, show how manuscript and print culture could frequently overlap and intersect, meaning that writers confronted the demands of two co-existing audiences - one private and familiar, the other public and unknown - in the same work. Rather than arguing that writers used manuscript culture practices and produced 'coterie' works purely to avoid confronting their anxieties about publishing in the commercial sphere of print culture, the thesis suggests that in producing such 'coterie' works writers engaged with and reflected contemporary philosophical and political concerns about the relationship between the individual and wider communities. In these works, writers engaged with the legacy of eighteenth-century philosophical ideas about the role (and limitations) of the sympathetic imagination in maintaining social communities, and with interpretative theories about the best kind of reader. Furthermore, the thesis argues that reading literary texts in the specific, material context in which they are 'published' to particular readers, either in print, manuscript, or letters, is vital to understanding writer/reader relationships in the Romantic period. This approach reveals how within each publication space, individual texts could be placed (either by their writers, by editors, or by other readers) in meaningful relationships with other texts, absorbing or appropriating them into new interpretative contexts.
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Devi, Sarojani. "Validating aspects of a model of academic reading." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/296771.
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In the past, the focus in language testing, teaching and research has largely been on careful reading while expeditious (quick, efficient and selective) reading has been largely ignored. However, some research suggests that careful reading ability alone is inadequate for students to meet the demands of undergraduate academic reading. In the main English for Academic Purposes (EAP), test instruments have been previously based on careful reading models which assume reading to be unicomponential. If this is not the case, the issue for language testing is whether the construct of academic reading can be validly measured by a focus on careful reading alone. The aims of this study were to investigate the types of academic reading required of firstyear undergraduates based on Urquhart and Weir's (1998) four-cell matrix of reading types which also forms an important part of Khalifa and Weir's (2009) reading model. Based on this, a valid academic reading test battery for undergraduate students was developed and used to examine the divisibility of the academic reading construct. The literature review on reading models suggested that current models were nearly all premised on careful reading and expeditious reading had in the main been ignored. The findings of a pilot and main questionnaire survey with undergraduates suggested that both careful and expeditious reading were important in accomplishing academic reading tasks at the undergraduate level. Accordingly, the empirical data generated by these surveys validated Urquhart and Weir's (2009) reading matrix and aspects of the reading model by Khalifa and Weir (2009). Based on this matrix and aspects of the model, a valid reading test was developed and administered to first-year undergraduate students. The performance of undergraduates across the different parts of the reading test confirmed that academic reading was a divisible construct. The findings of this study add to the literature on EAL academic reading by lending empirical support to a componential approach to the teaching and testing of reading. The componential model and the test design methodology employed should help test designers develop valid academic reading tests embracing both careful and expeditious reading types. The results from such tests might usefully inform pedagogical practice leading to more efficient reading practice at undergraduate level.
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Belmonte, Thelma. "Organizational aspects of texts and critical reading awareness /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/81020.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-18T21:54:43Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-09T01:53:58Z : No. of bitstreams: 1 150683.pdf: 1733828 bytes, checksum: fb0c9b6a78a5a059bfb193421eae824b (MD5)
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Pearce, F. "Reading/reading theory : Durkheim on social order and disorder." Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332758.
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Allan, Alastair Ian Charles Grant. "EFL reading test validation : investigating aspects of process approaches." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333880.
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Kanaouti, Sophia. "Social value of literary reading : reading as socio-political practice." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54261/.
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This thesis attempts to illustrate the links between literary reading, social agency and social change using a Cultural Studies approach that addresses the construction of the literary reader in the English and Greek context in the twentieth century. Via Althusser's notion of the Ideological State Apparatuses and Balibar and Macherey's views of literary reading exerting power over the reader, the thesis questions notions of literature as an institution of suppression. It uses Williams's and Bennett's work, which address the reader in more emancipating terms and attempts to move beyond even these writers' work, theorising the existence of three types of literature reader, connected with education as a social institution. These are the adequate reader, the dependent reader, and the performing reader. Reading as performance addresses social change. Linking the reader's experience of the text with the understanding of language and following from that the state of being conscious of the experience of social reality, the thesis recognises a relationship between Williams's structures of feeling, Althusser's notion of the imaginary relationship of the person with her conditions of existence, and Aristotle's contention that the product of imagination (phantasmd) is needed in order for the person to understand; starting from them, it theorises what it calls historical imagination, as the imaginary reality that takes on the validity of history (of something that is believed to have happened beyond doubt) in the minds of the readers. The importance of language as a social parameter of access is underlined by the examination of official documents regarding literary educational policy and assessment, spanning the twentieth century. Lastly and very importantly, Bhabha's work on what he called a 'third space', together with Hall's 'arbitrary closure' and hooks's notion of negotiation leading to 'repositioning' are also used; thus the thesis sees reading as a 'third space' of negotiation, which encourages re-negotiation and re-positioning.
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Davis, Melanie D. "Pre-reading strategies for content area reading instruction: social studies." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/400.
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Marteinsdóttir, Ína. "Aspects of Social Phobia." Doctoral thesis, Uppsala University, Department of Neuroscience, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3323.
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Social phobia is a disabling, lifelong disorder characterised by fear in social settings.
The aim of the present study was to gain more knowledge about diagnostic, neurobiologic and epidemiologic aspects of social phobia.
Thirty-two individuals were assessed by the Structured Clinical Interview for DSM-IV Axis I and II psychiatric disorders, the Karolinska Scales of Personality and the Temperament and Character Inventory. Social phobia was accompanied by concurrent axis I disorders in about 28% of individuals, lifetime axis I disorders in 54%, personality disorders in 60%, and avoidant personality disorder (APD) in 47%. This suggests that there is a high comorbidity between social phobia and APD according to the DSM-IV criteria. The personality profiles associated with social phobia were dominated by anxiety-related traits that were primarily related to social phobia itself and not to the presence of concurrent personality disorders.
Eighteen subjects with social phobia and eighteen controls were investigated with positron emission tomography and the radiolabeled serotonin precursor, [3 -11C]–5-HTP (5-HTP). Individuals with social phobia demonstrated proportionally lower regional relative whole brain accumulation of 5-HTP in areas of the frontal and temporal cortices as well as the striatum, but higher accumulation in the cerebellum. This suggests that there are imbalances in presynaptic serotonin function in individuals with social phobia, although this could only be confirmed in men, and not in women.
By means of a postal survey, distributed to 2000 randomly selected individuals, social phobia in Sweden was found to be common, with a point prevalence of 15.6%.
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Marteinsdóttir, Ína. "Aspects of social phobia /." Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3323.
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Kosolap, N. Ye. "Social aspects of tourism." Thesis, Видавництво СумДУ, 2012. http://essuir.sumdu.edu.ua/handle/123456789/26076.
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Baker, Sandberg Veronica. "Reading aloud in preschool - interaction during your reading in preschool." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27878.
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Bergqvist, Ewa, Anneli Dyrvold, and Magnus Österholm. "Relating vocabulary in mathematical tasks to aspects of reading and solving." Umeå universitet, Umeå forskningscentrum för matematikdidaktik (UFM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51411.
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This paper focuses on relationships between vocabulary in mathematical tasks and aspects of reading and solving these tasks. The paper contains a framework that highlights a number of different aspects of word difficulty as well as many issues to consider when planning and implementing empirical studies concerning vocabulary in tasks, where the aspect of common/uncommon words is one important part. The paper also presents an empirical method where corpora are used to investigate issues of vocabulary in mathematical tasks. The results from the empirical study show that there are connections between different types of vocabulary and task difficulty, but that they seem to be mainly an effect of the total number of words in a task.
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Garrahy, Beth Lynelle. "Point-driven stance, pointedness and aspects of fuctional grammar in reading." Thesis, Queensland University of Technology, 1995.
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This piece of research investigated the importance of point-driven stance, pointedness and aspects of functional grammar in reading beneath the surface of the text, in the final years of primary school. The experimental group was given instruction in how to locate the pointedness of a text by using aspects of functional grammar. These aspects were TRANSITIVITY, Nominal Groups and Mood Adjuncts. Through maintaining a pointdriven stance, they were able to focus on those linguistic elements within the text which
expressed the writer's pointedness. The experimental group was compared to a control group of students who had received no instruction in pointedness or functional
grammar. Both group were assigned roles and required to read Expositions using the role's point of view. By taking on the role and reading with a point-driven stance, the
subjects within the experimental group were able to locate those linguistic features which indicated pointedness. The results indicate support for teaching functional grammar to allow students to locate the author's pointedness in the text.
A major part of this thesis was the development of a method to investigate pointedness, point-driven stance and functional grammar in reading. Reading materials were
developed on the Mabo issue. These materials were about the same issue but written from different perspectives - Wik-Munkans People, Government and Comalco Mining. These materials were pointed. The subjects took on one of the above roles and read the material for the writer's pointedness. This information was then put into a cloze activity which had the generic structure of an Analytical Exposition. The subjects were given a further opportunity to justify their position and selection of linguistic features in a guided conversation. Review was also examined to see if there was a transfer of knowledge about pointedness and aspects of functional grammar across genres. There was evidence to suggest this did occur.
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Lam, Dominic Hung. "Social cognitive aspects of depression." Thesis, King's College London (University of London), 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295141.
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Петрушенко, Юрій Миколайович, Юрий Николаевич Петрушенко, Yurii Mykolaiovych Petrushenko, Олександр Валентинович Дудкін, Александр Валентинович Дудкин, and Oleksandr Valentynovych Dudkin. "Ecological aspects of social responsibility." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/8290.
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Raabe, Isabel Jasmin. "Social aspects of educational inequality." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:484c79ff-93a6-41bb-96e7-d3045e48b98a.
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Social factors have long been included in theories that aim at explaining educational inequality, for example social integration or social influence from significant others. Using social network data from the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), I am investigating to what extent social aspects can contribute to our understanding of ethnic and gendered patterns in educational inequality. The first two empirical chapters focus on explaining ethnic patterns in school grades and in the aspirations to attend university. In these, I find a positive relationship between low school grades and extent of social exclusion, measured through the absence of friendships and the existence of social rejection from classmates. This helps explaining ethnic grade disadvantages of recently arrived migrants, since they are more likely to be socially excluded. Further, I use friendship network data to detect social clusters within school classes, and find that changes in cluster members' aspirations are relatively more important for changes in individual aspirations than the corresponding changes of classmates outside of the social cluster. These chapters use an ego-centric network approach, i.e. they utilise social network data to capture characteristics of the social dimension around individuals and analyse them in regression models on the individual level. The latter two empirical chapters investigate how social influence can stabilise gendered patterns of favourite subjects and competence beliefs. Examining why girls get discouraged from subjects in the field of Science, Technology, Engineering, and Maths (STEM), I find evidence for influence from friends on favourite subjects, as well as for the tendency of girls to be affected by the preferences of other girls in the classroom specifically when it comes to preferences for STEM subjects. Moreover, I show that there is a social influence from friends on maths competence beliefs, especially for boys, while girls tend to be more influenced by maths grades. These two chapters take a socio-centric approach, i.e. they deploy complete network analysis to detect patterns of social influence, while accounting for network structures and processes. This thesis shows that social aspects can contribute valuable insights into the study of educational choice and attainment. In identifying concrete social mechanisms surrounding and affecting individuals, this approach can thus help us understand how differences in educational outcomes come about.
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Hays, Richard Roy. "Relationships between literacy level and job-related reading self concept." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/478855.
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This study investigated relationships between literacy level and global self concept. employment status. income level, age. and gender among students enrolled at a vocational technical college. The contribution of a subset of job-related reading self concepts to the multiple correlation was also examined. The study sample consisted of 100 students in Related Education Courses at Indiana Vocational Technical College, Region VI. Muncie. Indiana. Subjects responded to three instruments and a demographic questionnaire. The Literacy Assessment Battery (Sticht. 1982) provided literacy levels, the Tennessee Self Concept Scale (Fitts. 1964) yielded global self concept, and the Hays Job-Related Reading Survey (Hays, 1986) indicated job-related reading self concepts. Piloting of Hays Job-Related Reading Survey Reliability and construct validity were sought using responses from a sample (N = 230) closely comparable to one selected for the study. An analysis revealed four interpretable factors:(a) Positive Employee Self, (b) Perceived Limitations of Self, (c) Perceived Importance of Occupational Literacy, and (d) Perceived Value of Company Notices. Further analysis yielded coefficient alpha reliabilities of r = .69 to r = .86.Results Significant relationships were found between literacy level and the following: (a) Global Self Concept (r .20, p<.04`; (b) Global Self Concept when combined with Perceived Limitations of Self, a factor from the Hays JobRelated Reading Survey (r = .56. p<.000+); and (c) Perceived Limitations of Self alone (r = .56, p<.000+).Conclusions Both Global Self Concept and Perceived Limitations of Self were significantly related to Literacy, both singly and in combination. The "best" (most efficient) predictor of Literacy Level could be gained by Perceived Limitations of Self alone. Additional research with adults is needed to confirm the findings and expand established research at younger ages. Educational suggestions focus on strengthening self concepts and occupational literacy of adults pursuing vocational training. Business should foster occupational literacy self concepts and employer-employee relationships in the workplace. Economic implications involved public and private sector support for long-term occupational literacy and job-related reading self concept programs which may yield more effective, productive employees.
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Rehm, Lorraine Marie. "The perceived value of reading among at-risk students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1167.
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It is critical that low socioeconomic families promote the value and worth of reading as a tool for lifelong learning. The significance of this study is to determine the relationship between reading ability and the value placed on reading by at-risk students.
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Trukenbrod, Hans Arne. "Temporal and spatial aspects of eye-movement control : from reading to scanning." Phd thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2014/7020/.
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Eye movements are a powerful tool to examine cognitive processes. However, in most paradigms little is known about the dynamics present in sequences of saccades and fixations. In particular, the control of fixation durations has been widely neglected in most tasks. As a notable exception, both spatial and temporal aspects of eye-movement control have been thoroughly investigated during reading. There, the scientific discourse was dominated by three controversies, (i), the role of oculomotor vs. cognitive processing on eye-movement control, (ii) the serial vs. parallel processing of words, and, (iii), the control of fixation durations.
The main purpose of this thesis was to investigate eye movements in tasks that require sequences of fixations and saccades. While reading phenomena served as a starting point, we examined eye guidance in non-reading tasks with the aim to identify general principles of eye-movement control. In addition, the investigation of eye movements in non-reading tasks helped refine our knowledge about eye-movement control during reading. Our approach included the investigation of eye movements in non-reading experiments as well as the evaluation and development of computational models.
I present three main results : First, oculomotor phenomena during reading can also be observed in non-reading tasks (Chapter 2 & 4). Oculomotor processes determine the fixation position within an object. The fixation position, in turn, modulates both the next saccade target and the current fixation duration. Second, predicitions of eye-movement models based on sequential attention shifts were falsified (Chapter 3). In fact, our results suggest that distributed processing of multiple objects forms the basis of eye-movement control. Third, fixation durations are under asymmetric control (Chapter 4). While increasing processing demands immediately prolong fixation durations, decreasing processing demands reduce fixation durations only with a temporal delay. We propose a computational model ICAT to account for asymmetric control. In this model, an autonomous timer initiates saccades after random time intervals independent of ongoing processing. However, processing demands that are higher than expected inhibit the execution of the next saccade and, thereby, prolong the current fixation. On the other hand, lower processing demands will not affect the duration before the next saccade is executed. Since the autonomous timer adjusts to expected processing demands from fixation to fixation, a decrease in processing demands may lead to a temporally delayed reduction of fixation durations. In an extended version of ICAT, we evaluated its performance while simulating both temporal and spatial aspects of eye-movement control.
The eye-movement phenomena investigated in this thesis have now been observed in a number of different tasks, which suggests that they represent general principles of eye guidance. I propose that distributed processing of the visual input forms the basis of eye-movement control, while fixation durations are controlled by the principles outlined in ICAT. In addition, oculomotor control contributes considerably to the variability observed in eye movements. Interpretations for the relation between eye movements and cognition strongly benefit from a precise understanding of this interplay.Blickbewegungen stellen ein wichtiges Instrument dar, um kognitive Prozesse zu untersuchen. In den meisten Paradigmen ist allerdings wenig über die Entstehung von Sakkaden und Fixationen bekannt. Insbesondere die Kontrolle der Fixationsdauern wurde häufig außer acht gelassen. Eine wesentliche Ausnahme stellt die Leseforschung dar, in der sowohl zeitlichliche als auch räumliche Aspekte der Blickbewegungssteuerung im Detail betrachtet wurden. Dabei war der wissenschaftliche Diskurs durch drei Kontroversen gekennzeichnet, die untersuchten, (i), welchen Einfluss okulomotorische bzw. kognitive Prozesse auf die Blicksteuerung haben, (ii), ob Worte seriell oder parallel verarbeitet werden und, (iii), wie Fixationsdauern kontrolliert werden. Die vorliegende Arbeit zielt im wesentlichen darauf ab, die Dynamik von Fixationssequenzen zu erforschen. Ausgehend von den Erkenntnissen beim Lesen untersuchten wir Blickbewegungen in Nichtlese-Aufgaben, mit dem Ziel allgemeine Prinzipien der Blicksteuerung zu identifizieren. Zusätzlich versuchten wir mit Hilfe dieser Aufgaben, Erkenntnisse über Prozesse beim Lesen zu vertiefen. Unser Vorgehen war sowohl von der Durchführung von Experimenten als auch der Entwicklung und Evaluation computationaler Modelle geprägt. Die Hauptbefunde zeigten: Erstens, okulomotorische Phänomene des Lesens lassen sich in Suchaufgaben ohne Wortmaterial replizieren (Kapitel 2 & 4). Dabei bestimmen okulomotorische Prozesse die Fixationsposition innerhalb eines Objektes. Diese wiederum beeinflusst das nächste Sakkadenziel sowie die Fixationsdauer. Zweitens, wesentliche Vorhersagen von Modellen, in denen Blickbewegungen von seriellen Aufmerksamkeitsverschiebungen abhängen, konnten falsifiziert werden (Kapitel 3). Stattdessen legen unsere Erkenntnisse nahe, dass die Blicksteuerung von der parallelen Verarbeitung mehrerer Objekte abhängt. Drittens, Fixationsdauern werden asymmetrisch kontrolliert (Kapitel 4). Während hohe Verarbeitungsanforderungen Fixationsdauern unmittelbar verlängern können, führen niedrige Verarbeitungsanforderungen nur zeitlich verzögert zu einer Reduktion. Wir schlagen ein computationales Modell ICAT vor, um asymmetrische Kontrolle zu erklären. Grundlage des Modells ist ein autonomer Zeitgeber, der unabhängig von der momentanen Verarbeitung nach zufälligen Zeitintervallen Sakkaden initiiert. Unerwartet hohe Verarbeitungsanforderungen können die Initiierung der nächsten Sakkade hinauszögern, während unerwartet niedrige Verarbeitungsanforderungen den Beginn der nächsten Sakkade nicht verändern. Der Zeitgeber passt sich allerdings von Fixation zu Fixation neuen Verarbeitungsanforderungen an, so dass es zu einer zeitlich verzögerten Reduktion der Fixationsdauern kommen kann. In einer erweiterten Version des Modells überprüfen wir die Kompatibilität ICATs mit einer realistischen räumlichen Blicksteuerung. Die Ähnlichkeit von Blickbewegungsphänomenen über Aufgaben hinweg legt nahe, dass sie auf allgemeinen Prinzipien basieren. Grundlage der Blicksteuerung ist die verteilte Verarbeitung des visuellen Inputs, während die Kontrolle der Fixationsdauer auf den Prinzipien von ICAT beruht. Darüber hinaus tragen okulomotorische Phänomene wesentlich zur Variabilität der Blicksteuerung bei. Ein Verständnis dieses Zusammenspiels hilft entscheidend den Zusammenhang von Blickbewegungen und Kognitionen besser zu verstehen.
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Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.
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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.
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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.
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Ramos, Sanchez M. Ulises. "Aspects of facial biometrics for verification of personal identity." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/792194/.
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Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.
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Domenech, Aparisi T. A. "Social aspects of industrial symbiosis networks." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/762629/.
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The field of industrial ecology aims to transform industry into cyclical systems so that the “waste of one process can be used as resource for another process” (Frosch and Galloupoulos, 1989). Within this field, Industrial Symbiosis (IS) has emerged as a set of exchange structures to advance to a more eco-efficient industrial system, by establishing inter-organisational networks of waste material and energy exchanges. Even though the area has attracted much academic attention and has been reported to lead to economic and environmental benefits (Chertow and Lombardi, 2005), initially, most of the contributions focused on the engineering and technical feasibility of the exchanges, whereas social elements remained mostly unaddressed. Although relevant literature has partly addressed this gap and recognized the role played by social aspects, there is still little understanding of how social mechanisms work; how they affect the emergence and operation of IS networks and, most importantly, there is a lack of comprehensive frameworks for the analysis of the soft elements of IS. This research has been designed to contribute to these areas, by exploring the social aspects surrounding IS networks and providing a framework for their analysis. The framework provided covers the material, social and discursive dimensions of IS networks and focus on the dynamic analysis of the interaction between them. The research design relies on the cross-comparison of a number of IS networks: Kalundborg (Denmark), Sagunto (Spain) and NISP (UK). Social Network Analysis and Discourse Analysis have been used as main methodological approaches. Findings of the research cover two key areas: 1) the formulation of a comprehensive analytical framework that addresses the social dimension of IS initiatives in a systematic and integrative way and 2) empirical learning on the main social processes affecting the operation of IS networks.
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Денисенко, Павло Анатолійович, Павел Анатольевич Денисенко, and Pavlo Anatoliiovych Denysenko. "Some economic aspects of social capital." Thesis, Вид-во СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/8091.
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Nowadays innovation-oriented development of particular socio-economic system is no longer considered as a result of some individual breakthrough, it was substituted by systematic work of specially created professional networks of different kind and size. Formal and informal interrelations among talented workers, knowledge management, creative environment, social capital, organizational culture becomes the new frontier of competitive advantage.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/8091
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Kharlamova, G. "Environmental security: economic and social aspects." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/10022.
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Ecology – is complex problem, so complex decisions are needed.
Preservation of environment and acceptance of administrative decisions, recreational use of natural resources of natural-resources fund territories demand certain regulating actions. These actions have to be based on exact basis of complex interdisciplinary approach to environment security.
When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/10022
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Hattingh, Coenraad Jacobus. "Neurobiological aspects of social anxiety disorder." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10865.
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This thesis investigates the functional neuroanatomy of SAD [Social Anxiety Disorder] using an activation likelihood-estimate meta-analysis (ALE meta-analysis), and explores the structural basis of SAD using a cortical thickness and subcortical gray matter volume analysis.
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Dimitrova, Teodora. "Social Dumping: Theoretical and Empirical Aspects." [S.l. : s.n.], 2006. http://nbn-resolving.de/urn:nbn:de:bsz:352-opus-22873.
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Eisemann, Martin. "Psychosocial aspects of depressive disorders." Doctoral thesis, Umeå universitet, Psykiatri, 1985. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-101299.
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The objective of this study was to elucidate the possible importance of factors from the social environment for the development of depression. As a theoretical framework, Engel's biopsychosocial model (Engel, 1980), based on systems theory, has been applied. Proceeding from the single individual (characterized by experience, personality, behaviour) as the highest level of the organismic hierarchy the following system levels have been taken into account: dyads, family, community, culture-subculture. The depressive patients (n=lll) showed to be living in a narrowed social network and to lack confiding relationships compared with a non-psychiatric control sample (n=98). The personality characteristics (e.g. anxiety, detachment, suspicion) of the patients were related to experienced loneliness, contact difficulties, social network features and leisure activities. By means of a discriminant analysis 83% of the subjects could be correctly classified. In a study of perceived parental rearing, depressives showed to have experienced lack of emotional warmth. As regards social class an overrepresentation of social class III in the subgroups of unipolar, bipolar and unspecified depression was observed. Finally, implications for treatment are discussed in favour of a combination of drug and cognitive psychotherapy. Future research strategies are also suggested.Diss. (sammanfattning) Umeå : Umeå universitet, 1985, härtill 8 uppsatser.
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Fedor, Megan C. "Social class differences in shared book reading experiences." Click here for download, 2007. http://proquest.umi.com/pqdweb?did=1338886711&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.
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