To see the other types of publications on this topic, follow the link: Talking about the read.
Dissertations / Theses on the topic 'Talking about the read'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Talking about the read.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Blok, Sherry. "Read-aloud editing : how talking about writing pushes second language learners to self-and peer-repair." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98911.
Full textAbstract:
Read-aloud editing aims to engage both the reader and the writer to negotiate meaning and negotiate form with the aim to self- and peer-repair. This study was divided into a three-fold focus: (1) examining feedback types, (2) examining categories of repair and (3) examining patterns of dyadic interaction (Storch, 2002). Two read-aloud editing sessions of 15 intermediate-level adult English as a second language learners (ESL) were audio-recorded and transcribed for quantitative and qualitative analysis. The results reveal that reformulations as a feedback type led to more learner repairs, whereas prompts led to more "metatalk" (Swain, 1998). Peer readers initiated and repaired more than writers and errors pertaining to incorrect grammar form tended to be repaired over other types of errors. Social relationships between the peers changed depending on how learners assumed their roles in the pairs. The findings suggest that read-aloud editing helps learners notice incongruities in their writing and find solutions by talking about writing (Nystrand, 1986).
2
Hebblethwaite, Amy. "Talking about real life events : an investigation of the ability of people with intellectual disabilities to make links between their beliefs and emotions within dialogue." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1225/.
Full textAbstract:
Background This study explores whether people with intellectual disabilities make links between events, beliefs and emotions in dialogues about real life, emotive events. Methods A cognitive-emotive interview was used to assist nineteen adults with intellectual disabilities and nineteen adults without disabilities in generating an account of an emotive, interpersonal event. Participants also completed a cognitive mediation task and an assessment of intellectual and verbal ability. Results Participants with intellectual disabilities generated fewer beliefs within their dialogues than those without disabilities and were less likely to provide alternative perspectives on events. The ability to make links between events, beliefs and emotions within a dialogue was not associated with performance on a cognitive mediation task, or with general or verbal IQ. Conclusions Participants with intellectual disabilities had more difficulty than those without disabilities in making links between events, beliefs and emotions. Within a therapeutic context, they are likely to require assistance to reflect on events and consider alternative interpretations, which take into account individual and environmental factors.
3
Gruvman, Maria, and Madelene Rejmalm. "Högläsning i förskolan - endast vid vilan ? : En intervju- och observationsstudie om förskollärares förhållningsätt till högläsning i relation till den nya läroplanen." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73373.
Full textAbstract:
Abstract The purpose of this study is to clarify how pedagogues work with the new curriculum goal regarding reading and talking about text content in order to promote children's language development in various ways. Eight observations have been conducted and four qualitative interviews at four different preschools. Based on the socio-cultural perspective. The results show that preschool teachers have understood that reading aloud and talking about the read is important for children's language development, but the working method between the different preschools has varied.
4
Staha, Melissa B. Froese Paul. "Look who's talking about religion." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4822.
Full text
5
Peterson, Kristoffer, and Niklas Bengtsson. "What are they talking about when they talk about entrepreneurship?" Thesis, Jönköping University, JIBS, Business Administration, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1153.
Full text
6
Viimaranta, Johanna. "Talking about time in Russian and Finnish." Helsinki : University of Helsinki, Department of Slavonic and Baltic Languages and Literatures, 2006. http://ethesis.helsinki.fi/julkaisut/hum/slavi/vk/viimaranta/talkinga.pdf.
Full text
7
Speer, Susan A. "Talking gender and sexuality : conversations about leisure." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/12976.
Full textAbstract:
This thesis is a discursive and conversation analytic study of how people talk about gender in the context of discussions about leisure. The data comprise a corpus of over 600 pages of transcribed talk-in-interaction from a variety of sources, including dinner discussions, focus groups, informal interviews, newspaper and magazine articles, television talk shows and documentaries. In contrast to most feminist leisure research, I take participants' talk as my starting point. I explore how gender is made relevant by participants and constituted in the course of their discussions, and what these constructions are used to do interactionally. The thesis works on two levels. First, it provides a distinctive contribution to leisure research, sport sociology and psychology. It explores what leisure theorists have themselves constructed as 'the problem' in leisure theory, and demonstrates how a discursive, conversation analytic approach can help transcend some of these theoretical and methodological 'problems' - including the way that the concept of leisure itself might be conceived and studied. It identifies three structuring concerns in feminist leisure theory, and provides a discursive and conversation analytic reworking of each of them: (i) Justifications for the Non-Participation of Women in 'Male-Identified' Activities; (ii) Hegemonic Masculinity; and (iii) Heterosexism. Second, it provides a distinctive contribution to discursive and conversation analytic approaches to gender, by problematizing and developing our understanding of the way femininity, sexism, masculinity and heterosexism 'get done' in talk. It concludes with a discussion of the implications of this approach for feminist leisure theory, discursive psychology and conversation analysis, and challenges researchers with an interest in 'ideology' and 'power' to take this approach seriously. It finishes with some questions for future analysis.
8
Meléndez, López Liz Ivett. "Talking about forced pregnancy and sexual violence." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118390.
Full textAbstract:
One of the worst manifestations of violence against women: sexual violation. The intent of this act is to humiliate, degrade and punish. This causes serious suffering inhumane treatment in women, affecting not only their physical but also mental health. Sexual violation can result not only an “unwanted” pregnancy but imposed through the exercise of power. The criminalization of abortion exposes survivors of violence to further suffering, ill-treatment and cruel situations by extension could be considered torture. This paper addresses these reflections, raising expand the legal dissertations on what is considered a “forced pregnancy” to include the pregnancy product of sexual violation in a context of prohibition of the right to decide, as such. For these reflections is part of the rights approach and gender, while also stating that reproductive rights of women not violence against women persist are guaranteed.<br>Una de las manifestaciones más terribles de la violencia contra las mujeres es la violación sexual. La intencionalidad de este acto es humillar, degradar y castigar. Este trato inhumano genera graves sufrimientos en las mujeres, al afectar no solo su salud física sino también mental. Una violación sexual puede tener como consecuencia un embarazo no solo “no deseado”, sino impuesto a través del ejercicio del poder. La penalización del aborto, expone a las sobrevivientes de violencia a mayores sufrimientos, malos tratos y situaciones crueles que por extensión podrían considerarse tortura. El presente documento aborda estas reflexiones, planteando ampliar las disertaciones legales sobre lo que se considera un “embarazo forzado”, para incluir el embarazo producto de una violación sexual en un contexto de prohibición del derecho a decidir, como tal. Para estas reflexiones se parte del enfoque de derechos y de género, planteando además que en tanto los derechos reproductivos de las mujeres no se encuentren garantizados la violencia contra las mujeres persistirá.
9
Evans, Pauline E. R. "Talking about nursery education : perceptions in context." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/79918550-d787-45f8-89ca-31797d9f34ab.
Full textAbstract:
The study explores perceptions of nursery education held by staff, parents and children in three state nursery classes in a single local education authority. I have adopted a theoretical framework combining ecological systems theory (Bronfenbrenner, 1979,1992) and phenomenography (Marton, 1981,1988a and 1988b) which have not been combined in previous research in early years education. Such a paradigm synthesis allows me to interpret perceptions within the context of the nursery class, of the broader social milieu and of the research process itself. The research employs a variety of interviewing techniques, observation and documentary analysis. I have developed an interviewing technique specifically for the study in order to overcome some of the problems associated with obtaining young children's perceptions of their educational experience. I consider textual representation of voice, context and processes as problematic, a situation which has effected a change in my epistemological position and my move towards postmodernism. Therefore, I present the research within the context of my development over time. The research suggests that young children are able to voice their own perceptions of their nursery education, and that these perceptions, and children's ability to voice them, may be influenced by certain characteristics of the nursery class setting. Also illustrated is the complex and relative nature of adult perceptions, which must be considered within their situational and temporal context
10
McLean, Christopher Duncan. "Thinking about patients and talking about persons in critical care nursing." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/349086/.
Full textAbstract:
Nursing scholarship and healthcare policy set an expectation that nurses should think about patients as persons. Nevertheless, the literature reveals that critical care nurses can struggle to perceive patients as persons, and thus suggests they may think about patients in different ways. This thesis presents the findings of an ethnographic study undertaken within one critical care unit in the United Kingdom which examined how critical care nurses do think about patients. A purposive sampling strategy recruited 7 participants representing both experienced and inexperienced critical care nurses. Data were collected over a period of 8 months during 2006 to 2007, and primarily comprised the field notes from 92 hours of participant observation supplemented by 13 tape recorded interviews. Data analysis was influenced by Foucault and Goffman and adopted the perspective of linguistic ethnography. Analysis revealed that all participants thought about patients in seven distinct ways: as ‘social beings’, as ‘valued individuals’, as ‘routine work’, as a ‘set of needs’, as a ‘body’, as ‘(un)stable’ or as a ‘medical case’. Accounts of participants’ practice revealed that they had a tacit understanding that these different ways of thinking related to aspects of one coherent whole, but no one way of thinking could be characterised as thinking about this ‘whole person’. Nurses could only think about one aspect of the patient at a time. Nurses’ practice was not guided or explained by their thinking about patients as persons, but rather expert practice was characterised by nurses’ fluid and appropriate movement between different ways of thinking about patients. When participants talked about their practice it was evident that these nurses could only legitimately talk about themselves as giving care to persons. Participants characterised some of the ways in which they had to think about patients as impersonal, and this actively hindered these nurses from describing or reflecting upon elements of their practice. There is therefore conflict and dissonance between nurses’ expectation that they should think about patients as persons, and the fact that delivering nursing care requires them to think about patients in different ways. The development of future critical care nurses will require practitioners and educators to recognise that nurses think about patients in different ways, and that expert practice is characterised by the clinical wisdom which enables nurses to think about patients in ways which are appropriate to the moment. Nurse scholars and educationalists should therefore avoid claims to a unique professional knowledge base which suggest to nurses that some ways of thinking are always inappropriate or inherently reductionist. Instead, there is a need for scholars and policy makers to articulate a vision of person centred care clearly, and in ways which avoid constructing dissonance between nurses’ ideals, and the ways in which they do and must think about patients.
11
King, Chantel Rodriguez Kristen. "Read all about it a college musical /." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341813.
Full text
12
Poole, Gail Frances. "Talking about tubes : attitudes of health care professionals." Thesis, [S.l.] : [s.n.], 1998. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/MQ50857.pdf.
Full text
13
Poole, Gail Frances. "Talking about tubes, attitudes of health care professionals." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/MQ50857.pdf.
Full text
14
Jones, Rebecca Loveday. "Older women talking about sex : a discursive analysis." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288351.
Full text
15
Guimaraes, Estefania. "Talking about violence : women reporting abuse in Brazil." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/14108/.
Full textAbstract:
This thesis reports the findings of conversation analytic studies exploring women's experiences reporting abuse to the police and to professionals working in a care centre for abused women. The focus of the thesis'is on the women's interactions with the police and, more specifically, on instances in which difficulties in reporting become apparent. Research suggests that only a minority of cases of violence against women are reported. Women's Police stations were created in Brazil to address the problem of women not being taken sed,ously when reporting domestic violence and to encourage women to report. However, reporting rates of this violence are still low and the experience of reporting abuse has not become unproblematic. Drawing on a naturalistic data set of over 36 hours, this study· contributes to the understanding of women's experienced difficulties in reporting their abusers, covering issues which range from them being denied a police report even when their case is considered to be 'policeable' (Chapter 4); difficulties regarding how the police interactions are conducted which reveal a problem about how.women are not informed about the police procedures nor the consequences of their report (Chapter 5); and clashes of perspectives (between officers and complainants) and how those misalignments are addressed in interaction (Chapter 6). Moreover, it discusses methodological issues (such as translation and ethics) with the aid of fragments of actual instances of interactions (Chapter 2); shows culture is manifest in talk by presenting clashes between the 'world' presupposed in the official forms and the 'world' of the complainants (Chapter 2), and in the way that references to the abusers show the cultural understanding that women suffer violence at the hands of men in close relationships with them (Chapter 7). In technical terms, this thesis contributes to responses to yIN Interrogatives in Brazilian Portuguese (Chapter 3) and to the study of repair and of technologies for dealing with misunderstandings and misalignments in interaction (Chapter 6). Overall, ~his thesis conn:ibutes to the, understanding of problems of women reporting abuse in Brazil, to the services or abused women in Brazil by providing some suggestions to improving the interactions, and to conversation analysis.
16
Pierce, Lynn Margaret. "Physicians who write about talking with patients : the interview." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56935.
Full textAbstract:
This thesis critically reviews medical journal literature on the physician-patient interview. The review focuses on literature which is written by and for physicians, in Canadian and American, English language medical journals. Articles, essays and letters to the editor are examined as a cultural exchange amongst physicians that both shapes and is shaped by the values of the medical profession. Chapter One presents literature concerning physician-patient communication in general. The following Chapters Two, Three and Four ("The Physician as Medical Interpreter," "Physician and Patient: in Conflict and in Silence," and "The Patient as Narrator,") focus on themes in the medical journal literature written by physicians on the clinical interview. These Chapters examine the values, explicit and implicit, of this literature. The values are examined for possible epistemological origins in traditional medical ethics, philosophical bioethics, contemporary social movements for the dignity and rights of the individual, and other sources. Thematic shifts in these values over the past twenty years, and the sources of these shifts, are also examined. Finally, the Conclusion evaluates the significance of this literature for the development of a medical morality.
17
Langan, Debra. "Reproducing ideologies in interaction, talking about violence against women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0020/NQ27301.pdf.
Full text
18
Sacks, Valarie Lynne 1966. "Talking about women and AIDS: Normative discourses on sexuality." Thesis, The University of Arizona, 1994. http://hdl.handle.net/10150/278442.
Full textAbstract:
A close reading of popular discourses on women and the AIDS epidemic reveals patterns that could be described as attempts to produce and reiterate notions of normative and deviant sexuality. Prostitutes, one frequently depicted "kind" of woman, are presented as indiscriminate, polluting to men, and categorically different from "normal" women. Other women depicted in AIDS discourses are almost always HIV-positive mothers or pregnant women; these women are usually only of concern insofar as they may infect their babies. The themes of self-control, self-discipline, and personal responsibility may also be used to stigmatize women. Such discourses suggest that those who have AIDS are responsible for their own illness. They also deflect attention away from the socioeconomic contexts which may make it more difficult for some to avoid infection, away from the connections between poverty, illness, and disempowerment, and away from the systematic inequalities that characterize U.S. society.
19
Frazer, Elizabeth. "Talking about femininity : the concept of ideology on trial." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293675.
Full text
20
Richardson, Joanna. "Talking about Gypsies : the notion of discourse as control." Thesis, De Montfort University, 2004. http://hdl.handle.net/2086/4238.
Full text
21
O'Halloran, Laura. "Talking about hearing voices : a narrative analysis of experience." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28622.
Full textAbstract:
People who hear voices can find the experience distressing. Largely speaking voice hearing is viewed by society, and some mental health professionals, as being a symptom of mental illness. In this way the experience of voice hearing is more often than not seen as being biological in nature which can preclude other possible explanations. A systematic literature review carried out in this study found that the most researched psychological intervention for use in schizophrenic spectrum disorders found was CBTp. The effectiveness of CBTp varied across studies but overall positive outcomes were reported. These included a reduction in relapse, improvement in social functioning and a reduction in symptoms. The evidence for the impact CBTp has on voice hearing as a specific symptom is less well established. The majority of trials place voice hearing within the wider category of positive symptoms. The majority of other interventions reviewed were found to be less effective than CBTp. There are some promising, albeit very limited, results to show that self-help groups have a positive impact for people who hear voices. This research project aimed to find out from voice hearers what their experiences are when it comes to talking about their voices. In total eight unstructured interviews were carried out with individuals from mental health services. Interviews were transcribed and analysed using Narrative Analysis. Results showed that some people want to talk about their voice hearing but, at times, a number of factors prevent this. These factors are external barriers, such as from services, and internal barriers, such as personal readiness to talk. In addition to this it seems that how people view themselves in their own story leads them to either being stuck within their difficulties or free to move on. Finally resources available to the individual, whether real or perceived, also impact on how able they are to manage their voice hearing. Clinical implications using the results in this study are discussed.
22
Castro, GeÃsa Sombra de. "Talking about art and identity with Bom Jardim youth." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3694.
Full textAbstract:
Esta pesquisa busca compreender as implicaÃÃes da participaÃÃo em um grupo de arte-identidade no movimento da identidade de jovens vinculados ao Movimento de SaÃde Mental ComunitÃria do Bom Jardim (MSMCBJ), organizaÃÃo nÃo governamental que atua em Fortaleza no bairro do Grande Bom Jardim localizado na Secretaria Executiva Regional â SER V. Tal iniciativa deu-se a partir da nossa prÃvia inserÃÃo nas atividades do MSMCBJ, que garantiu o desdobramento de um processo de vinculaÃÃo tanto com a comunidade, quanto com os funcionÃrios da instituiÃÃo, permitindo, assim, uma abertura para a realizaÃÃo da pesquisa. Outro motivo foi a existÃncia de um grupo de trabalho com arte-identidade realizado com a populaÃÃo jovem que participa dos cursos profissionalizantes oferecidos pela ONG. Nesse sentido, nossa investigaÃÃo deteve-se em dois objetivos especÃficos: 1. Analisar as personagens que surgem no movimento da identidade dos jovens durante a participaÃÃo assÃdua no grupo de arte-identidade; 2. Compreender a direÃÃo da expressÃo e metamorfose da identidade mediante a presenÃa de novas personagens e o desaparecimento de outras. A relevÃncia desta pesquisa destaca-se pelo fato de a arte-identidade como proposta de facilitaÃÃo de grupos nÃo ter sido sistematizada. AlÃm disso, vinculÃ-la ao trabalho com jovens de um bairro popular da capital cearense muito pode contribuir como alternativa de facilitaÃÃo de grupos com esta populaÃÃo. Como marco teÃrico, utilizamos as contribuiÃÃes da Psicologia ComunitÃria, que busca facilitar, atravÃs do aprofundamento da consciÃncia, o desenvolvimento dos sujeitos comunitÃrios; da BiodanÃa, que à um sistema de desenvolvimento humano que busca a integraÃÃo afetiva, a renovaÃÃo orgÃnica e a reaprendizagem das funÃÃes originÃrias da vida; e da EducaÃÃo BiocÃntrica, que utiliza a BiodanÃa como mediadora no processo de ensino-aprendizagem, buscando a construÃÃo do conhecimento a partir do fortalecimento da identidade do educando para que este possa aprender a viver, conectando-se de forma profunda com a vida. Assim, atravÃs do mÃtodo facilitar-pesquisando com um grupo formado por 32 jovens na faixa etÃria de 16 a 20 anos, realizamos questionÃrios, cÃrculos de cultura, cÃrculos de encontro e relatos de vivÃncia como instrumentos para coletar os dados. Elegemos 8 jovens como participantes da pesquisa a partir de dois critÃrios: 1. a densidade das informaÃÃes oferecidas por estes participantes, apresentando um conteÃdo significativo para uma anÃlise com qualidade, e 2. a freqÃÃncia de participaÃÃo nos encontros semanais do grupo, acompanhados por assinatura numa lista, caracterizando uma porcentagem superior à 64%. ApÃs a transcriÃÃo e codificaÃÃo dos dados, submetemo-nos aos procedimento de anÃlise temÃtica. ConcluÃmos que a arte-identidade atua na construÃÃo de uma identidade-amor a partir da transformaÃÃo positiva dos seguintes aspectos identitÃrios: atua no fortalecimento dos aspectos saudÃveis da identidade (ausÃncia de agressÃo gratuita, percepÃÃo de si mesmo como criatura portadora de um valor intrÃnseco, capacidade de intimidade, capacidade de auto-regulaÃÃo e empatia); potencializa a expressÃo das linhas de vivÃncia (enfocamos a vitalidade, criatividade e afetividade); fortalece os tipos de vinculaÃÃo com a vida; e atua no fortalecimento do valor pessoal e poder pessoal.<br>This research search to understand the implications of the participation in an art-identity group in the movement of the Movement of Community Mental Health of the Good Garden (MSMCBJ) youths' identity, organization non government that works in Fortaleza in the neighborhood of the Grande Bom Jardim located in the Secretaria Executiva Regional - SER V. Such an initiative felt starting from our previous insert in the activities of MSMCBJ that it guaranteed an approximation with the community and with the employees of the institution allowing this research. Another reason was the existence of agroup with art-identity accomplished with the young population that participates the courses offered by ONG. This way, our investigation had two specific objectives: 1. to analyze the characters that appear in the movement of the youths' identity during the assiduous participation in the art-identity group; 2. to understand the direction of the expression and metamorphosis of the identity by the new characters' presence and the disappearance of other. The relevance of this research is the fact of the art-identity as proposal of facilitation of groups it was not systematized. Besides, the work with youths of a popular neighborhood of the capital from Cearà a lot can contribute as alternative of facilitation of groups with this population. We used the contributions of the Community Psychology theory that it looks for to facilitate through the conscience, the development of the community subjects; of BiodanÃa a system of
human development that looks for the affective integration, the organic renewal and the learning of the original functions of the life; and of the EducaÃÃo BiocÃntrica, that uses BiodanÃa as way in the teaching-learning process, looking for the construction of the knowledge starting from the invigoration of the student's identity so that this can learn how to live, being connected in a deep way with the life. Like this, through the method facilitar-pesquisando with a group formed by 32 young with 16 to 20 years, we accomplished questionnaires, culture circles, encounter circles and existence reports as instruments to collect the data. We chose 8 young as participants because: 1. the density of the information offered by these participants with a significant content for an analysis with quality, and 2. the participation frequency in the weekly encounters of the group, accompanied by signature in a list, characterizing a superior percentage to the 64%. After the transcription and code of the data, we made thematic analysis. We concluded that the art-identity group acts in the construction of an identidade-amor through the positive transformation from identity: it works in the healthy aspects of the identity (like aggression, perception of himself value, intimacy, self-regulation and empathy); it woks in the expression from the vitality, creativity and affectivity; it strengthens the life love; and it acts in the personal value and personal power.
23
Waugh, Joanne Sarah. "Talking about the weather : climate and the Victorian novel." Thesis, University of York, 2008. http://etheses.whiterose.ac.uk/14104/.
Full text
24
Mates, Andrea W. "What talking about them reveals about us the organization of person reference in conversations about family photographs /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1930285341&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Full text
25
Di, Nunzio Rosanna. "Asking and talking about a history of childhood sexual abuse." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0008/MQ40829.pdf.
Full text
26
Dumais, Diana L. "Talking about abortion a qualitative examination of women's abortion experiences /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1437627.
Full text
27
Jukes, Matthew C. H. "Talking about the past and its effect on children's memory." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244531.
Full text
28
Prantl, Daniel. "Talking about music lessons: implicit and explicit categories of comparison." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34629.
Full textAbstract:
This chapter presents a grounded-theory-oriented analysis of central discussions of the ICMLV symposium which tries to clarify which tertia comparationis the participants referred upon. In total, nine implicitly and seven explicitly used T.C. are presented. An additional analysis yields that a meaning-oriented understanding of culture was in majority used throughout the symposium.
29
Goodman, Stephanie. "Talking about whiteness: The Stories of Novice white Female Educators." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/903.
Full textAbstract:
In the United States, the largest group of educators, historically and presently, are white middle-class women, yet there is a rising population of racially diverse students creating a persistent dissonance and disconnect between the culture of the white teacher and their students. In this study, I sought to discover how the racial identity development of novice white female educators evolved, given their common participation in the Teach for America program. Using the conceptual frameworks of critical race theory, critical feminist theory, and the body of scholarship in critical whiteness studies, I conducted a critical narrative inquiry of eight novice white female educators. From the participants’ stories, three themes emerged: (a) relationships matter; (b) the privilege to want something different; and (c) intersection of whiteness and power. Further analysis was conducted to address the ideas of race-consciousness building through defining moments and sustained connection, and white dominance through an ascription of power and an analysis of gender. This study represents an effort to address the phenomenon of white teacher dominance by listening to the voices of white educators who experienced race-based development. Ultimately, this study aimed to contribute to the scholarship that informs how white educators develop their own racial identities so as to not do additional harm and trauma to racialized communities.
30
Cilliers, Berna. "Talking about medical talk : exploring experiences regarding communication in HIV." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/2913.
Full textAbstract:
Includes bibliographical references.<br>The challenges of communication in the multilingual and multicultural South African health care context are exacerbated by the complexities and demands introduced by HIV/AIDS. Despite the wealth of information on aspects related to the doctor-patient relationship, communication in HIV/AIDS care settings has received very little attention in the literature. South Africa leads the HIV/AlDS pandemic in numbers, yet almost no locally relevant information is available on the nature of communication in HIV/AIDS care settings. The study has aimed to address this need. A qualitative research design within an interpretive paradigm was followed. The primary aim of the study was to describe and explain communication in a paediatric outpatient HIV I AIDS clinic from the multiple perspectives of caregivers, counsellors and doctors. Semi-structured interviews with 11 caregivers of HIV positive children, four NGO trained HIVI AIDS counsellors and four doc1Drs were conducted. A phenomenological data analysis procedure was followed. Rich descriptions of the communication experiences of the three groups of participants were constructed and five central themes were identified. Communication in the clinic meant sharing meaning across differences. The language and cultural divide between caregivers and doc1Drs could be successfully bridged by a doctor facilitative conversational style and the participation of counsellors in communication. Effective communication was dependant on systemic support and infrastructure. Communication in the clinic involved more 1I1an words, was shaped by context, required the collective effort of all role players, and was transactional in nature and powerful to affect the lives of caregivers, counsellors and doctors. Recommendations regarding practice and education were made.
31
Gillon, Ewan James. "Men's talk about food : a discourse analysis." Thesis, Open University, 1997. http://oro.open.ac.uk/57687/.
Full textAbstract:
In this thesis I examine men's talk about food. I argue that many academic knowledges of food have adopted a realist epistemological stance that is problematic with regards to the functional and constructive nature of language. Consequently, I propose a focus upon how language is used to construct food in talk. I also argue that gender has been highlighted by much research as of significance in relation to food, but that men have been subject to very little in-depth study. I therefore propose a need to examine men's accounts of food. Employing a discursive action approach, I examine accounts produced by eight men. In talk about meat, I argue speakers reject the proposition that meat is essential, but also acknowledge its significance for health. I propose they downplay salad as a central feature of diet yet deny that it is objected to. I also suggest that respondents seem sensitive to a number of negative inferences relating to the consumption of sweets and biscuits. Additionally, speakers downplay the likelihood of buying slimming foods and characterise weight as un-problematic. However, they also stress that their weight is monitored. Similarly, respondents reject feeling guilty about food but demonstrate that their food consumption is not unregulated. In relation to cooking and shopping, I propose speakers deny that they are responsible for these tasks within the household. However, I also suggest that they display a sensitivity to potentially negative inferences, such as inequity, that may arise in connection with this state of affairs. Finally, I assert that participants deny eating at fast food restaurants and stress their variable explanations they produce. To conclude I highlight the complexity of food as a topic of study and consider the utility of a discourse analytic approach to men's accounts in this area.
32
Droser, Veronica Anne. "Talking the Talk| An Exploration of Parent-Child Communication about Cyberbullying." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1547403.
Full textAbstract:
<p> Technology has, without a doubt, altered the social fabric of society. Mediated forms of communication have paved the way for more efficient production, and the vast amount of information available online has given people the opportunity to be more informed than ever. However, the rise of mediated communication has also presented a number of new threats. The current study focused on one of these threats, cyberbullying, and was interested in looking at how parents talk about and understand their child's cyberbullying behavior.</p><p> This study had the goal of uncovering if parents talk to their child about cyberbullying, and how they approach these conversations. The intent of this study was grounded in the idea that parent-child communication is a valuable tool for developing belief systems, as well as making sustainable, positive and effective changes to behavior and perceptions.</p><p> Ultimately, parents do not avoid conversations about cyberbullying with their children. Parents structure these conversations with the intention of positively changing their child's behavior and beliefs. Specifically, parents talk about cyberbullying with their children as an effort to decrease the perceived risk their child faces if he or she participates in cyberbullying. However, these conversations are limited because they are grounded in misrepresented media coverage of cyberbullying which intensifies cyberbullying behaviors. As such, media producers must work toward presenting more all encompassing and wide spread coverage of cyberbullying as an effort to educate parents about the variety of behaviors which relate to cyberbullying.</p>
33
Gesner, Emily K. "Talking About Teaching: A professional development group for preservice secondary teachers." The University of Waikato, 2009. http://hdl.handle.net/10289/2792.
Full textAbstract:
As teaching is a highly complex activity, so too is learning to teach. One pedagogy which has been shown to promote teacher learning is the use of small group discussion. This thesis examines the experiences of seven preservice secondary teachers at a New Zealand university who met weekly during their second practicum to discuss their experiences at their placement schools. Individual interviews conducted with five of the participants revealed that students felt positively about the weekly meetings. The preservice teachers appreciated 1) being able to hear about the experiences of other preservice teachers 2) tell others about their teaching 3) being able to seek advice and potential solutions to problems 4) the sense of personal connection and emotional support they gained during the weekly sessions. The students reported that the weekly meetings allowed them to think about their teaching from the perspective of others, and gave them time to reflect about their experiences while on practicum. This study situates these findings within the literature on initial teacher education and offers suggestions for future research using this pedagogy.
34
Bailey, Natasha. "(Re)producing responsibility, talking with women about the birth control pill." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0018/MQ56798.pdf.
Full text
35
Due, Theilade Karen. "Talking Sexualities New Zealand and Danish Students' Stories about Sexual Negotiations." Thesis, University of Canterbury. School of Social and Political Sciences, 2011. http://hdl.handle.net/10092/5512.
Full textAbstract:
Poststructuralist and other critical analyses of sexuality, gender and identity are used to examine how New Zealand and Danish young adults drew on and challenged available discourses as they responded to representations of sexual interactions in the film Chasing Amy. The conversations about sexual practices in mixed gender, women only and men only focus groups illustrate the complex ways in which people construct their identities using subject positions available to them in different contexts as they responded to the movie, the talk of others and the researcher. The strengths and limitations of this approach to facilitating talk are examined as well as the conversations that occurred. The ways in which researchers in New Zealand and Denmark are themselves discursively positioned as theorists and investigators of gender and sexuality is also examined.
The thesis illustrates how multiple connections and differences emerge across national and local environments. Talk about sexual negotiations among young adults recruited through university student networks suggests that assumptions about agency, sexual autonomy, reciprocity and women’s and men’s equal right to enjoy sex are still gendered while also challenging traditional understandings about men, women and sexual pleasure. This was, for example, highlighted in talk about receiving and giving oral sex in long-term heterosexual relationships and the ‘need’ for women to explore their bodies and become ‘capable (s)experts’ through masturbation. The thesis finally explores how gendered collective and individual identities sometimes intersect with social identities associated with ethnicity, religion, nationality and sexual identification. These intersections disrupt attempts in cross-national projects – including this thesis research – to form conclusions about national differences and other social identities.
36
Begum, Nicola. "Trainee clinical psychologists talking about religion and spirituality in their work." Thesis, University of East London, 2012. http://roar.uel.ac.uk/3033/.
Full textAbstract:
Religious and spiritual beliefs and practices have been shown to have a positive impact on many clients’ mental well-being; however, most therapists do not address religious and spiritual issues as standard clinical practice and thus neglect an important aspect of clients’ worldview. Several areas are attributed to this neglect, including psychologists’ lack of exploration of their personal values and professional experiences of religion and spirituality, limited guidance from professional bodies and a neglect of these issues in UK clinical psychology training. The importance of trainee self-reflection during training to ensure issues of difference are explored is highlighted. There is a lack of understanding in UK based literature of the religious and spiritual experiences of trainee clinical psychologists and how this relates to and impacts upon their professional training, thus a qualitative approach was considered to explore and illuminate these issues. Interpretative phenomenological analysis (Smith, Flowers & Larkin, 2009) was used to analyse interview transcripts of eight trainee clinical psychologists. Findings showed a lack of awareness of the topic; these participants seemed to find it difficult to think and talk about the personal aspect of ‘personal and professional issues’ regarding religion, and to an even greater extent, about spirituality. They reported that working clinically with religious and spiritual issues raised many anxieties; participants related this to several layers of the clinical psychology profession, including a lack of exploration of the topic academically and in supervision, and a sense of powerlessness in challenging their understanding of the profession which appears disinterested in these issues. Recommendations resulting from the study include: further exploration of the topic amongst clinical psychology populations to gauge better understandings of the existing concerns and to establish an increased evidence-base of literature, development of ‘tools for thinking’ about religion and spirituality, and the development of training for trainers.
37
Smylie, Lana Rae. "Talking about tales: Creating a culture of stories for moral engagement." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1511.
Full text
38
So, Dominic K. "Stop Talking about Sorrow: Nixon’s Communications Strategy after Lam Son 719." Chapman University Digital Commons, 2019. https://digitalcommons.chapman.edu/war_and_society_theses/10.
Full textAbstract:
March 1971 was tough for President Richard Nixon. The American people were tired of the Vietnam War, with many still recovering from the violent anti-war protests of 1970. Congress had just passed an amendment prohibiting U.S. ground troops from operating outside of the borders of South Vietnam. Both the public and secret negotiations with Hanoi were stalled. Confidential channels with Beijing and Moscow about diplomatic initiatives had gone cold. Moreover, Lam Son 719, the joint U.S. and South Vietnamese incursion into Laos that began in February, was turning out to be a failure. The operation, Nixon’s military gamble to prove the success of Vietnamization, would show the opposite—that the South Vietnamese were not ready to take over the fighting from the Americans.
Yet, on 7 April 1971, Nixon announced in a television address that “Vietnamization has succeeded,” and that he would accelerate the withdrawal of American troops “because of the achievements of the South Vietnamese operation in Laos.” Many expected Nixon to increase the rate of troop withdrawals no matter the outcome of Lam Son 719. However, instead of being punished at the polls for his lack of credibility, as some in the press were predicting, in 1972, Nixon transfixed the nation with trips to Beijing and Moscow and won re-election by 49 out of 50 states. This thesis mines archival documents from the Nixon Presidential Library, the U.S. media, and television transcripts to explain how and why Nixon re-shaped the story of Lam Son 719 and his Vietnamization policy to persuade a dispirited American people to accept withdrawal from Vietnam. This political comeback, often overshadowed by Watergate, provides unique perspectives on presidential communications.
39
Rader, Kara. "Talking about Narrative Messages: The Interaction between Elaboration and Interpersonal Validation." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595433400871909.
Full text
40
Southall, Dan. "Clinical psychologists' views about talking to people with psychosis about sexuality and intimacy : a Q-methodological study." Thesis, Staffordshire University, 2017. http://eprints.staffs.ac.uk/4439/.
Full textAbstract:
Sexuality and intimate relationships are crucial to individual wellbeing, yet individuals experiencing mental health difficulties struggle to access social and relationship opportunities. Despite recent efforts to improve access to sexual health services in the United Kingdom, people with mental health difficulties report the lowest sexual satisfaction in population studies. For people with psychosis, concepts of sexual relationships are dominated by research that focuses on physiological side-effects of antipsychotic medication or perceptions that sufferers engage in deviant sexual practices. There is a paucity of research exploring the psychological and social barriers that prevent people with psychosis from developing intimate relationships from a lived experience perspective. This qualitative literature review and thematic synthesis includes nine articles and identifies five overarching factors that limit prospects for people with psychosis, including psychological and social barriers, lack of external support, concerns about the content of relationships, personal barriers and systemic barriers. A major barrier is the indirect traumatising and distressing psychological consequences caused by side-effects of antipsychotic medication that are frequently overlooked by mental health professionals. Findings are conceptualised within recovery models of mental health care. Implications for clinical practice include the need for specific assessment tools and support for professionals to explore sexual and relationship needs with service-users.
41
Barham, Lyn. "Talking about careers : personal and professional constructions of career by careers advisers." Thesis, University of the West of England, Bristol, 2013. http://eprints.uwe.ac.uk/20237/.
Full textAbstract:
This study arose from an 'intellectual puzzle' (Mason, 2003) that careers advisers, when faced with personal career dilemmas, found little apparent attraction in seeking career guidance for themselves. This puzzle resonated with the concern, often mentioned in the literatures on career and career guidance, that practitioners continue to espouse outdated, positivist methods of working with their clients. The research set out to explore how careers advisers think about 'career' in their personal and their professional lives. The study was conducted from a social constructionist metaperspective, which took worldviews and ways of knowing to be individually shaped by relationships and social experience. Data collection was through a storied approach to explore participants' retrospective accounts of their own careers to date, putting considerable effort into hearing stories rather than engaging in professional discourse. A second stage of each interview sought accounts of their ways of working with specific, recent clients. Analysis focused on attending to unique personal voices, and particularly the possibility that people may construe a single idea in different ways in different arenas of their life, exploring ideas of 'conceptual dispersion' (Linder and Marshall, 2003), contrapuntal voices (Gilligan et aI., 2003) and 'I-positions' (Hermans et aI., 1992). Differences emerged in the implicit concepts of career underlying personal career stories, both amongst the sample group of careers advisers, and intrapersonally when comparing personal career stories with discussions of their work with clients. Careership theory proved a powerful explanatory tool, but has not given adequate attention to the subjective nature of turning points alongside their visible manifestations in changes of status or occupation. The findings include identification of aspects of careers advisers' ways of working , which are inadequately recognised and celebrated. They also include an emergent understanding, framed within Careership theory and Bourdieu's work, of how careers advisers could better conceptualise their ways of relating with clients. The Listening Guide, a central tool in analysis of the data, was indentified as having potential in this conceptual development. Preparatory work for the study discovered that a remarkable lack of attention has been paid to the careers of careers advisers themselves. The study makes a contribution to this neglected field, as well as offering a firmly qualitative contribution to a research field noted by Stead et al. (20 11) to be strongly biased towards work in quantitative and positivist approaches.
42
Feckenstedt, Henrike. "Talking to the Future - about Radioactivity : Understanding Radioactivity Through Everyday Product Interactions." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107043.
Full textAbstract:
Nuclear waste remains radioactive for thousands of years. Burying it underground in an enormous repository, called Onkalo, surrounded and secured by solid rock is the long-term solution Finnish authorities implement right now. Once the repository is filled up, it will be locked up forever and never opened again. At the same time three new nuclear power plants are built. Out of Sight, out of Mind? Ultimately, this raises questions: Can this be the solution for final disposal of nuclear waste? How do we understand a problem clearly exceeding our capabilities as human beings? How do we deal with the dilemmas of uncertainty, invisibility, time, demand, possible contamination, and our individual responsibility as human beings? Understanding Through Interaction I designed three everyday products, a lamp, a toy for children, and a pregnancy test, that afford a familiar everyday action on one hand, while exposing a dilemma related to Onkalo on the other. In doing so, the artifacts make those dilemma tangible and facilitate understanding and critical thinking. Sharing a personal experience, the users can engage in a personal discourse around nuclear waste actively, opposing the distant and highly politicalised discourse spread by the media.
43
Renaud, Sarah-Jane. "Talking to young children about death: an investigation of parent-child conversations." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121262.
Full textAbstract:
Parent-child conversations have remained on the periphery of studies investigating children's developmental understanding of death and the circumstances under which death is first discussed with children have not yet been documented in the literature. The current program of research sought to investigate the content of parent-child conversations about death and the impact of such discussions. This dissertation is comprised of three manuscripts that collectively contribute to the literature by documenting young children's early experiences with death, exploring the role of parental beliefs and attitudes in parental explanations of death, and evaluating children's feelings and understanding of death after such conversations. The first manuscript reports on parental use of religious and biological explanations of death. Parents (n = 130) of children 1- to 7-years of age completed an online questionnaire. The types of explanations of death provided by parents were examined in relation to parental religiosity, afterlife beliefs, death anxiety, and perceptions of children's physical and emotional reactions to the conversations. The most frequent types of explanations provided to children were religious-spiritual. Parental beliefs in afterlife and death anxiety were able to accurately predict whether parents provided a religious-spiritual explanation. The majority of parents perceived no physical and emotional reactions in their children, however, there was a positive correlation between the biological explanation of the irreversibility of death and perceptions of children's generalized anxiety. The second manuscript provides information on children's earliest conversations about death and parental satisfaction with such conversations. Parents (n = 140) of children 2- to 7-years responded to an online survey regarding their children's experiences with death and the circumstances, conversations, and explanations related to these experiences. The majority of parent-child conversations about death were first initiated when children were between 3- and 3.5-years of age and conversations were most likely initiated by parents. A subset of parents (n = 88) provided narratives of the explanations of death that they gave their child. Satisfaction was higher in those parents who provided explanations of a continued existence after death compared to those who discussed the absence of a future physical relationship after death. The final manuscript reports on children (n = 48) 3- to 8-years that came to the lab and had a conversation about death with their parents. Children also completed measures of fearfulness and death understanding. Children's understanding of the cessation of bodily functions at death was predicted by discussions of the physical causes of death. Understanding of the irreversibility of death was also related to the content of discussions, as those parents who addressed a continued existence had children with lower understanding scores compared to those who discussed the causality of death. Higher levels of understanding death were correlated with higher levels of fear. Previous researchers who have reported that children's fear of death decreases as their biological understanding of death increases have recommended that death be discussed in biological terms with children. The current research introduces a new alternative, that a religious-spiritual conceptualization of death may act as a buffer to children's fear of death and danger. Taken together, findings from these three studies provide empirical support to enhance the developmental literature on children's understanding of death, as well as contribute a new line of inquiry to the field that includes young children's religious-spiritual conceptualizations of death and parent-child conversations.<br>Les conversations entre les parents et leurs enfants au sujet de leur compréhension de la mort sont restées a la périphérie des études de recherches, ainsi que les circonstances dans lesquelles ces conversations existent qui n'a pas été explorer. Ce programme de recherche à comme objectif principale d'explorer le contenue des conversations entres des parents et leurs enfants au sujet de la mort, ainsi que d'explorer l'impacte de ces discussions. Cette dissertation et compris de trois manuscrits qui ensemble contribue a la littérature par une documentation des expériences vécus par des jeunes enfants auprès de la mort, une exploration du rôle des croyances et attitudes parentales dans les explications offerte aux enfants, et un évaluation des émotions et compréhension de la mort auprès des enfant suite au conversations avec leur parents a ce sujet. Le premier manuscrit décrit l'utilisation parentale d'explications religieuses ou biologique de la mort. Les parents (n = 130) d'enfants âgées entre 1 a 7 ans on remplis un formulaire en ligne. Les types d'explications pour la mort offertes par les parents on été examinée ainsi que la relation entre les perceptions parentales des réactions affectifs et physiques de leur enfant, leur croyances religieuses, leur croyances en vie après la mort, et l'anxiété parentales au sujet de la mort. L'explication parentale la plus fréquente offerte aux enfants était religieux-spirituel. Les croyances parentales dans la vie après la mort ainsi que l'anxiété des parents au sujet de la mort a démontré une relation positive avec les explications religieux-spirituel. La majorité des parents n'ont pas perçu une réaction physique ou affectif chez leurs enfants, par contre, une relation positive a été démontrée entre une explication biologique que la mort est irréversible et les perceptions parentales de l'anxiété générale chez un enfant. Le deuxième manuscrit décrit les premières conversations au sujet de la mort ainsi que la satisfaction parentale. Les parents (n = 140) d'enfants âgées entres 2 a 7 ans on répondu a un formulaire en ligne au sujet des expériences de leurs enfants auprès de la mort, les circonstances, ainsi que les conversations et les explications offertes reliées a ces expériences. La majorité des conversations entres les parents et leurs enfants étaient initiées quand l'enfant était entre 3 et 3.5 ans, et la plupart des conversations était initiées par les parents. Une minorité des parents (n = 88) on offerte des récits exactes de leurs explications au sujet de la mort. La satisfaction parentale était plus hautes chez les parents qui on offerte des explications d'une existence continué après la mort, en comparaison avec les parents qui on discuter l'absence d'une existence physique après la mort. Le troisième et finale manuscrit décrit les enfants (n = 48) âgées entre 3 a 8 ans qui sont venue au laboratoire et qui on eu une conversation avec leur parents au sujet de la mort. Les enfants on aussi compléter des mesures de leurs compréhensions de la mort et leurs peurs. La compréhension des enfants au sujet des cessations des fonctions corporel à la mort était prédite par des discussions des causes physiques de la mort. Une compréhension de la irréversibilité de la mort était reliée au contenue des discussions parentales, car les parents qui on adressée une existence continue avait des enfants avec des niveau de compréhension plus basse en comparaison avec ceux qui on discuter la causalité de la mort. Une compréhension plus élevée de la mort était reliée à un niveau de peur plus élevée. Ensemble, les résultats de ces trois études offre des données empiriques pour améliorer la littérature développementale au sujet de la compréhension de la mort chez les enfants, ainsi que contribue une nouvelle ligne de recherche a ce domaine qui inclut les conceptualisations religieux-spirituel chez les enfants et le conversations entres parents et enfants.
44
Bauers, Anne M. "Becoming literate : teachers and children talking about writing in the early years." Thesis, University of East Anglia, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334332.
Full text
45
Folger, Teresa L. "Readers' parallel text construction while talking and thinking about the reading process /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012966.
Full text
46
Crow, Charles W. "Not talking about sex indirect parental communication and risky adolescent sexual behavior /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5633.
Full textAbstract:
Thesis (M.A.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 11, 2009) Includes bibliographical references.
47
Cuttitta, Anthony R. "Talking about technology| A metaphoric analysis of cloud computing and web 2.0." Thesis, Northern Arizona University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1550099.
Full textAbstract:
<p> This research investigates the discourse around the terms web 2.0 and cloud computing, which are used as metaphors for information technology. In addition to the disruptive technologies and applications to which they refer, both of these terms have affected information technology, its use, and the way it is perceived. This research examines how this impact has varied over time and by audience. The usage of the terms is examined through a rhetorical analysis of a sampling of articles from the general publications The New York Times, The Washington Post, and USA Today, and the professional publications InformationWeek and CIO Magazine. The research is an analysis of these artifacts using critical methods influenced by metaphoric analysis, symbolic interactionism, and Burke's concept of symbolic action. Metaphors serve as cognitive tools in discourse communities for understanding new domains, the tenor or target of the metaphor, through references to shared symbols, the vehicle or source of the metaphor. Metaphors may be mostly descriptive, as epiphors, or persuasive, as diaphors. This research shows that the web 2.0 and cloud computing metaphors served a persuasive purpose for helping people understand disruptive technology through familiar experiences. Rhetors used the metaphors in persuading audiences whether or not to adopt the new technologies. As the new technologies became accepted and adopted, problems arose which were obscured in the original metaphor, so new metaphors emerged to highlight and conceal various aspects of the technologies. Some of these new metaphors arose with systematicity in the same domain of the original metaphor, while others came from different domains. The ability of the metaphor to be used in various rhetorical situations as the technology evolves affects the usefulness of the metaphor over time. The usage of web 2.0 shortly after the dot com boom and bust cycle of the late 1990s and early 2000s allowed rhetors to frame web 2.0 as an economic phenomenon, casting the collaborative aspects of the technology as tools for making money in a perceived second dot com bubble. The failure of the second dot com bubble to materialize, along with user frustration with the emphasis of the economic aspects of collaboration and the limited usefulness of the software release cycle in representing continuous technical change, led to infrequency of the use of web 2.0 as a metaphor. Other metaphors, like social networking and social media, arose as a new source domain to represent some of the collaborative aspects of the original technologies. Some minor referents of web 2.0, like software as a service and data centers, became referents of cloud computing, which uses a natural archetype of clouds as the source domain to reference the target domain of hosted information technology services accessible through multiple devices. As a natural domain, the cloud metaphor is more extensible than web 2.0 and as a result may have more longevity than web 2.0. The cloud computing metaphor also became associated with lightning, electricity, experimentation, and utility through a fuzzy semantic relationship. The utility metaphor worked with cloud to emphasize the ease of implementation of cloud based solutions. As practical problems arose with implementing cloud solutions, new metaphors arose. Some of these worked within the cloud domain, such as the idea of storms, to emphasize the downsides of cloud computing. Other metaphors arose in new source domains to emphasize territory and private ownership in hosted solutions. By providing an in-depth rhetorical analysis of these IT metaphors, this research can serve as a guide for evaluating rhetorical and metaphoric responses to future disruptive technical changes.</p>
48
Battison, Graeme Keith. "Talking about parasuicide : attributions among parasuicide patients and Accident and Emergency staff." Thesis, University of Cambridge, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.627387.
Full text
49
Chapman-Blair, Sharon. "Talking about teams within a team building context: a discourse analytic study." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1002456.
Full textAbstract:
This research initiative responds to some of the issues raised by theoretical challenges leveled at Industrial Psychology (postmodernism), and practical challenges in the workplace (the use of teams) by investigating notions of what a team is via the postmodern methodology of discourse analysis. The research explores “team talk” – repertoires of speech employed by individuals to construct particular versions of “the team” for specific effects, of importance given emphasis placed on shared understanding, expectations and goals in a “team”. A Rhodes University Industrial Psychology Honours class required to work as a team (having participated in a team building exercise), as well as their lecturers who facilitated the team building process were interviewed to obtain “talk” to analyse. This uncovered a multiplicity of meaning, namely four ways of speaking about (constructing) the team. These repertoires are explored in terms of how they are constructed, how they differ across context and speakers, how they interrelate and what they function to achieve. The educational team repertoire constructs academic hierarchy, justifies individualism, positions members as experts and maintains distance from interpersonal processes. The machine repertoire divides work and interpersonal issues, regulates productivity and constructs team roles (defining individual activity and “team fit”), but is inflexible to change. The family repertoire voices emotive aspects to maintain cohesion via conformity, leaderlessness, group identity and shared achievement, but cannot accommodate conflict or workpersonal boundaries. The psychologised team repertoire constructs the team primarily as a therapeutic entity legitimately creating individual identities (and expertise) and facilitating personal growth, but this flounders when support in the “team” fails. Given that each repertoire has a different emphasis (reflective learning versus work processes versus building relationships versus personal growth), there are slippages / clashes between repertoires. This postmodern look at “the team” thus assists in recognizing and problematising these multiple meanings and identifying practical implications.
50
Vogelsang, Zabrina L. "Using Literature to Make Social Change: Talking about Race in the Classroom." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2653.
Full text