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Bhattacharya, Sourin. "Fluid Mechanics of Micro Cold Spray Direct Write Process." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26552.
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Cold spray, also known as the gas dynamic spray process, was first discovered in the 1980s while doing high speed two phase wind tunnel experiments. The principle underlying this process is that if a metal particle is accelerated to a velocity above a certain critical velocity, upon impact on a substrate the particle and substrate will undergo rapid plastic deformation and form a ?splat?. This process is currently being used for coatings applications. In this process, metal particles of diameter 5 ?m to 50 ?m are accelerated to a very high velocity (>500 m/s) and are deposited on substrates. Based on principles similar to cold spray process, we have developed a novel direct write process known as the Micro Cold Spray Direct Write (MCS-DW) process. Initial results from our experimental study have shown that conductive patterns of copper, tin and aluminum can be printed on flexible and rigid substrates using this process. The smallest feature size that can be printed using this process is 50 ?m.
In order to improve the deposition efficiency of the MCS-DW process, numerical studies were carried out to simulate the flow of aerosol particles through different nozzle geometries. It was found that a convergent capillary nozzle with a linear converging section of length 19 mm and a straight capillary of length 14 mm can be used to accelerate and focus silver particles of diameter 2 ?m. Copper particles of diameter 3 ?m can accelerate to their critical velocity by using a longer straight section of length 30 mm.
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Herfors, David. "The Time and Process used to write a Case Study." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32612.
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The time and process used to write a case study depends on several factors. There are different things to consider to save time and to make the process easier. First of all the author might need a certain skillset and experience. Second is to understand the importance of being prepared. It takes much time to write a case study and if the preparations are not taken in seriously consideration it may jeopardize the whole study. A deadline and timeline for the process is necessary to control the outcome. Normally the process involves a case study release form and a success letter where the last approval is made before the publication of the case study is done.
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Wright, Heather Peltier. "Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6784.
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The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected before being approved), and 3) psychometric properties of the items (item difficulty and item discrimination) in the field test data.
A teacher perception survey with quantitative and qualitative data was used to explore teacher perception of the training across the four modes and the anticipated impact of the project participation the teachers expected on their classroom assessment practices.
Multilevel modeling and multiple regression were used to examine the quality of items developed by participants, while constant comparative analysis, a chi-square test, and ANOVA were employed to analyze participants’ responses to a participation survey.
No pre-existing teacher variables were found to have a significant impact on the item discrimination values, though prior assessment development experience beyond that of the classroom level was found to have a significant relationship with the number of reviews per item. After controlling for prior assessment development experience, participant role was found to have a significant (p < .01) impact on the number of reviews per item. Items written by participants who served as both item writers and reviewers had a significantly lower number of reviews per item, meaning their items were rejected less frequently than items written by participants who served as item writers only. No differences in item quality were found based on the mode of training in which item writers participated.
Responses to the training evaluation survey differed significantly by mode of training at p < .001. The in-person trained group had the lowest total rating, followed by the online asynchronous group, while the online synchronous group had the highest overall rating of the training. Participant responses to open-ended questions also differed significantly by mode of training.
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Shang, Shuo. "A predictive thermal dynamic model for parameter generation in the laser assisted direct write process." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/10893/.
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The Laser Assisted Direct Write (LADW) method can be used to generate electrical circuitry on a substrate by depositing metallic ink and curing the ink thermally by a laser. Laser curing has emerged over recent years as a novel yet efficient alternative to oven curing. This method can be used in-situ, over complicated 3D contours of large parts (eg. aircraft wings) and selectively cure over heat sensitive substrates, with little or no thermal damage. In previous studies, empirical methods have been used to generate processing windows for this technique, relating to the several interdependent processing parameters on which the curing quality and efficiency strongly depend. Incorrect parameters can result a track that is cured in some areas and uncured in others, or in damaged substrates. This thesis addresses the strong need for a quantitative model which can systematically output the processing conditions for a given combination of ink, substrate and laser source; transforming the LADW technique from a purely empirical approach, to a simple, repeatable, mathematically sound, efficient and predictable process. This thesis describes in detail a novel and generic Finite Element Method (FEM) model that for the first time predicts the evolution of the thermal profile of the ink track during laser curing and thus generates a parametric map which indicates the most suitable combination of parameters for process optimisation. Experimental data is compared with simulation results to verify the accuracy of the model. This study also theoretically and experimentally investigates the curing process under different intensity profiles obtained with the SunShaper, a novel beam shaping device invented by Dr Wellburn, and thus predicts the performance of curing with various circular shaped beams.
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Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.
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Ruiz-Funes, Marcela T. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37345.
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Fox, Heather. "“I Must Write from Memory”: Reading Katherine Anne Porter’s The Old Order as a Reconstructive Process of Memory." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/465.
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Katherine Anne Porter wrote The Old Order stories in the early 1930s; and while there is no evidence that she ever revised them on a story level, she revised the order of the stories over more than thirty years in three collections: The Leaning Tower and Other Stories (1944), The Old Order: Stories of the South from The Leaning Tower, Pale Horse, Pale Rider, and Flowering Judas (1955), and The Collected Stories of Katherine Anne Porter (1965). Individually, each story is its own episodic memory based on Miranda’s adult recollections of childhood experiences. Collectively, Porter’s rearrangement of these stories over time both deconstructs and reconstructs Miranda’s narrative from a chronological to a representational recollection. Therefore, while the individual stories reveal memory’s imprint on identity, the progressive reordering of The Old Order stories reveals a reconstructive process of memory which repositions itself over time.
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Onanuga, Temitope [Verfasser], Andreas [Akademischer Betreuer] Erdmann, and Bernhard [Gutachter] Schmauß. "Process modeling of two-photon and grayscale laser direct-write lithography / Temitope Onanuga ; Gutachter: Bernhard Schmauß ; Betreuer: Andreas Erdmann." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2019. http://d-nb.info/1186380640/34.
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Ohta, Renka. "Integrated listening-to-write assessments: an investigation of score generalizability and raters’ decision-making processes." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6232.
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In measuring second language learners’ writing proficiency, test takers’ performance on a particular assessment task is evaluated by raters using a set of criteria to generate writing scores. The scores are used by teachers, students, and parents to make inferences about their performance levels in real-life writing situations. To examine the accuracy of this inference, it is imperative that we investigate the sources of measurement error involved in the writing score. It is also important to ensure rater consistency, both within a single rater and between raters, to provide evidence that the scores are valid indicators of tested constructs.
This mixed methods research addressed the validity of integrated listening-to-write (L-W) scores. More specifically, it examined the generalizability of L-W scores and raters’ decision-making processes and scoring challenges. A total of 198 high school English learners in Taiwan completed up to two L-W tasks, each of which required them to listen to an academic lecture and respond to a related writing prompt in English. Nine raters who had experience teaching English evaluated each student’s written materials using a holistic scale.
This study employed a univariate two-facet random effects generalizability study (p × t × r) to investigate the effects of tasks and raters on the score variance. Subsequent decision studies (p × T × R) estimated standard error of measurement and generalizability coefficients. Post-rating stimulated recall interview data were analyzed qualitatively to explore raters’ alignment of rating scale descriptors, decision-making behaviors, and scoring challenges.
The results indicated that the majority of score variance was explained by test takers’ ability difference in academic writing proficiency. The raters were similar in their stringency and did not contribute much to score variance. Due to a relatively large magnitude of person-by-task interaction effect, increasing the number of tasks, rather than raters, resulted in a much lower degree of error and higher degree of score generalizability. The ideal assessment procedure to achieve an acceptable level of score generalizability would be to administer two L-W tasks scored by two raters.
When evaluating written materials for L-W tasks, nine raters primarily focused on the content of the essays and paid less attention to language-related features. The raters did not equally consider all aspects of essay features described in the holistic rubric. The most prominent scoring challenges included 1) assigning a holistic score while balancing students’ listening comprehension skills and writing proficiency and 2) assessing the degree of students’ successful reproduction of lecture content. The findings of this study have practical and theoretical implications for integrated writing assessments for high school EFL learners.
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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.
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Nietner, Larissa F. "A direct-write thick-film lithography process for multi-parameter control of tooling in continuous roll-to-roll microcontact printing." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/92162.
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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 167-173).<br>Roll-to-roll (R2R) microcontact printing ([mu]CP) aims to transform micron-precision soft lithography in a continuous, large-scale, high-throughput process for large-area surface patterning, flexible electronics and engineered meta-surfaces. Efforts to implement this hybrid process have been limited by the inability to monitor and control the process and the lack of a continuous large-area polymer tool that embodies micron- to nano-scale patterns currently created with wafer-based lithography. Discontinuities arising from a wrapped image carrier, size limitations from silicon wafer sizes, difficulty in achieving uniform stamp thickness, and inability to monitor the contact region, pose challenges in scaling up [mu]CP to R2R processing. This work examines a new technique to produce seamless cylindrical tools for soft lithography using laser-based maskless lithography for micro-patterning. The process is parameterized and modeled to fabricate novel tooling structurally optimized for microcontact patterning. Positive-tone photoresists SPR 220 and AZ 9260 are examined in their process sensitivity and in their ability to provide tools for scalable [mu]CP. A fluorescent contact imaging technique is presented on the basis of fluorescent, layered composite PDMS image carriers. By adding fluorescent microparticles to PDMS, the stamp is shown to re-emit UV upon contact with the substrate. To scale the process for use in large-area applications, a machine design is suggested for a scalable implementation of the examined technique, which has the potential to provide large-scale microstructured tools and thereby facilitate process control and enable scale-up of microcontact printing.<br>by Larissa F. Nietner.<br>S.M.
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Song, Qiang. "Design of synthetic diffractive structures for 3D visualization applications and their fabrication by a novel parallel-write two-photon polymerization process." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2020. http://www.theses.fr/2020IMTA0199.
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Les éléments optiques diffractifs (EOD) sont maintenant largement utilisés dans les applications universitaires et industrielles grâce à leurs caractéristiques ultra-minces et compactes et à leur très flexible manipulation des fronts d'ondes lumineuses. Malgré ces excellentes propriétés, la portée d'application des EOD est souvent limitée par le fait que la plupart des DOE sont conçus pour générer uniquement des motifs projetés en 2D, et plus important encore, pour être utilisés uniquement avec des sources laser monochromatiques, cohérentes, souvent collimatées. Les contraintes de coût et de sécurité oculaire des sources laser limitent fortement les applications de visualisation des EOD telles que les hologrammes de sécurité, et la nature 2D des motifs générés limite les applications de réalité virtuelle ou augmentée. Pour surmonter ces restrictions, cette thèse vise la conception et la fabrication de structures diffractives 3D sélectives en longueur d'onde qui peuvent produire un objet 3D "flottant" perçu à plusieurs angles de vue derrière le substrat EOD lorsqu'il est éclairé par des sources LED blanches facilement disponibles et bon marché. Dans une première approche, nous développons et validons expérimentalement une série de nouveaux algorithmes de conception pour des structures EOD conventionnelles, optiquement "minces" sous un éclairage incohérent et divergent ; d'abord pour projeter des motifs 2D, puis pour créer des images 2D virtuelles et enfin des motifs 3D virtuels. Dans un deuxième temps, nous exploitons les capacités des structures optiquement "épaisses" de type Bragg pour introduire une sélectivité spectrale (vers des modèles de sortie de couleur) et améliorer l'efficacité de la diffraction. Comme l'approximation des éléments minces n'est pas valable pour la conception de structures photoniques 3D optiquement épaisses, nous développons un algorithme d'optimisation des essaims de particules basé sur un modèle de diffraction rigoureux pour concevoir des structures diffractives synthétiques optiquement épaisses très innovantes. La fabrication rentable de ces structures micro et nano-photoniques entièrement 3D proposées est très difficile lorsqu'on utilise les techniques lithographiques traditionnelles actuelles qui sont généralement limitées, en pratique, à la fabrication de structures 2D ou 2,5D. À cette fin, le département d'optique de l'IMT Atlantique met actuellement au point un prototype avancé de photoplotter de polymérisation à deux photons massivement parallélisés (2PP) pour la fabrication de structures photoniques entièrement tridimensionnelles de grande surface. Nous présentons nos contributions à la conception et au développement des modules d'illumination critiques et de haute uniformité pour le nouveau prototype de photoplotteur 2PP. La recherche et le développement de cette thèse contribuent à l'élargissement des applications de l'EOD à des domaines actuellement inaccessibles. Les méthodes de conception développées peuvent également trouver des applications dans des domaines d'affichage holographique tels que la réalité augmentée automobile<br>Diffractive Optical Elements (DOEs) are now widely used in academic and industrial applications due to their ultrathin, compact characteristics and their highly flexible manipulation of light wave-fronts. Despite these excellent properties, the scope of DOE applications is often limited by the fact that most DOEs are designed to generate only 2D projected patterns, and even more importantly, for use only with monochromatic, coherent, often collimated, laser sources. The cost and eye safety constraints of laser sources severely restrict DOE visualisation applications such as security holograms, and the 2D nature of the generated patterns limits virtual or augmented reality applications. To overcome these restrictions, this thesis targets the design and fabrication of wavelength selective 3D diffractive structures which can produce a perceived multiple view-angle “floating” 3D object behind the DOE substrate when illuminated by readily available and cheap white LED sources. In an initial approach we develop and experimentally validate a series of novel design algorithms for conventional optically “thin” DOE structures under incoherent, divergent illumination; first to project 2D patterns, then to create virtual 2D images and finally virtual 3D patterns. In a second stage, we leverage the capacities of optically “thick”, Bragg-like structures to introduce spectral selectivity (towards colour output patterns) and improve diffraction. Since the thin element approximation is invalid when designing optically thick 3D photonic structures we develop a particle swarm optimization algorithm based on a rigorous diffraction model to design highly innovative optically thick synthetic diffractive structures. The cost-effective fabrication of such proposed fully 3Dmicro- and nano-photonics structures is highly challenging when using current traditional lithographic techniques which are generally limited, in practice, to the fabrication of 2D or 2.5D structures. To this end, an advanced prototype massively parallelized two-photon polymerization (2PP) photoplotter for the fabrication of large area fully 3D photonic structures is currently being developed by the IMT Atlantique Optics Department. We present our contributions to the design and development of the critical, high uniformity illumination modules for the new prototype 2PP photoplotter. The research and development in this thesis contributes to the broadening of DOE applications to fields which are currently inaccessible. The developed design methods can also find applications in holographic display fields such as automotive augmented reality
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Antonelli, Maria Matilde. "SABERES DAS PROFESSORAS ALFABETIZADORAS BEM-SUCEDIDAS." Universidade Metodista de São Paulo, 2009. http://tede.metodista.br/jspui/handle/tede/1129.
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Previous issue date: 2009-03-19<br>This work aims to investigate the knowledge present in the pedagogical practice of six teachers who during their professional career presented a successful practice in
teaching how to read and write, always acting in the peripheral region of one city of Big São Paulo. In this study I used semi-structured interviews, participant observation
and report of their life history with the intention to answer the following questions: What is there of significance in the well succeeded practice of these teachers? Which
knowledge is mobilized with students in the process of reading and writing? How do the teachers deal with different knowledge of the students and with the situations that
they face with a possible absence of knowledge? Initially I describe the historical context of the read and write process in 1983 with the implantation of the Basic Cycle
(DURAN, 1995), period in which the target teachers of this research began their teaching career in the state web of schools and were challenged to face a new forms of thinking the read and write process within the psychogenesis of the written language (FERREIRO AND TEBEROSKY, 1979), which takes as basis the Piaget constructivism in a dialogic action with authors who prioritize the reflection on
knowledge and pedagogical practice. (FREIRE, 1996, OLIVEIRA, 1997, ALARCÃO 2005 AND TARDIF, 2007). The results show that the construction of knowledge of
the teachers in the conduct of the work in classrooms occur along with the trajectory of formation and pedagogical acting in different moments. In the dialogue with live
experience with produced pedagogical material in the relation with the children they work with in the course of formation in which they take part in the partnership and
exchanges with teachers. The creativity facing the challenges of read/write process make they reorganize the knowledge and look for knowledge in which the quality of
their intervention and pedagogical actions attend the diversity which constitutes the classroom space. Because they believe in the capacity of children they present
challenging activities which can make possible the reflection on the reading and writing processes. Always respecting the previous knowledge of the students who interact with them and constructing knowledge.(AU)<br>Objetivando investigar os saberes presentes na prática pedagógica de seis professoras que, ao longo de sua trajetória profissional, apresentaram uma prática
bem-sucedida na alfabetização, sempre atuando em região periférica de uma cidade da Grande São Paulo, utilizei, neste estudo, entrevista semiestruturada, observação
participante e relato de história de vida, no intuito de responder às questões: O que há de significativo nas práticas bem-sucedidas das professoras alfabetizadoras?
Quais saberes são mobilizados com os educandos no processo de alfabetização? Como as professoras lidam com diferentes saberes dos alunos e com as situações em que se defrontam com um possível não saber? Inicialmente, descrevo o contexto
histórico da alfabetização em 1983, com a implantação do Ciclo Básico de Alfabetização (DURAN, 1995), período em que as professoras-alvo da pesquisa iniciaram carreira no magistério na rede pública estadual e foram desafiadas a uma
nova forma de pensar a alfabetização no âmbito da Psicogênese da Língua Escrita (FERREIRO e TEBEROSKY, 1979), embasadas no construtivismo piagetiano, numa
ação dialógica com autores que priorizam a reflexão sobre saberes e prática pedagógica (FREIRE, 1996; OLIVEIRA, 1997; ALARCÃO, 2005 e TARDIF, 2007). Os resultados mostram que a constituição dos saberes das professoras na
condução do trabalho em sala de aula ocorre ao longo da trajetória de formação e atuação pedagógica, em diferentes momentos: no diálogo com experiências vividas,
com materiais pedagógicos produzidos; na relação com as crianças com quem convivem; nos cursos de formação de que participam; nas parcerias e trocas com professores. A criatividade diante dos desafios de alfabetizar faz com que
reorganizem o saber e busquem conhecimentos para que a qualidade das intervenções e ações pedagógicas atenda a diversidade que compõe o espaço da sala de aula. Por acreditarem na capacidade das crianças, propiciam atividades
desafiadoras que oportunizam a reflexão sobre a leitura e a escrita (FERREIRO, 1989, LERNER, 2002 & WEISZ, 2002), sempre respeitando os conhecimentos prévios do aprendiz que interage com elas e constrói conhecimentos.(AU)
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Bühne, Antonaide Rodrigues. "Programa Escola Zé Peão: uso social da leitura e da escrita dos operários-educandos da construção civil." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/9878.
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Previous issue date: 2016-02-29<br>This research aimed to investigate how the students of the Zé Peão School Program (PEZP) make use of the reading and the writing, through literacy perspective in their social relations. As regards the theoretical foundations of literacy for realizing this work, we search for support in the historical-cultural approach. It is a qualitative research, with a case study. Data were collected from the non-participant observation technique, in classrooms located at construction sites, in the space of initial and continuing training of PEZP, and observations were recorded in a field diary. Data were also collected by conducting semi-structured interviews with the workers learners. The results revealed that the students surveyed exercise literate social practices and recognize the reading and writing value to their activities and solving everyday problems. Our findings indicate the importance of working pedagogical practices in the process of teaching youths and adults how to read and write, through the perspective of social use of reading and writing.<br>Esta pesquisa teve como objetivo investigar como os educandos do Programa Escola Zé Peão (PEZP) fazem uso da leitura e da escrita, na perspectiva do letramento em suas relações sociais. No que refere aos fundamentos teóricos do letramento para a relização deste trabalho, buscou-se suporte na abordagem histórico-cultural. Trata-se de uma pesquisa qualitativa, do tipo estudo de caso. Os dados foram coletados a partir da técnica de observação não participante, nas salas de aula localizadas nos canteiros de obras, no espaço da formação inicial e continuada do PEZP, tendo as observações sido registradas em diário de campo. Os dados foram coletados por meio da realização de entrevistas semiestruturadas com os educandos-operários. Os resultados revelaram que os educandos pesquisados exercem práticas socias letradas e reconhecem o valor da leitura e da escrita para as suas atividades e a resolução de problemas cotidianos. As conclusões indicam a importância de serem trabalhadas as práticas pedagógicas, no processo de alfabetização de jovens e adultos, na perspectiva do uso social da leitura e da escrita.
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Bellotti, Andreia Alvim. "Tecnologias digitais: a apropriação pelos professores dos anos iniciais do ensino fundamental na prática pedagógica e a relação com a proposta curricular de língua portuguesa do município de Juiz de Fora." Universidade Católica de Petrópolis (UCP), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6559.
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Previous issue date: 2017-08-23<br>PROQUALI (UFJF)<br>A apropriação das Tecnologias Digitais (TDs) na prática pedagógica, pelos professores dos anos iniciais do Ensino Fundamental da Rede Municipal de Juiz de Fora e a possível articulação dessa prática com a Proposta Curricular de Língua Portuguesa desse nível de ensino, tendo em vista o processo de alfabetização e letramento dos alunos, constituiu-se o foco desta pesquisa. Sua organização orienta-se a partir de uma pesquisa qualitativa que se fundamenta na teoria da construção social do conhecimento de Vygotsky (1995, 1996,1998, 2007) e na teoria enunciativa da linguagem de Bakhtin (1992, 1999, 2003). Somando-se a essas teorias, a fundamentação está ancorada nos estudos de Soares (2002, 2004), Freitas (2008, 2009, 2010 e outros), Rojo (2010, 2012), Lévy (1999), Bevilaqua (2013) e Kenski (2012a, 2012b). A entrevista, a observação participante e o questionário são os instrumentos escolhidos para a coleta de dados por propiciarem uma relação dialógica entre pesquisadora e pesquisados. Acrescenta-se a estes a análise documental da Proposta Curricular de Língua Portuguesa. A pesquisa identificou que os professores vêm se apropriando das TDs em sua prática pedagógica enquanto instrumentos culturais de aprendizagem da atualidade e desenvolvendo um trabalho com vistas a alfabetizar letrando com as TDs. As práticas dos professores sujeitos da pesquisa se mostraram alinhadas ao propósito de construção de um currículo escolar coadunado com as novas tendências sociais de uma sociedade tecnologizada. Os docentes propõem atividades variadas com a intenção de trabalhar o uso instrumental das tecnologias ou, de forma mais ampla, com finalidade pedagógica, em que os objetivos vão além do uso instrumental, relacionando-se aos conteúdos curriculares previstos. De todas as práticas mencionadas, o jogo é proeminente no Laboratório de Informática (LI), permitindo a construção do conhecimento nas diversas áreas e maior apropriação do universo digital. O planejamento e os recursos materiais e humanos foram apontados como elementos fundamentais para o trabalho com as TDs, destacando-se como entraves a uma boa prática a dificuldade de conexão com a internet, a condição e quantidade insuficiente dos equipamentos e o desvio de função do professor do LI. O professor responsável pelo LI da escola tem sua prática voltada ao processo de ensino-aprendizagem dos alunos, porém também é um formador de seus pares, reconhecido por eles, no que se refere ao uso das TDs. A prática pedagógica desenvolvida no LI é influenciada pelas orientações da Proposta Curricular de Língua Portuguesa, de acordo com a concepção dos letramentos (múltiplos), embora a suplante no que se refere à construção de um trabalho que se volta à perspectiva dos multiletramentos. Nessa direção, ficou evidenciada a importância de dar continuidade ao trabalho com a multiplicidade semiótica dos textos e investir também, de forma mais efetiva, no trabalho com a multiplicidade cultural das populações, de modo a redesenhar o processo de ensino-aprendizagem.<br>The appropriation of Digital Technologies (DTs) in the pedagogical practice, by elementary and junior high teachers in municipal schools of Juiz de Fora, and the possible articulation of such practice with the Portuguese Language Curricular Proposal for that level, considering the basic process of reading and writing and process of literacy constitutes the focus of this research. Its organization is guided by a qualitative research based on Vygotsky's theory of social construction of knowledge (1995, 1996, 1998, 2007), and Bakhtin'senunciative theory of language (1992, 1999, 2003). In addition to these theories, the groundwork is anchored in studies by Soares (2002, 2004), Freitas (2008, 2009, 2010 and others) and Rojo (2010, 2012), Lévy (1999), Bevilaqua (2013) and Kenski (2012a, 2012b). The interview, the participant observation and the questionnaire are the chosen instruments for data collection once they provide a dialogical relationship between the researcher and the researched ones. Moreover, it was added the documental analysis of the Portuguese Language Curricular Proposal. The research verified that teachers have appropriated DTs in their pedagogical practice as cultural instruments of current learning and developed a work hoping to teach the alphabet with literacy by using DTs.The practices of the teachers who are subjects of the research were aligned with the purpose of building a school curriculum in line with the new social tendencies of a technologized society.Teachers propose varied activities with the intention of working on the instrumental use of technologies or, more broadly, for pedagogical purposes, in which the objectives go beyond the instrumental use, being related to the curricular contents that are expected.Of all the mentioned practices, the game is prominent in the Computer Laboratory (CL), allowing the construction of knowledge in different areas and greater appropriation of the digital universe. Planning and material and human resources were identified as fundamental elements for the work with DTs, being pointed as obstacles to a good practice, the difficulty of connecting to the Internet, the insufficient condition and quantity of equipment and the function diversion of the CL teacher.The teacher responsible for the CL of the school has its practice focused on the teaching-learning process of the students, but also the teacher is a trainer of their peers, recognized by them, regarding the use of DTs.
The pedagogical practice developed in the CL is influenced by the orientations of the Portuguese Language Curriculum Proposal, according to the conception of the literacies (multiple), although it supplants the last one, concerning the construction of a work that goes towards the perspective of multiliteracies. According with this direction, it became evident the importance of continuing the work with the semiotic multiplicity of the texts and also investing, more effectively, in the work with the populations cultural multiplicity, in order to redesign the teaching-learning process
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GONZAGA, CLAUDIA ASSUMPCAO. "PAULO COELHO ON STAGE: THE POP STAR WRITER BUILDUP PROCESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10616@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Nesta dissertação propomos uma análise da construção da
imagem do
escritor Paulo Coelho como uma celebridade mundialmente
conhecida e,
conseqüentemente, da progressão de tal imagem para uma
marca vendável.
Assim, examinaremos, de maneira cronológica, os elementos
necessários para que
a construção seja realizada. Para tanto, é necessário
realizar um estudo resumido
sobre os temas abordados na obra literária de Paulo
Coelho, bem como nos
debruçarmos na questão do carisma necessário para a
efetivação da transformação
de um escritor em pop star. Este carisma permeará boa
parte da dissertação e é
considerado como algo que pode ser parcialmente
construído. Antes, porém, para
entendermos como a vida literária brasileira foi moldada,
faremos uma breve
viagem no tempo desde o Romantismo até os primeiros anos
do século XX.<br>This dissertation analyses the writer Paulo Coelho´s image
buildup process
to become a world wide know celebrity, and, as a
consequence, the transformation
of such image into a saleable mark. The elements which are
required for this
buildup process are examined in a chronological manner. A
study summarizing
the subjects treated by Paulo Coelho in his literary works
is presented, followed
by considerations on the charisma that is required to
allow for the transformation
of a writer into a pop-star. Such charisma will be present
throughout many parts of
the dissertation, and it will be considered as something
that can be partialy
constructed. In order to allow for the understanding of
how Brazilian literary life
was casted, a short literary time trip from the Romantics
days to the beginning of
the 20th Century is also presented.
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Humayun, Saalem. "Constructing family photograph albums : how the process of archival acquisition writes history." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99722.
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This thesis is about photographic archives. Specifically, it concerns the process of acquisition for family photograph albums as archival texts. It argues that the process of acquisition writes history, and not one sole author. Additionally it argues that the institutional policy of an archive governs this process. Further, it argues that there is a homology between a public and private archive. In this light, it pursues an autobiographical approach, and compares the author's family photograph album with a family photograph album in the McCord Museum of Canadian History.
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John, Suganthi Priscilla. "The writing process and writer identity : investigating the influence of revision on linguistic & textual features of writer identity in dissertations." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419722.
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Graves, Seth Robert. "A Life of Process and Progress| The Influence of Writer Donald M. Murray." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13850737.
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Haas, Sarah S. "By writers for writers : developing a writer-centred model of the writing process." Thesis, Aston University, 2010. http://publications.aston.ac.uk/15207/.
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This thesis, set within an Action Research framework, details the development and validation of a writer-centred model of the writing process. The model was synthesised within the boundaries of a writers’ group for MA students. The initial data collected, and analysed using the principles of grounded theory, were retrospective descriptions of group members’ writing processes. After initial analysis, additional data, from group members’ writing, and from audio recordings, were used for further analysis, and to form a model of the writing process. To ascertain whether the model had value outside the specific context in which it was made, it was validated from three different perspectives. Firstly, the retrospective descriptions of other writers were collected and analysed, using the model as a framework. Secondly, the model was presented at academic conferences; comments about the model, made by members of the audience, were collected and analysed. Finally, the model was used in writing courses for PhD students. Comments from these students, along with questionnaire responses, were collected and the content analysed. Upon examination of all data sources, the model was updated to reflect additional insights arising from the analysis. Analysis of the data also indicated that the model is useable outside its original context. Potential uses for the model are 1) raising awareness of the process of writing, 2) putting writers at ease, 3) serving as a starting point for individuals or groups to design their own models of the writing process, and 4) as a tool to help writers take control of their writing processes.
21
Sloan, Philip J. "Assembling the identity of "writer"." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416523281.
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Price, Geraldine A. "Cognitive load and the writing process : the paradox of the dyslexic writer in higher education." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411635.
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Alvarez, Georgina. "Aprender a escribir en los niveles iniciales de ELE : Un análisis de manuales del nivel A2 para el diseño de una propuesta didáctica." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131582.
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La presente investigación tiene como objetivo analizar la presencia que tiene la destreza de la expresión escrita en los manuales de español como lengua extranjera destinados a un público adulto de nivel básico, más concretamente de nivel A2. Asimismo, pretende observar qué tratamiento se hace de dos aspectos relacionados con la composición escrita: los géneros discursivos y los procesos de escritura. Para ello, recogemos datos a partir de una plantilla de análisis que aplicamos a cinco manuales de diferentes editoriales españolas publicados después de 2006. En esta recogida de datos destaca de la alta presencia de actividades de expresión escrita en los manuales. En relación a los géneros discursivos, los manuales dan importancia al trabajo explícito de los aspectos analizados para el presente trabajo: contexto comunicativo, destinatario y propósito. Sin embargo, notamos una presencia baja de textos que sirvan como modelo a los estudiantes a la hora de realizar sus producciones textuales y es prácticamente inexistente la reflexión acerca de la estructura y características de los modelos. En cuanto a los procesos de escritura, el proceso de textualización es el que tiene más presencia en los cinco manuales analizados, mientras que la planificación y la revisión quedan relegadas a un segundo plano con una ocurrencia más baja. En la misma línea, destacamos la poca relevancia dada a la revisión, especialmente la retroalimentación entre pares. A partir de los resultados obtenidos y basada en un enfoque ecléctico de la didáctica de la expresión escrita, presentamos una propuesta didáctica pensada para el nivel A2 en la que se combina el trabajo explícito del género discursivo con los procesos de escritura, así como fomenta la escritura colaborativa.<br>This paper aims to analyse the presence of written expression activities in Spanish as a Foreign Language textbooks designed for adults in a pre-intermediate level (A2). Moreover, the purpose is to examine the approach which is used in relation to two key aspects of the written composition: the discourse genres and the writing process. With this objective, we compile data using an analysis template that is completed with information from five textbooks from different Spanish publishers after 2006. According to the data collection, there is a prolific presence of written expression activities in the analysed textbooks. Regarding the genres of discourse, the textbooks place relevance to the explicit practice of the following aspects: the communicative context, the audience and the purpose. However, a low presence of model texts for the students to use for their own compositions is also noted, as well as a virtually non-existent reflection of the model texts' structure and characteristics. As far as the writing process is concerned, the textualization is the process with more presence in the analysed textbooks, whereas planning and reviewing are marginalised with a lower occurrence. To the same extent, we would like to emphasize the low relevance of revision, especially that among peers. Taking into account the results and based an eclectic approach to the teaching of written expression, we present a teaching proposal for an A2 level in which the discourse genre and the writing process are dealt with explicitly, as well as we intend to encourage collaborative writing.
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Santos, José Carlos Daumas. "Prisões cautelares no processo penal." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/8540.
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Previous issue date: 2009-05-13<br>The present work approaches the legal requirements for the decree
or maintenance of any action for a provisional arrest, as well as the pertinent
constitutional principles. Chapter 1 discourses on the constitutional
principles applicable to the provisional arrests, which are studied in chapter
2. Chapter 3 considers the arrest of the caught in flagrante delicto.
Temporary arrests are discussed in chapter 4 and arrests through pronunciation
and appealable punishment sentence, in chapter 5. The preventive
custody is examined in chapter 6 and chapter 7 focuses on the
relative subject to the free on parole. Chapter 8 discourses upon the provisional
arrest within the criminal and special prosecution criminal laws,
and chapter 9 acknowledges the project for the reform os the criminal
prosecution code, in what it regards to the writs of prevention. In chapter
10 the conclusions on the studied subject are composed<br>Na presente dissertação tratamos dos requisitos legais para a decretação
ou manutenção de qualquer prisão cautelar, bem como dos
princípios constitucionais pertinentes.
No capítulo 1 discorremos sobre os princípios constitucionais aplicáveis
às prisões cautelares, as quais são estudadas no capítulo 2. O
capítulo 3 trata da prisão em flagrante. A prisão temporária vem tratada
no capítulo 4 e as prisões por pronúncia e por sentença condenatória
recorrível, no capítulo 5. A prisão preventiva vem estudada no capítulo 6
e a liberdade provisória no capítulo 7. O capítulo 8 trata da prisão cautelar
nas leis penais e processuais penais especiais e o capítulo 9 contém
considerações sobre o projeto de reforma do código de processo penal,
pertinente às medidas cautelares. No capítulo 10 foram articuladas as
nossas conclusões sobre o tema estudado
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Neto, José Eugenio do Amaral Souza. "Recurso ordinário constitucional em processo civil." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/2/2137/tde-10012014-074551/.
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Esta dissertação analisa o recurso ordinário constitucional, espécie recursal autônoma e heterogênea, em Processo Civil. Apenas dois tribunais superiores, o Supremo Tribunal Federal e o Superior Tribunal de Justiça, possuem competência para julgar esse recurso. Inicia conceituando recurso e duplo grau de jurisdição, bem como apontando as semelhanças e as diferenças entre esses dois institutos jurídicos processuais. Em seguida, define o critério de classificação dos recursos entre ordinários em sentido amplo e extraordinários em sentido amplo no ordenamento jurídico brasileiro, para apontar em qual categoria se enquadra o recurso ordinário constitucional. Verifica a origem histórica do recurso ordinário constitucional, com enfoque na sua disciplina pelas Constituições Federais do Brasil republicano, para que identifique quais são os motivos pelos quais essa espécie recursal existe e deve ou não ser mantida atualmente. Define cada uma das hipóteses de cabimento do recurso ordinário constitucional, priorizando a definição daquelas interessantes para o Processo Civil. Delineia os aspectos procedimentais desse recurso (requisitos de admissibilidade, efeitos devolutivo e suspensivo, procedimento perante o juízo a quo e perante o juízo ad quem, possibilidade da sua interposição adesiva e cabimento de embargos infringentes e de embargos de divergência). Aponta as funções dos tribunais superiores brasileiros, comparando-as com as funções e com os recursos de competência de Cortes Constitucionais e de tribunais superiores estrangeiros. Conclui pela necessidade de manutenção do recurso ordinário constitucional no ordenamento jurídico brasileiro, com algumas alterações das hipóteses de cabimento.<br>This dissertation analyses the recurso ordinário constitucional, a heterogenic and autonomous kind of appeal, in its Civil Procedure forms. Only two superior courts, the Supremo Tribunal Federal (the Brazilian Supreme Court) and the Superior Tribunal de Justiça (the Brazilian Federal Court of Appeals) can judge that kind of appeal. It starts conceptualizing what is an appeal and what is a two-tier judicial exam, as well as their resemblances and differences. It follows defining the standard on how to classify the appeals between ordinary and extraordinary in the Brazilian law, so the recurso ordinário constitucional can be appointed to a category. It verifies the historical origin of that kind of appeal, with special focus on its constitutional discipline, since Brazil has being a republic, so it is possible to identify the reasons why that kind of appeal exists and should or should not be maintained nowadays. It defines each one of the cases that the recurso ordinário constitucional can be interposed, prioritizing the ones regarding Civil Procedure. It outlines the procedural aspects of that kind of appeal (its admissibility requirements, its staying and non-staying effects, its procedure before the judex a quo and the judex ad quem, the possibility of that kind of appeal being adhesive, and the acceptance of the embargos infringentes and the embargos de divergência, two different kinds of appeal). It points out the scopes of the Brazilian superior courts, comparing them to the scopes and the appeals judged by foreign Constitutional Courts and superior courts. It concludes that the recurso ordinário constitucional should remain on the Brazilian law, with some modifications regarding the cases it can be interposed.
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Swanson, Anna Lynn. "Body of work: everything I wrote while I was supposed to be making films (is actually part of the filmmaking process)." Thesis, University of Iowa, 2016. https://ir.uiowa.edu/etd/6298.
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Disciplines arrive at moments of crisis. So do those who labor within and at the margins, intersections, outskirts, and centers of those disciplines. This written thesis draws together these moments of both disciplinary and individual crisis, at the intersection of anthropology, nonfiction filmmaking, and film studies. In response to existential, representational, and ethical anxieties, these writings and videos affirm life, within and between the disciplines, myself, and my collaborators — each of whom has experienced or is recovering from an eating disorder. Through navigating the representation of these experiences, the work interrogates the limits and potentials of representation in nonfiction film and video more broadly, and how it relates to anthropology, activism, and pedagogy. It asks: what is a good (ethical) representation of another individual’s experience, especially of something as seemingly private or vulnerable as an eating disorder and the recovery from it? This thesis approaches this question from technological, methodological, ethical, philosophical, and practical perspectives, and in doing so, aims not so much to resolve these disciplinary and personal crises, but to move through and with them, towards a theory and a practice of embodied ethical representation.
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Santos, Dilma Pereira dos. "Objetos educacionais como instrumentos mediadores no processo de ensino e aprendizagem da língua portuguesa para alunos com deficiência auditiva." Universidade do Oeste Paulista, 2016. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1030.
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Previous issue date: 2016-04-18<br>The present dissertation was developed for the Master of Education degree at the Universidade do Oeste Paulista (Unoeste). The objective of this study was to investigate the influence of certain educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students. This study is based on technological and human sociocultural theories which help one understand the process of learning the written and spoken Portuguese language. Additionally, it is also based on the ethical and legal guidelines that promote the use of educational tools as pedagogical resources in teaching deaf, hard of hearing, and speech impaired students. A group of six deaf, hard of hearing, and speech impaired students participated in this study. Their ages ranged from 9 to 10. These students were enrolled in a school that serves hearing and speech impaired students in Foz do Iguacu, Parana, Brazil. This qualitative study. As part of the methodology, the following took place: Structured diagnostic observation, collection of data produced by students, text interpretation, and verification of the quality of texts produced by the students. Next, the researcher applied intervention activities by using HagaQue, Tux Pent, and Scrapbooking which are tools that focus on writing and reading skills. A second evaluation was conducted to determine if any significant change was found in the students’ writing and reading comprehension skills. Results show the significance and validity of these educational tools as pedagogical resources to promote the development of writing and reading comprehension skills in deaf, hard of hearing, and speech impaired students.<br>A presente dissertação foi desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista (Unoeste). A pesquisa tem como objetivo investigar a influência de Objetos de Aprendizagem como recurso pedagógico para promover o desenvolvimento da leitura e escrita para alunos com deficiência auditiva. Para fundamentação foram utilizadas bases teóricas voltadas ao sociointeracionismo no qual o humano e o tecnológico interagem no processo de aprendizagem da língua portuguesa escrita; bem como bases legais que sustentam o uso de objetos educacionais no desenvolvimento dos alunos com deficiência auditiva. Os sujeitos da pesquisa foram seis alunos com deficiência auditiva, entre 9 e 10 anos de idade; devidamente matriculados no ensino fundamental, no qual cursavam o quarto ano em uma escola em Foz do Iguaçu (PR). A pesquisa foi de cunho qualitativa. Como procedimentos metodológicos para coleta de dados promoveu-se observação estruturada diagnóstica, análise dos documentos da produção de textos desenvolvidos pelos alunos, a fim de verificar a qualidade da produção e interpretação textual. Em seguida, foram aplicadas atividades de intervenção com os objetos educacionais HagáQuê e Tux Paint que visavam à produção escrita e leitura. Uma segunda avaliação foi realizada para determinar se houve mudança quanto à produção da escrita e interpretação textual. Como resultado, verificou-se a importância e validade pedagógica de tais objetos educacionais no processo de ensino e aprendizagem da Língua Portuguesa para alunos com deficiência auditiva.
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Garcia, Inez Helena Muniz. "Jovens e Adultos em Processo de Alfabetização: voz e vida, revelações e expectativas." Universidade Federal Fluminense, 2004. http://www.bdtd.ndc.uff.br/tde_busca/arquivo.php?codArquivo=228.
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Este estudo tem como objetivo investigar os fatores que levam nove jovens e adultos a iniciarem seus estudos formalmente ou a reiniciarem estes estudos. Tomando como referências teórico-metodológicas Bakhtin, Dias e Ginzburg, entre outros autores, buscamos compreender as histórias de vida dos sujeitos pesquisados, ou seja, ouvir suas vozes, para além de uma ótica imposta pelo discurso oficial, que considera o analfabetismo como um “mal a ser cortado pela raiz”. Discutimos os conceitos de alfabetização e letramento, relevantes para a pesquisa, respaldadas em Soares, Kleiman e Goulart, principalmente. É realizado um estudo de caráter qualitativo, em que utilizamos
o paradigma indiciário como referência para a constituição de dados. O material empírico
foi colhido por meio de conversas, questionários e de falas/narrativas produzidas em situação de grupo focal. Os significados da alfabetização/escolarização foram
categorizados a partir de um diálogo com Melo, buscando uma escuta inclusiva das prioridades apontadas pelos alfabetizandos. Os componentes do letramento, discutidos com base em Tolchinsky, revelaram a necessidade dos alfabetizandos de um processo de alfabetização que leve em conta a realidade em que vivem e suas demandas por práticas sociais diversas de leitura e de escrita.<br>This essay has an objective to investigate the reasons why nine young guys and adults formally started their studies or just restarted it. Taking as a theoreticalmethodological references Bakhtin, Dias and Ginzburg, among other authors, searching for the comprehension of these guys life histories, better saying, to listen to their voices, to beyond of a point-of-view demanded by the official speech, which considers the illiteracy as something bad that should be cut in the beginning. We discuss the literacy concepts, besides the way to learn to read and write, that matters for the research, based mainly on Soares, Kleiman and Goulart. The study is carried out in a qualitative character: the empirical material was collected by the conversations,questionnaires,
speech/narrative produced in situation of a focal group. The meaning of the literacy/educational background were categorized from a dialogue with Melo, searching for a inclusive listening of the priorities pointed out by the formal primary learners. The literacy components argued into Tolchinsky bases, showed us the necessities of the
primary learners in the literacy process which considers the reality in which they live and also their requests for the several social practices from reading and writing matters.
29
Lunelli, Carlos Alberto. "A superação do paradigma racionalista e a possibilidade de inclusão de comando mandamental na sentença condenatória." Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2471.
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Previous issue date: 24<br>Universidade do Vale do Rio dos Sinos<br>A ação condenatória do processo civil não encontra a correspondente ação no plano material, motivo pelo qual não realiza a pretensão do autor. A exigência de sua utilização no processo civil, como condição para o início da execução, nas pretensões relativas ao direito obrigacional, também está relacionada ao método empregado pela ciência processual. O conhecimento científico depende do método de que a ciência se utiliza. As ciências do espírito não são o campo da invenção e o seu proceder é diverso daquelas da natureza. A compreensão é que deve informar o saber no campo social. Então, é inadequada a utilização do método das ciências naturais, quando se trata da ciência processual. A incorporação do método das ciências exatas, pelas ciências do espírito, tem suas origens no pensamento racionalista, quando na Idade Moderna desenvolveu-se uma nova concepção do mundo e do conhecimento. No campo do Direito, a influência do Direito Natural trouxe essa dimensão peculiar, onde a necessária afirmação da razão humana,<br>The condemnatory action of the civil process does not find a corresponding action in the material plan, which is why it does not fulfill the author’s pretension. The demand of its use in the civil process, as a condition to start an execution, in the pretensions related to the obligational law, is also related to the method employed by the process science. The scientific knowledge depends on the method that science uses. The spiritual science is not in the field of invention and its procedure differs from the natural one. The understanding must inform the knowledge in the social field. Therefore, it is inadequate the use of the natural sciences method when dealing with the process science. The incorporation of the exact sciences method by the spiritual science has its origin in the rationalistic thought, when a new conception of world and knowledge was developed in the Modern Age. In the field of Law, the influence of the Natural Law brought this peculiar dimension, where the necessary assertion of the human
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Pereira, David da Silva 1971. "Jurisprudência e política no Supremo Tribunal Federal : a omissão inconstitucional nas decisões de mandado de injunção (1988-2010)." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/280156.
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Orientador: Andrei Koerner<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas<br>Made available in DSpace on 2018-08-21T23:24:37Z (GMT). No. of bitstreams: 1
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Previous issue date: 2013<br>Resumo: O objetivo desta tese é analisar o processo de construção, pelo Supremo Tribunal Federal (STF), do seu papel de controle de constitucionalidade das omissões inconstitucionais por meio da análise de uma série temporal de julgamentos de mandados de injunção (MI), no período de 1988-2010. Trata-se de um esforço de contribuição para a compreensão do modo como o Tribunal atuou diante da omissão inconstitucional nesses 22 anos de exercício da jurisdição constitucional. Nesse período, constatou-se uma atuação autocontida do Tribunal diante do poder revisional em face das omissões inconstitucionais. A natureza essencialmente política dessa atuação também é introduzida com a preocupação de situar o leitor no embate entre os Poderes da República diante do dever de decidir do Judiciário quanto à prerrogativa do Legislativo/Executivo de legislar/regulamentar direito, liberdades e prerrogativas. Entre as várias possibilidades disponíveis, o Supremo decidiu por uma construção que restringiu o alcance do mandado de injunção como instrumento efetivo do exercício de direitos, liberdades e prerrogativas constitucionais dos cidadãos. Ao fazê-lo, limitou o seu próprio papel de revisor das omissões inconstitucionais. Interessa, principalmente, analisar como o Tribunal elaborou os contornos de sua atividade revisora no caso das omissões inconstitucionais, o que acabou por delinear o tipo de resposta que daria aos pedidos de injunção ou de integração do direito não exercido devido à omissão. Integrar, nesse caso, significa tornar viável o seu exercício por meio da complementação necessária não realizada justamente pela omissão em análise. E mais, é imprescindível entender como foi construído o posicionamento da Corte quanto às consequências políticas e sociais de suas decisões para a sociedade e para o próprio Tribunal. Nesse sentido, interessa ao presente estudo contribuir na compreensão do modo como o principal Tribunal brasileiro se posicionou no exercício da análise de situações de inconstitucionalidade omissiva<br>Abstract: The objective of this thesis is to analyze the construction process, of the Supreme Court (STF), its role in controlling the constitutionality of unconstitutional omissions through the analysis of a series of trials of writs of injunction (MI) in the period from 1988 to 2010. This is an effort to contribute to the understanding of how the Court has acted before unconstitutional omission in these 22 years of exercise of the constitutional jurisdiction. During this period, a self-contained performance was observed regarding revisional power in face of unconstitutional omissions. The essentially political nature of this performance is also introduced with the intention of helping the reader to understand the clash between the powers of the Republic concerning the duty of the judiciary to decide on the prerogative of the Legislative/Executive to legislate/regulate rights, freedoms, and privileges. Among the various possibilities, the Supreme Court decided on a construction that restricted the scope of the writ of injunction as an effective instrument of the exercise of rights, freedoms, and constitutional prerogatives of the citizens. By doing so, it limited its own role as reviewer of unconstitutional omissions. The main interest is to analyze how the Court elaborated the contours of its revisional activity in the case of unconstitutional omissions, which eventually delineated the type of response that it would give to requests of injunction or integration of the right not exercised due to the omission. To integrate, in this case, means making its exercise feasible through the necessary supplementation that is not carried out precisely because of the omission under analysis. It is also imperative to understand how the positioning of the Court was constructed as to the political and social consequences of its decisions for society and for the Court itself. Accordingly, this study aims to contribute to the understanding of how the main Brazilian Court has positioned itself in the analysis of situations of unconstitutional omission<br>Doutorado<br>Ciencia Politica<br>Doutor em Ciência Política
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Wolkart, Erik Navarro. "Mecanismos de objetivação do processo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/5566.
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Previous issue date: 2011-05-18<br>The present dissertation has as its aim of study, firstly, the definition of the main features of what is considered a civil procedure objectification mechanism.Then, the study analyses procedural aspects, benefits and vicissitudes of several procedural law concepts, which can be defined as mechanisms of civil procedure objectification. These previous steps lead to the conclusion that the opening of the aforementioned mechanisms and the adoption of clear rules for the Courts precedents adaptability are essential for the compliance with the Constitutional civil procedural law theory"<br>O presente trabalho traz como objeto de estudo, em primeiro lugar, a definição das características do quem vem a ser um mecanismo de objetivação do processo. Após, analisa aspectos processuais, virtudes e vicissitudes de diversos institutos que possam ser assim classificados. Por fim, conclui pela necessidade de abertura do procedimento e adoção de formas claras de flexibilização de precedentes para que haja o necessário enquadramento desses mecanismos no modelo constitucional de processo civil
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Soudy, Laura. "Littérature et danse contemporaine : modalités et enjeux d'un dialogue renoué." Thesis, Pau, 2015. http://www.theses.fr/2015PAUU1005/document.
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Si la danse a partie liée avec la littérature c’est parce que cet art du mouvement a longtemps eu besoin d’une narration pour exister. En ce sens, lorsqu’au XXe siècle la danse s’affranchit du texte, elle s’affirme comme un art à part entière pouvant exister pour lui-même et par lui-même. Dans ce cas, pourquoi des chorégraphes contemporains français se tournent-ils de nouveau vers la littérature pour créer certaines de leurs œuvres chorégraphiques ? Face à une démarche qui pourrait s’apparenter à un simple retour en arrière, l’étude menée s’efforce non seulement de comprendre les enjeux de différents processus de création chorégraphique à partir d’une matière littéraire, elle-même interrogée, mais aussi de mettre en évidence les modalités de traitement du texte de son ébauche à sa finalisation. De la sorte, il est possible de percevoir à la fois ce qui persiste et ce qui change dans la mise en œuvre de ce dialogue renoué où littérature et danse s’enrichissent mutuellement<br>If dance is linked to literature, it is because this art of movement has long been in need of a narration to exist. In this sense, when dance freed itself from texts during the 20th century, it became an art in its own right, ready to exist for itself and by itself. Why, then, do some French contemporary choreographers revert to literature in order to create their choreographic works? Faced with a phenomenon that could be interpreted as a simple regression, this study will not only endeavour to understand the stakes at play in processes of choreographic creation based on literary materials (which will also be examined), but it will also emphasise the processes of textual treatment from creation to completion. Thus, we will be able to discern both what persists and what changes in this renewed and mutually enriching dialogue between literature and dance
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Veiga, Daniel Brajal. "O dever-poder geral de cautela: uma visão constitucional." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/6633.
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Previous issue date: 2014-10-14<br>The aim of this research is to analyze the legal institute called poder geral de
cautela or, in an attempt to translate the term, the general power of injunction , which is
provided in the article 798 of Brazilian Code of Civil Procedure. The reason for this research
is due to the fact that, not very often, the general power of injunction is not fully
understood according to all its constitutional aspects.
The hypotheses analyzed refer to the use of the general power of injunction by the
judges, as well as its enforcement over plausible and urgent legal interests.
The method chosen to the present study consist of analysis and research of the
legislation, the legal doctrine (national and international) and the Court s decisions.
The conclusions obtained show that the general power of injunction does the
function of a filling rule of the legal system, besides being an instrument inherent of the
jurisdiction s use.
Keywords: general power of injunction, writ of
prevention; court action; precautionary action
provisional remedy, preliminary injunction, filling
rule of the legal system, jurisdiction<br>Este trabalho tem por objetivo a análise do instituto do chamado poder geral de cautela,
previsto no artigo 798 do Código de Processo Civil. A justificativa deste estudo deve-se ao fato
de que, nem sempre, o dever-poder geral de cautela é plenamente compreendido de acordo com
todos os seus aspectos constitucionais.
As hipóteses analisadas referem-se à utilização do dever-poder geral de cautela pelos
juízes e à sua aplicação envolvendo interesses plausíveis e urgentes.
O método utilizado para este estudo consistiu na análise e pesquisa da legislação, da
doutrina (nacional e estrangeira) e da jurisprudência.
As conclusões obtidas demonstram que o dever-poder geral de cautela desempenha a
função de uma norma de fechamento do sistema, além de ser um instrumento ínsito ao exercício
da jurisdição
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Uddenberg, Molly. "Metafor - en metod att göra det privata personligt." Thesis, Linnéuniversitetet, Institutionen för fysik och elektroteknik (IFE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-28051.
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In this study I have met three authors in a dialogue seminar on their literary work. The discussion, starting from texts by Lacan and Socrates, revolved around the dichotomy of personal and private, and how to benefit from personal material in one’s literary work. The three authors reflected on the writer Karl Ove Knausgård and the photographer Sally Mann, who both are working with their own immediate family as a motif. In Knausgård, you can find a strong and self-dissecting writer persona as a medium of creating recognition in the readers mind. In Sally Mann the metaphorical dimensions of this family motifs transforms them to images of much more general relevance than their private settings. On the subject of truth and story I also reflect on the different approaches that the authors Primo Levi, Viktor Frankl and Imre Kertész have on their experiences of the Holocaust. Finally the importance and relevance of metaphors as a way of getting a touch of one’s own private material is starting to be investigated.<br>I det här arbetet har jag samlat tre författare i olika genrer till ett dialogseminarium om sin arbetsprocess. Samtalet, som utgick från texter av Lacan och Sokrates, kretsade mycket kring författarens arbetsvillkor och de olika metoder som författarna använder sig av för att hitta sin frihet i förhållande till dem. I samtalet blev det uppenbart hur beroende alla författarna är av en förstående medarbetare. Okunskap och felläsning från en dramaturg eller redaktör kan bokstavligt talat bli förödande. Dialogmötet kom att kretsa kring frågeställningar om hur man skiljer privat och personligt. Vi diskuterade författaren Karl Ove Knausgård och fotografen Sally Mann, som båda jobbar med sin egen familj som motiv. Genom att Knausgård använder sig själv som en roll visar han på en möjlighet att närma sig ett eget material. Hos Sally Mann är det istället de metaforiska dimensionerna i de vardagliga motiven som gör sig tydliga. Också i Imre Kertész skildring av förintelsen förvandlas den till något större: en metafor för hur ödet och slumpen kan påverka våra liv. Hans berättelse blir på det sättet mindre beroende av vad som är sant, än skildringarna av två andra överlevare från Auschwitz: Primo Levi och Viktor Frankl. Vilket inte betyder att de andras texter saknar metaforisk styrka. Avslutningsvis går uppsatsen in på författarnas sätt att använda metaforen som ett verktyg för att berätta. Metaforen är alltid en bild av någonting annat, den skapar en fördjupning och oförväntad igenkänning hos läsaren. Den ger också möjligheter för konstnären/författaren att berätta saker som hen inte kan säga på andra sätt. Metaforen uppstår genom igenkänning i skapandet. Man kan välja att gå med den, eller aktivt gå emot den för att fördjupa textens eller filmens metaforiska dimension. En viktig aspekt för yrkeskunnande inom konsten och författarskap är att aldrig ligga före i sitt arbete genom att oroa sig för vad omgivningen ska tycka och tänka. Då finns det en risk att man blir en feg konstnär, vilket är förödande för ens skapande.
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"A Way to Write: My Influences, Interests, Style, and Process." Master's thesis, 2016. http://hdl.handle.net/2286/R.I.38538.
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abstract: This essay is an exploration of Michael Holladay's interests in style and influence related to his writing and overall writing process. I've chosen a selection of books that both reflect my interests as a writer, books that I've loved and have informed me in the past which continue to inform and inspire on each re-read (Battleborn by Claire Vaye Watkins, A Visit from the Goon Squad by Jennifer Egan, for example) and also books I hadn't read and needed to in order to challenge myself with writing I haven't been exposed to yet so I can continue to grow (I hadn't, for instance, read Jesus' Son by Denis Johnson or Reasons to Live by Amy Hempel before preparation for this essay.) The fiction I've chosen to discuss strikes a balance between favorites that have formed me up to this point and new work to "fill in the gaps" of books I needed to read. Additionally, I've chosen a selection of books on craft to provide a lens for thinking about writing. Finally, I've also included work in other genres that inform my fiction (Ryan van Meter's creative nonfiction essays, If You Knew Then What I Know Now and Andrew Haigh's film, Weekend.)
I've intentionally chosen work that is diverse in both form and content. I have more linear fiction represented (William Trevor, for example) matched with work that's fragmentary and language focused (Christine Schutt's Nightwork among others) since I'm interested in how linear form and fragmentation can intersect, and I've been experimenting with both during my time in the program. And in terms of content, the majority of the work speaks to my interest in how region, specifically the South, impresses itself on sexuality and gender, specifically queer or decentered sexuality and gender. So I have books with a heavy focus on region (Daddy's by Lindsay Hunter and Girl Trouble by Holly Goddard Jones) and work that explores the complexities of sexuality and identity (Michael Cunningham, Edmund White, Alexander Chee, and I'll mention Haigh's film Weekend again because it's always worth mentioning again.) These works will help synthesize and bring together my interests in style, language, structure, and form, and in content.<br>Dissertation/Thesis<br>Masters Thesis Creative Writing 2016
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Ruizpalacios, Rodrigo. "Laser direct-write of optical components prepared using the sol-gel process." Thesis, 2004. http://hdl.handle.net/2152/1399.
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Ruizpalacios, Rodrigo Wood Kristin L. Beaman Joseph J. "Laser direct-write of optical components prepared using the sol-gel process." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1399/ruizpalaciosd18663.pdf.
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Chen, Shuen-Chen, and 陳順成. "Manufacturing Process Technology of Laser Direct-write Nanolithography for Localized Surface Plasmon Resonance Biosensor." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/30674711028739283733.
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碩士<br>國立臺灣海洋大學<br>系統工程暨造船學系<br>103<br>In recent years, in-vitro diagnostics (IVD) is widely applied in qualitative or quantitative analysis of medical diagnosis and medicine development via fast development in biomedical engineering. Immunoassay, molecular diagnostics, and point of care testing are about 50% of global IVD market, and biosensing detection is one of these main products. The main working principle of localized surface plasmon resonance (LSPR) biosensors is adoption of full-band light to excite nano-dimensional metal particles to obtain LSPR; moreover, localized electromagnetic field is affected to metal particles or structures. This paper presents a novel dual-wavelength laser direct-write nanolithography system (DLDNS) that consists of an optical pickup head system with dual-path optical design, a control system comparing a laser diode drive controller, an autofocus controller, and motor and stage controllers, and a stage system composed of a spindle motor and a linear moving stage. Heat-mode inorganic photoresist films were exposed by a blue-violet laser source in the DLDNS. Moreover, the system integration of the blue-violet laser with stable exposure output, a red laser with accurate auto focus function, and a linear moving stage with positioning servo control in nano-scale, that can make dimensional errors of the nanostructure arrays become smaller efficiently. A finite-difference time-domain (FDTD) analysis was utilized to simulate superficial characteristics of continuous gold nanoparticle arrays. Different structural model, pitch, width, and diameter size of the gold nanoparticle arrays were designed and created to investigate the influence of varied membrane thickness and the transmission spectrum on the surface layer, and chip sensitivity response. In the experimental results, the features of pitch, depth, and width of the periodic gold nanoparticle arrays are 500 nm, 43 nm, and 197 nm, respectively, and the measured transmission spectrum is 798 nm. Therefore, the LSPR biochips based on the periodic gold nanoparticle arrays have been developed, and they have advantages of functional resonant wavelength / frequency and high sensitivity to apply widely in bio-detection and biomedical fields.
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Ding, Chien-Fang, and 丁健芳. "Study of Compound Ultraviolet Laser Direct-Write Annealing Process on Conducting Thin Film Fabrication." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rj96pa.
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博士<br>國立臺灣大學<br>機械工程學研究所<br>107<br>This study investigated the photon thermal treatment by ultraviolet laser direct-write system on two promising conducting films, including ZnO:Al (AZO) and graphene. The films characteristics were systematically analyzed, using a 4-point probe instrument, an ultraviolet-visible-near-infrared (UV-vis-NIR) spectrophotometer, X-ray diffraction (XRD), Raman spectroscopy, scanning electron microscopy (SEM), atomic force microscopy (AFM), before and after the laser annealing process. In the laser annealing process of AZO material, the experimental results indicated that varying the laser fluence and annealing speed affected the optical and electrical properties of the AZO films. After the laser annealing process, there was a slight change in the visible region with approximately 84.7 % of transmittance spectra. The maximum resistivity values of the annealed AZO films decreased from 1.15 Ω⋅cm to 1.17 × 10−2 Ω⋅cm, approximately 99 % higher than the initial value. In addition, the laser fluence not only influenced the structural properties of the films, but also improved the crystallinity of the films after the laser annealing process, with minimal changes in the thickness of the films and the concentration of the elements in the films. The root mean square surface roughness (Rrms) of the films gradually increased as the laser fluence increased. Moreover, according to the XRD pattern of the films, the intensity of the main peak corresponding to the (002) direction increased as the laser fluence increased. The average grain size (20 nm) of the annealed films, determined using the Scherrer equation, was smaller than that of the as-deposited thin film (21.7 nm) due to the low temperature effect in the laser annealing process. In the laser annealing process of graphene material, the laser fluence had a great effect on the electrical properties of the graphene thin films. The sheet resistance of printed graphene thin films decreased from 262.22 Ω/sq to 97.27Ω/sq after laser annealing, approximately 62.9 % lower than the initial value. In addition, based on the results of Raman spectrum, the ID/IG decreased from 0.75 to 0.3, showing that the structural disorder in graphene structural was reduced. Furthermore, the selective laser processing and the electrothermal response test of printed graphene thin film on a glass substrate were conducted to show the potential of multi-zone heater and further applications.
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Mu-ChianWu and 吳牧謙. "Manufacturing Process Development and Equipment Construction of Three-Dimensional Direct-Write Near-Field Electrospinning Technology." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vcdktk.
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Chen, Ping-Chun, and 陳柄均. "The Silver Wire Process System Made of Blu-ray Laser Direct-write Welded Silver Nanoparticle." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/74750445672465285394.
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碩士<br>國立中興大學<br>機械工程學系所<br>102<br>This research applies laser direct-write technique to implant silver wire on glass substrates. Different from the CO2 laser and Nd: YAG which are widely used domestically, we use blue-ray optical pickup as light source.
In preparation for the sample, we firstly clean up glass substrates, sputtered coating the surfactant layer, and then coat nano-silver solution on the surface, and use laser light source to sinter into bulk. While sintering, the photo diode integrated circuit (PDIC) of blu-ray optical pickup can receive the focus error signal (FES) reflected from glass substrates to distinguish whether the laser spot is on the positive focus. With the use of piezoelectric crystal and LabVIEW program to control vertical displacement to easily achieve automatic focusing, it can reduce production time and human focus errors. The sintered pattern of glass substrates moves through triaxial precision nanometer movable platform to write silver wire on glass substrates. The automatic focusing technique alone with laser variables, the written silver wire width can be sintered under 2.94μm.
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Hsieh, Sheng-Feng, and 謝昇峯. "Are impairment indicators and write-offs of capitalized acquired in-process research and development associated in the U.S. biotech and pharmaceutical industry?" Thesis, 2014. http://ndltd.ncl.edu.tw/handle/50398298880238744074.
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碩士<br>國立臺灣大學<br>會計學研究所<br>102<br>The Financial Accounting Standards Board (FASB) released a revised version of Statement of Financial Accounting Standards No. 141 (SFAS No. 141(R)) in December 2007. Accounting treatments of acquired in-process research and development (IPR&;D) in a business combination change from expensing to capitalizing as an indefinite-life intangible asset, and need to perform annual impairment test subsequently. Combining the above changes with the thriving M&;A activities trend in U.S. biotech and pharmaceuti&;#172;cal industry, this research will focus on the industry, summarize M&;A transactions including acquired IPR&;D capitalization happened in the period of 2009-2012 and inspect the appropriateness of acquired IPR&;D capitalization. Examination the association between impairment indicators and write-offs of acquired IPR&;D is also performed. Empirical results reveal that acquired IPR&;D amount and subsequent one-year operating cash flows are correlated significantly in the sample of 98 observations. Five impairment indicators are identified that being related with acquired IPR&;D impairment recogni&;#172;tion. This research also collects possible reasons that result in the impairment.
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Pischel, de Ascensao Tobias. ""I have often tried to write myself a pass": A Systemic-Functional Analysis of Discourse in Selected African American Slave Narratives." Doctoral thesis, 2004. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2004090319.
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This dissertation uses a functional systemic approach to language to examine the construction of the respective first-person narrators of nine of the most popular, commercially successful and therefore influential African American slave narratives published between 1837 and 1862 (Roper, Grandy, Douglass, Brown, Bibb, Northup, Ball, Jacobs, Picquet). This corpus of more than 410,000 words was scanned for various linguistic features such as transitivity of verbs, nominalizations, and several syntactic features.
The texts chosen differ as to their methods of production. Some of them were written by the first person narrators themselves, while others were either extensively edited, dictated to an amanuensis, or in some other way controlled.
The dialectics of creation and representation through language results in the leading question in this study: how do the first-person slave narrators identify and create a personality for themselves through their texts? This dissertation thus focuses on the linguistic means by which the first-person slave narrator creates what is defined as a “discoursal self”, which helped the narrators to achieve one of their most important goals, namely, to be accepted as reliable.
The dissertation consists of six chapters. Chapter 1 introduces a sociohistorical account of slavery, resistance against slavery, abolition, and the development of the slave narrative. The chapter shows that the African American slave narrative was not a completely new and original genre but an amalgamation of a variety of preexisting white and black literary forms.
The second chapter is more theoretical and deals with discourse, power, and ideology in the slave narrative. Chapter 3 approaches the language of the slave narrative. The small corpus of scholarly texts that tackle language and style in this genre is reviewed. As an alternative to these approaches, critical discourse analysis (CDA) according to Norman Fairclough is suggested. It eliminates the a priori categorization of specific linguistic features as stylistically significant, because it is based on a functional view of language that perceives linguistic expression as choice on various levels. Every choice is considered meaningful and, according to its presence, absence, or clustering in a given co-text, potentially stylistic. Michael Halliday’s systemic functional grammar is introduced as the basis for the ensuing text analysis. Chapter 4 introduces the first quantitative observations about the density and distribution of the first-person singular pronoun in the narratives. This characteristic is then placed in relation to syntactic condensation in the forms of ellipsis, finiteness and nominalization, all of which are reviewed quantitatively. Finally, this chapter introduces the system of transitivity according to Halliday, Matthiessen, and others. It explains the distinction between the individual process types and provides a quantitative overview of the individual transitivity profiles within each narrative.
Chapter 5 represents the main part of this dissertation. Each of the nine narratives is analyzed individually as to the presence of the I-pronoun in the text and the use and distribution of process types. In this way patterns of foregrounded or favored usages against absences of others emerge and contribute to the discoursal selves that the individual narrators present/construct of themselves. These preferred usages in general as well as in their local distributions are examined in detail. The quantitative observations supply the basis for further qualitative analyses derived from a large number of examples from the texts. Thus it is possible to show that each of the narratives is linguistically unique, which results in an individual construction of the respective I-narrator. The use of pronouns, process types and syntactic reconfigurations reveals how control over the activities as well as over the text is constructed, which can be directly related to issues of power.
The Summary provides a synopsis of the previous quantitative and qualitative analyses and associates the quantitative results with characteristics of written and oral texts in general. Finally, it thus becomes possible to rank the nine narratives on a cline between predominantly oral and chiefly written characteristics.
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Neeta, Nande Catherine K. "Socioculture and students' argument writing in English : a case study from the Vhembe district, Limpopo province, South Africa." Thesis, 2006. http://hdl.handle.net/2263/29684.
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Essay writing is one of the major academic practices that students are expected to master and display. As there is a paucity of information on the nature of sociocultural influence on second language education in the Limpopo Province of South Africa, this study attempts to contribute to knowledge on writing, in general, and on argument writing, in particular in the sociocultural context of the Vhembe District. The central premise for this study is that the way an environment constrains second language learners or frees them to explore and to learn is constituted by sociocultural factors and this includes pedagogical processes. In sociocultural theory, the argument is that to truly understand the human condition, there is a need to analyse and interpret it within the relevant social, cultural and historical context. This is because a learner’s cognitive, language and academic development are strongly influenced by the sociocultural context in which they live and learn and the effect could be either negative or positive. This is because the identity of a learner is constructed in subtle ways that align an individual’s aspirations with societal goals. In this alignment, learning is performance based, and it also functions as a self-check mechanism in which written discourse illuminates relations, such as the ones between discourse and value systems, which are transmitted through the education system. This study attempts to understand and explain second language writing within the Vhembe sociocultural context. Such understanding has emanated from abstractions from experience, the exploration of the literature reviewed for the purpose, and from the evaluation and interpretation of the students’ engagement in the samples, which have been included in the appendices. The students’ performance in writing was taken as an illustration of sociocultural influences. Using document analysis, observations and abstractions, the study found that students are not proficient in writing in general, because of sociocultural parameters, such as collectivism, weak uncertainty avoidance, a restricted code background, a culture of conserving knowledge, lack of discursive interaction, content orientation and first language literacy. Pedagogy also has an influence on competence, because of the way writing is approached in the learning/teaching situations. Learners seem to have a limited capacity in constructing sentences in the correct tense, use of both metadiscourse and cohesive devices. The study indicates the need to consider learners’ social identity as well as their environment as a way of illustrating the complexity and pertinence of socioculture. This recognition has been given assent through the intervention strategies that are explored and built into the recommendation. The recommendation is that the natural context in which the learners are immersed should be given clarity and should be explored in the English lesson. In this regard, intervention approaches and strategies for learner activities are based on this schema and on collaboration between facilitators of English language learning and content and Mother Tongue facilitators.<br>Thesis (DLitt (English))--University of Pretoria, 2006.<br>English<br>unrestricted
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Yen, Shu Nu, and 嚴淑女. "The Young Children’s Fantasy Play in View of John Burningham’s Picturebooks:The Interpretative Process of a Children’s Books Writer." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/45973431724592025200.
Full textAbstract:
博士<br>國立臺東大學<br>兒童文學研究所<br>101<br>This dissertation was inspired by Vivian Gussin Paley who is an expert on early childhood education in the U.S.A. She takes young children’s fantasy play in preschool very seriously. I conducted a research project in a private preschool in Taitung by using Paley’s teaching model which includes storytelling and story acting in a preschool setting. Additionally, I chose seventeen picturebooks created by John Burningham based on criteria that included the theme of a fantasy story and a main character who was a human child.
The main purpose of this dissertation is to investigate how the selected young children respond to John Burningham’s picturebooks in terms of why they need fantasy play in their real life and how the fantasy play designed in these selected books stimulate their thinking. Through the process of storytelling and story acting, as well as the conversational reading responses from the young children, I have considered many issues regarding children’s thinking, early childhood education, and children’s literature. I discuss the impact of these issues on children’s book writers and early childhood educators and propose my own reflection on such impact.
The findings of this research support the idea that the young children prove who they are and conquer what they fear through their involvement with fantasy play. Moreover, they use it as a path to discover this real world and invent their own new world. Many cases shown in my research are related to the issues concerning the difference between the adult’s and the young children’s questioning and thinking and the difference between the oral tradition culture and that of literacy. All these obviously suggest a lack of public concern for the spirit of children’s play in the current educational environment. I believe that we should emphasize and popularize the idea that fantasy play and creativity are the center of early childhood education.