Relevant bibliographies by topics / Writings of the Poor

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writings of the Poor'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Writings of the Poor"

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Welch, Patrick. "JONATHAN SWIFT ON THE LIVES OF THE POOR NATIVE IRISH AS SEEN THROUGH “A MODEST PROPOSAL” AND OTHER OF HIS WRITINGS." Journal of the History of Economic Thought 35, no. 4 (November 13, 2013): 471–89. http://dx.doi.org/10.1017/s1053837213000291.

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This article focuses on Jonathan Swift’s “A Modest Proposal” and other of his writings that were prompted by the unsustainable socio-economic and geo-political conditions under which the poor native Irish were living. The article begins with introductory comments and then moves to conditions in Ireland when Swift was writing that contributed to his strong concern for the native poor. Next is provided a summary of “A Modest Proposal” and consideration of what drove Swift to the extreme he reached in the essay. Following this, Swift’s writings are explored as indicators of his opinion of political arithmeticians, and conclusions close the paper.
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Douglas, Ian T. "Book Review: In the Parish of the Poor: Writings from Haiti." Missiology: An International Review 21, no. 1 (January 1993): 99–100. http://dx.doi.org/10.1177/009182969302100135.

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Sokol, Mary. "The Collected Works of Jeremy Bentham: Writings on the Poor Laws." Journal of Legal History 33, no. 3 (December 2012): 337–40. http://dx.doi.org/10.1080/01440365.2012.730252.

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Snow, Heidi J. "William Wordsworth’s Definition of Poverty." Articles, no. 56 (March 8, 2011): 0. http://dx.doi.org/10.7202/1001098ar.

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A close examination of Dorothy Wordsworth and William Wordsworth’s writing indicates that they considered themselves as living in poverty for some years before their case was settled with Lord Lowther. Both their material circumstances and contemporary definitions of poverty led them to identify themselves as “poor.” This article examines that self-identification and its evidence in their writings. Finally, William Wordsworth’s poem, “Last of the Flock,” indicates that he rejected a narrow parish view of poverty for a wider view that included the right to own some property.
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Green, David R. "Writing London's Poor." London Journal 25, no. 2 (November 2000): 119–23. http://dx.doi.org/10.1179/ldn.2000.25.2.119.

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Sinclair-Chapman, Valeria, and Harry Targ. "Fusion Politics from the Poor People’s Campaign to the Rainbow Coalition to the New Poor People’s Campaign." Perspectives on Global Development and Technology 18, no. 1-2 (January 18, 2019): 24–35. http://dx.doi.org/10.1163/15691497-12341502.

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Abstract This article examines a model of fusion politics that connects activism to end poverty, and addresses a constellation of social injustices across more than a half century in the United States. We consider an articulation of fusion politics that highlights the actions of disparate groups and individuals, including youth, racial and ethnic minorities, women, LGBT activists, teachers, and union members who have joined in a cooperative effort to address independent but linked concerns such as quality public schools, livable wages, affordable healthcare, environmental justice, immigrant rights, women’s reproductive rights, fair elections, and criminal justice. Our analysis points out the historical links between the 1968 Poor People’s Campaign, the Rainbow Coalition of the 1980s, and the new Poor People’s Campaign launched in 2018. It draws heavily on the words and writings of Reverend Martin Luther King, Jr. and the Reverend William Barber, II in understanding the organizing, objectives, and transformative potential of these movements.
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McKenney, Cynthia B. "063 IMPLEMENTING WRITING ACROSS THE CURRICULUM IN HORTICULTURE COURSES." HortScience 29, no. 5 (May 1994): 436h—437. http://dx.doi.org/10.21273/hortsci.29.5.436h.

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Writing Across the Curriculum (WAC) programs are viewed as a plausible solution to poor student communication skills. These programs are further justified on the premise that writing fosters and reinforces learning in any discipline. WAC programs integrate easily into horticulture. Traditional writing opportunities frequently utilized in horticulture include essays, papers, presentation critiques, lab reports, field trip summaries, business proposals, and cropping schedules. New opportunities might include microthemes and target audience writings. WAC programs have their own share of pitfalls: increased grading time, reduced course content, ill-equipped faculty to teach language arts, and unrecognized objectives. Ultimately, the success or failure of a WAC program hinges on the commitment of faculty in the discipline who should have the best understanding of the language and style needed to communicate effectively in their field.
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Mahmud, Wahiduddin. "Socio-Economic Progress with Poor Governance: How are Amartya Sen’s Thoughts Relevant for Contemporary Bangladesh?" Indian Journal of Human Development 14, no. 3 (November 13, 2020): 359–71. http://dx.doi.org/10.1177/0973703020968475.

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The overriding concerns of Amartya Sen’s writings are about how to promote public action towards achieving an equitable and just society, which particularly addresses the needs of the underprivileged. While his ideas are of great relevance for all developing countries, this is more so for India and Bangladesh—the two countries that provide the socio-economic settings for much of his empirical works. Sen has praised the remarkable progress in many social development indicators that Bangladesh has achieved compared to India, despite having a much lower per capita income and suffering from the same, or even much worse, institutional and policy failures. In fact, the contradictions of Bangladesh lie in its impressive socio-economic progress achieved under extremely poor institutions of economic and political governance. By drawing upon Sen’s writings on issues ranging from human development and social inequalities to the concepts of freedom and “public reasoning”, this essay aims at understanding the factors underlying Bangladesh’s achievements and the challenges that lie ahead.
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Patricia Harriss, Sr. "Mary Ward in Her Own Writings." Recusant History 30, no. 2 (October 2010): 229–39. http://dx.doi.org/10.1017/s0034193200012772.

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Mary Ward was born in 1585 near Ripon, eldest child of a recusant family. She spent her whole life until the age of 21 in the intimate circle of Yorkshire Catholics, with her parents, her Wright grandparents at Ploughland in Holderness, Mrs. Arthington, née Ingleby, at Harewell Hall in Nidderdale, and finally with the Babthorpes of Babthorpe and Osgodby. Convinced of her religious vocation, but of course unable to pursue it openly in England, she spent some time as a Poor Clare in Saint-Omer in the Spanish Netherlands, first in a Flemish community, then in the English house that she helped to found. She was happy there, but was shown by God that he was calling her to ‘some other thing’. Exactly what it was to be was not yet clear, so she returned to England, spent some time in London working for the Catholic cause, and discovering that there was much for women to do—then returned to Saint-Omer with a small group of friends, other young women in their 20s, to start a school, chiefly for English Catholic girls, and through prayer and penance to find out more clearly what God was asking. Not surprisingly, given her early religious formation in English Catholic households, served by Jesuit missionaries, and her desire to work for her own country, the guidance that came was ‘Take the same of the Society’. She spent the rest of her life trying to establish a congregation for women which would live by the Constitutions of St. Ignatius, be governed by a woman general superior, under the Pope, not under diocesan bishops or a male religious order, and would be unenclosed, free to be sent ‘among the Turks or any other infidels, even to those who live in the region called the Indies, or among any heretics whatsoever, or schismatics, or any of the faithful’. There were always members working in the underground Church in England, and in Mary Ward's own lifetime there were ten schools, in Flanders and Northern France, Italy, Germany and Austria-Hungary. But her long struggle for approbation met with failure—Rome after the Council of Trent, which had insisted on enclosure for all religious women, was not yet ready for Jesuitesses. In 1631 Urban VIII banned her Institute by a Bull of Suppression, imprisoning Mary Ward herself for a time in the Poor Clare convent on the Anger in Munich. She spent the rest of her life doing all she could to continue her work, but when she died in Heworth, outside York, in 1645 and was buried in Osbaldwick churchyard, only a handful of followers remained together, some with her in England, 23 in Rome, a few in Munich, all officially laywomen. It is owing to these women that Mary Ward's Institute has survived to this day.
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Syarifuddin, Syarifuddin. "DIMENSI HUMANISME DALAM KARYA SASTRA AL-MANFALÛTHÎ (SEBUAH KRITIK SASTRA HUMANIS ATAS KARYANYA “AL-NADHARA ̂T”)." Jurnal Adabiya 21, no. 1 (July 17, 2020): 1. http://dx.doi.org/10.22373/adabiya.v21i1.6453.

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Musthafa Luthfi Al- Manfaluthi (1876-1924) is a famous Arabian poet from Egypt who has given a real contribution and influence for development of modern Arab prose specifically and Arab’s literature generally. The intellectual maturity and his writing has been a foundation of his emotional awareness toward humanity in his writing Al Nadharat, such as a commitment to preserve traditions and community’s values, commitment to perform a social reform and an advocation for people in need. His call to defend people under repressive authority and poor people is based on cultural treasure of Arab. This article aims to discuss the background of education, life, literature personality, social and writings of Al Manfaluthi and also the characteristic of his writing Al Nadharat from its language structure and thoughts and method of esthetical expression, and also to discover humanism dimension instituted in his writing, which came from Egypt society during that time.
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Dissertations / Theses on the topic "Writings of the Poor"

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Rudd, David Paul. "The involuntarily poor in English religious writings from the Late Middle Ages to 1600." Thesis, Lancaster University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387120.

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Parr, John. "Jesus and the liberation of the poor : biblical interpretation in the writings of some Latin American theologians of liberation." Thesis, University of Sheffield, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334187.

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McKenna, Emma. "Poor feelings : class, desire, and affect in the writing of Michelle Tea." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43183.

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This project seeks to centre class as a framework for analysis of queer and feminist literary texts. It examines select works of contemporary author Michelle Tea in relation to working-class literary criticism, feminist life-writing criticism, affect theory, and queer theory. Insisting on queerness as a set of behaviors and orientations to objects of desire, I ask how a lack of class privilege may influence the desires, affects, and politics of the literary subject. I examine how a poor or a working-class identity emerges in connection to other forms of power and privilege in the writing of memoir. I question the connection of the affect shame to identity through a tracking of the moments of identification and disidentifcation that circulate around desire. I insist that the author sustains an ambivalent and ultimately productive relation to shame in her writing. This project seeks to challenge notions of upward mobility, class transcendence, and the fantasy of “the good life” that are ascribed to poor and working-class subjects by developing a queer and feminist politics that thrives on and makes a home in the present. Drawing on anti-utopian feminist theory, queer negativity, and the prose of Michelle Tea, this politics of possibility asserts that through action and inaction, being and unbecoming, movement and stasis, a radical subjectivity can emerge from and live on in the current moment despite, through, and against oppressive conditions.
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Cairnie, Julie. "Imperialists in broken boots, poor whites and philanthropy in Southern African life writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0009/NQ33526.pdf.

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Brannigan, John Gerard. "Literature's poor relation : history and identity in the writing and criticism of nineteen-fifties literature." Thesis, University of Bedfordshire, 1995. http://hdl.handle.net/10547/620747.

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All the major critics of postwar literature regard the fifties as a period in which literature was inept, conservative and conformist. This thesis argues that fifties literature was instead an active and successful agent in problematising conservative political orthodoxies, and in articulating alternative identities and politics. The study is concerned with two major themes: the relationship between literature and history, and the critical reputation and location of literature in nineteen-fifties Britain. It begins from positions that are already evident in postwar literary criticism towards both of these themes. Literature is understood in much of the critical writing of postwar Britain to be representative of social trends and attitudes, and its meaning is determined largely according to particular understandings of postwar British history and society. The literary text, if understood as 'representative', is capable of offering the reader direct access to the society of its production, and of reflecting the dominant trends and attitudes in a given period. Because it is the most recent period of realism in the history of English literature, the fifties seem to be particularly susceptible to this view. Reading fifties literature in the light of poststructuralist thinking on textuality and representation, this study argues that literature is not representative bu negotiates identities and social experiences of the fifties in a much more diverse way. These negotiations are demonstrated in readings of the work of John Osborne, Brendan Behan and Sam Selvon, and elaborated theoretically in the concluding chapters of the study. Literature's Poor Relation demonstrates that fifties literature is able to manoeuvre into a space wherein it can articulate oppositional and critical stances towards power, by firstly, imitating social detail and literary traditions, and secondly, reading these details and traditions in such was as to deconstruct them. The appearance of representativeness serves to seduce the reader into desiring the text (the idea that Look Back in Anger was representative attracted many of its original audiences to see it), and its readings and interpretations of history and identity deflect the reader's desire towards oppositional and critical moments in the text.
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Elshawish, M. F. "Investigating the writing strategies of fourth year Libyan university students of English : strategy differences between good and poor writers of English." Thesis, Nottingham Trent University, 2014. http://irep.ntu.ac.uk/id/eprint/273/.

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The present study is an investigation of the composing processes and writing strategies of fourth year Libyan university students majoring in English as a foreign language. The study predominantly adopts a qualitative approach, using a number of research methods, namely think-aloud protocols, semi-structured interviews, and observations. The student participants involved in the investigation belonged to two groups: good writers (N=5), and poor writers (N=6). The teacher informants (N=3) are among those who teach composition classes to students in the English department, and have long experience in teaching in the university stage of education. The composing sessions were audio-taped, transcribed and coded for analysis, along with the drafts and the final written compositions. The think-aloud sessions were followed by semi-structured interviews that were conducted with both students and teachers. The research was guided by three questions: (1) What strategies do Libyan students of English as a foreign language use while writing in English? (2) Do proficient and less proficient writers differ in their strategy use? (3) If yes, how and why do they differ? Analysis of the data collected from think-aloud protocols revealed that the subjects made use of various strategies, and sub-strategies while composing. The good writers‘ use of strategies differed from the poor writers‘ in terms of frequency and quality, and there seems to be a variation in recursiveness in subjects‘ writing process in relation to their writing proficiency and language competence. Moreover, findings showed that implementation of think-aloud instructions varied between the two groups – thinking aloud and writing in English at the same time appeared to be a problematic task for the poor writers and consequently this may have affected their strategy use in terms of frequency and kind. Also, analysis of data gathered from the semi-structured interviews with both students and teachers showed that the subjects‘ writing development was affected by a number of factors. These factors were connected to the subjects‘ language proficiency level, their motivation, and their past learning experience. The students‘ level of language proficiency appeared to affect their writing behaviour, particularly in their planning, scanning and use of L1 strategies. Subjects‘ motivation differed between the two groups. The good writers showed more enthusiasm and interest in practising and developing their writing skills influenced by the positive instruction they received in writing during the secondary stage of education and also by their desire to get a job they were interested in after graduation. In contrast, there was a lack of motivation on the part of the poor writers as a consequence of previous learning experience at the secondary stage of education, and also their view about the unimportance of writing for them upon graduation. The other factor was related to the students‘ past learning experience and their reading habits. The different instructional approaches students were exposed to at the secondary school stage influenced their writing behaviour. The reading habits of subjects in both groups also appeared to affect their writing skills. The good writers who read a lot in secondary school and had continued to do so in college appeared to have less difficulty in expressing their ideas in writing than the other poor writers. Therefore, one major finding of this work is that the writing process investigated has to be seen in context. Factors such as L2 proficiency, motivation and past learning experience have a significant bearing on writing in L2 and have to be taken into account when studying the composing process as well as the final written product. A tentative composing process model, based on the students‘ writing processes and strategies observed, is proposed with respect to the aforementioned factors which appeared to be responsible for the differences in strategy use between the two groups of participants. Suggestions for further research, and implications for EFL, particularly for Libyan university students, are also provided.
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Crooke, Andrew. "In praise of peasants : ways of seeing the rural poor in the work of James Agee, Walker Evans, John Berger, and Jean Mohr." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/1576.

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In Praise of Peasants focuses on two sets of collaborators whose photo-textual depictions of the rural poor have been widely hailed on either side of the Atlantic but rarely discussed together. The British writer John Berger has acknowledged that the key inspiration for his projects with Swiss photographer Jean Mohr was Let Us Now Praise Famous Men (1941/1960) by James Agee and Walker Evans. As in that encomium to Alabama tenant farmers, Berger and Mohr straddle a line between social documentation and artistic expression in their own unclassifiable books: A Fortunate Man (1967), about a doctor's relationship with his patients in an English forest; A Seventh Man (1975), about the experience of migrant workers across Europe; and Another Way of Telling (1982), about the lives of Alpine peasants. All four of these cooperative endeavors brim with unresolved conflicts between ethics and esthetics, as well as authorial ambivalences toward rusticity and poverty. Manifold affinities in the two creative partnerships demand a transatlantic assessment that might view Agee and Evans as "unpaid agitators" for other artists and witnesses beyond an American ambit. From among the many sensitive portrayals, including Berger's Into Their Labours trilogy, that constitute a rich literature of rural poverty, these collaborative enterprises are set apart not only by their interdisciplinary nature and fierce solidarities but by the equal weight they accord to images and words. Both pairs of authors develop innovative means for conjoining photography and writing. Both worry over the effects of their pictures and text on their subjects in addition to pondering how their distinct yet coordinated mediums might affect their viewers and readers. The enduring relevance of their representational techniques and motifs emerges from a productive dialectic between witness and artistry. Agee, Evans, Berger, and Mohr ingeniously explore how an ethical responsibility to bear witness for the exploited without inflicting further exploitation is enhanced or subverted by an esthetic impulse to translate, verbally and visually, such marginalized lives into art. Their multifaceted ways of seeing the rural poor ultimately engender a means of praising their protagonists, transforming moments of witness into monuments of artistry. Following a comparative analysis of these authors' attitudes, consistencies, and contradictions over the span of their careers, I offer chapters on their likeminded works. "Abashed Ambition" scrutinizes the contest deliberately staged between intentions and performance in Let Us Now Praise Famous Men , while "A Continuous Center" examines how Agee's effusive text and Evans's austere photographs suspend instead of synthesize a pivotal tension between centripetal and centrifugal forces. "A Sense of Measure" looks at why Berger and Mohr increasingly empathize with the rural poor, and how their three ventures generate "imaginative documentaries" or "narrative dialogues" between images and words. My epilogue knits together Agee, Evans, Berger, and Mohr by concentrating on a handful of their creative peers or heirs who have been inspired or agitated by their collaborations and whose own books similarly probe the ethical jeopardies and esthetic challenges of representing rural life or poverty through both prose and pictures.
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Costa, Silvia Marta Oliveira. "AnÃlise do conteÃdo das matÃrias sobre expansÃo universitÃria veiculadas por jornais de grande circulaÃÃo no Estado do Cearà no perÃodo de 2005-2008." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3742.

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nÃo hÃ
A expansÃo universitÃria iniciou-se nos anos 1960, mas foi nos anos 1990 que ganhou destaque nas polÃticas educacionais, com avalanche de crescimento do ensino privado. O processo de ampliaÃÃo das IFES teve inÃcio com o Projeto Expandir, em 2005, que se fundamenta no princÃpio de quantidade e de qualidade do ensino superior. Ganhou reforÃo com o Programa Reuni, lanÃado em 2007. SÃo inÃmeros os estudos sobre os impactos dos meios de comunicaÃÃo no comportamento dos indivÃduos. Cada indivÃduo à capaz de procurar e encontrar um meio de comunicaÃÃo compatÃvel com suas convicÃÃes. A hipÃtese do agenda setting explica o alcance dos meios de comunicaÃÃo, como eles interferem na seleÃÃo dos assuntos no dia a dia das pessoas e como elas apreendem a realidade em sua volta. Jà a hipÃtese da âespiral do silÃncioâ refere-se ao medo do isolamento social que faz com que as pessoas evitem expressar opiniÃes discordantes da opiniÃo dominante do grupo do qual fazem parte. Questionamentos surgiram no tocante à eficiÃncia e à efetividade das informaÃÃes transmitidas pelos jornais cearenses sobre expansÃo universitÃria, à eficÃcia da metodologia, à possibilidade de levantamento de dados e Ãs contribuiÃÃes advindas dos resultados dessa investigaÃÃo. As questÃes que referenciaram a pesquisa foram: Como sÃo veiculadas as matÃrias sobre expansÃo universitÃria nos jornais DiÃrio do Nordeste e O Povo? Esses jornais favorecem a participaÃÃo dos leitores e publicam sua opiniÃo? Qual a postura deles com relaÃÃo Ãs polÃticas pÃblicas da educaÃÃo superior? Os objetivos foram: analisar a cobertura jornalÃstica sobre a temÃtica expansÃo universitÃria no DiÃrio do Nordeste e O Povo no perÃodo de 2005 a 2008; identificar os gÃneros jornalÃsticos utilizados pelo DiÃrio do Nordeste e O Povo para o tratamento da temÃtica e analisar o conteÃdo das matÃrias sobre expansÃo universitÃria veiculadas nesses jornais. Estudo exploratÃrio de abordagem predominantemente qualitativa, utilizando, para anÃlise dos dados, o mÃtodo de investigaÃÃo de anÃlise de conteÃdo proposto por Bardin (2004). Os resultados apontaram para uma cobertura jornalÃstica com influÃncia mÃnima no corpus de conhecimento do cidadÃo, na discussÃo da temÃtica e na construÃÃo de polÃticas pÃblicas voltadas para a educaÃÃo. Os conteÃdos das matÃrias veiculadas nos jornais DiÃrio do Nordeste e O Povo colocam-nos diante da despolitizaÃÃo da educaÃÃo como tema social, passÃvel de uma intervenÃÃo em todas as esferas, tanto no que diz respeito à mÃdia como à sociedade civil. A comunicaÃÃo à uma questÃo fundamental e nÃo se limita a promover a divulgaÃÃo de temas especÃficos com assuntos especÃficos como, no caso, âeducaÃÃoâ com assunto especÃfico âexpansÃo universitÃriaâ, fazendo-se necessÃria a construÃÃo de um novo tipo de relacionamento mÃdia e cidadÃo no sentido da produÃÃo de informaÃÃes mais qualificadas e da interface com a sociedade.
The university expansion begun during the â60s, but it was during the â90s that it became highlighted at the educational policies, from the avalanche of growth of the private education. The enlargement process of the Federal Institutes of Superior Education (FISE) begun with the Expand Project, in 2005, which is based in the principle of quantity and quality of the higher education. It got reinforced by the Reuni Program, released in 2007. There are numerous studies about the impacts of the media at individuals behavior. Each individual is able to search and find a media that is compatible with his or hers convictions. The agenda setting hypothesis explains the reach of the media, how they interfere at the everyday matters selection, and how they capture the reality around. The spiral of silence hypothesis refers to the fear of social isolation which make people avoid expressing discordant opinions different from the dominant opinion at the group where they belong. Questions emerged about efficiency and effectiveness of the information published by the newspapers from Cearà about university expansion, the efficiency of the methodology, the possibility of surveying data and the contributions brought from the results of this investigation. The questions that referenced the research were: how the stories about the expansion are conveyed at the newspapers DiÃrio do Nordeste and O Povo? Do these newspapers foment the readersâ participation and do they publish their opinion? Which is their position regarding the public policies at the higher education? The objectives were: analyze the coverage on the issue of expansion at DiÃrio do Nordeste and O Povo from 2005 to 2008, identify the journalistic genres used by DiÃrio do Nordeste and O Povo for the treatment of the subject and analyze the content of the materials disseminated concerning the university expansion in these newspapers. Exploratory study of predominantly qualitative approach, using, for data analysis, the research method of analysis content proposed by Bardin (2004). The results pointed to a coverage with minimal influence on the corpus of knowledge of the citizen, at the discussion of the subject and at the construction of public policies oriented for education. The contents of the subjects printed in the newspapers DiÃrio do Nordeste and O Povo brings us the depoliticization of education as a social issue, capable of an intervention in all spheres, as concerning to media as to the civil society. Communication is a key issue and not merely promotes a divulgation of specific topics with specific subjects, in the case, "education" with the specific subject "university expansion", being necessary to build a new type of relationship among media and citizen, concerning the production of more qualified information and the interface with the society.
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Santos, Márcia Helena dos. "A construção do tema a partir de coletânea formada por textos de diferentes gêneros discursivos." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=385.

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Uma das dificuldades do aluno, quando envolvido em atividade de leitura em sala de aula, encontra-se na depreensão do tema de textos usados, entre outras coisas, como ponto de partida para a produção textual. Tal situação torna-se mais crítica quando a tarefa envolve coletâneas. Assim, este trabalho tem como objetivo verificar em que medida a orientação prévia de leitura de uma coletânea prepara o aluno para a depreensão do tema. A pesquisa foi conduzida da perspectiva teórica que considera o texto lugar de interação de sujeitos dialogicamente constituídos, ativos, que (re)constroem os sentidos a partir das pistas lingüísticas. Para tanto, alunos de Ensino Médio de uma escola militar foram submetidos a atividades de leitura de duas coletâneas, cada uma formada de três excertos de textos de gêneros discursivos diferentes. Verificou-se que as orientações de leitura, pautadas em estratégias de seleção, antecipação, inferência, verificação, possibilitaram ao aluno controlar o que estava sendo lido, levantar hipóteses e validá-las no texto. Concluise que, embora não existam garantias de que ele obterá sucesso na tarefa de depreensão do tema, o aluno terá oportunidade ler com compreensão e aprender de forma autônoma em diversas situações. São as estratégias que formam um leitor ativo, capaz de processar e atribuir significados ao que lê.
One of the difficulties of the students, when involved in reading activities in class, is the inference and apprehension of the theme in used texts among other things, as the starting point for the textual production. Such a situation becomes more critical when the activity involves an anthology. Thus, this work has the objective of checking how much previous orientation of reading from collected writings prepares the student for the fully comprehension (inference and apprehension) of the theme. The research was conducted from the theoretical perspective which considers the text to be the place where there is an interaction between active subjects who build themselves in the dialogue and who rebuild the senses from linguistic traces. In order to verify this, High School students from a Military Institution were submitted to reading activities extracted from two collected writings, each one made up of three excerpts of different discourse genre texts. The reading orientation guided by selective strategies, anticipation, inference, summary and checking made it possible for the students to take control of the reading, formulate hypothesis and validate them in the text. We can get to the conclusion that although there are no guarantees that he will succeed in the inference and apprehension of the theme, the student will have the opportunity to read with comprehension and learn in an autonomous form in several situations. Strategies will, actually, make up an attentive reader who will be able to analyze and assign meanings to the reading.
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Hébert, Olivier. "Some writings." Master's thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/38739.

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Mon mémoire est un essai bibliographique. Une tentative pour trouver naturellement une manière d’écrire et de discuter. Une recherche d’une forme authentique pour développer une pensée conséquente de mon travail d’atelier et par le fait même, éviter de décrire ce dernier. J’ai l’ambition d’évoquer implicitement la peinture, pour progresser, ou régresser, vers une sensation de crédibilité des choses. Some Writings est un exercice dont le cadre n’est pas théorique, mais littéraire, pour évoquer des choses indirectement, par analogie.
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Books on the topic "Writings of the Poor"

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Michael, Quinn, ed. Writings on the poor laws. Oxford [England]: Clarendon Press, 2001.

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Clare. Writings of St. Clare val. [Nuns' Island, Galway: Poor Clares, 1992.

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Aristide, Jean-Bertrand. In the parish of the poor: Writings from Haiti. Maryknoll, N.Y: Orbis Books, 1990.

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Fielding, Henry. An enquiry into the causes of the late increase of robbers and related writings. Middletown, Conn: Wesleyan University Press, 1988.

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R, Zirker Malvin, ed. An enquiry into the causes of the late increase of robbers and related writings. Oxford [England]: Clarendon Press, 1988.

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Gregory, Claeys, ed. A new view of society and other writings. London, England: Penguin Books, 1991.

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Lemay, J. A. Leo 1935-, ed. Autobiography, Poor Richard, and later writings: Letters from London, 1757-1775, Paris, 1776-1785, Philadelphia, 1785-1790, Poor Richard's almanack, 1733-1758, The autobiography. New York: Library of America, 1997.

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Stephen, Crane. Maggie, a girl of the streets, and other New York writings. New York: Modern Library, 2001.

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Poor, John A. The first international railway and the colonization of New England: Life and writings of John Alfred Poor. New York: G.P. Putnam, 1988.

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Andrew, Kircher, ed. Voice for the world's poor: Selected speeches and writings of World Bank president James D. Wolfensohn, 1995-2005. Washington, D.C: World Bank, 2005.

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Book chapters on the topic "Writings of the Poor"

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Nandi, Miriam. "“Idle Poor and Lazy Natives?” – Re-Writing Stereotypes about the Global Poor." In Representations & Reflections, 129–44. Göttingen: Vandenhoeck & Ruprecht, 2021. http://dx.doi.org/10.14220/9783737013208.129.

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Rogers, Silvia M. "Good Versus Poor Scientific Writing: An Orientation." In Mastering Scientific and Medical Writing, 3–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39446-1_2.

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Blamires, Alcuin. "“Sisterhood”, the Poor Relation of ‘Brotherhood’ in Medieval Writings? Ipomadon as Case-Study." In Frères et soeurs : les liens adelphiques dans l’Occident antique et médiéval, 211–20. Turnhout: Brepols Publishers, 2007. http://dx.doi.org/10.1484/m.hifa-eb.3.3395.

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Noble, Ian. "Féerie pour une autre fois, i." In Language and Narration in Céline’s Writings, 55–110. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-06386-4_3.

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Honeycutt, Ronald L., and Ruie J. Pritchard. "Using a Structured Writing Workshop to Help Good Readers Who are Poor Writers." In Studies In Writing, 141–50. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/978-1-4020-2739-0_11.

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Roberts, Chris. "Expanding Journalism Students’ Empathy by Writing about the Working Poor." In The Routledge Companion to Media and Poverty, 456–63. New York: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429291333-49.

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Carter, Dave, and Diana Inkpen. "Searching for Poor Quality Machine Translated Text: Learning the Difference between Human Writing and Machine Translations." In Advances in Artificial Intelligence, 49–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30353-1_5.

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Lipton, Michael. "Why the Poor Stay Poor." In Milestones and Turning Points in Development Thinking, 148–59. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137271631_11.

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Vylder, Stefan de. "Why poor countries remain poor." In Poverty in Contemporary Economic Thought, 125–44. First Edition. | New York : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780429331312-8.

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Karamzin, Nikolai. "Poor Liza." In An Anthology of RUSSIAN Literature from Earliest Writings to Modern Fiction, 104–17. Routledge, 2019. http://dx.doi.org/10.4324/9781315706443-10.

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Conference papers on the topic "Writings of the Poor"

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Каламбет, Денис Александрович. "ACTUAL PROBLEM OF THE CONSUMER WHEN PURCHASING GOODS OF POOR QUALITY." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp291.2020.46.49.005.

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Каждый день мы делам покупки в сфере торговли. И зачастую мы видя заманчивые предложение в организациях торговли введемся на их предложения, забывая прежде всего о качестве. Зачастую сталкиваемся с товарами реализуемые с ненадлежащим качеством и появлением в этих товарах недостатков. При осуществлении покупки некачественного товара потребитель не всегда принимает соответствующие меры, а написав претензию и наткнувшись на отказ продавца, обменять товар или вернуть деньги. И в законе, не определена ответственность владельца магазина за продажу недоброкачественного товара, не определена обязанность суда взыскать с продавца штраф за продажу товара ненадлежащего качества, а так же не понятна новая формулировка в законе «О защите прав потребителей» «неопределенный круг лиц», редко обращается в суд. Every day we do business shopping in the field of commerce. And often when we see a tempting offer in trade organizations, we will introduce ourselves to their offers, forgetting first of all about quality. Often we encounter goods sold with inadequate quality and the appearance of deficiencies in these goods. When making a purchase of low-quality goods, the consumer does not always take appropriate measures, but after writing a claim and stumbled upon the seller’s refusal, exchange the goods or return the money. And in the law, the responsibility of the store owner for the sale of defective goods is not defined, the court’s obligation to recover a fine from the seller for the sale of goods of inadequate quality is not defined, and the new wording in the law “On Protection of Consumer Rights” “an indefinite circle of people” is rarely understood appeals to the court.
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Mahmoodin, Z., W. Mansor, Khuan Y. Lee, N. B. Mohamad, and S. Amirin. "Band power comparative study of normal, poor dyslexic and capable dyslexic children in writing." In 2014 IEEE Conference on Biomedical Engineering and Sciences (IECBES). IEEE, 2014. http://dx.doi.org/10.1109/iecbes.2014.7047627.

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Villanueva Fernández, María, and Héctor García-Diego. "Sobre una caracterización 'corbuseriana' del mobiliario moderno." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.569.

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Resumen: A partir de 1920 Le Corbusier comenzó a elaborar un cuerpo teórico sobre el diseño de objetos que iría difundiendo a través de sus escritos y conferencias. Libros como Vers une architecture, L´art décoratif d´aujourd´hui o Précisions sur un état présent de l'architecture et de l'urbanisme han constituído un rico legado de ideas e imágenes interrelacionadas que permiten analizar la propuesta del arquitecto desde el plano de la teoría. Sin embargo, el poder de sus postulados fue continuamente experimentado y corroborado por su obra en materia de mobiliario, hasta el punto de establecerse relaciones directas entre teoría y obra. Esta evolución conjunta proporciona una completa visión del concepto de mobiliario moderno desarrollado por Le Corbusier. Por tanto, esta investigación persigue, por un lado, sacar a la luz un verdadero cuerpo teórico de cuño 'corbuseriano' y específico del equipamiento moderno, haciendo especial mención a los postulados y dibujos originales del arquitecto y, por otro, comprobar la correspondencia real entre sus teorías y sus obras mediante el análisis de una escogida selección de obras del arquitecto pertenecientes al periodo de entreguerras, para, finalmente, ofrecer una caracterización 'corbuseriana' del mobiliario moderno. Abstract: From 1920 Le Corbusier began to develop a theoretical body on the objects design that went spreading through his writings and lectures. Books like Vers une architecture, L'art décoratif d'aujourd'hui or Précisions sur un état présent de l'architecture et de l'urbanisme have constituted a rich legacy of interlinked ideas and images to analyze the proposal of the architect from the level of theory. However, the power of its principles was continuously experienced and corroborated by his work in furniture, to the point of establishing direct relations between theory and work. This joint development provides a comprehensive overview of modern furniture concept developed by Le Corbusier. Therefore, this research aims on the one hand, to expose a 'Corbusian' and specific theoretical body of modern equipment, with special reference to the principles and original drawings by the architect; and, secondly, to check the real correspondence between his theories and works by analyzing a choice selection of works by the architect belonging to the interwar period, to finally offer a 'Corbusian' characterization of modern furniture.Palabras clave: Teoría; mobiliario; moderno; escritos. Keywords: Theory; furniture; modern; writings. DOI: http://dx.doi.org/10.4995/LC2015.2015.569
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Mohamad, N. B., Khuan Y. Lee, W. Mansor, Z. Mahmoodin, C. W. N. F. Che Wan Fadzal, S. Mohamad, and S. Amirin. "Spectral analysis based brain imaging of normal, poor dyslexic, and capable dyslexic children in reading, writing and spelling task." In 2014 IEEE Conference on Biomedical Engineering and Sciences (IECBES). IEEE, 2014. http://dx.doi.org/10.1109/iecbes.2014.7047585.

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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.

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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Mohamad, N. B., Khuan Y. Lee, W. Mansor, Z. Mahmoodin, C. W. N. F. C. Fadzal, and S. Amirin. "EEG-based time and spatial interpretation of activation areas for relaxation and words writing between poor and capable dyslexic children." In 2015 37th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2015. http://dx.doi.org/10.1109/embc.2015.7319457.

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Semenov, Igor Vitalievich. "Tripitaka - Buddhism sacred writings." In 4th International Secondary School Students' Research and Practical Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-114721.

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Ukoha, Eziaku K. "Session 15: Curriculum, Research and Development | Writing: A Way of Righting the Poor Reading Habit of In-School Adolescents in Nigeria." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0052.

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Xue, Huichao, and Rebecca Hwa. "Redundancy Detection in ESL Writings." In Proceedings of the 14th Conference of the European Chapter of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/e14-1072.

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"Lin Award, Speeches and Writings." In Proceedings of the Nankai International Conference in Memory of Xiao-Song Lin. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812819116_others02.

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Reports on the topic "Writings of the Poor"

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Mallernee, Alexa. Poor Dead Jar. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2298.

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Fuchs, Victor. Why Are Children Poor? Cambridge, MA: National Bureau of Economic Research, July 1986. http://dx.doi.org/10.3386/w1984.

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Mattingly, Marybeth, Kenneth Johnson, and Andrew Schaefer. More poor kids in more poor places: children increasingly live where poverty persists. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.150.

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Brown, Caitlin, Martin Ravallion, and Dominique van de Walle. Are Poor Individuals Mainly Found in Poor Households? Evidence using Nutrition Data for Africa. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24047.

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Brodhead, Michael J. The Panama Canal: Writings of the U. S. Army Corps of Engineers Officers Who Conceived and Built It. Fort Belvoir, VA: Defense Technical Information Center, September 2012. http://dx.doi.org/10.21236/ada564251.

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Harrison, Rupert, and Rachel Griffith. Understanding the UK's poor technological performance. Institute for Fiscal Studies, June 2003. http://dx.doi.org/10.1920/bn.ifs.2003.0037.

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Schneider, Barry R., and Terry N. Mayer. Biological Weapons--The Poor Man's Nuke. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada328852.

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Poterba, James, Steven Venti, and David Wise. The Asset Cost of Poor health. Cambridge, MA: National Bureau of Economic Research, September 2010. http://dx.doi.org/10.3386/w16389.

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Jacob, Brian, and Jens Ludwig. Improving Educational Outcomes for Poor Children. Cambridge, MA: National Bureau of Economic Research, December 2008. http://dx.doi.org/10.3386/w14550.

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Blank, Rebecca, and David Ellwood. The Clinton Legacy for America's Poor. Cambridge, MA: National Bureau of Economic Research, August 2001. http://dx.doi.org/10.3386/w8437.

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