Dissertationen zum Thema „Power of saying no“
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1
Hearon, Lindsey. „Saying Saying: Performative Language in Autrement qu'être“. Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344048769.
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Moore, Shelley. „Saying yes, saying no, understanding women's use of the label PMS“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq27204.pdf.
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3
Wharton, Timothy John. „Pragmatics and the 'showing-saying' distinction“. Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408730.
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Chalkley, Marie Leone. „Saying Sorry: Conflict Atrocity and Political Apology“. Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11054/.
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This study proposes and tests a comprehensive theory detailing the motivations behind political apologies. A brief survey of the literature shows a field rich in case studies but lacking in rigorous scientific analysis. The theory presented proposes a three-level examination of political apology at the state, dyadic, and system levels and incorporates the effects of culture, conflict, and the nature of the international system into analysis. This study makes use of a new dataset recording the occurrence of political apologies for interstate conflict atrocities from 1900 to 2006. The results suggest that the existing literature, while rich, does not account for all the motivating factors behind apology. The results also confirm that political apology is a creation of the modern era and a result of the liberalization of the international system. In conclusion, paths for future research are suggested and the advent of a global "age of apology" is confirmed.
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Chalkley, Marie Leone Enterline Andrew John. „Saying sorry conflict atrocity and political apology /“. [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11054.
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6
Brown, Steven D. „The life of stress : seeing and saying dysphoria“. Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363716.
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FAMILIAR, MARIA PRISCILLA VIEIRA C. „FOR A LEARNED RESIGNATION: SAYING AND SHOWING IN WITTGENSTEIN“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=19519@1.
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FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIROWittgenstein introduz, em seu Tractatus Logico-Philosophicus, sua célebre distinção entre dizer e mostrar. Segundo ele, o inefável é aquilo que se mostra. Denomina-o de o místico. O lugar na arquitetônica da obra das proposições que o concernem é extremamente enigmático. Como as outras passagens são classicamente mais discutidas e aquelas concernentes ao místico costumam ser consideradas mais obscuras, deter-se-á nelas de forma especial na tentativa de que uma melhor compreensão delas ajude a lançar nova luz sobre a referida distinção. Pretende-se mostrar que talvez essas passagens finais do Tractatus não sejam um elemento tão estranho quanto possa parecer. Para isso, será abordada, primeiramente, a crítica da linguagem que Wittgenstein faz no Tractatus de modo a contextualizar a elaboração da distinção entre dizer e mostrar. A seguir, mas ainda no primeiro capítulo, a operação de negação ajudará a apontar os limites entre o que pode e o que não pode ser pensado. Em um segundo capítulo, serão apresentadas algumas questões a respeito da não conformidade entre seu livro e sua teoria semântica, bem como observações sobre a inserção do místico nesta sua obra. Após delinear a proposta do Tractatus e os conflitos envolvidos em sua interpretação, em um terceiro capítulo, se tentará contribuir para o esclarecimento de alguns aspectos obscuros concernentes à referida distinção. Receberá particular atenção, neste momento, a noção de místico e a ética tractatiana.
Wittgenstein introduces, in his Tractatus Logico-Philosophicus, his famous distinction between saying and showing. According to him, the ineffable is what shows itself. He called it the mystical. The place in the architecture of his work of the propositions that concerns it is extremely enigmatic. Since the other passages are classically more discussed and those concerning the mystical used to be considered more obscures, we will focus on them in a special way in the attempt that a better understanding of them help to throw new light upon the mentioned distinction. We intend to show that perhaps these final passages of the Tractatus are not an element as strange as it may seem. In order to accomplish this, we will address first Wittgenstein’s critique of language in the Tractatus, so as to contextualize the development of the distinction between saying and showing. Next, but still in the first chapter, the operation of negation will help to point out the limits between what can and what cannot be thought. In a second chapter, we will present some issues regarding the non-conformity between his book and his semantic theory, as well as comments on the inclusion of the mystical in his work. After outlining the proposal of the Tractatus and the conflicts involved in its interpretation, in a third chapter, we will attempt to contribute to the clarification of some unclear features concerning such distinction. It will receive particular attention in this part the notion of mystical and the ethics of the Tractatus.
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Bowker, Mark. „Saying nothing : in defence of syntactic and semantic underdetermination“. Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/8630.
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According to the Encoding Model, speakers communicate by encoding the propositions they want to communicate into sentences, in accordance with the conventions of a language L. By uttering a sentence that encodes p, the speaker says that p. Communication is successful only if the audience identifies the proposition that the speaker intends to communicate, which is achieved by decoding the uttered sentence in accordance with the conventions of L. A consequence of the Encoding Model has been the proliferation of underdetermination arguments, each of which concludes against some linguistic theory T, on the grounds that, were T true, audiences would be unable to know what was said by utterances of some particular linguistic form, and therefore unable to know what speakers intended to communicate by these utterance. The result, if we accept the conclusion of these arguments, is radical restriction of the domain of viable linguistic theory. This Thesis defends an alternative model according to which there need be nothing encoded in an uttered sentence – nothing that is said by its utterance – for the audience to retrieve. Rather, there are indefinitely many ways to interpret uttered sentences – indefinitely many routes to the propositions that speaker intend to communicate – which proceed through different interpretations of what is said.
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Palfrey, Barnabas Yeo. „Theology as dialogue and fragment : saying God with David Tracy“. Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:112f83cb-3d10-43b5-acc4-e23ba2a4df8a.
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This thesis concerns the ideas of ‘dialogue’ and ‘fragment’ in the work of the American liberal Roman Catholic theologian David Tracy (bn. 1939). Dialogue (or ‘conversation’) established itself as a dominant idea for Tracy in the 1980s, whereas the centrality of fragments first emerged for Tracy in the late 1990s, to complicate and refine his earlier thinking. Despite this historical sequence, however, the organisation of this thesis is thematic rather than essentially chronological. The first three chapters focus on how in the later 1970s and 1980s Tracy adapted his ideas of conversation-dialogue from the thought of the German philosopher Hans-Georg Gadamer. Chapter Four examines some serious objections to Tracy’s concept of dialogic reason, before defending his basic choices and gesturing towards his more recent work as perhaps resolving real previous difficulties. Chapter Five explores the ‘ontological`’ thinking of Martin Heidegger, valuable for evaluating Tracy despite the latter’s determination to put his own thinking on a more empirical and pluralistic footing. Chapter Six tackles this theme of Tracy’s ongoingly ‘empirical’ sensibility, as well as the importance he has attached to the experiencing human ‘self.’ Tracy’s ideas of human experience and selfhood owe much to William James and to Bernard Lonergan. Chapter Seven examines ‘correlational’ concepts that Tracy has forged to facilitate Christian theology over the course of his career since Blessed Rage for Order (1975). As Tracy became philosophically and theologically uncomfortable with theism as the supposed essential horizon for theology (around 1990), so the idea of the ‘mystical-prophetic’ emerged to open a door into new horizons of thinking. Chapter Eight highlights an easily overlooked antecedent of the hermeneutical negativity that Tracy’s recent ideas of ‘fragments’ imply: in Gadamer’s sense of the Christina negative ‘sign’ of the Ecce Homo. Chapter Nine then focuses on Tracy’s ideas of thinking through fragments: their adequacy and possible consequences.
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Wilde, Marianne. „Seeing & saying : visual imaginings for disease causing genetic mutations“. Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/18505/.
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Using practice based research methodologies this thesis, Seeing & Saying: Visual imaginings for disease causing genetic mutations, explores the visual and linguistic narratives that emerge from the explanation of complex genetic diagnosis. The research, funded by the Arts & Humanities Research Council (AHRC), is being carried out in collaboration with the European Network of Excellence for rare inherited neuromuscular diseases (TREAT-NMD), coordinated by the Institute of Genetic Medicine at Newcastle University. TREAT-NMD is an international initiative funded by the European Commission linking leading clinicians, scientists, industrial partners and patient organisations in eleven countries. Located in this complex field of study, between the disciplines of art and science, this research project explores the contextual framework of the social and cultural histories that influence and give agency to the visual and text based metaphors that are used to depict and diagnose the specific genetic disease of Duchenne muscular dystrophy (DMD). The use of linguistic metaphors and visual imagery is commonplace when interpreting the how, what, why and where of DNA and it is these types of metaphorical communications that will form the basis of this investigation. This thesis interrogates and extends research methods and processes that develop from studio practice, scientific laboratories and text-based analysis thus creating a synergy between the scientific laboratory and the artist’s studio. This written thesis and the artworks produced are therefore both the narrative and the output of this collaborative relationship that represents a synthesis of the methodologies of art and science. By examining the communication between the network stakeholders of TREAT-NMD and studying how linguistic, visual and artefactual metaphors impact on the construction of technical explanations within this network, this thesis proposes that we can come closer to answering how we see and how we say genetic disease.
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Seixas, Paula Maria Ribeiro de. „Saying is inventing : quatro peças de Sammuel Beckett em Portugal“. Master's thesis, Universidade de Évora, 2003. http://hdl.handle.net/10174/15209.
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O objecto desta dissertação é o estudo da tradução de quatro peças de Samuel Beckett em Portugal entre 1959 e 2002 (En attendant Godot, La dernière bande, Krapp's Last Tape e Happy Days), tendo em vista a compreensão da tradução como um fenómeno importante para as relações interliterárias e interculturais. Consideraremos o bilinguismo de Beckett e as suas consequências para a tradução. A oposição entre tradução para a página e para o palco será equacionada com referência a duas versões da mesma peça. Procederemos à comparação de diferentes traduções portuguesas entre si e com os textos de partida francês e inglês, atendendo a aspectos micro-textuais. O contexto histórico em que as traduções e os espectáculos se realizaram, a organização dos programas e a recepção crítica também merecem atenção. / *** Abstract - This essay deals with the translation of four plays of Samuel Beckett in Portugal between 1959 and 2002 - En attendant Godot, La dernière bande, Krapp's Last Tape and Happy Days – aiming at the comprehension of translation as an important phenomenon for interliterary and intercultural relations. Attention will be given to Beckett's bilinguism and its consequences for translation. The topic of page/stage translation will be analyzed with reference to two versions of the same play. We will compare different Portuguese translations among them and with their English and French originals, focusing on micro-textual aspects. We also draw attention to the historical context in which translations and productions were made, to the way theatre programs are organized and to the textual reception by the critics.
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Slevc, Lloyd Robert. „Saying what's on your mind working memory effects on syntactic production /“. Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3249665.
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Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed March 23, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 84-99).
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Rivitz, Joan Strass. „The Third Reich (what German citizens are saying now about then) /“. Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10938679.
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Terry, Louise Mary. „Saying no : withholding and withdrawing medical treatment from non-PVS patients“. Thesis, University of Bristol, 2001. http://hdl.handle.net/1983/43574c0d-d822-44b6-b9c5-ec67eb728894.
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Vergara, Felipe. „DIVINE WORDS OR SAYING GRACE: A reflection on the production process“. Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/105297.
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TheaterM.F.A.
The present thesis is a reflection on the production process that lead to the Temple Theaters 2010 production of Saying Grace; a new adaptation by Robert Smythe of the play Divine Words by Ramón María del Valle Inclán. On it you can find all the inspiration elements as well as the basic concepts that originated the production and an evaluation of the creative process.
Temple University--Theses
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McDermond, Jay. „The 'slave of all' : a tradition-historical study of a Synoptic saying“. Thesis, Durham University, 1987. http://etheses.dur.ac.uk/6843/.
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This thesis is intended to be a study of the 'slave of all' saying, which is found in the Synoptic Gospels (Mk 10.35-45; Mk 9.33-7; Lk 22.24-7 and Mt 23.1-12). Our primary goal is to study how the early Christian communities employed this logion. The saying is examined against the background of Jewish attitudes towards slavery. A comparison of the key Torah laws regulating slavery reveals the development of an anti-slavery attitude. Often this anti-slavery sentiment is associated with feelings of Jewish nationalism. Biblical and non-Biblical materials show this attitude continued into the first century CE. Secondly, we explored the possibility that Jesus did not adhere to this anti- slavery attitude. In addition to a lack of evidence that Jesus was a Jewish nationalist, we argued that Jesus probably used slavery imagery as a positive illustration. It was argued that the 'slave of all' saying is a dominical logion. A comparison of the various pericopes resulted in the conclusion that the saying was originally intended as a rebuke of misdirected ambition. It was probably uttered at a meal setting when the disciples had begun to argue about personal greatness. The remainder of the thesis individually examined the pericopes where the 'slave of all' saying is used. The Gospel of Mark employs the saying twice in a major literary unit consisting of 8.22-10.52. Mk 10.35-45 uses the logion to delineate the Marcan community's attitude towards leadership. Mk 9.33-7 deals with membership in the community of faith. It was argued that Lk 22.24-7, which is seen to be independent of Mk 10.35- 45, takes up the saying and very specifically directs it at the leaders of the Lucan community. Filially, the saying is used by Matthew when dealing with post 70 CE factionalism between his Jewish Christian community and the local Pharisees. The logion is used to summarize the Jewish Christian understanding of leadership.
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Tinghög, Gustav. „The Art of Saying No : The Economics and Ethics of Healthcare Rationing“. Doctoral thesis, Linköpings universitet, Utvärdering och hälsoekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65397.
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It follows from resource scarcity that some form of healthcare rationing is unavoidable. This implies that potentially beneficial medical treatments must be denied to patients to avoid unacceptable sacrifices in other areas of society. By focusing on four, core, conceptual themes – individual responsibility, paternalism, incentives, and inequality – this thesis explores the matter of finding justifiable grounds for saying no in the context of health care. By combining the perspectives of welfare economics and population-level ethics, the author explicate and discusses conflicting moral values involved in healthcare rationing. Four papers form the foundation for this thesis. Paper I articulates the potential role of individual responsibility as a welfarepromoting, rationing tool by exploring when healthcare services exhibit characteristics that facilitate individual responsibility for private financing. Paper II explores the normative relevance of individuals’ time preferences in healthcare rationing and when paternalism can be justified in the context of individuals’ intertemporal health choices. Paper III examines the compatibility between incentive-based organ donation and the ethical platform for setting priorities in Sweden. Paper IV empirically investigates the existence of horizontal inequalities in using waiting lists to ration care. From the discussion it is suggested, inter alia, that: I) Prospective responsibility as opposed to retrospective responsibility is a more productive notion of responsibility when discussing actual policies. However, potential positive effects need to be weighed against the increased economic inequality that it is likely to invoke. II) Although cost-effectiveness analysis provides valuable input when making rationing decisions it should not be viewed as a decision rule, since it is based on utilitarian values that constantly need to be balanced against other nonutilitarian values. III) Potentially, increased health could negatively affect individuals’ well-being if it creates opportunities that they are unable to take advantage of. This needs to be taken into account before embarking on paternalistic policies to improve health – policies that often target the lower socioeconomic segment. The author concludes that decisions on rationing cannot be computed through a simple formula. Moreover, given that rationing is bound to be associated with reasonable disagreements we are unlikely to ever fully resolve these disagreements. However, by explicitly stating conflicting moral values we are more likely to narrow the disagreements and achieve a healthcare system that is both fairer and more efficient.
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Nitzan-Green, Yonat. „Saying it through the maternal body : understanding maternal subjectivity through art practice“. Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/165505/.
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In referring to psychoanalyst and theorist Julia Kristeva‟s claim that the maternal body has no subject, this research aimed at finding answers to the following question: in what ways might a maternal subjectivity be understood through art practice? The research focused on three themes: fragmentation, invisibility and boundaries. Initially, these themes were researched in the context of the maternal body and the abject. The engagement with the maternal body has led to expanding the inquiry to include kibbutz childhood memory, in general, and bodily memories, in particular. This has led to revealing a childhood trauma. It was established that fragmentation, invisibility and questions of boundaries are rooted in trauma. Trauma has been further explored, to be revealed as a sequence of traumas, including the Israeli-Palestinian conflict and intergenerational trauma, which span private and public spheres. The methodology research in action has been developed through the use of the „observer-participant‟ position, as well as the methods of persona and performative acts. Installation has been developed as a shared space, where traumatic memory has been re-visited and audience became witness. The research contributes to new knowledge in the field of trauma, in the contexts of maternal subjectivity, kibbutz childhood and the Israeli-Palestinian conflict. The text provides a critical reflection for the practice, both construct this research.
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Silva, Lígia Maria Pereira da. „Novels of Lídia Jorge (1984 - 1998) : saying other/wise - testimony and alterity“. Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488063.
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Coelho, Alessia. „Saying goodbye : a phenomenological investigation into the therapist's experience of significant therapeutic endings“. Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646070.
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Aims: Despite general agreement as to the importance of the final phase of therapy, literature concerning the way the therapeutic relationship is brought to a close focuses almost entirely on the perspective of the client. Much less is recognized about the therapist’s experience of this process. Little qualitative research has been conducted in the area. The current study therefore aims to gain︣an in-depth understanding of the therapist’s experience of a therapeutic ending. Using a qualitative approach, the study focuses upon the experiences of practicing counselling psychologists, and seeks to explore the following: How do therapists experience therapeutic endings?︣Method: Semi-structured interviews were carried out with seven practicing counselling psychologists (five females and two males; aged between 29 and 48) who each described a particular therapeutic ending that evoked a significant emotional response for them. Verbatim transcripts of the interviews were then analysed using Interpretative Phenomenological Analysis (IPA).︣Results: The analysis produced four master themes. These were: The therapeutic relationship; The ending phase and final session; Therapy as a learning process; Professional implications and considerations. A description of these master themes and the related constituent themes is presented. The results of the analysis are considered in light of existing theory and their implications for counselling psychology. These emphasize the significance of therapeutic endings and highlight the adequacy (or otherwise) of clinical supervision and professional training institutions in helping therapists manage and understand this process. Methodological considerations and suggestions for further research are presented.
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Wardlow, Lane Liane Christine. „Not saying what's on your mind how speakers avoid grounding references in privileged information /“. Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3258707.
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Thesis (Ph. D.)--University of California, San Diego, 2007.Title from first page of PDF file (viewed June 5, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Barnutz, Sebastian. „What do they mean by saying ESDP? Exploring the social construction of European security“. Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2739/.
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This thesis addresses the question of how actors of the EU’s security policy were able to say ESDP at the turn of the 21st century. Despite previous attempts to implement a security policy at the EU or EC level, ESDP was first launched in 1999 and became operational in 2003. The very interest of the thesis is how central EU actors – who were responsible for the institutional development and implementation of ESDP – understood security; that is: what they perceived as referent object, what they perceived as threats or as security problems, and how this made possible the implementation of a security policy at the EU level. By asking these questions the thesis does what discourse analysis is best in: discourse analysis enables the researcher to discover the underlying rationalities which led EU actors to presume a security policy as being necessary at the EU level. This argument on discourse analysis is derived from Nicolas Onuf’s work, which most plausibly conceptualises the role of language in the construction of social reality. The thesis starts from a constructivist perspective arguing that actors’ behaviour is based on their identity and that they perceive the world from this intersubjective perspective. The rational of security is based on this intersubjective perspective and constructed by relating identity to the perception of threats or security problems. This relation of threats and referent objects lead to the construction of rules of appropriate behaviour in the case of security. These processes of social interaction take place through language and can best be studied from a discursive perspective. The concept of security established at the EU level leading to the institutionalisation of ESDP is understood to be a result of this type of social interaction. Overtime, it led EU actors to a robust construction of the EU as an international actor in the field of security facing dynamic security problems by a cooperative and multilateral approach but also by using civilian and military capabilities.
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Kovara, David. „Saying no to sex : US central funding, HIV/AIDS, and abstinence promotion in Kenya“. Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508401.
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Falk, Wollberg Casper. „As a Community We Are Saying No to Gangs: Community Peacebuilding in South Africa“. Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21311.
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Dan village in rural South Africa managed to eradicate organised crime by resiliently mobilising the community to patrol the area and collectively take a stance against violence. The purpose of this qualitative instrumental case study is to critically engage the empirical data consisting of interviews and secondary sources to explore the theories of webbing and community policing. Both these theories struggle empirically to identify and cooperate with stakeholders who have the capacity to mobilise the population. To address this problem, the study engages the questions: How did community stakeholders cooperate to address crime? The findings argue that community stakeholders cooperated through a network of formal and informal relations which were centred around community meetings that generated the initiative to mobilise for neighbourhood patrols. Combining the two theories proved to yield analytical benefits when studying the case by overcoming their individual shortcomings.
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Vandenberg, Shannon Y. „Saying no to childhood immunization : perceptions of mothers and health care professionals in Southern Alberta“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2013, 2013. http://hdl.handle.net/10133/3355.
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The purpose of this grounded theory study was two-fold; first, to explore how mothers develop an understanding of childhood immunization which contributes to the decision¬making process resulting in a decision not to participate in immunization. Second, the perceptions of childhood immunization of health care professionals were also examined. The understanding and decision-making process of eight mothers was compared with the perceptions of twelve health care professionals. A number of themes were constructed from the research and a grounded theory was developed which emphasizes the importance of collaboration between non-immunizing mothers and health care professionals to promote positive health outcomes in children. The findings will assist health care professionals in understanding the factors contributing to the immunization decision-making process, which will subsequently support in delivering immunization programs. Recommendations to promote support and respect for parents' decision not to immunize their children, and assist in educating parents on immunization are also included.xiii, 275 leaves ; 29 cm
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Adams, Jonathan Mark. „It Goes Without Saying: Infrastructure as Rhetorical Theory for Navigating Transition in Writing Program Administration“. Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103941.
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Writing program administrators (WPAs) work in constant negotiation with institutional forces outside of individual control, where the concerns of infrastructure impact writing programs continuously. In periods of transition, where new WPAs are entering a program, or the institution itself is shifting around the established program of a seasoned WPA, the ability to understand and rhetorically act in concert with one's infrastructure can often determine the success of a writing program. In this dissertation, I conduct a mixed-methods examination of the phenomenon of WPA infrastructure, situating infrastructure as a rhetorical lens for understanding writing program administrators' work as they face moments of transition in their career. Through a combination of meta-analysis of a subcorpus of WPA lore and stimulated recall interviews with current WPAs in the field, I form a picture of the phenomenon of infrastructural rhetoric and promote its use as a holistic lens to rhetorically engage with complex institutional systems.Doctor of Philosophy
A writing program administrator (WPA) is an individual who oversees, manages, and implements a writing program on a college campus. Whether they are the organizer of a writing center or the administrator for a first-year writing program, often their job is to direct the vision and resources of the college to achieve goals in writing knowledge. Throughout their operations, WPAs must work within the constraints set down by their institution, colleagues, and physical space. However, while WPAs are often well prepared by their training and education to deal with teaching and writing issues, interactions with these surrounding "infrastructural" constraints often leave WPAs feeling blindsided. In this dissertation, I explore moments of WPA breakdown in their engagements with larger institutional forces. I do this both through a detailed examination of a wide range of personal accounts from WPAs, as well as a series of interviews with members of the field. After finding patterns in these breakdowns and gaining a deeper understanding of WPA work, I work within the accounts of these WPAs to conceptualize the term infrastructural rhetoric to understand institutional forces as relational components essential to persuasion.
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Blackwell, Katharine A. „Is saying "that was wrong" enough?: Factors affecting children's use of feedback to overcome perseveration“. Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447661.
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MacDonald, Alan. „Saying something for nothing : attitudes of some American women writers to the romance of open space“. Thesis, University of York, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329640.
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Boast, Rachael. „Dark saying : a study of the Jobian dilemma in relation to contemporary ars poetica : Bedrock : poems“. Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/906.
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Part I of this thesis has been written with a view to exploring the relevance a text over 2500 years old has for contemporary ars poetica. From a detailed study of ‘The Book of Job’ I highlight three main tropes, ‘cognitive dissonance’, ‘tĕšuvah’, and ‘dark saying’, and demonstrate how these might inform the working methods of the contemporary poet. In the introduction I define these tropes in their theological and historical context. Chapter one provides a detailed examination of ‘Job’, its antecedents and its influence on literature. In chapters two and three I examine in detail techniques of Classical Hebrew poetry employed in ‘Job’ and argue for a confluence between literary technique and Jobian cosmology. Stylistically, the rest of the thesis is a critical meditation on how the main tropes of ‘Job’ can be mapped onto contemporary ars poetica. In chapter four I initiate an exploration into varying responses to cognitive dissonance, suggesting how the false comforters and Job represent different approaches to, and stages of, poetic composition. A critique of an essay by David Daiches is followed by a detailed study of Seamus Heaney. In chapter five I map the trope of tĕšuvah onto contemporary ars poetica with reference to the poetry of Pilinszky, Popa, and to the poems and critical work of Ted Hughes. The chapter concludes with a brief exploration into the common ground shared between the terms tĕšuvah and versus as a means of highlighting the importance of proper maturation of the work. Chapter six consists of a discussion of how the kind of ‘dark saying’ found in ‘Job’ 38-41 impacts on an understanding of poetic language and its capacity to accelerate our comprehension of reality. I support this notion with excerpts from Joseph Brodsky and a close reading of Montale’s ‘L’anguilla’. Chapter seven further develops the notion of poetry as a means of propulsion beyond the familiar, the predictable or the clichéd, by examining the function of metaphor and what I term ‘quick thinking’, and by referring to two recently published poems by John Burnside and Don Paterson. In chapter eight I draw out the overall motif implied by a close reading of ‘Job’, that of the weathering of an ordeal, and map this onto ars poetica, looking at two aspects of labour, which I identify as ‘endurance’ and ‘letting go’, crucial for the proper maturation of a poem or body of poems. The concluding chapter develops the theme of the temple first discussed in chapter one. I argue for a connection between Job as a temple initiate, who has the capacity to atone for the false comforters, and poetry as a form of ‘at-one-ment’. This notion is supported by reference to Geoffrey Hill and Rilke. Part II of the thesis consists of a selection of my own poems, titled ‘Bedrock’.
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Pierucci, Sabrina. „Why saying is believing: epistemic and relational pathways towards the creation of shared reality with others“. Doctoral thesis, Universite Libre de Bruxelles, 2012. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209689.
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On tend souvent à envisager la communication comme intervenant au-delà de la cognition. Par exemple, lorsque nous évoquons la personnalité d’un ami, nous nous contenterions d’exprimer des représentations déjà stockées en mémoire. Contrairement à cette idée reçue, ma thèse part du postulat que la communication à propos d’objets sociaux, loin de simplement exprimer des croyances déjà formées a priori, participe à la construction de ces représentations mentales. Pour soutenir cela, nous avons d’abord tracé l’histoire de l’évolution dans la façon de concevoir le rapport entre le langage et la pensée (voir Klein, Marchal, Van der Linden, Pierucci & Waroquier, 2011). Nous sommes partis du modèle du code (Shannon & Weaver, 1949) pour ensuite considérer des approches théoriques alternatives mettant l’accent sur comment les facteurs contextuels (par ex. la présence d’une audience donnée) influencent le processus de communication. Nous avons ainsi considéré comment le fait même de communiquer à propos d’un individu influence notre perception de cet individu. En cela, mon travail est largement influencé par le concept d’Audience tuning (Higgins 1992, 1999). Plus précisément, l’effet du « dire c’est croire » (Saying-is-Believing: Higgins & Rholes, 1978) se réfère à l’influence de l’audience sur la mémoire du locuteur même :les locuteurs, lorsqu’ils communiquent à une audience possédant une attitude connue vis-à-vis d’un certain sujet, adaptent leur messages en le rendant plus conforme à l’attitude de l’audience mais surtout, leur mémoire et leur impression tendent à s’accorder à la teneur du message transmis à l’audience. Cette influence de l’énonciation sur la cognition ayant déjà été mise en évidence à travers des nombreuses recherches (pour une revue, voir Echterhoff, Higgins, Kopietz & Groll, 2008), les processus responsables de cet effet restent incertains. L’explication la plus exhaustive de l’effet du « dire c’est croire » fait appel au besoin du locuteur de partager une réalité avec l’interlocuteur. C’est uniquement dans le cas où la communication serait motivée par des buts de « réalité partagée » qu’elle aurait un impact sur la mémoire du locuteur même (Echterhoff, Higgins & Levine, 2009). Le besoin de créer une réalité partagée avec l’audience remplirait des fonctions épistémiques (i.e. en communiquant à propos d’autrui, je parviens à mieux cerner sa personnalité que je ne le ferais si je me contentais d’une activité mentale « privée ») et relationnelles (i.e. en communiquant à propos d’autrui, je crée et développe une relation avec mon interlocuteur). Dans mon travail, j’explore les rôles respectifs de ces deux types de motivations sur l’effet du « dire c’est croire » et, de façon plus générale, dans le processus de construction d’une réalité partagée. Dans ma démarche expérimentale, j’ai privilégié des études permettant d’explorer des situations concrètes dans lesquelles l’effet du « dire c’est croire » était susceptible d’apparaître.
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Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Cunningham, Clare. „Saying more than you realise about 'EAL' : discourses of educators about children who speak languages beyond English“. Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/19395/.
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This thesis investigates attitudes expressed by UK primary school educators towards children institutionally classified as English as an Additional Language (‘EAL’) in mainstream schools, an underexplored area. A Critical Discourse Analytical approach is adopted and Martin and White's (2005) APPRAISAL framework utilised for investigating discourses of attitudes is adopted to analyse the research interviews of fifteen participants drawn from six suburban schools in northern England. These participants include head teachers and deputies, EAL co-ordinators, an SEN co-ordinator, a Family Liaison Manager, class teachers, Bilingual Learning Assistants, and Higher Level Teaching Assistants. Their discourses of judgement are analysed in conjunction with Bourdieu’s theory of practice constructs (1977) in order to explore the entrenched linguistic and societal ideologies within them. Findings suggest that judgements of linguistic and social capital made by participants reveal aspects of their habitus, the series of dispositions guiding their behaviours and attitudes, while also showing that attitudes to language are often conflated with attitudes to other social identities. A monolingual ideology is engrained amongst educators, with (Standard) English uncontested in its dominance in education; discourses that expose the power of teachers in controlling what is seen as the legitimate language of the school. There are many contradictions present in participants’ discourses around the value of bi/ multi-lingualism and home language maintenance. Analysis of attitudinal discourse highlights the importance of school leadership for the creation of a positive school climate in working with children who speak languages beyond English. The significance of this work includes filling a research gap regarding studies on teachers’ attitudes and the contribution of a more positive designation for the children at the heart of this study. Recommendations for consciousness- and awareness-raising professional development are made. Observations are made regarding APPRAISAL for analysis for researchers using the framework, only recently applied to research interview data.
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Lane, Andrew Stuart. „Saying Sorry: Junior doctors’ experiences of open disclosure following medication error. A phenomenological study using medical simulation“. Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/16744.
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Open disclosure is a policy stating doctors should apologise for errors, discussing them with the harmed parties. The aim of this thesis was to explore the current practice of open disclosure by junior doctors, and develop an educational framework that ensured reflective clinical practice. I conducted a Phenomenological study of medical interns involved in open disclosure in three parts. Firstly, ten interns were interviewed illuminating their clinical experiences of open disclosure. Eight medical students then underwent a hi-fidelity simulation session followed by focus-group discussions. Finally, the eight medical students were interviewed during their intern year, illuminating their experiences of open disclosure and their reflection on the simulation session. Data was coded and analysed using Interpretative Phenomenological Analysis. Analysis of part one demonstrated three superordinate-themes; Rationalisation of medical error; Culture of medical error; Apology in practice. Analysis of part two demonstrated two superordinate-themes; Identifying learning needs; Learning to say sorry. Analysis of part three demonstrated two superordinate-themes; Retaining learning into practice; Planning future practice. Medical interns appeared to lack important elements in their knowledge frames, which made them more prone to making errors. Their knowledge frames and actions demonstrated conscious incompetence associated with rationalisation, and unconscious incompetence associated with cognitive dissonance. The simulation education session gave medical students the psychological safety to take risks in their learning and develop a growth mindset and cognitive resilience. The role of an expert facilitator was vital in providing the optimal learning environment. A learning model developed from the data suggested the presence of a cognitive trait, which was labelled ‘readiness to apologise’, meaning that the interns were; aware of the need to apologise; aware of the rationale to apologise; and aware of the want to apologise. Mentorship and guidance by educators is required to inspire learners to develop cognitive frameworks such as intellectual humility, a growth mindset, and situational awareness. This means that learners will reflect with the right people, at the right time, in the right manner.
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Laird, David Gordon. „Saying God with a straight face : towards an understanding of Christian soteriology in David Foster Wallace's Infinite Jest“. Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58894.
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This thesis considers the intersections between David Foster Wallace’s 1996 novel Infinite Jest and Pauline notions of Christian soteriology articulated in the New Testament. In my analysis, I argue that the novel presents a worldview that demonstrates a theological dialogue with biblical concepts of fallenness, human value, and redemption, most powerfully embodied in the main characters Hal Incandenza, Don Gately, and Mario Incandenza. Of the novel’s sweeping cast of characters, these three particularly capture a range of salvation states akin to a Pauline understanding of the human condition, calling to attention the influence of orthodox Christian theology on the novel. This dialogue is considered through the lens of postmodernism and the New Sincerity movement in contemporary U.S. fiction, and offers that the novel urges readers to countenance what it means to be human living amidst the binary tensions of sin and salvation, reinvigorating a traditional understanding of grace and redemption in a present and prophetic way.Creative and Critical Studies, Faculty of (Okanagan)
Graduate
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Loevlie, Elisabeth M. „Literary silences : saying the unsayable: an exploration of literary silence in the works of Pascal, Rousseau and Beckett“. Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365530.
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Van, Dyke John Carden. „Saying the unsayable : language and the tension of the world in the late poetry of Robert Penn Warren“. Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312692.
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Lebenius, Filippa, Ida Andersson und Filippa Skoglund. „See what I'm saying? : A qualitative study of how sensory stimulation enhances the customer shopping experience in e-commerce“. Thesis, Linnéuniversitetet, Institutionen för marknadsföring (MF), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44618.
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Research question: How do the utilization of the human senses affect the customers' shopping experience within e-commerce? Purpose: The purpose is to describe how brands within e-commerce can create an enhanced shopping experience for its customers. Method: Cross-sectional design, semi-structured in-depth interviews Conclusion: The study revealed that in order to create an enhanced shopping experience for its customers, brands within e-commerce should treat the shopping experience as extended, which enables stimulation of multiple senses.
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Sandström, Daniel. „So, what you’re saying is …? : A study of year 9 students’ attitudes towards and perceived knowledge of communicative competence“. Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43183.
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Swedes’ proficiency in English is often high up in the world rankings among the countries in which English is an L2[1]. Learners of English are routinely tested in the Swedish school system, using standardized national tests to measure how well students are doing nationwide, whilst also providing teachers with sometimes essential assistance in grading students’ language skills. At the end of year 9, students should have developed “all-round communicative skills”. But how do we determine what having “all-round communicative skills” constitutes? What are learners’ attitudes towards and perception of what they learn, how they learn it and their own present ability? What are some areas in which they believe they can improve the most, and is there a preferred way to learn a specific skill? Is communicative competence even focused on in the classroom, and if it is – how and how often? The purpose of this study is threefold: to identify how communicatively competent students in year 9 consider themselves in comparison to their peers; how much they believe that they work with communicative competence in school; and what they perceive to be their weakness and area of communicative competence that could be improved most. Secondarily, are there any differences in what is believed to be focused on in class between students and teachers? To answer these questions, an overview of the aspects that together constitutes being communicatively competent based on relevant previous research will be provided. The aims of English as a school subject in Swedish schools are studied in order to see what the goals are, according to the curriculum. After collecting data using interviews and a questionnaire, results indicate that students are not always aware of when and how classroom activities are designed to improve communicative competence. Students in general also seemingly have a varying opinion on what areas they have the most potential for improvement in. There is thus a disparity between learners’ expectations and perception of their own needs, and teachers’ opinions of what requires improvement and how learning of communicative skills is best done. [1] In the writing process, a decision was made to call English an L2 and not a FL throughout the study, since they are still trying to learn another language than their L1 in either case (Yule, 2014, p. 187).
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Richardson, Lisa. „"Can you see what I am saying?": An action-research, mixed methods evaluation of telepsychology in rural Western Australia“. Thesis, Richardson, Lisa (2011) "Can you see what I am saying?": An action-research, mixed methods evaluation of telepsychology in rural Western Australia. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/7023/.
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Rural communities have been recognised as uniquely challenging environments for mental health care delivery. Telepsychology, or clinical psychology services delivered via videoconferencing, may be one response to overcoming the obstacles of regional and remote health care delivery. However, despite telepsychology’s widespread appeal and existing infrastructure, few services appear to provide telepsychology as a routine service component for psychotherapeutic exchanges. The thesis’ primary research goal was to explore and explain the disconnect between research and practice in this field. Five major research questions were raised: 1) Is telepsychology effective?; 2) How do you effectively research a complex health interaction like telepsychology?; 3) How do you make telepsychology research clinically meaningful and user friendly for practitioners?; 4) If telepsychology is so good, why don't clinicians use it more?; 5) When they do use telepsychology, how does it change the clinician's usual practice or the client's behaviour?
To answer these questions a non-traditional, mixed method approach was chosen in preference to a more traditional, experimental, or mono-method, quantitative one, because it includes a focus on micro-processes which may reveal the causes or maintaining factors in the disconnect between research and practice. This thesis also uniquely draws together data from multiple clinically relevant sources: the research and clinical literature; expert telepsychology clinicians; mental health clients in rural locations; and a practitioner-researcher who has expertise as a clinician in the field of rural mental health. Taken together, this rich dataset illuminates the potential for psychotherapy by video in rural and remote Australia and provides a conceptual, clinical and practical framework for fulfilling this potential. It makes explicit the challenges and gaps in knowledge about telepsychology but also, unexpectedly, through micro-analysis of the telepsychology process, illuminates the fundamental active ingredients of the psychotherapeutic process more broadly.
The component studies of this thesis fill several research gaps by 1) comprehensively synthesising the available knowledge of tele-mental health via videoconferencing as a whole, clarifying what is known, and what remains unknown, about telepsychology; 2) providing a mixed methods approach to evaluating the human dimensions of implementation of a clinical telepsychology service (indeed any psychotherapeutic service) under naturalistic conditions; 3) identifying the unique conditions or phenomena in telepsychology interactions that influence both therapeutic process and outcome, at the largest (across-subjects data) and smallest (the communication dyad) units of analysis; 4) implementing and evaluating a trial of telepsychology in a depressed community sample; and 5) triangulating the findings into meaningful, clinical practice based recommendations and conclusions.
This thesis is the first research to apply a mixed-method, integrative, sequentially-triangulated research design to an investigation of telepsychology. Despite the implicit complexity of telepsychology as a healthcare system, the current research contributes in an original way by describing whole-field methodological trends, providing a comprehensive integrative review of findings, and evaluating an applied implementation of the findings, from a unique researcher-participant perspective. This contribution is of pragmatic and intellectual value to the field, and offers a unique review of the practices and specific changes to therapeutic techniques and approaches from expert consumers of telepsychology.
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Fonseca, Carlos Magno Viana. „Escavando o discurso e encontrando o sujeito: uma arqueologia das heterogeneidades enunciativas“. http://www.teses.ufc.br, 2007. http://www.repositorio.ufc.br/handle/riufc/3589.
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FONSECA, Carlos Magno Viana. Escavando o discurso e encontrando o sujeito: uma arqueologia das heterogeneidades enunciativas. 2007. 225f. Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2007.Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-07-01T15:12:12Z No. of bitstreams: 1 2007_diss_CMVFonseca.pdf: 1298676 bytes, checksum: 5ef011062a38d298282788a146e0659f (MD5)
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This research aims at evaluating the statute of the enunciative heterogeneity in authentic speeches as a characterizing element of the enunciation. The intention is to weigh up the theoretical basis upon which the heterogeneity (ies) is (are) supported evaluating, according to this, the linguistic forms inventories that represent the approached phenomenon. As specific goals, we have established, at first, the researcher’s genealogic function, that is, to describe the origins of the speeches approach through the heterogeneous aspects, and, in a second place, the researcher’s archeological function, that is, to analyze the discursive-enunciative effects the insertion of a linguistic form of enunciative heterogeneity provokes inside the speech and the dialogic relationships that are established from them. In order to pursue these goals, we proceeded to a bibliographic revision on the works of Authier-Revuz (1990; 1998; 2004), Bakhtin (1992; 2002), Lacan (2000; 2002; and others), among other scholars which are representative of the enunciation study. The collecting and selection of enunciative events for the analysis are based on the definition of metaenunciation and were extracted from a corpus constituted of thirty (30) Linguistics academic papers published in online magazines. Based on these proceedings we look for offering an exhaustive characterization of the enunciative heterogeneities, concentrating the emphasis on non-coincidences of saying, as well as to present an interpretation possibility of the enunciative heterogeneities which do not limit it self to a description purely linguistic and formal of its expressions, as it happens in the specialized literature.
O objetivo desta pesquisa é avaliar o estatuto da heterogeneidade enunciativa em discursos autênticos como elemento caracterizador da enunciação. A intenção é sopesar a base teórica sobre a qual a(s) heterogeneidade(s) se sustenta(m) avaliando, com base nisso, os inventários das formas lingüísticas que representam o fenômeno abordado. Como objetivos específicos, estabelecemos, primeiro, a função genealógica do pesquisador, isto é, descrever as origens da abordagem dos discursos através dos aspectos heterogêneos e, em segundo lugar, a função arqueológica do pesquisador, qual seja, analisar quais efeitos enunciativo-discursivos a inserção de uma forma lingüística de heterogeneidade enunciativa provoca no interior de um discurso e quais relações dialógicas são estabelecidas a partir delas. Para isso, procedemos a uma revisão bibliográfica nos textos de Authier-Revuz (1990; 1998; 2004), Bakhtin (1992; 2002), Lacan (2000; 2002; e outros), entre outros teóricos representativos da investigação da enunciação. A coleta e seleção de eventos enunciativos para análise baseiam-se na definição de metaenunciação e foram retirados de um corpus constituído de trinta (30) artigos acadêmicos de lingüística publicados em revistas on line. Com base nesses procedimentos, esperamos oferecer de uma caracterização exaustiva das heterogeneidades enunciativas, concentrando a ênfase nas não-coincidências do dizer, e também apresentar uma possibilidade de interpretação das heterogeneidades enunciativas que não se limite apenas à descrição puramente lingüística e formal de suas expressões, como acontece na literatura especializada.
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Rumple, John Glenn. „Take up the cross (Mark 8:34 and par.) : the history and function of the cross saying in earliest Christianity“. Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3476.
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The principal contention of this thesis is that the earliest Christians viewed the crucifixion of Jesus as paradigmatic for discipleship, confirmation of which can be found in the history and function of a particular saying ascribed to Jesus, namely the ‘cross saying’ (Mk 8:34 and par.). To verify this claim, I explore both the literary tradition and material culture of early Christianity as they relate to the cross saying, explicating the various ways that “taking up the cross” functioned to ensure unwavering loyalty to Jesus. Taking a traditional exegetical approach, I also engage recent work on sapiential literature (mainly Q) and Historical Jesus studies, observing the diverse ways in which the first several generations of Jesus’ followers adapted this saying—both as an aphorism for inclusion in gospels, and in the development of cognate versions useful in more theological settings (e.g., Gal 2:20). Proceeding diachronically via a textual analysis of the cross saying in Q, the Synoptics, and then the Gospel of Thomas, I trace the ways in which the composers of these texts addressed the different social situations of their audiences in an effort to secure commitment to Jesus (or, in the case of Gos. Thom., conformity to his enlightened teachings). Then, turning from the literature to the social and political environment of the New Testament, I note the radical reversal, occurring early in Christian thought, which transformed the crucifixion of Jesus from a shameful social experience into one of honour, and worthy of emulation. Even more significant in terms of current research, I break from the opinions of several New Testament scholars in finding little evidence that the cross saying (presuming it was dominical) functioned as a call to political insurrection. Rather, as evidenced in Christian material culture from the second and third centuries (symbols, the orant prayer posture, making the ‘sign of the cross,’ and so on), the association of crucifixion with discipleship was understood primarily in terms of religious devotion to Jesus.
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Schrewe, Brett Michael. „What are we saying and what are they learning : how language implies "competence" and professional identity in clinical medical education“. Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45415.
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Gee (2005) notes that in enacting a socially recognizable identity, people integrate “language, actions, interactions, ways of thinking, believing, and valuing”. In order to do this, however, medical students must learn how to interpret broad swaths of information and grasp which “language, actions, interactions, ways of thinking, believing, and valuing” are considered relevant to their emerging professional identities. Although ethnographies of medical student learning have been previously undertaken, they have not studied how identity is emergent through everyday recurrent conversational interactions.
An activity theory stance was used to conceptualize medical student learning on a paediatric clinical teaching unit as socially elaborated and continuously produced. Preceptor beliefs concerning desirable student qualities, case presentation content, and teaching practices were developed from thematic analysis of semi-structured interviews. Using these findings as a contextual frame, a microethnography was conducted to observe and record student case presentations and signover participation. Through a conversation analysis lens, these events were transcribed and read to understand how students’ language use changed regarding information organization and the degree and detail to which information was included.
During early clinical training, medical students accommodate rapidly to normative speaking practices through repeated interactions with their preceptors. These enable them to “do being” a novice professional in legitimated ways and manifest the beginnings of professional communicative competence. Far from a faithful reproduction of professional competencies, however, performances of competence are critically dependent upon relationships and contexts. How students learn to talk about sick persons as patients in contextually relevant ways is not superficial mimicry of a certain vocabulary but rather a broader adoption of practices and participation in shared understandings enabling them to talk in certain ways. In so doing, they reproduce cultures of biomedical practice that foreground patients as problems to be solved, struggle to contextualize sickness in the wider lived experience of families, and may unintentionally dilute effects of initiatives such as family-centred rounds. Articulating how students learn to participate in sociocultural norms through language use is a critical first step towards deeper curricular reforms seeking to establish a more harmonious balance between practices of patient care and clinical medical education.
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Amarasinghe, Jayathu. „Saying Hejsan or Suffering in Silence? : What experiences do International Students have of mental health issues while studying in Sweden?“ Thesis, Linnéuniversitetet, Institutionen för psykologi (PSY), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75336.
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The purpose of this study was to examine international students’ experiences of mental health issues during their studies in Sweden. These experiences are seldom represented in academic literature, and thus this paper aims to recount international students’ experiences of mental health issues, the methods in which they handle those issues and the role that Swedish culture, people and institutions have played in those experiences. Data was collected through semi-structured interviews with international students currently enrolled at the Linnaeus University in Växjö, Sweden – and subsequently analyzed through inductive thematic analysis. The results were summarized in four main themes; Acculturation, Mental Health, Under-utilization of Healthcare Facilities and Loneliness. The study concludes that international students may suffer from mental health issues that go undetected by university officials and mental health resources, and that universities may benefit from investing in programs to identify and offer support towards students in general, and international students in particular.Syftet med denna studie var att undersöka internationella studenters erfarenheter av mental ohälse under sin studievistelse i Sverige. Denna grupps erfarenheter blir sällan belysta i akademiska kontexter, och denna studie avsåg att skildra dels internationella studenters upplevelser av mental ohälsa, det sätt denna grupp hanterar dessa upplevelser på, samt vilken roll den Svenska kontexten, kulturen, folket och samhället spelar i dessa upplevelser. Data samlades in via semi-strukturerade intervjuer med internationella studenter vilka då vad studerande vid Linnéuniversitetet i Växjö, Sverige. Dessa data analyserades sedan ur en induktiv, tematisk analys. Resultaten representerades i fyra temata; Ackulturation, Mental Hälsa, Underutnyttjande av Vårdinstitutioner, och Ensamhet. Studien når slutsatsen att internationella studenter kan lida av mental ohälsa vilken gå förbisedd av universitetsanställd personal och personal anställd för att arbeta med mental ohälsa bland studenter. Universitet skulle potentiellt kunna främjas av investeringar i program för att identifiera och erbjuda stöd gentemot både inhemska och internationella studenter.
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Iseman, Stephen Dane. „Showing as a way of saying : the photograph and word combinations of Lewis Hine in support of child labor reform /“. Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1113497089.
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Корж, Е. Ф., Н. В. Рафалович, Світлана Олексіївна Швачко, Светлана Алексеевна Швачко und Svitlana Oleksiivna Shvachko. „Труднощі перекладу англійських паремій українською мовою“. Thesis, Сумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/46702.
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Прислів'я сягають своїм корінням у давню давнину. Багато з них з'явилися ще тоді, коли не було писемності. Прислів'я можуть демонструвати індивідуалізм, схильність до недоторканності приватного життя. Приказка - є номінативною одиницею,яка не несе конкретного вплива на адресата. Об’єктом дослідження є прислів'я та приказка в англійській та українській мовах, як складова частина фразеології, а предметом труднощі їх перекладу.
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Stone, Michael H., William A. Sands, G. G. Sands, K. C. Pierce und Michael W. Ramsey. „Power and Power Potentiation among Strength Power Athletes“. Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/4502.
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Chambers, Natalie Alexandra. „"They all talk Okanagan and I know what they are saying." language nests in the early years : insights, challenges and promising practices“. Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/50019.
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Indigenous early language learning programs for young children, commonly known as “language nests”, are well established in New Zealand and Hawai‘i. By contrast, in Canada there are few such programs and the concept is not commonly known in Indigenous communities. This study presents the experiences and insights of twenty-one fluent Elders, administrators, language teachers, early childhood educators and parents who have been involved in language nest programs in the start up years. These interviews were shaped by research questions on key issues, challenges and promising approaches. A thematic analysis was used to highlight dominant themes and to honour the words and ideas of the participants.
The participants in this study described the benefits that young children and fluent Elders experience through their involvement in early language immersion programs. Research participants shared visions for nests, deeply held beliefs about the need to fully immerse young children in their language, as well as promising approaches. These insights give evidence that Language Nests support young children to understand, speak and sing in the language, and that participation in these programs has the added effect of enhancing the daily lives of involved fluent Elders. This research is presented in service to the reclamation of early learning, Indigenous languages, and intergenerational ways of knowing and being.Graduate Studies, College of (Okanagan)
Graduate
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Ritčik, Julija. „A corpus-based analysis of that-deletion in complement clauses after the verbs of saying, thinking and discovering in English and Lithuanian“. Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140723_122123-01154.
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The aim of this study is to present a contrastive analysis of verbal complement that-clauses in English and Lithuanian and to describe, contrast and compare the cases of that deletion in them on the basis of corpus evidence. Matrix verbs from three semantic domains, viz. saying, thinking, and discovering, were investigated in the spoken, fiction, newspaper, and magazine registers of the BNC and LLC corpora. The methods chosen for the study were qualitative analysis as well as contrastive and content analysis. The corpus evidence demonstrated that zero-that complement clauses are by far more frequent in English than in Lithuanian in all registers considered. The deletion of that in Lithuanian appeared to be likely in case the complement clause is preceded by an evidential marker, such as esą, neva “supposedly”, girdi “(you) hear”, tarsi, lyg “as if”, or gal “maybe”, adopting the function of the complementizer, which is not the case in English. The corpus evidence also revealed that in both languages complement zero-that clauses share a structural peculiarity known as closeness of the clause juncture and are likely to occur with the most frequent verbs in both languages: say, think, and know. Another similarity is that in both languages matrix clauses followed by zero-that complements can be confused with comment clauses. Further quantitative corpus-based researches of Lithuanian complement clauses must be carried out in order to measure the influence of the contextual factors... [to full text]Šio tyrimo tikslas – išanalizuoti anglų bei lietuvių kalbos prijungiamuosius aiškinamuosius sakinius bei remiantis tekstynų duomenimis aprašyti ir palyginti jungtuko kad/jog praleidimo atvejus tokio tipo sakiniuose. Aiškinamieji sakiniai, valdomi kalbėjimo, mąstymo bei suvokimo veiksmažodžių, buvo išnagrinėti BNC ir LLC tekstynų šnekamosios kalbos, grožinės literatūros bei publicistikos registruose. Tyrimas grindžiamas lyginamosios ir kontekstinės analizės metodais bei kokybinės analizės metodu aprašant ir lyginant iš tekstynų surinktus duomenis. Surinkti tekstynų duomenys rodo, kad prijungiamieji aiškinamieji sakiniai su praleistu jungtuku kad/jog žymiai būdingesni anglų nei lietuvių kalbai. Paaiškėjo, kad jungtuko kad/jog nebuvimas lietuvių kalboje tikėtinas, jei šalutinis dėmuo pradedamas evidencialumo raiškos priemonėms priskiriamais žodžiais esą, neva, lyg, tarsi ir girdi, kurie šiuolaikinėje lietuvių kalboje neretai atlieka jungtukų funkciją, bet anglų kalbai tokios struktūros nebūdingos. Abiejose kalbose jungtukas kad/jog dažniau praleidžiamas su dažniausiai kalboje vartojamais veiksmažodžiais. Anglų ir lietuvių kalbos bejungtukiai aiškinamieji sakiniai taip pat panašūs sandaros atžvilgiu: nėra antros eilės sakinio dalių, įsiterpiančių tarp valdančiojo veiksmažodžio ir šalutinio dėmens veiksnio. Be to, abiejose kalbose būna dviprasmiškų atvejų, kai bejungtukių aiškinamųjų sakinių pagrindinį dėmenį sunku atskirti nuo įterpinio arba komentuojamojo sakinio. Tam, kad... [toliau žr. visą tekstą]
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Tafarello, Paulo César 1965. „Sentidos inter-ditos = entre as formas de dizer e as formas de negar = Inter-said meanings : between the ways of saying and negating“. [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270551.
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Orientador: Cristiane Pereira DiasTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-21T08:14:07Z (GMT). No. of bitstreams: 1 Tafarello_PauloCesar_D.pdf: 3220728 bytes, checksum: 41282ddba18ac08afc0831938bd03a1c (MD5) Previous issue date: 2012
Resumo: Um discurso não circula por si só: ele depende do resultado das relações de sentido e relações de força presentes no momento de sua produção. Os sentidos que produz e o resultado de seu enfrentamento com o discurso dominante irá determinar o aceite de sua circulação na sociedade. Os discursos do Ativismo Pedófilo, nesse trabalho representado pelos discursos do Ipce e do Newgon são marca clara dessa disputa de forças. Ao enunciar de um lugar favorável ao reconhecimento das relações sexuais entre adultos e crianças o ativismo pedófilo busca garantir um espaço de circulação de seus discursos em oposição a uma estrutura social que rejeita suas práticas. O embate entre esses lados leva o ativismo pedófilo a reconfigurar (ou tentar reconfigurar) sentidos diversos no discurso dominante como as noções de criança e a possibilidade de consentimento por parte desta numa relação sexual. A própria prática pedófila, assentada pelo ativismo num discurso de antiguidade histórica dessa prática, é alinhada aos discursos pedagógicos "XXVII - O pedófilo experiente tem qualidades que faltam a muitos professores e outros pedagogos (...)" como parte dessa busca de aceitação de sua prática e principalmente circulação de seus discursos. A constituição de um "espaço" social que suplante os professores e pais (nesse sentido os outros pedagogos) nas relações entre adultos e crianças, ao mesmo tempo que produz um apagamento do "sexual" dessa relação, dependeria da circulação de uma "nova imagem" do pedófilo, cuja construção passaria pelo enfraquecimento da memória que memória que leva aos sentidos de crime e doença que, na visão do ativismo, seriam aqueles que impediriam a livre circulação dos discursos de configuração positiva acerca da pedofilia:"XXV - O que eu sugiro é que agora nós criemos uma nova imagem de um pedófilo ideal como queremos que ele seja. Eu quero pintar um retrato de um boy-lover que leva o seu "trabalho" a sério". Essa tentativa de reconfiguração também se dá na forma de agir do próprio pedófilo. Antes um sujeito constituído no silêncio e no espaço daquele que "é dito" passa a buscar um espaço a partir do qual possa enunciar e encontra no ativismo social um espaço de nivelamento com outros grupos, com referência especial aos grupos homossexuais (o que não implica, obviamente, na aceitação desse nivelamento por parte destes)
Abstract: A speech does not flow by itself: it depends on the outcome of relations of meaning and power present at the time of its production. The meaning generated and the result of his confrontation with the dominant discourse will determine the acceptance of its circulation in society. The speeches of pedophile activism, represented in this work by the discourses of Ipce and Newgon, are clearly marks of this contest of strength. By stating from a favorable position to the recognition of sexual relations between adults and children, pedophile activism seeks to ensure a space for circulation of his speeches in opposition to a social structure that rejects their practices. The conflict between these sides takes pedophile activism to reconfigure (or attempting to reconfigure) different meanings in the dominant discourse and the notions of children and the possibility of his/her consent in a sexual intercourse. The pedophile practice itself placed by activism in an old historical discourse of this practice is aligned with the pedagogical discourses "XXVII - The experienced pedophile has qualities that lack to many school teachers and other educators (...)" as part of this search for acceptance of his practice and especially circulation of his speeches. The creation of a social "space" which supersedes teachers and parents (in this sense the other educators) in the relations between adults and children, while producing a deletion of the sexual connotation of this relationship, would depend on the movement of a "new image" of the pedophile, whose construction would go through the weakening of memory that leads to the senses of crime and disease that, in view of activism, would be those who would impede the free circulation of discourses about the positive configuration of pedophilia:"XXV - WhatI suggest now is that we create a new image of an ideal pedophile as we want him to be. I want to paint a portrait of a lover-boy who takes his "job" seriously". This reconfiguration attempt also occurs in the own pedophile's form of acting. Then a subject constituted in the silence and space of which "is said" now seeks a space from which he can enunciate and find in social activism a space of leveling with other groups, with special reference to homosexual groups (which obviously does not imply this leveling acceptance from their part)
Doutorado
Linguistica
Doutor em Linguística
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Stone, Michael H., William A. Sands, Kyle C. Pierce, Michael W. Ramsey und G. Gregory Haff. „Power and Power Potentiation among Strength-Power Athletes: Preliminary Study“. Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4138.
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Purpose: To assess the effects of manipulating the loading of successive sets of midthigh clean pulls on the potentiation capabilities of 7 international-level US weightlifters (4 men, 3 women).
Methods: Isometric and dynamic peak-force characteristics were measured with a force plate at 500 Hz. Velocity during dynamic pulls was measured using 2 potentiometers that were suspended from the top of the right and left sides of the testing system and attached to both ends of the bar. Five dynamic-performance trials were used (in the following order) as the potentiation protocol: women at 60, 80, 100, 120, and 80 kg and men at 60, 140, 180, 220, and 140 kg. Trials 2 vs 5 were specifically analyzed to assess potentiation capabilities. Isometric midthigh pulls were assessed for peak force and rate of force development. Dynamic lifts were assessed for peak force (PF), peak velocity (PV), peak power (PP), and rate of force development (RFD).
Results: Although all values (PF, PV, PP, and RFD) were higher postpotentiation, the only statistically higher value was found for PV (ICCα = .95, P = .011, η2 = .69).
Conclusions: Results suggest that manipulating set-loading configuration can result in a potentiation effect when heavily loaded sets are followed by a lighter set. This potentiation effect was primarily characterized by an increase in the PV in elite weightlifters.
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Gurtner, Andrea Gurtner Andrea. „Zweimal musst du es schon sagen Strategieentwicklung und Kommunikationsmuster in hierarchisch organisierten Teams = Saying it at least twice : strategy development and leader communication patterns /“. [S.l.] : [s.n.], 2002. http://www.stub.unibe.ch/download/eldiss/03gurtner_a.pdf.
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