Academic literature on the topic 'Discourse and textual studies'
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Journal articles on the topic "Discourse and textual studies"
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Abdul-Raof, Hussein. "Conceptual and Textual Chaining in Qur'anic Discourse." Journal of Qur'anic Studies 5, no. 2 (October 2003): 72–94. http://dx.doi.org/10.3366/jqs.2003.5.2.72.
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Chaining is a linguistic mechanism that is concerned with the construction of texts, their textuality and their network of semantic relations. It is concerned with the practical investigation of the constituent units of a given text of any length. This means that we can carry out an in-depth textual analysis of the text at the level of all units of language – morpheme, word, sentence and paragraph levels. Chaining is also concerned with textual progression and processing. When projected onto Qur' anic discourse, chaining produces the Qur'anic text in an upside-down pyramid shape. Thus, there is more reason for the longest suras to be placed at the beginning and the shortest ones at the end. Looking at the upside-down pyramid text, we can appreciate why the Qur'anic message is concluded by monotheism (Q. 112) and divinity (Q. 114), while the wider top surface of the pyramid is the textual environment for lordship (Q. 1) and Islamic legal rulings (Q. 2, Q. 4, etc.), with numerous intervening leitmotifs that are conceptually and intertextually interrelated. Conceptual and intertextual chaining makes the text more accessible to the reader: it is not necessarily characterised by superfluous repetition, but rather is linguistically marked by a high degree of informativity.
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van Doorslaer, Luc. "Embedding imagology in Translation Studies." Slovo.ru: Baltic accent 10, no. 3 (2019): 56–68. http://dx.doi.org/10.5922/2225-5346-2019-3-4.
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Imagology, the study of national and cultural images as represented in textual discourse, is a fruitful approach for disciplines dealing with textual change, such as translation studies. Both imagology and translation studies have gradually extended their area of research, which has revealed growing commonalities. Journalistic texts have for instance been included in research that was previously almost exclusively dealing with literary discourse. Moreover interest in imagological research, sometimes related to the distribution of a promoted national or cultural self-image, has now also grown in countries outside of Europe. Future perspectives for findings on image spread through translation are offered through collaboration with existing research in sociology and psychology.
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Majeed, Asma, and Raana Malik. "FEMINIST OBJECTIFICATION: CRITICAL DISCOURSE ANALYSIS OF FEMINIST CRITICISM OF TRADITIONAL SPOUSAL SEXUAL DISCOURSES AND PRACTICES." Pakistan Journal of Social Research 04, no. 02 (June 30, 2022): 658–67. http://dx.doi.org/10.52567/pjsr.v4i2.519.
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This paper attempts to critically analyze the feminist constructions of traditional discourses and practices about spousal sexual relationships as discussed and debated in online Urdu weblogs in Pakistan. Using critical discourse analysis framework, the paper conducts a detailed textual analysis of an article published in online Urdu weblog "humsub.com.pk". CDA is used here to present an exposition of underlying ideologies, discourse strategies and textual tactics used by feminist authors to subvert traditional discourses of sexuality, power relations and sexual ethics. These ideological and power aspects of written texts are studied through various methodologies however the present paper has used Fairclough's (2003) three-dimensional model of discourse analysis. This paper is part of an ongoing doctoral research study in which three online Urdu Weblogs are selected as data sources for the period of two years (March 2019 to March 2021). For the purpose of the paper only a selected article is analyzed within the context of a larger data set. The selected media text is was published in Urdu language in June 2021 on humsub.com.pk. This paper aims at describing how liberal secular feminist discourses of sexuality and sexual freedom criticize traditional discourses and practices but these critical feminist discourses fail to engage in rational debates and mainly remain emblems of denial and refusal. Keywords: Critical discourse analysis, discursive, feminist discourse, traditional discourse, discourses of sexuality, textual tactics.
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Irawan, Andi Muhammad, and Zifirdaus Adnan. "Locating Critical Discourse Analysis (CDA) in discourse and social studies." International Journal of Humanities and Innovation (IJHI) 1, no. 2 (June 25, 2018): 59–71. http://dx.doi.org/10.33750/ijhi.v1i2.15.
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This article addresses the position of Critical Discourse Analysis (CDA) in discourse and social studies. It provides information about the principles of critical discourse analysis and what makes it different from other discourse analyses, which are considered to be non-critical. The term ‘critical’ has been the keyword that distinguishes any types of discourse analysis, i.e. whether or not they are oriented to social issues. Further, CDA concerns on social issues, e.g. power and social inequality, which collaborates micro-analysis of language and macro-analysis of social structure, have brought significant contributions to linguistics and social studies. Especially for linguistics, CDA has brought significant impacts to the textual analyses, which are oriented to investigate how power, social inequality, hegemony and discrimination are established and maintained through discourse presentations.
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Wojtyna, Miłosz. "Self-translation as Autobiography: Translation Discourse and the Discourse of Death." Tekstualia 3, no. 46 (July 4, 2016): 89–100. http://dx.doi.org/10.5604/01.3001.0013.4206.
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The article discusses Samuel Beckett’s practice of self-translation as 1) a textual strategy that parodies the use of life/death methaphors in translation studies discourse, 2) a predominantly autobiographical act that aims at the preservation of a certain writerly signature not only in two linguistic versions of the same text but also in the larger Beckett oeuvre. Issues related to transtextuality and subjectivity are discussed with reference to a wide array of critical writing on Beckett, self-translation, and translation studies in general.
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Goldman, Liora. "The Admonitions in the Damascus Document as a Series of Thematic Pesharim." Dead Sea Discoveries 25, no. 3 (November 20, 2018): 385–411. http://dx.doi.org/10.1163/15685179-12341486.
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Abstract This study reveals a mosaic of artful rearrangement, rewriting, and creative interpretation of prophetic texts within the Admonitions of the Damascus Document. Many explicit quotations from scriptures and implicit allusions are interwoven and interpreted in the Admonitions through various methods, including pesher interpretation. The textual backdrop of the Admonitions helps us to determine the borders of the different discourses and to define the structure of the composition, which is divided into ten discourses built in a symmetrical chiastic structure. Each discourse comprises layers of quotations and allusions arranged around a central explicit pesher. Therefore, the explicit pesher in each discourse should not be viewed as an isolated pesher, as some have claimed, but rather as part of a larger thematic pesher. Each discourse/thematic pesher presents a different aspect of the work’s central theme: a polemic introduction to the rules of interpreting the Torah.
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Pasaribu, Truly Almendo. "Male and Female Students� Use of Textual Discourse Markers in Writing Academic Essays." Journal of Language and Literature 17, no. 1 (April 1, 2017): 74–81. http://dx.doi.org/10.24071/joll.v17i1.587.
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Growing discussion related to gender differences and language includes studies on discourse markers. Not only do these markers play an important role in spoken communication, but they are also important in written one. Previous studies (Tse Hyland, 2008; Yeganeh and Ghoreyshi, 2015) reveal that there are some discrepancies among scholar whether gender differences influence the use of language, including the choice of discourse markers. Moreover, gender differences and the use of textual discourse markers by Indonesian EFL students in EFL essays have not been extensively discussed. Therefore, this study aimed at elaborating the use of textual discourse markers in male and female students essays. This study involved 40 essays, 20 essays written by female students and 20 essays written by male students. Those essays were selected randomly from Critical Reading and Writing 1 (CRW 1) courses. The study aimed at analyzing the differences and similarities in the use of discourse markers between female and male students essays based on Frasers classifications (1999) of textual discourse markers. Finally, this research concluded the discussion by giving some implication which can be applied in writing classes.Keywords: gender, writing essays, discourse markers
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McHugh, Susan. "Modern Animals: From Subjects to Agents in Literary Studies." Society & Animals 17, no. 4 (2009): 363–67. http://dx.doi.org/10.1163/106311109x12474622855309.
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AbstractAdvancing theories of literature and animality requires both recognizing the failures of traditional humanist models that separate and elevate people over all "things" animal as well as identifying and developing alternative forms. Along with providing fresh readings and important insights about representative texts in the literary canon, two new books—Carrie Rohman's Stalking the Subject: Modernism and the Animal (2009) and Philip Armstrong's What Animals Mean in the Fiction of Modernity (2008)—illustrate how this challenge is being addressed. Strategically, Rohman works within established textual forms of modern humanity to expand the parameters of who counts as a subject in literature. Armstrong takes a more tactical approach, extending ideas of nonhuman agency in order to frame this very discourse of representation itself as a problem that modern narrative forms bring to a crisis. What thus emerges is a range of textual actions and actors that exceed traditional humanist calculations of the subject. Together these studies frame questions with broader implications for humanistic scholarship: how do textual forms of subjectivity, even of discourse, become historical, and historically flexible, through animal involvements in literary representations?
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Thibault, Paul J. "Textual Politics: Discourse and Social Dynamics (Book)." Mind, Culture, and Activity 5, no. 3 (July 1998): 240–44. http://dx.doi.org/10.1207/s15327884mca0503_12.
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Carpentier, Nico, and Benjamin De Cleen. "Bringing Discourse Theory into Media Studies." Journal of Language and Politics 6, no. 2 (December 13, 2007): 265–93. http://dx.doi.org/10.1075/jlp.6.2.08car.
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When Ernesto Laclau and Chantal Mouffe published an elaborate version of their discourse theory in Hegemony and Socialist Strategy (1985), they were met with fierce resistance by a unified front of traditional Marxists and anti-poststructuralists. The debates on post-Marxism dominated much of the book’s reception. This focus, combined with discourse theory’s rather abstract nature, its lack of clear methodological guidelines, and its more natural habitat of Political Studies, caused discourse theory to remain confined to this realm of Political Studies, despite the broad ideological definition of the political preferred by the authors. This article aims to revisit discourse theory and bring it into the realm of Media Studies. A necessary condition to enhance discourse theory’s applicability in Media Studies is the re-articulation of discourse theory into discourse theoretical analysis (DTA). DTA’s claim for legitimacy is supported in this article by two lines of argument. Firstly, a comparison with Critical Discourse Analyses (CDA) at the textual and contextual level allow us to flesh out the similarities — and more importantly — the differences between CDA and DTA. Secondly, DTA’s applicability is demonstrated by putting it to work in a case study, which focuses on the articulation of audience participation through televisional practices. Both lines of argument aim to illustrate the potential, the adaptability and the legitimacy of DTA’s move into media studies.
Dissertations / Theses on the topic "Discourse and textual studies"
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Baskin, Colin. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty." Thesis, Griffith University, 2000. http://hdl.handle.net/10072/365625.
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This study is positioned within existing debates about the meaning and role of academic literacy, how it shapes and then frames the academic and professional writing practices of business students. It explores relationships between literacy, individual writers and the academy. It goes beyond merely locating these relationships, pointing more to the need to understand how particular student and staff groups within the faculty describe academic writing practices, and in turn act upon these descriptions. Current formulations of academic literacy reflect a heavy emphasis by academic and professional communities on the commodity value of 'literacy skills'. This happens despite the fact that not much is known about the details and current culture of literacy practices in Australian universities, and how these are inflected by different disciplinary areas and cross-cultural factors. Given the divergent applications of literacy that exist across the business professions, there remains a distinct lack of consensus over the meaning of literacy in business higher education communities. Institutional responses reflect this lack of consensus, and are expressed as inflections around a perceived 'crisis' in tertiary literacy standards. Business and professional faculties, while simultaneously embracing the economic and policy imperative underlying mass education, are seen to remain scornful of the service obligation this brings. Implicit in current understandings of academic literacy are the taken for granted connections between basic literacy, reading and writing, schooling, education and employment. These connections underwrite the relations of institutional arrangements, everyday practices, policy construction, and the conditions for student evaluation in the faculty. This study begins from where literacy is located 'bodily', and provides in the first instance a content analysis which explicates and presents student discussions on various ways of thinking about, framing and reframing academic writing. The project then turns to contemporary literacy theory for an explanation of how a community discourse of 'academic literacy' is conceived, produced and in turn reproduced. Contemporary literacy theory has embraced three theoretical frameworks in its move away from a traditional uni-dimensional view of literacy, namely critical social theories, discourse and textual studies, and ethnographic research methodologies (Smith 1988). This trinity of frameworks is used in the second instance to examine a series of interviews with student writers. This data makes visible the means by which institutions value certain literacy practices over others, practices which support the naturalized world of writing required by the faculty and its professional communities. Dominant literacy practices are identified, and interpretive procedures from the field of Ethnomethodology are used to account for the ways in which discourses on academic writing both reflect and produce social and community realities. Theories of discourse are used to examine the social construction of student writing practices within this local faculty community by identifying the attributes and assumptions that are attached to different community members to account for aspects of writing practice. The key to understanding academic literacy practices is found in explication of the social processes and practices that organise the 'everyday' world of the business faculty. This project discloses how the subjective world of academic literacy is organised, and how this form of organisation is articulated 'to the social relations of the larger social and economic process' (Smith 1988:152). In the strict context of this study, this means being able to disclose for certain groups of student writers, how their situations and literacy practices are organised and determined by social processes outside the scope of their 'everyday' world. This process of discovery requires the researched to actively construct 'local' referents as categories and concepts which, when applied to a faculty context, can form an observable, local practice as a dialectic 'between what members do in tending the categories and concepts of (an) institutional ideology' on academic writing (Smith 1988:161). The interpretive practices students use to analyse literacy practices bring academic literacy into being. The outcomes of the study show that the relationships between literacy, the individual and the academy are currently explained and understood in terms of the connections that can be made between existing professional and academic community discourses. Here the concept of a 'literacy crisis' resides. It is expressed through informant talk as a perceived fall in academic literacy standards. Informant debate on what has caused this decline is generally expressed through two key positions. One of these holds a rhetorical view of literacy as a somewhat natural and procedural outcome of the higher educational process, positioning literacy within an oppositional framework of deficit cultural and linguistic models. A second view evokes a competitive agenda of limited and limiting academic and professional opportunities. Behind these arguments and their rebuttals, lie assumptions about the 'literate' person as a member of the faculty. In arguing that research into the field of academic literacy has concealed a student sub-text, this study argues that literacy has been constructed, implemented and investigated from the perspective of the institution. It follows that academic literacy can be better understood as a socially constructed and signifying space, one which includes opportunities for students to create their own powerful identities as writers and as members of professional and faculty communities. This project bridges many aspects of student experience, with the major focus upon that which has been excluded by the absence of students from the making of the topics and the relevance of the discourse. For this compelling reason, this project has direct relevance to teachers, researchers, fieldworkers and policy-makers involved in the overlapping fields of literacy and higher education.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
Arts, Education and Law
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Baskin, Colin, and Colin Baskin@jcu edu au. "Analysing the Dynamics of a Textually Mediated Community of Practice: The Social Construction of Literacy in the Business Faculty." Griffith University. School of Cognition, Language and Special Education, 2000. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20021219.151517.
Full textAbstract:
This study is positioned within existing debates about the meaning and role of academic literacy, how it shapes and then frames the academic and professional writing practices of business students. It explores relationships between literacy, individual writers and the academy. It goes beyond merely locating these relationships, pointing more to the need to understand how particular student and staff groups within the faculty describe academic writing practices, and in turn act upon these descriptions. Current formulations of academic literacy reflect a heavy emphasis by academic and professional communities on the commodity value of 'literacy skills'. This happens despite the fact that not much is known about the details and current culture of literacy practices in Australian universities, and how these are inflected by different disciplinary areas and cross-cultural factors. Given the divergent applications of literacy that exist across the business professions, there remains a distinct lack of consensus over the meaning of literacy in business higher education communities. Institutional responses reflect this lack of consensus, and are expressed as inflections around a perceived 'crisis' in tertiary literacy standards. Business and professional faculties, while simultaneously embracing the economic and policy imperative underlying mass education, are seen to remain scornful of the service obligation this brings. Implicit in current understandings of academic literacy are the taken for granted connections between basic literacy, reading and writing, schooling, education and employment. These connections underwrite the relations of institutional arrangements, everyday practices, policy construction, and the conditions for student evaluation in the faculty. This study begins from where literacy is located 'bodily', and provides in the first instance a content analysis which explicates and presents student discussions on various ways of thinking about, framing and reframing academic writing. The project then turns to contemporary literacy theory for an explanation of how a community discourse of 'academic literacy' is conceived, produced and in turn reproduced. Contemporary literacy theory has embraced three theoretical frameworks in its move away from a traditional uni-dimensional view of literacy, namely critical social theories, discourse and textual studies, and ethnographic research methodologies (Smith 1988). This trinity of frameworks is used in the second instance to examine a series of interviews with student writers. This data makes visible the means by which institutions value certain literacy practices over others, practices which support the naturalized world of writing required by the faculty and its professional communities. Dominant literacy practices are identified, and interpretive procedures from the field of Ethnomethodology are used to account for the ways in which discourses on academic writing both reflect and produce social and community realities. Theories of discourse are used to examine the social construction of student writing practices within this local faculty community by identifying the attributes and assumptions that are attached to different community members to account for aspects of writing practice. The key to understanding academic literacy practices is found in explication of the social processes and practices that organise the 'everyday' world of the business faculty. This project discloses how the subjective world of academic literacy is organised, and how this form of organisation is articulated 'to the social relations of the larger social and economic process' (Smith 1988:152). In the strict context of this study, this means being able to disclose for certain groups of student writers, how their situations and literacy practices are organised and determined by social processes outside the scope of their 'everyday' world. This process of discovery requires the researched to actively construct 'local' referents as categories and concepts which, when applied to a faculty context, can form an observable, local practice as a dialectic 'between what members do in tending the categories and concepts of (an) institutional ideology' on academic writing (Smith 1988:161). The interpretive practices students use to analyse literacy practices bring academic literacy into being. The outcomes of the study show that the relationships between literacy, the individual and the academy are currently explained and understood in terms of the connections that can be made between existing professional and academic community discourses. Here the concept of a 'literacy crisis' resides. It is expressed through informant talk as a perceived fall in academic literacy standards. Informant debate on what has caused this decline is generally expressed through two key positions. One of these holds a rhetorical view of literacy as a somewhat natural and procedural outcome of the higher educational process, positioning literacy within an oppositional framework of deficit cultural and linguistic models. A second view evokes a competitive agenda of limited and limiting academic and professional opportunities. Behind these arguments and their rebuttals, lie assumptions about the 'literate' person as a member of the faculty. In arguing that research into the field of academic literacy has concealed a student sub-text, this study argues that literacy has been constructed, implemented and investigated from the perspective of the institution. It follows that academic literacy can be better understood as a socially constructed and signifying space, one which includes opportunities for students to create their own powerful identities as writers and as members of professional and faculty communities. This project bridges many aspects of student experience, with the major focus upon that which has been excluded by the absence of students from the making of the topics and the relevance of the discourse. For this compelling reason, this project has direct relevance to teachers, researchers, fieldworkers and policy-makers involved in the overlapping fields of literacy and higher education.
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Mansour, Garni. "VIOLENCE AGAINST WOMEN IN TIMES OF CONFLICT : A textual analysis of media representations of Yazidi women during ISIS conflict in Iraq and Syria." Thesis, Umeå universitet, Umeå centrum för genusstudier (UCGS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-177936.
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Sexual violence against women in the time of conflict is a problem that appeared in many cases during wartime. Despite that it is a common problem, media and especially Western media through its coverage of war and rape during war did not give this concept its focus but rather researcher argued that media focus’s in its coverage on its ideology and agendas. In this study, which focus on media coverage during ISIS war in Iraq and Syria, critical discourse analysis was carried out on Western media and Arab media in order to understand media representation for Yazidi women who been subject to sexual violence and the potential outcomes for their representation. The results of the analysis showed that Western media represented Yazidi women as victims, on the other hand Arab media represented them as survivors, Western media portray put Yazidi women in the box of being the “other”, while both Western and Arab media had specific ideologies in their coverage, Western media with a political agenda and Arab media in justifying Islam from ISIS actions. In both cases media did not took sexual violence against Yazidi women in the wartime rape discourse.
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Ogwude, Haadiza N. "Popular Nigerian Women's Magazines and Discourses of Femininity: A Textual Analysis of Today's Woman, Genevieve, and Exquisite." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou161643816575918.
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Ziegler, Barbara. "Die diskursive Konstruktion nationaler Identität in dem bundeseinheitlichen Einbürgerungstest der Bundesrepublik Deutschland : Eine diskursanalytische Untersuchung." Thesis, Stockholms universitet, Humanistiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-43802.
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The essay analyses the discursive construction of national identity in the present naturalisation test of the Federal Republic of Germany. The essay includes an overview of immigration to Germany, and a survey of political measures to improve the integration of immigrants. The language and structure of representative multiple-choice questions (and answers) of the naturalisation test are analysed by using the method of critical discourse analysis (CDA). The theoretical background of this study is grounded in cultural studies. The methodological framework consists of a combination of critical discourse analysis and textual analysis. Criteria of the linguistic analysis are: the situational context of the text, thematic roles, deixis, lexical repetitions, modality, coherence (including implicit meanings and presuppositions), intertextuality and interdiscursivity, competence and performance. The analysis shows that national identity is conceptualized by the multiple-choice questions of the naturalisation test. National identity is above all constructed by the German language. One of the qualifications which the examinee has to fulfil is competence in German on the level B1 (of the Common European Framework of Reference for Languages). Linguistic competence is necessary in order to answer the questions. National identity is linguistically created by using alterity. Binary oppositions are constructed by stipulations and presumptions about migrants living in Germany. These oppositions are created by giving three alternative answers, which represent prejudices about foreigners; we is represented by an idealized construction of Germans, and the other is represented by stereotypical assumptions about foreigners. National identity is created by the content of the questions, too. Many questions deal with German laws and standards, which implies that being a German means to be law-abiding. The present study shows that German identity is constructed by language and the construction of alterity.
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Wikrén, Maria. "Att förmedla eller förnöja? : En diskursanalytisk studie av debatten kring förekomsten av moraliska budskap i holländsk 1600-talskonst." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91088.
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Uppsatsen undersöker den konstvetenskapliga diskussionen angående rimligheten i att läsa in moraliska budskap i holländsk genrekonst från 1600-talet. Detta görs utifrån en diskursanalytisk metod med fokus på textanalys. De texter som behandlas är skrivna av konsthistoriker under 1980- och 1990-talet och belyser tolkningsfrågan ur olika synvinklar.This thesis investigates the art historical debate about whether or not it is reasonable to assume the presence of moralistic messages in Dutch seventeenth-century genre art. The study is conducted according to a discourse analytical method with emphasis on textual analysis. The texts chosen for analysis were written during the 1980s and 1990s by art historians who advocate different standpoints.
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Sobiesuo, Andrew Mwinvuure. "Textual self-consciousness and discourse in Luis Goytisolo's Antagonia /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788252317.
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Henderson, Ian J. "The bureaucratic construction of Aborigines: A textual and discourse analysis." Thesis, Henderson, Ian J. (1992) The bureaucratic construction of Aborigines: A textual and discourse analysis. Honours thesis, Murdoch University, 1992. https://researchrepository.murdoch.edu.au/id/eprint/53721/.
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Many discourses contribute to the definition of 'the Aborigine' including anthropology, sociology, media, health, statistics, etc. This dissertation explores the way the bureaucratic discourse has constructed the 'Aborigine' rendering them bureaucratically intelligible, and facilitating their control. A study of three Department of Native Affairs files of the 1940's, reveals a 'documentary reality' which is read as a 'situational reality'.
Informed by the values, morality and mores of the Judaeo/Christian protestant ethic, the bureaucracy of the 1940's constructed the Aborigine to reflect these norms. Instances of this are highlighted in the files studied. To reveal the white construction of Aboriginality, theories of 'documentary reality' and discourse analysis are applied to the texts, enabling a deconstruction and exposure of the manner in which this construction was maintained. Also demonstrated is the confining and regulating nature of the bureaucracy.
Whilst these texts were authored some forty five years ago, they bear an uncanny resemblance to present day events. Bureaucratic intervention in negotiations for mining rights continues to indicate a "big brother" attitude founded on racist values. Suggestions are made as to how the bureaucratic/Aboriginal dichotomy may be remedied.
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Guerra, Alessandra Regina. "Funções textual-interativas dos marcadores discursivos /." São José do Rio Preto : [s.n.], 2007. http://hdl.handle.net/11449/86595.
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Orientador: Sebastião Carlos Leite GonçalvesBanca: Clélia Cândida Abreu Spinardi Jubran
Banca: Marli Quadros Leite
Resumo: O objetivo deste trabalho é, a partir de uma análise comparativa entre as principais abordagens teóricas do estudo de Marcadores Discursivos (MDs) e da identificação de princípios elementares comuns a essas abordagens, especificar, e, assim, precisar, a definição de MDs da Gramática Textual-Interativa (GTI). Especificamente, o objetivo é levantar, no corpus selecionado, todas as unidades que preenchem os traços de um núcleo piloto definidor de MDs e, então: (i) definir funções específicas predominantemente textuais dessas unidades, como forma de especificação da variável articulação de segmentos do discurso; (ii) definir funções específicas predominantemente interacionais, como forma de especificação da variável orientação da interação (JUBRAN & KOCH, 2006); e (iii) identificar as diferentes formas morfossintáticas que funcionam como MDs e, então, possíveis correlações sistemáticas entre as formas e as (sub)funções dos MDs. A investigação teórica preliminar permitiu constatar que diferentes abordagens de MDs compartilham algum tipo de função conectiva. Com base nesse princípio da conectividade, foi especificada, e, em alguns aspectos, reformulada a definição de MDs da GTI. A parte da pesquisa referente à definição de subfunções predominantemente textuais evidenciou a necessidade de estabelecimento de critérios precisos de distinção entre seqüenciamento tópico e seqüenciamento frasal. A esse respeito, mostraram-se relevantes os seguintes critérios: (i) grau de integração sintática e semântico-pragmática entre o segmento e seu antecedente, (ii) grau de integração prosódica entre o segmento e seu antecedente, (iii) grau de relevância textual-interativa do segmento no interior do Segmento Tópico. Essa parte da análise permitiu distinguir três subfunções predominantemente textuais:... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study aims at refining Textual-Interactive Grammar (TIG) definition of Discourse Markers (DMs) based on both a comparative analysis among the main theoretical approaches on DMs and on the identification of common principles within such theories. The investigation aims particularly at searching the corpus for all the units which match the features of a defining pilot core and then (i) defining these unitsþ predominantly textual functions as a way of specifying the discourse segments articulation variable; (ii) defining predominantly interactional functions as a way of specifying the interaction orientation variable (JUBRAN & KOCH, 2006); and (iii) identifying the different morfo-syntactic forms which function as DMs as well as possible systematic correlations between such forms and DMs (sub)functions. The preliminary theoretical investigation has shown that different approaches on DMs share some kind of connective function. TIG definition of DMs was stated and, in some aspects, reformulated according to this connective principle. The part of this investigation dealing with the definition of predominantly textual sub-functions evidenced the need to establishment accurate criteria in order to distinguish topical sequencing and clausal sequencing. As to this, the following criteria have proven to be relevant: (i) syntactic and semantic-pragmatic integration degree between the segment and its antecedent, (ii) prosodic integration degree between the segment and its antecedent, (iii) the textual-interactive relevance degree of the segment within the Topic Segment. This analysis showed the predominantly textual sub-functions: Introduction, Sequencing and Topic Segment Closing. The definition of predominantly/primarily interactional sub-functions implied a rearrangement of interaction orientation variable based on the connectivity principle what led to a proposal... (Complete abstract click electronic access below)
Mestre
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Guerra, Alessandra Regina [UNESP]. "Funções textual-interativas dos marcadores discursivos." Universidade Estadual Paulista (UNESP), 2007. http://hdl.handle.net/11449/86595.
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O objetivo deste trabalho é, a partir de uma análise comparativa entre as principais abordagens teóricas do estudo de Marcadores Discursivos (MDs) e da identificação de princípios elementares comuns a essas abordagens, especificar, e, assim, precisar, a definição de MDs da Gramática Textual-Interativa (GTI). Especificamente, o objetivo é levantar, no corpus selecionado, todas as unidades que preenchem os traços de um núcleo piloto definidor de MDs e, então: (i) definir funções específicas predominantemente textuais dessas unidades, como forma de especificação da variável articulação de segmentos do discurso; (ii) definir funções específicas predominantemente interacionais, como forma de especificação da variável orientação da interação (JUBRAN & KOCH, 2006); e (iii) identificar as diferentes formas morfossintáticas que funcionam como MDs e, então, possíveis correlações sistemáticas entre as formas e as (sub)funções dos MDs. A investigação teórica preliminar permitiu constatar que diferentes abordagens de MDs compartilham algum tipo de função conectiva. Com base nesse princípio da conectividade, foi especificada, e, em alguns aspectos, reformulada a definição de MDs da GTI. A parte da pesquisa referente à definição de subfunções predominantemente textuais evidenciou a necessidade de estabelecimento de critérios precisos de distinção entre seqüenciamento tópico e seqüenciamento frasal. A esse respeito, mostraram-se relevantes os seguintes critérios: (i) grau de integração sintática e semântico-pragmática entre o segmento e seu antecedente, (ii) grau de integração prosódica entre o segmento e seu antecedente, (iii) grau de relevância textual-interativa do segmento no interior do Segmento Tópico. Essa parte da análise permitiu distinguir três subfunções predominantemente textuais:...
This study aims at refining Textual-Interactive Grammar (TIG) definition of Discourse Markers (DMs) based on both a comparative analysis among the main theoretical approaches on DMs and on the identification of common principles within such theories. The investigation aims particularly at searching the corpus for all the units which match the features of a defining pilot core and then (i) defining these unitsþ predominantly textual functions as a way of specifying the discourse segments articulation variable; (ii) defining predominantly interactional functions as a way of specifying the interaction orientation variable (JUBRAN & KOCH, 2006); and (iii) identifying the different morfo-syntactic forms which function as DMs as well as possible systematic correlations between such forms and DMs (sub)functions. The preliminary theoretical investigation has shown that different approaches on DMs share some kind of connective function. TIG definition of DMs was stated and, in some aspects, reformulated according to this connective principle. The part of this investigation dealing with the definition of predominantly textual sub-functions evidenced the need to establishment accurate criteria in order to distinguish topical sequencing and clausal sequencing. As to this, the following criteria have proven to be relevant: (i) syntactic and semantic-pragmatic integration degree between the segment and its antecedent, (ii) prosodic integration degree between the segment and its antecedent, (iii) the textual-interactive relevance degree of the segment within the Topic Segment. This analysis showed the predominantly textual sub-functions: Introduction, Sequencing and Topic Segment Closing. The definition of predominantly/primarily interactional sub-functions implied a rearrangement of interaction orientation variable based on the connectivity principle what led to a proposal... (Complete abstract click electronic access below)
Books on the topic "Discourse and textual studies"
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Textual intervention: Critical and creative strategies for literary studies. London: Routledge, 1995.
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Charles, Bazerman, and Paradis James G. 1942-, eds. Textual dynamics of the professions: Historical and contemporary studies of writing in professional communities. Madison, Wis: University of Wisconsin Press, 1991.
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Leitz, Robert C., and Kevin Lee Cope. Textual studies and the enlarged eighteenth century: Precision as profusion. Lanham, MD: Bucknell University Press, 2012.
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Textual studies and the enlarged eighteenth century: Precision as profusion. Lanham, MD: Bucknell University Press, 2012.
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Dancygier, Barbara, José Sanders, and Lieven Vandelanotte, eds. Textual Choices in Discourse. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/bct.40.
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Menéndez, Salvio Martín. Gramática textual. Buenos Aires: Editorial Plus Ultra, 1993.
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van Dijk, Teun. Discourse Studies. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2007. http://dx.doi.org/10.4135/9781446261415.
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Chinese discourse studies. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2014.
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Grant, David, Cynthia Hardy, and Linda Putnam. Organizational Discourse Studies. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2011. http://dx.doi.org/10.4135/9781446262764.
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Shi-xu. Chinese Discourse Studies. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137365040.
Full textBook chapters on the topic "Discourse and textual studies"
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Keck, Casey. "Investigating textual borrowing in academic discourse." In Studies in Corpus Linguistics, 177–96. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/scl.66.08kec.
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Ştefănescu, Ariadna. "The Use of Altminteri ‘Otherwise’ in Romanian: From Adverb to Textual Connector." In Fuzzy Boundaries in Discourse Studies, 287–313. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27573-0_13.
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Čapská, Veronika. "Words at Work, Words on the Move: Textual Production of Migrant Women from Early Modern Prague Between Discourses and Practices (1570–1620)." In Palgrave Studies in Economic History, 263–96. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99554-6_8.
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Dancygier, Barbara, José Sanders, and Lieven Vandelanotte. "Textual choices in discourse." In Benjamins Current Topics, 185–91. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/bct.40.10dan.
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Dittmer, Jason. "Textual and Discourse Analysis." In The SAGE Handbook of Qualitative Geography, 274–86. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2010. http://dx.doi.org/10.4135/9780857021090.n17.
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Le, Elisabeth. "Why investigate textual information hierarchy?" In Discourse, of Course, 113–26. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/z.148.12le.
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Bronckart, J.-P., and B. Schneuwly. "Children’s Production of Textual Organizers." In Language Bases ... Discourse Bases, 143. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/pbns.17.13bro.
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van Holk, Andre G. F. "Aspect in Textual Deep Structure." In Verbal Aspect in Discourse, 367. Amsterdam: John Benjamins Publishing Company, 1990. http://dx.doi.org/10.1075/pbns.5.19hol.
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Sheyholislami, Jaffer. "Textual Analysis of KTV." In Kurdish Identity, Discourse, and New Media, 107–38. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230119307_6.
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Brennen, Bonnie S. "Textual Analysis." In Qualitative Research Methods for Media Studies, 212–50. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003122388-8.
Full textConference papers on the topic "Discourse and textual studies"
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Chan, Samuel W. K., Tom B. Y. Lai, W. J. Gao, and Benjamin K. T'sou. "Mining discourse markers for Chinese textual summarization." In NAACL-ANLP 2000 Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1117575.1117577.
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Chan, Samuel W. K., Tom B. Y. Lai, W. J. Gao, and Benjamin K. T'sou. "Mining discourse markers for Chinese textual summarization." In NAACL-ANLP 2000 Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2000. http://dx.doi.org/10.3115/1567564.1567566.
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Hickl, Andrew. "Using discourse commitments to recognize textual entailment." In the 22nd International Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1599081.1599124.
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Voronova, Yu, and S. Gromov. "Digital discourse studies." In Russian cultural space: language – mentality – understanding. XX International scientific and practical conference. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1461.rcs_xx-2019/243-245.
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Zheleva-Terzieva, Donka. "THE FORMATIVE ROLE OF ACTIVE SPORTS ACTIVITY FOR THE MORAL STATUS OF ADOLESCENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/115.
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ABSTRACT The general goal of family and educational environment is to prepare the rising generation for public practice by gaining social experience and building a moral culture of behavior. Although they are different, both institutions are responsible for the upbringing of children. Part of the extracurricular work in physical education and sport are also sports activities organized and conducted by sports clubs in a certain type of sport. The article conducts a study on the impact of training and sports competition activities on the formation of morally responsible behavior in adolescent football players. Certain indicators are derived from each criterion being analyzed in order to determine the moral status of the contestants. The methods of pedagogical research discourse, inquiry, and expert evaluation, applied to two age groups (total respondents – 280 competitors, 22 coaches, 18 referees, and 4 football delegates) during the football championship 7 of the 2021/22 sports competition year in Stara Zagora region. The opinion of the coaches and delegates, the actions of the referees regarding disciplinary control, the behavior of the players before the start, during, and after the end of football matches, numbering 300, have been examined. The statistical methods for processing empirical data for the purpose of analyzing and presenting the results of the study are variational, cor-relational, comparative, and descriptive analyses, Van der Waerden test, and processing of textual information from matches played. The results obtained found positive and statistically analyzed changes in the behavior of the contestants according to the criteria and indicators studied and prove the formative impact of active sports activity on the moral culture of the personality. The inquiry analysis carried out by place of residence shows that the research effect on the behavior of contestants has greater values for those living in larger cities.
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Bandalo, Višnja. "ICONOGRAPHIC DEPICTION AND LITERARY PORTRAYING IN BERNARD BERENSON'S DIARY AND EPISTOLARY WRITING." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/18.
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The paper focuses on the interlacement of literary and iconographic elements by displaying an innovatory philological and stylistic approach, from a comparative perspective, in thematizing multilingual translational and adaptive aspects, ranging across Bernard Berenson's diaristic and epistolary corpus, in conjunction with his works on Italian visual culture. This interweaving gives occasion to the elaboration of multilinguistic textual influences and their verbo-visual artistic representations deduced from his innovative interpretative readings in the domain of world literature in modern times. Such analysis of the discourse of theoretical and literary nature, and of the pictoricity, refers to Bernard Berenson's multilingual considerations about canonical authors in English, Italian, French, German language, belonging to the Neoclassical and Romantic period, as well as to the contemporary era, as conceptualized in his autobiographical works, in correlation with his writings on Italian figurative art. The scope of this presentation is to discern and articulate Berenson's aesthetic ideas evoking literary and artistic modernity, that are infused with crucial notions of translational theory and conveyed through the methodology of close reading and comprising at the same time, in an omnicomprehensive manner, a plurality of tendencies intrinsic to social paradigms of cultural studies. Unexplored premises reflecting Berenson's vision of Italian culture, most notably of a visual stamp, will be analyzed through author's understandings of such adaptive translations or volumes to be subsequently translated in Italian, and through their intertwined intertextual applications, significantly contributing to further critical and hermeneutic reception thereof. Particular attention is drawn to its instancing in the field of Romantic literary production (Emerson, Byron), originally underscoring the specificities of each literary genre and expressive mode, of the narrative, lyric or theatrical nature, as well as concomitantly involving parallel notions as adapted variants within visual arts, and in such a way expressing theoretical views pertainable to Italian artworks too. Other analogous elements relevant to literary expression in the most varied cultural sectors such as philosophy, music, civilisational history (Goethe, Hegel, Kant, Wagner, Chateaubriand, Rousseau, Mme de Staël, Taine) are furnished, as well as the examples of the resonances of non-western cultures, with the objective of exploring the effect among readership bringing also to the renewal of Italian tradition.
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Sinar, T. Silvana, T. Thyrhaya Zein, Nurlela, and Muhammad Yusuf. "Exploring Textual Function Realization in Corruption Courtroom Discourse." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.001.
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Hickl, Andrew, and Jeremy Bensley. "A discourse commitment-based framework for recognizing textual entailment." In the ACL-PASCAL Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1654536.1654571.
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Li, Tianyi, and Sujian Li. "Incorporating Textual Evidence in Visual Storytelling." In Proceedings of the 1st Workshop on Discourse Structure in Neural NLG. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-8102.
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Paskarina, Caroline. "Textual Analysis of Populist Discourse in Development Policy of Bandung City." In Third International Conference on Social and Political Sciences (ICSPS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsps-17.2018.28.
Full textReports on the topic "Discourse and textual studies"
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Ivanyshyn, Petro. BASIC CONCEPTS OF YEVHEN MALANIUK’S NATIONAL-PHILOSOPHICAL INTERPRETATION: ESEISTIC DISCOURSE. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11070.
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The purpose of the research is to outline the structure of the main methodological ideas within the frames of interpretive thinking in the essay of the famous Vistnyk’s writer, critic and essayist Yevhen Malaniuk. Considering the purpose and tasks of the studio, an interdisciplinary methodological base, related to the author’s “national approach”, has been worked out. The epistemological potential of national philosophy as a philosophy of national existence, national science as a theory of nation, hermeneutics as a theory and practice of interpretation and post-colonialism as interpretation of cultural phenomena from the standpoint of anti- and post-imperial consciousness are used in the work. The scientific novelty is that on the basis of the previous hermeneutic generalization and definition of national-existential methodology, a propaedeutic outlining of the structure of national-philosophical concepts within the frames of the essayistic interpretation of reality in Ye. Malaniuk is proposed. In the methodological sense, the writer’s essayism is structured by such concepts as nation-centrism, idealism, voluntarism, heroism, and can be considered as one of the variants (close by the experiences of D. Dontsov, Yu. Lypa, M. Mukhyn, etc.) of the Vistnyk’s national-philosophical (national-existential, nationalistic or nation-centric) hermeneutics, that is, the way of understanding, which the author by himself outlined as a “national approach”. The support of Ye. Malaniuk as a culture-philosopher and exegete on the eternal nation-centric values and criteria in his essayistic studies makes his reflections not only historically interesting, but also theoretically productive, classically important for the development of modern Ukrainian hermeneutics and humanities in general.
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.
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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Nagabhatla, Nidhi, Panthea Pouramin, Rupal Brahmbhatt, Cameron Fioret, Talia Glickman, K. Bruce Newbold, and Vladimir Smakhtin. Migration and Water: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2020. http://dx.doi.org/10.53328/lkzr3535.
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Global migration has been increasing since the 1990s. People are forced to leave their homes in search of safety, a better livelihood, or for more economic opportunities. Environmental drivers of migration, such as land degradation, water pollution, or changing climate, are acting as stronger phenomena with time. As millions of people are exposed to multiple water crises, daily needs related to water quality, lack of provisioning, excess or shortage of water become vital for survival as well for livelihood support. In turn, the crisis can transform into conflict and act as a trigger for migration, both voluntary and forced, depending on the conditions. Current interventions related to migration, including funding to manage migration remain focused on response mechanisms, whereas an understanding of drivers or so-called ‘push factors’ of migration is limited. Accurate and well-documented evidence, as well as quantitative information on these phenomena, are either missing or under-reflected in the literature and policy discourse. The report aims to start unpacking relationships between water and migration. The data used in this Report are collected from available public sources and reviewed in the context of water and climate. A three-dimensional (3D) framework is outlined for water-related migration assessment. The framework may be useful to aggerate water-related causes and consequences of migration and interpret them in various socioecological, socioeconomic, and sociopolitical settings. A case study approach is adopted to illustrate the various applications of the framework to dynamics of migration in various geographic and hydrological scenarios. The case studies reflect on well-known examples of environmental and water degradation, but with a focus on displacement /migration and socioeconomic challenges that apply. The relevance of proxy measures such as the Global Conflict Risk Index, which helps quantify water and migration interconnections, is discussed in relation to geographic, political, environmental, and economic parameters. The narratives presented in the Report also point to the existing governance mechanisms on migration, stating that they are fragmented. The report examines global agreements, institutions, and policies on migration to provide an aggerated outlook as to how international and inter-agency cooperation agreements and policies either reflected or are missing on water and climate crises as direct or indirect triggers to migration. Concerning this, the new directives related to migration governance, i.e., the New York Declaration and the Global Compact for Migration, are discussed. The Report recommends an enhanced focus on migration as an adaptation strategy to maximize the interconnectedness with the Sustainable Development Goals (SDGs). It calls for the migration discourse to look beyond from a preventative and problematic approach to a perspective emphasizing migration as a contributor towards achieving sustainable development, particularly SDGs 5, 6, 13, and 16 that aim strengthening capacities related to water, gender, climate, and institutions. Overall, the synthesis offers a global overview of water and migration for researchers and professionals engaged in migration-related work. For international agencies and government organizations and policymakers dealing with the assessment of and response to migration, the report aims to support the work on migration assessment and the implementation of the SDGs. The Report may serve as a public good towards understanding the drivers, impacts, and challenges of migration, for designing long-term solutions and for advancing migration management capabilities through improved knowledge and a pitch for consensus-building.
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Khan, Mahreen. Evaluating External Government Audit. Institute of Development Studies, September 2022. http://dx.doi.org/10.19088/k4d.2022.140.
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This rapid literature review of primary and grey sources found substantial evidence of the merits of donor support to Public Financial Management (PFM) initiatives but no specific evidence assessing donor support for external government audit, such as Supreme Audit Institutions (SAIs). PFM reforms are established as being generally beneficial, assist in reducing or preventing corruption, increasing transparency and accountability, as well as improving service delivery quality, although the exact impacts are difficult to measure. Performance auditing has recently attracted more attention than traditional financial or compliance auditing and is seen by many sources to be conducive to improving accountability, although compliance and financial auditing are still viewed as the core of external audit. There is a substantial body of literature on donor-assisted PFM reforms but a paucity of focused study or discussion of donor support to external audit specifically. This evidence gap may be due to the cost of examining the narrow focus required on donor-assisted external audit specifically. This is compounded by the complexity of gathering a sufficiently large database through surveys combined with the lack of access (for individual academics) to official datasets across countries. Furthermore, measuring the impact of SAIs, for example, is difficult due to the variety of regulatory structures that exist, inhibiting comparative cross-country studies, which has resulted in a preference for in-depth analyses. Only multilateral institutions have conducted comprehensive cross-country surveys. However, the evidence does show that strengthened PFM systems and SAIs,1 if they are independent and fully resourced, increase transparency and accountability, helping to combat corruption, when governments are made answerable to their audit findings. The evidence on the effectiveness of SAIs (against corruption) is mixed and not as strong as for PFM reforms in general. The impact of PFM interventions in preventing or reducing corruption increases when reforms are sector-specific and complemented by societal awareness initiatives, citizen participation, and infomediary advocacy. This finding seems applicable to SAIs as the discourse is increasingly on improving comprehension of audit reports and wider dissemination to relevant stakeholders.
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Adegoke, Damilola, Natasha Chilambo, Adeoti Dipeolu, Ibrahim Machina, Ade Obafemi-Olopade, and Dolapo Yusuf. Public discourses and Engagement on Governance of Covid-19 in Ekiti State, Nigeria. African Leadership Center, King's College London, December 2021. http://dx.doi.org/10.47697/lab.202101.
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Numerous studies have emerged so far on Covid-19 (SARS-CoV-2) across different disciplines. There is virtually no facet of human experience and relationships that have not been studied. In Nigeria, these studies include knowledge and attitude, risk perception, public perception of Covid-19 management, e-learning, palliatives, precautionary behaviours etc.,, Studies have also been carried out on public framing of Covid-19 discourses in Nigeria; these have explored both offline and online messaging and issues from the perspectives of citizens towards government’s policy responses such as palliative distributions, social distancing and lockdown. The investigators of these thematic concerns deployed different methodological tools in their studies. These tools include policy evaluations, content analysis, sentiment analysis, discourse analysis, survey questionnaires, focus group discussions, in depth-interviews as well as machine learning., These studies nearly always focus on the national government policy response, with little or no focus on the constituent states. In many of the studies, the researchers work with newspaper articles for analysis of public opinions while others use social media generated contents such as tweets) as sources for analysis of sentiments and opinions. Although there are others who rely on the use of survey questionnaires and other tools outlined above; the limitations of these approaches necessitated the research plan adopted by this study. Most of the social media users in Nigeria are domiciled in cities and their demography comprises the middle class (socio-economic) who are more likely to be literate with access to internet technologies. Hence, the opinions of a majority of the population who are most likely rural dwellers with limited access to internet technologies are very often excluded. This is not in any way to disparage social media content analysis findings; because the opinions expressed by opinion leaders usually represent the larger subset of opinions prevalent in the society. Analysing public perception using questionnaires is also fraught with its challenges, as well as reliance on newspaper articles. A lot of the newspapers and news media organisations in Nigeria are politically hinged; some of them have active politicians and their associates as their proprietors. Getting unbiased opinions from these sources might be difficult. The news articles are also most likely to reflect and amplify official positions through press releases and interviews which usually privilege elite actors. These gaps motivated this collaboration between Ekiti State Government and the African Leadership Centre at King’s College London to embark on research that will primarily assess public perceptions of government leadership response to Covid-19 in Ekiti State. The timeframe of the study covers the first phase of the pandemic in Ekiti State (March/April to August 2020).
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Redmond, Paul, Seamus McGuinness, and Klavs Ciprikis. A universal basic income for Ireland: Lessons from the international literature. ESRI, December 2022. http://dx.doi.org/10.26504/rs146.
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A universal basic income (UBI) is defined as a universal, unconditional cash payment that is made regularly, is sufficient to live on, is not means tested, carries no work requirements and is paid on an individual basis. This study examines the international evidence on universal basic incomes and identifies key issues for consideration in the design of any UBI pilot for Ireland. Despite the mainstream interest in UBI as a potential policy tool, relatively little is known about the associated consequences of such policies. Even the definition of a UBI appears to be poorly understood and is often misused in the public discourse. Several pilot studies have been recently implemented across different countries. However, some pilot studies depart from the accepted definition of UBI. For example, some are not universal, in that they only target a specific subgroup of the population and/or have eligibility restrictions based on earnings. Others provide a relatively low level of payment, which may fall short of what an individual could reasonably be expected to live on. There are a number of potentially positive impacts associated with a UBI. A universal, unconditional payment could eliminate the stigma associated with welfare receipt. If replacing existing welfare payments, a UBI would also involve lower transaction costs, both on the recipient (in terms of the application procedure) and on Government (in terms of administering the payment). Universal, unconditional payments would also avoid situations where people choose not to work in order to retain means-tested benefits. UBI could give individuals the freedom to turn down or leave insecure, exploitative or low-paid work in pursuit of better or improved work opportunities. In addition, it would mean that persons in informal and often unpaid work, such as childcare and eldercare, which is mostly done by women, receive some compensation for their labour. Empirical results from several pilot studies have found evidence of positive health impacts following the implementation of a UBI. In terms of potential disadvantages, a UBI, by definition, may not target those that are most in need, as a large percentage of recipients will be high-earning individuals. Furthermore, the cost of a UBI is likely to be very expensive, even if other existing benefits (such as unemployment benefits) are no longer required. The net impacts of a UBI on labour supply are unclear, with both positive and negative influences on labour market participation potentially arising as a consequence of a UBI. In this study, we undertake some basic calculations relating to four possible UBI approaches, all of which would involve an unconditional payment to every individual aged over 18 in Ireland.