Academic literature on the topic 'Four discourses'
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Journal articles on the topic "Four discourses"
Jacques Lacan. "There Are Four Discourses." Culture/Clinic 1 (2013): 3. http://dx.doi.org/10.5749/cultclin.1.2013.0003.
Full textRatekin, Tom. "Working Through The Four Discourses." Prose Studies 28, no. 1 (April 2006): 74–96. http://dx.doi.org/10.1080/01440350600593763.
Full textBracher, Mark. "Lacan's theory of the four discourses∗." Prose Studies 11, no. 3 (December 1988): 32–49. http://dx.doi.org/10.1080/01440358808586349.
Full textBraunstein, Nestor A. "The transference in the four discourses." Prose Studies 11, no. 3 (December 1988): 50–60. http://dx.doi.org/10.1080/01440358808586350.
Full text문경. "A Study of Joe Christmas’s Discourse: Based on Jacques Lacan’s Four Discourses." English21 26, no. 2 (June 2013): 67–91. http://dx.doi.org/10.35771/engdoi.2013.26.2.004.
Full textHokka, Johanna. "What counts as ‘good sociology’? Conflicting discourses on legitimate sociology in Finland and Sweden." Acta Sociologica 62, no. 4 (December 27, 2018): 357–71. http://dx.doi.org/10.1177/0001699318813422.
Full textDavis, Edward Rock, and Rachel Wilson. "“Not so globalised”: contrasting media discourses on education and competitiveness in four countries." Journal of Asia Business Studies 13, no. 1 (January 7, 2019): 155–76. http://dx.doi.org/10.1108/jabs-08-2016-0108.
Full textALLAN, ELIZABETH. "Constructing Women's Status: Policy Discourses of University Women's Commission Reports." Harvard Educational Review 73, no. 1 (April 1, 2003): 44–72. http://dx.doi.org/10.17763/haer.73.1.f61t41j83025vwh7.
Full textKhan, Abrahim H. "Four Edifying Discourses (1843): A Dimensional Analysis." Tópicos, Revista de Filosofía 5, no. 1 (November 28, 2013): 235. http://dx.doi.org/10.21555/top.v5i1.523.
Full textKochubeynyk, O. "Producing of Anomy: Four Discourses of Identity." Psychological Sciences: issues and achievements 1-2, no. 13-14 (December 26, 2019): 193–211. http://dx.doi.org/10.33120/psia.issue-13-14.2019.ok9.
Full textDissertations / Theses on the topic "Four discourses"
Longo, José Luís. "A aprendizagem por projeto e a pesquisa psicanalítica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/53160.
Full textThis work starts since the affinity that we found between features of the psychoanalytic research and the learning projects in order to launch our question: considering these two methodologies, concerning different fields – psychoanalysis and education –, at what points do they converge or diverge? It would be a homology? In order to realize this analysis, we are positioning ourselves since the psychoanalytic research. Thus, there we get our method and our analysis tool, that is, the matema of four discourses. As regards psychoanalytic research, we get our fragments in texts written by Lacan and Freud. These fragments are articulated on the theoretical guidelines of learning project, and on a practical situation of our research: a workshop of computer programming for children, which has occurred in a public school in Porto Alegre. After that, we go through our analysis, delimiting points that bring these methodologies closer or further each other.
Christie, Elizabeth, and elizabeth christie@unisa edu au. "Explosions in the Narrative: Action films with Lacan." Flinders University. Screen Studies, 2006. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20071121.092301.
Full textLerner, Ana Beatriz Coutinho. "Consequências éticas da leitura psicanalítica dos quatro discursos para a educação inclusiva." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-142156/.
Full textThis research aims to investigate the central ways in which the discourse on Inclusive Education assumes in contemporary times and the effects of this discourse on the subjectivity of children, parents and school professionals. In order to accomplish this goal, we first review the literature concerning Inclusive Education, showing the origins of this movement, the main legal frameworks that organize this subject and the current theoretical perspectives. We then analyze the emergence of the theme of the difference in education, and present the psychoanalytic approach of difference and its role in the constitution of the subject based on the works of Freud and Lacan. Using psychoanalysis, we propose a link between ethics and inclusion, highlighting the alignment of the discourse on Inclusive Education with the ethical and moral foundations previously presented. Our theoretical and methodological framework is the Lacanian psychoanalysis, particularly the instrument of four discourses formalized by Lacan in Seminar, Book 17: the other side of psychoanalysis. The corpus of our research consists of discursive fragments from two sources: the care of a group of professionals working in Inclusive Education, whose listening were conducted by the researcher in the Department of Educational Psychology at the Institute of Psychology of the University of São Paulo, and material disseminated by the Permanent Forum on Inclusive Education. The results were gathered around the following themes: disability as metonymy of the subject, the extent of technical expertise and the logic of the specialization, the capitalist discourse and its effects on school enrollment, and the foundation of the ideal and the school. At the end, we present the contributions that the notion of ethics in psychoanalysis can bring to Inclusive Education.
Botha, Elizabeth Katherine. "Discourses of language acquisition and identity in the life histories of four white South African men, fluent in isiXhosa." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/27735.
Full textNjweipi-Kongor, Diana Benyuei. "Discursive features of health worker-patient discourses in four Western Cape HIV/AIDS clinics where English is the lingua franca." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71733.
Full textENGLISH ABSTRACT: This is a qualitative analytical study that investigates the use of English as lingua franca (ELF) between doctors and patients with different L1 at four different HIV/AIDS clinics in the Western Cape. The study addresses a gap in medical research, especially in the field of HIV/AIDS, namely, a lack of sufficient data-driven analytical investigation into the linguistic and conversational nature of doctor-patient communication in ELF in this setting in South Africa. A literature review contextualises ELF, discourse analysis (DA), conversation analysis (CA) and genre theory providing a theoretical framework for the study. The methodology involves audio-recording and transcription of HIV/AIDS consultations conducted in ELF. From the genre perspective, the study investigates the different genres in and determines if HIV/AIDS consultations are a sub-genre of medical discourses. DA investigates what contextual, socio-cultural linguistic features characterise medical interaction in this multilingual context and what ELF linguistic strategies participants use to signal and resolve misunderstanding. CA investigates the turn organisation and turn-taking patterns in the consultations to assess participants’ contributions and identify different types of sequences that characterise them, aiming to understand how they enable the interactants play their roles as doctors and patients. The results reveal that HIV/AIDS consultations exhibit formal features of doctor-patient consultations in general and intertextually revert to other oral genres leading to the conclusion that, considering their purpose, participants and context, HIV/AIDS consultations are like all medical consultations and are a sub-genre of medical discourse. The macro analysis reveals that the interactants’ socio-cultural and multi-linguistic backgrounds do positively influence the nature of the interaction in this context as it highlights characteristic linguistic features of ELF usage like borrowing, linguistic transference from L1, the use of analogy, code-switching and local metaphors all resulting from processes of indigenisation and hybridisation. The results reveal few instances of misunderstanding, concurring with earlier studies that problems of miscommunication may be minimal when two languages and/or cultural groups interact. The micro analysis reveals that the turns in the consultation follow the pre-selection and recurrent speakership patterns and that despite the advocacy for partnership between doctors and patients in their contribution and negotiation of outcomes, the doctor unavoidably remains the dominant partner. S/he determines the course of the consultation by initiating more turns, asking most of the questions and often unilaterally deciding on topic changes. S/he has longer talking time than the patient in the sequences and the physical examination and prescription phases of the consultation while the patient is mostly portrayed almost as a docile participant yielding to the doctor’s requests and taking very little if any initiative of his/her own to communicate his/her views and desires. The study reveals instances of both patient and doctor initiated repair to resolve any misunderstanding, which improves the quality of the interaction and its outcomes such as adherence and treatment follow-up. The study further highlights the challenges faced in the field which impacted on the data, the most crucial being the complicated but necessary ethical procedures required to get participants’ consent to participate in the study.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe analitiese studie ondersoek die gebruik van Engels as lingua franca (ELF) tussen dokters en pasiënte met verskillende eerstetaal (T1) by vier verskillende MIV/vigs-klinieke in die Wes-Kaap. Die studie werp die soeklig op ʼn leemte in mediese navorsing, veral op MIV/vigs-gebied, en bring ʼn gebrek aan datagedrewe analitiese ondersoek na die taalkundige en gespreksaard van dokter-pasiënt-kommunikasie in ELF in hierdie omgewing in Suid-Afrika aan die lig. ʼn Literatuuroorsig van navorsing kontekstualiseer ELF, genre-teorie, diskoersanalise (DA) en gespreksanalise (GA), en bied ʼn teoretiese raamwerk vir die studie. Die navorsingsmetode behels oudio-opnames en transkripsie van MIV/vigs-konsultasies in ELF. Uit die genre-oogpunt bestudeer die navorsing die verskillende genres in MIV-konsultasies, en bepaal of dié konsultasies as ʼn subgenre van mediese diskoers beskou kan word. Met behulp van DA stel die studie vas watter kontekstuele, sosiokulturele taaleienskappe mediese interaksie in hierdie veeltalige konteks kenmerk, en watter ELF-taalstrategieë deelnemers gebruik om misverstande aan te dui en op te los. Daarna ondersoek GA die beurtorganisasie en beurtmaakpatrone in die konsultasies, om deelnemers se bydraes te beoordeel en verskillende soorte kenmerkende sekwensies uit te wys, en uiteindelik te begryp hoe dít die onderskeie partye in staat stel om hul rolle as dokters en pasiënte te vervul. Die bevindinge dui daarop dat MIV-konsultasies formele kenmerke van dokter-pasiënt-konsultasies in die algemeen toon en intertekstueel by ander mondelinge genres aansluit. Dít lei tot die gevolgtrekking dat, gedagtig aan die doel, deelnemers en konteks, MIV-konsultasies soos enige ander mediese konsultasie is en as ʼn subgenre van mediese diskoers beskou kan word. Die makro-analise (DA) toon dat die onderskeie gespreksdeelnemers se sosiokulturele en veeltalige agtergronde ʼn positiewe uitwerking het op die aard van die wisselwerking in hierdie konteks, aangesien dit kenmerkende taalkundige eienskappe van ELF-gebruik, soos leenwoorde, taaloordrag vanaf die L1, die gebruik van analogie, koderuiling en plaaslike metafore, beklemtoon. Al hierdie eienskappe spruit uit prosesse van verinheemsing en hibridisering. Die studie toon min gevalle van misverstand, wat met die resultate van vorige navorsing ooreenstem, naamlik dat probleme van wankommunikasie minimaal is wanneer twee tale en/of kultuurgroepe met mekaar omgaan. Die mikro-ontleding (GA) dui daarop dat die beurte in die konsultasie die preseleksie- en herhalende sprekerspatrone volg en dat, ondanks die voorspraak vir ʼn vennootskap tussen dokters en pasiënte in hul bydraes en bedinging van uitkomste, die dokter onvermydelik die dominante vennoot bly. Hy/sy bepaal die verloop van die konsultasie deur meer beurte aan te voer, die meeste vrae te stel en dikwels eensydig te besluit om die onderwerp te verander. Hy/sy het ook ʼn langer spreekbeurt as die pasiënt in die gespreksekwensies sowel as in die fisiese-ondersoek- en voorskriffases van die konsultasie. Daarenteen word die pasiënt merendeels as ʼn bykans gedweë deelnemer uitgebeeld wat aan die dokter se versoeke toegee en weinig of geen eie inisiatief aan die dag lê om sy/haar sienings en behoeftes oor te dra. Die studie toon ook gevalle van sowel pasiënt- as dokteraangevoerde herstel om enige misverstand uit die weg te ruim, wat die gehalte van die wisselwerking én die uitkomste daarvan, soos behandelingsgetrouheid en nasorg, verbeter. Die navorsing beklemtoon voorts die gebiedspesifieke uitdagings wat die data beïnvloed. Die belangrikste hiervan is die ingewikkelde dog nodige etiese prosedures wat vereis word om persone se toestemming tot studiedeelname te verkry.
AraÃjo, Eveline MourÃo de. "TransmissÃo da PsicanÃlise e Universidade: A formulaÃÃo de um Saber mediante o Dispositivo do Ensinante de Lacan." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3847.
Full textEsta dissertaÃÃo constitui pesquisa de cunho bibliogrÃfico, cujo objetivo foi de uma discussÃo teÃrica em Freud e Lacan sobre o que caracteriza a transmissÃo da PsicanÃlise na universidade e, consequentemente, contextualizar como o psicanalista contribui com o ensino da teoria psicanalÃtica na academia brasileira, especificamente nos cursos de graduaÃÃo em Psicologia. Este trabalho trata das questÃes relacionadas à transmissÃo da PsicanÃlise nos cursos de Psicologia e na supervisÃo clÃnica. Nesta perspectiva de trabalho, acredita-se que possa haver a formulaÃÃo de um saber em que o psicanalista no manejo da transferÃncia, estabeleÃa uma subversÃo dos discursos presentes no Ãmbito da universidade (discurso do mestre, da histÃrica, do analista e do universitÃrio), advertido de seu lugar de semblante de quem âtudo sabeâ e da falta no outro / Outro. Para isso, aponta que a transmissÃo a ser realizada na supervisÃo clÃnica seja semelhante à transmissÃo de um saber ânÃo-todoâ mediante o dispositivo do ensinante proposto por Lacan no ensino na Ãcole Freudienne de Paris (EFP). Para isso, entÃo retoma alguns momentos importantes que refletem os impasses de Freud quanto à inserÃÃo da PsicanÃlise na universidade e os mal-entendidos surgidos sobre o lugar de formaÃÃo do psicanalista discutidos pelo grande mestre em determinados textos. Faz um percurso sobre as influÃncias teÃricas que influenciaram tanto Freud quanto Lacan e o que representou para cada um a possibilidade de transmissÃo psicanalÃtica dentro e fora das instituiÃÃes de PsicanÃlise, como na universidade. Descreve como Lacan avanÃou na teoria, no que diz respeito ao ensino, resultado de seu retorno à obra freudiana favorecendo a elaboraÃÃo da teoria dos quatro discursos e, posteriormente, o manejo do dispositivo do ensinante pelo psicanalista / supervisor na supervisÃo por intermÃdio do discurso da histÃrica.
This dissertation is a bibliography-based study, which aims at promoting a theoretical arguing between Freud and Lacan on how Psychoanalysis is taught at the University. As consequence, the study provides a context of Psychoanalytic theory teaching in Brazilian academy, specifically in Psychology graduation courses. The research approaches to issues on psychoanalysis teaching in Psychology courses and within clinical supervision. In such perspective, there can be the formulation of a knowledge based on which psychoanalyst can establish a subversion of University discourses (studentâs, professorâs, hystericsâ, analystâs), being aware of his/her semblance of someone who knows everything and conscientious of the Otherâs absence. For that, the research highlights that knowledge transmission carried out within clinical supervision should be similar to the transmission of a ânot allâ knowledge, by means of Lacanâs âteacherâ device for Ecole Freudienne de Paris (EFP). Nonetheless, the study retakes some important periods that reflect Freudâs irresoluteness in the concerning to Psychoanalysis insertion at academic environment, and to the misunderstandings raised on the right place to psychoanalystâs instruction, which Freud argued in some texts. It provides the thread of theoretical bases that influenced both Freud and Lacan, and what the possibility for psychoanalytic transmission inside and out Psychoanalysis institutions, as well as at the University, represented for each of them. It describes how Lacan advanced within theory in the related to teaching, as a result of his return to Freudian work, which triggered the Four Discourses Theory elaboration and, later, it made possible to handle âteacherâ device by psychoanalyst during teaching, using hystericsâ discourse.
Lowther, John. "To Keep on Knowing More(?): Seminar XVILL, The Other Side of Psychoanalysis." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/english_theses/65.
Full textStrandberg, Maria. "Nyanlända invandrares etablering i Sverige : En kritisk diskursanalys av den nya lagen om etableringsinsatser för vissa nyanlända invandrare." Thesis, Umeå universitet, Sociologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-53904.
Full textMaria Strandberg
ARAUJO, Eveline Mourão de. "Transmissão da psicanálise e universidade: a formulação de um saber mediante o dispositivo do ensinante de Lacan." http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/1538.
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This dissertation is a bibliography-based study, which aims at promoting a theoretical arguing between Freud and Lacan on how Psychoanalysis is taught at the University. As consequence, the study provides a context of Psychoanalytic theory teaching in Brazilian academy, specifically in Psychology graduation courses. The research approaches to issues on psychoanalysis teaching in Psychology courses and within clinical supervision. In such perspective, there can be the formulation of a knowledge based on which psychoanalyst can establish a subversion of University discourses (student’s, professor’s, hysterics’, analyst’s), being aware of his/her semblance of someone who knows everything and conscientious of the Other’s absence. For that, the research highlights that knowledge transmission carried out within clinical supervision should be similar to the transmission of a “not all” knowledge, by means of Lacan’s “teacher” device for Ecole Freudienne de Paris (EFP). Nonetheless, the study retakes some important periods that reflect Freud’s irresoluteness in the concerning to Psychoanalysis insertion at academic environment, and to the misunderstandings raised on the right place to psychoanalyst’s instruction, which Freud argued in some texts. It provides the thread of theoretical bases that influenced both Freud and Lacan, and what the possibility for psychoanalytic transmission inside and out Psychoanalysis institutions, as well as at the University, represented for each of them. It describes how Lacan advanced within theory in the related to teaching, as a result of his return to Freudian work, which triggered the Four Discourses Theory elaboration and, later, it made possible to handle “teacher” device by psychoanalyst during teaching, using hysterics’ discourse.
Esta dissertação constitui pesquisa de cunho bibliográfico, cujo objetivo foi de uma discussão teórica em Freud e Lacan sobre o que caracteriza a transmissão da Psicanálise na universidade e, consequentemente, contextualizar como o psicanalista contribui com o ensino da teoria psicanalítica na academia brasileira, especificamente nos cursos de graduação em Psicologia. Este trabalho trata das questões relacionadas à transmissão da Psicanálise nos cursos de Psicologia e na supervisão clínica. Nesta perspectiva de trabalho, acredita-se que possa haver a formulação de um saber em que o psicanalista no manejo da transferência, estabeleça uma subversão dos discursos presentes no âmbito da universidade (discurso do mestre, da histérica, do analista e do universitário), advertido de seu lugar de semblante de quem “tudo sabe” e da falta no outro / Outro. Para isso, aponta que a transmissão a ser realizada na supervisão clínica seja semelhante à transmissão de um saber “não-todo” mediante o dispositivo do ensinante proposto por Lacan no ensino na École Freudienne de Paris (EFP). Para isso, então retoma alguns momentos importantes que refletem os impasses de Freud quanto à inserção da Psicanálise na universidade e os mal-entendidos surgidos sobre o lugar de formação do psicanalista discutidos pelo grande mestre em determinados textos. Faz um percurso sobre as influências teóricas que influenciaram tanto Freud quanto Lacan e o que representou para cada um a possibilidade de transmissão psicanalítica dentro e fora das instituições de Psicanálise, como na universidade. Descreve como Lacan avançou na teoria, no que diz respeito ao ensino, resultado de seu retorno à obra freudiana favorecendo a elaboração da teoria dos quatro discursos e, posteriormente, o manejo do dispositivo do ensinante pelo psicanalista / supervisor na supervisão por intermédio do discurso da histérica.
Danne, Kristoffer. "Kritisk diskursanalys av Gy2011 med fokus på kulturkontexten : Politiska diskursers relation till svensk läroplansutveckling." Thesis, Högskolan Dalarna, Samhällskunskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20258.
Full textBooks on the topic "Four discourses"
Thēpwēthī, Phra. A constitution for living, including four discourses on lay ethics. Kandy, Sri Lanka: Buddhist Publication Society, 2007.
Find full textSchroeder, Jeanne Lorraine. The four Lacanian discourses: Or turning law inside-out. New York, NY: Routledge-Cavendish, 2008.
Find full textThe four Lacanian discourses, or, Turning law inside-out. Abingdon, Oxon: Birbeck Law Press, 2008.
Find full textThe other side of pedagogy: Lacan's four discourses and the development of the student writer. Albany, NY: SUNY Press, 2014.
Find full textFour tales on the King's Hill: The "Kaliningrad puzzle" in Lithuanian, Polish, Russian and Western political discourses. Warsaw: Institute of Political Studies, Polish Academy of Sciences, 2001.
Find full textSaint-Réal. Cæsarion, or, Historical, political, and moral discourses: In four days entertainment between two gentlemen, very pleasant and useful for all orders of men whatsoever. London: Printed by J. Streater, and are to be sold by John Weld ..., 1986.
Find full textJohn, Wesley. Wesley's standard sermons: Consisting of forty-four discourses, published in four volumes, in 1746, 1748, 1750, and 1760 (fourth edition, 1787) to which are added nine additional sermons published in vols. I to IV of Wesley's collected works, 1771. Grand Rapids, Mich: Francis Asbury Press, 1986.
Find full textThe search for Arab democracy: Discourses and counter-discourses. London: Hurst, 2004.
Find full textSadiki, Larbi. The search for Arab democracy: Discourses and counter-discourses. New York: Columbia University Press, 2004.
Find full textTheoleptos. The monastic discourses. Toronto, Ont., Canada: Pontifical Institute of Mediaeval Studies, 1992.
Find full textBook chapters on the topic "Four discourses"
Western, Simon. "The Four Discourses of Leadership." In Global Leadership Perspectives: Insights and Analysis, 189–203. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2018. http://dx.doi.org/10.4135/9781529714845.n23.
Full textO’Reilly, Camille C. "The Discourses in Practice: Four Case Studies." In The Irish Language in Northern Ireland, 105–47. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1007/978-1-349-27423-9_7.
Full textKaasch, Alexandra. "Characterizing Global Health Governance by International Organizations: Is There an Ante- and Post-COVID-19 Architecture?" In International Organizations in Global Social Governance, 233–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65439-9_10.
Full textMorales, Jessie A. Bustillos. "The ever-present discourses in education: Discourse and educational change." In Sociology for Education Studies, 68–78. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: The routledge education studies series: Routledge, 2020. http://dx.doi.org/10.4324/9780429397585-8.
Full textMafofo, Lynn, Tinashe P. Kanosvamhira, and Joseph Olanyo. "Media Discourses on Natural Disasters and Management: A Case of Cyclones Idai and Kenneth and Floods in Four Southern African Countries." In Sustainable Development Goals Series, 243–57. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74262-1_16.
Full textSaariluoma, Pertti, José J. Cañas, and Jaana Leikas. "Design Discourses." In Designing for Life, 25–48. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53047-9_2.
Full textValenzuela, Hannah. "Discourse." In Linguistics for TESOL, 177–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40932-6_9.
Full textSmeyers, Paul. "Neuromyths for Educational Research and the Educational Field?" In Educational Research: Discourses of Change and Changes of Discourse, 71–86. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_7.
Full textStone, Lynda. "Change of Discourses: Theoretical Perspectives for US Teacher Education." In Educational Research: Discourses of Change and Changes of Discourse, 119–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_10.
Full textHodgson, Naomi. "‘Too Busy for Thoughts’: Stress, Tiredness and Finding a Home in the University." In Educational Research: Discourses of Change and Changes of Discourse, 45–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30456-4_5.
Full textConference papers on the topic "Four discourses"
Fouché, Lauren Senna, and Erika Müller. "Exploring Formative Assessment Possibilities: Building a 'Teamwork Discourse' with First-Year Engineering Students Online." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12927.
Full textOvodova, Svetlana. "Representation of Cultural Traumas in Contemporary Public Discourse: “New Frankness” of Meta-Modernism." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-04.
Full textYadav, Shyam Sundar Prasad. "Vanishing Landlordism in Madhes, Nepal: Missing an Opportunity for Development of Capitalism." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.13-3.
Full textNakane, Ikuko. "Accusation, defence and morality in Japanese trials: A Hybrid Orientation to Criminal Justice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-5.
Full textWebber, Bonnie, Alistair Knott, Matthew Stone, and Aravind Joshi. "Discourse relations." In the 37th annual meeting of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1034678.1034695.
Full textJia, Yanyan, Yuan Ye, Yansong Feng, Yuxuan Lai, Rui Yan, and Dongyan Zhao. "Modeling discourse cohesion for discourse parsing via memory network." In Proceedings of the 56th Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/p18-2070.
Full textWu, Changxing, Xiaodong Shi, Yidong Chen, Jinsong Su, and Boli Wang. "Improving Implicit Discourse Relation Recognition with Discourse-specific Word Embeddings." In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (Volume 2: Short Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/p17-2042.
Full textPortere, Viktorija, and Vladimirs Morevs. "Dialogue is a sign of constructiveness in mediation." In Research for Rural Development 2020. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/rrd.26.2020.043.
Full textPolovko, Svetlana, and Gunta Grinberga-Zalite. "Defining social innovation: theoretical discourse." In 20th International Scientific Conference "Economic Science for Rural Development 2019". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2019. http://dx.doi.org/10.22616/esrd.2019.019.
Full textD’Sena, Peter. "Decolonising the curriculum. Contemplating academic culture(s), practice and strategies for change." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.13.
Full textReports on the topic "Four discourses"
Buriev, Muslimbek. Discourses and Strategies for Solving Environmental Issues in Central Asia. Edited by Nargiza Muratalieva. The Representative Office of the Institute for War and Peace Reporting in Central Asia, October 2020. http://dx.doi.org/10.46950/202003.
Full textEvans, Martha. Generation of Tutorial Dialogues: Discourse Strategies for Active Learning. Fort Belvoir, VA: Defense Technical Information Center, May 1998. http://dx.doi.org/10.21236/ada345718.
Full textGrosz, Barbara J., Aravind K. Joshi, and Scott Weinstein. Centering: A Framework for Modelling the Local Coherence of Discourse,. Fort Belvoir, VA: Defense Technical Information Center, January 1995. http://dx.doi.org/10.21236/ada324949.
Full textHirschman, Lynette, Deborah A. Dahl, Donald P. McKay, Lewis M. Norton, and Marcia C. Linebarger. Beyond Class A: A Proposal for Automatic Evaluation of Discourse. Fort Belvoir, VA: Defense Technical Information Center, January 1990. http://dx.doi.org/10.21236/ada458704.
Full textHendricks, Kasey. Data for Alabama Taxation and Changing Discourse from Reconstruction to Redemption. University of Tennessee, Knoxville Libraries, 2021. http://dx.doi.org/10.7290/wdyvftwo4u.
Full textAppleford, Gabrielle, Saumya RamaRao, Benjamin Bellows, and Leah Jarvis. Positioning family planning quality within health financing for UHC: Connecting the discourse. Population Council, 2019. http://dx.doi.org/10.31899/rh9.1101.
Full textIvanyshyn, 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.
Full textCampbell, Gwendolyn E., Natalie B. Steinhauser, Myroslava O. Dzikovska, Johanna D. Moore, Charles B. Callaway, and Elaine Farrow. The DeMAND Coding Scheme: A Common Language for Representing and Analyzing Student Discourse. Fort Belvoir, VA: Defense Technical Information Center, January 2010. http://dx.doi.org/10.21236/ada530022.
Full textMurray, William R. Control for Intelligent Tutoring Systems: A Comparison of Blackboard Architectures and Discourse Management Networks. Fort Belvoir, VA: Defense Technical Information Center, September 1988. http://dx.doi.org/10.21236/ada201534.
Full textMelnyk, Olesia. MEDIA DISCOURSE AROUND THE FIGURE OF ORIANA FALLACHI AND HER JOURNALISM DURING 2017–2020. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11114.
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