Dissertations / Theses on the topic 'Frames of meaning'
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Ingrassia, Peter Matthew. "The split-screen aesthetic connecting meaning between fragmented frames /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/ingrassia/IngrassiaP0809.pdf.
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Thesis (MFA)--Montana State University--Bozeman, 2009.Typescript. Chairperson, Graduate Committee: Dennis Aig. Urban Rats is a DVD accompanying the thesis. Includes bibliographical references (leaves 44-47).
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Goncalves, Alexandre A. "Conflicting Frames : the dispute over the meaning of rolezinhos in Brazilian media." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/92660.
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Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Humanities, Graduate Program in Science Writing, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 83-104).
This research analyzes the battle of frames in the controversy surrounding rolezinhos- flashmobs organized by low-income youth in Brazilian shopping malls. To analyze the framing of these events, a corpus of 4,523 online articles was compiled. These articles, published between December 7th, 2013, and February 23 rd, 2014, were investigated using Media Cloud-the system for large scale content analysis developed by the Berkman Center at Harvard and the MIT Center for Civic Media. Data from Facebook indicated which articles received more attention on the social network. A framing analysis was performed to describe the conflicting frames in the debate. The 60 most popular texts--those that attracted 55% of the social media attention in the corpus-were content analyzed. They served as an input for a hierarchical cluster analysis algorithm that grouped articles with similar frame elements. The result of the cluster analysis led to the identification of three frames: one that criminalized rolezinhos or at least tried to discourage them (arrastdo frame), another that acquitted the youth and blamed police, government, State, or society for discriminating poor citizens (apartheid frame), and a third frame that criticized both conservatives and progressives for using the controversy to push their particular agendas (middle ground frame). After finding the keywords that singled out each frame, natural language processing methods helped to describe the genesis and evolution of those frames in the overall corpus as well as the framing strategies of the main actors.
by Alexandre A. Goncalves.
S.M. in Comparative Media Studies
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Werner, Mirjam Danielle. "Why frames are not enough : frames, narratives and meaning making accounts or the discursive mechanisms through which political activists understand their actions." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.590151.
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This thesis elaborates theory on the understanding of meaning making processes at the micro level through which political activists come to understand, interpret and give meaning to their experiences. It argues that though framing theory offers insights into the strategic and instrumental use of contested meaning making processes in mounting actions, it is not enough to explain what happens before a contentious political situation is constructed strategically with the aim to mobilise others. By linking framing theory with a body of literature called sensemaking theory from organisation studies, however, it is possible to gain a better understanding of the dynamics that to come into play when and how individual activists come to interpret and understand their situation and actions in a certain way in a' self-referential manner. Integrating these two theoretical approaches in a theoretical framework thus captures both sides of the process of meaning making at the micro level, and allows for a deeper comprehension of the 'micro-foundations' of political activism. The thesis furthermore sets a first step to explore the implications of the theoretical framework in more detail, both methodologically and empirically, through a study of the meaning making accounts of Dutch political activists. The analysis of the discursive utterances of 23 in-depth interviews with activists from radical activist group GroenFront!, the more moderate activist network Referendum Platform Nederland and a group of individual citizen activists provided insights into the different dimensions which affect the form and content of meaning making accounts. The analysis has allowed for a refinement of the theoretical framework and the development of a typology of meaning making accounts which implies the need for a more dynamic and processual approach to understanding the meaning making of political activists. The thesis thus demonstrates the importance of studying the meaning making processes of activists which" precede any strategic and externally directed framing processes. As such, it allows for a much deeper understanding of the meaning making processes that underlie, activate and ultimately decide the success or failure of political activism. The implications for existing theory and research involve a fundamental extension of framing theory in the field of social movements and the need for interpretive and processual studies at the micro level of individual activists and the way in which they give meaning to their political reality
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Oliveira, Arethusa Andr?a Fernandes de. "Acionamento de frames e esquemas no processo de constru??o de sentidos no padr?o discursivo charge por alunos do ensino m?dio." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16282.
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Previous issue date: 2013-05-17Our research has as goal to describe and analyze the main processes related to the activation of conceptual domains underlying the comprehension in the discourse pattern cartoons by the students of third grades of high school, at Professor Antonio Bas?lio Filho School. Theoretically, we are grounded on assumptions of Conceptual Linguistics, whose interest analyzes our cognitive apparatus in correlation with our socio-cultural and bodies experiences. We intend to check how is the process of meaning construction and integration of various cognitive domains that are activated during the reading activity. That s why, we take the concept of cognitive domains as equivalent to the structures that are stored in our memory from our sociocultural and corporeal experiences and they are stabilized, respectively, through the frames and schemas. The activation of these conceptual domains, as evidenced by our data, supports the assumption that previous knowledge from our inclusion in specific sociocultural contexts, concurrently with the functioning of our sensory-motor system are essential during the construction activity direction. With this research, we still intend to present a proposal confront the expectations of responses produced by students from the activation of frames and schemas with our predictions
Nossa pesquisa tem por meta principal descrever e analisar os processos relacionados ao acionamento de dom?nios conceptuais subjacentes ? compreens?o do Padr?o Discursivo charge por parte dos alunos da terceira s?rie do Ensino M?dio, na Escola Estadual Professor Ant?nio Bas?lio Filho, em Parnamirim. Teoricamente, estamos ancorados nos pressupostos da Lingu?stica Cognitiva, cujo interesse est? em analisar nosso aparato cognitivo em correla??o com as nossas experi?ncias socioculturais e corp?reas. Pretendemos verificar como ocorre o processo de constru??o de sentidos e a integra??o dos diversos dom?nios cognitivos que s?o acionados durante a atividade de leitura. Para isso, tomamos o conceito de dom?nios cognitivos como equivalente ?s estruturas que s?o armazenadas em nossa mem?ria a partir de nossas experi?ncias socioculturais e corp?reas e s?o estabilizam, respectivamente, a partir dos frames e esquemas. O acionamento desses dom?nios conceptuais, evidenciado nos dados sob an?lise, corrobora o pressuposto de que os conhecimentos pr?vios oriundos de nossa inser??o em contextos socioculturais espec?ficos, concomitantemente com o funcionamento de nosso sistema sens?rio-motor, s?o determinantes durante a atividade de constru??o de sentido. Com esta pesquisa, intentamos ainda confrontar as expectativas de respostas produzidas pelos alunos, a partir do acionamento dos frames e esquemas, com as nossas predi??es
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Campbell, Holly. "Spatial Politics and Sex Work : To what extent do differing frames of meaning in national debates on sex work result in spatial exclusion in Sweden and the Netherlands?" Thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386138.
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The purpose of this thesis is to explore the relationship between spatial politics and sex work in order to demonstrate how spatial exclusion can be used to consolidate power imbalances in the public sphere. To achieve this, this thesis explores and compares the situations between two countries with opposing approaches to sex work – abolitionism in Sweden and decriminalisation in the Netherlands. Frame analysis is used to examine how these two states diagnose sex work as a problem and propose and justify solutions. This thesis finds that, despite the differing ideological standpoints towards sex work, the consequences of the differing legislative approaches of these two countries are more similar than might be expected, in relation to spatial politics. Both approaches to sex work result in the spatial exclusion of sex workers, tangibly from the urban environment and normatively from public debate. This result has significant ramifications. By rendering sex work invisible to the public eye, many sex workers are forced into less stable and less secure working conditions. Given that both the Dutch and Swedish approaches to sex work legislation are justified under the guise of promoting women’s rights, this issue is extremely significant and deserves further analytical interest.
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Coulson, Seana. "Semantic leaps : frame-shifting and conceptual blending in meaning construction /." Cambridge ; New York ; Madrid : Cambridge university press, 2000. http://catalogue.bnf.fr/ark:/12148/cb37685618z.
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Coulson, Seana. "Semantic leaps : the role of frame-shifting and conceptual blending in meaning construction /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9722823.
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Kersten, Alan W. "Frames of reference and the representation of motion in noun and verb meanings." Diss., Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/30927.
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Kwan, Samantha. "Contested Meanings about Body, Health, and Weight: Frame Resonance, Strategies of Action, and the Uses of Culture." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193746.
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There has been much talk in the public arena about the meanings of the overweight body. While feminist scholars have long theorized and studied the oppressive effects of hegemonic beauty norms, in recent years several groups such as the Centers for Disease Control, the National Association to Advance Fat Acceptance (a non-profit fat acceptance organization), and the Center for Consumer Freedom (a non-profit organization representing the food industry), have stepped up claims-making about the fat body and what it represents. How are these competing cultural messages promulgated by these cultural producers? Do these messages resonate with individuals? Moreover, how meaningful are these cultural messages in shaping day to day lives?Using content/frame analysis, survey data (n=456), and in-depth qualitative interviews (n=42), my dissertation examines framing competitions and dynamics among four competing cultural frames about the overweight body (the health frame, beauty frame, market choice frame, and social justice frame). I also examine the relationship between these cultural frames and individual agents. Specifically, I look at how respondents use culture by accepting, redefining, and rejecting elements of various frames. In my dissertation, I elaborate on my empirical findings and theoretical developments about health, beauty, individual and corporate responsibility, and social justice; the relationship between culture and agents; policy implications; and directions for future research.
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Ziberi, Hiriet. "Die heutige Kleidung der albanischen Mazedonierin." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-174969.
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Oliveira, Cristiano Benites. "A dimensão instituinte da questão social da reciclagem." Universidade do Vale do Rio dos Sinos, 2016. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5373.
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Este estudo aborda os aspectos sócio-históricos fundamentais que constituem a reciclagem a partir dos catadores organizados do Movimento Nacional dos Catadores de Materiais Recicláveis (MNCR), enquanto protagonistas de relações e processos instituintes em meio às desigualdades da questão social que ocorrem no contexto da reciclagem de resíduos sólidos. Nesse sentido, a presente pesquisa foi realizada com intuito de aprofundar o estudo da questão social da reciclagem a partir dos seus aspectos humanos, históricos e instituintes em um âmbito societário em que toma espaço a gestão integrada de resíduos sólidos a ser compartilhada entre todos os membros da sociedade brasileira, a partir da vigência da Política Nacional de Resíduos Sólidos (PNRS). A perspectiva teórica adotada para o trabalho de pesquisa baseia-se nos conceitos da teoria dos frames de movimento social, da abordagem da identidade coletiva de Alberto Melucci, e da perspectiva do imaginário radical e instituinte proposta por Cornelius Castoriadis. Ao se colocar em discussão estes três aportes teóricos em interação com a metodologia reflexiva de Melucci, pode-se interpretar de modo rigoroso a práxis estratégica e instituinte que busca transformar relações econômicas, políticas e sociais desiguais em relações e processos sociais autônomos. Estas perspectivas teóricas, em contato com a metodologia proposta, também permitem que sejam interpretados e visualizados os aspectos condicionantes e limitadores desta práxis em relação aos sentidos de caráter efetivo presentes nas instituições do Estado e do mercado. Os resultados desta pesquisa confirmam a tese de que a questão social da reciclagem, ao ser tematizada pelo MNCR, proporciona processos e relações instituintes por meio do aperfeiçoamento dos frames (ecológico, social/setorial e integrado) e do imaginário radical associado tanto à conformação de um campo ético político, quanto ao projeto estratégico da “Reciclagem Popular”. Este estudo também situa, na sua última parte, as limitações heterônomas condicionadas pelas instituições que são impostas ao imaginário autônomo deste movimento. Tal imaginário tem em sua constituição um magma de significações que ajuda no aprimoramento identitário deste sujeito coletivo e no desenvolvimento societário de responsabilidades compartilhadas sobre a geração e o destino final de resíduos sólidos.
This study addresses the fundamental socio-historical aspects that constitute recycling through the organized collectors from MNCR, as protagonists of instituting relationships and processes among the inequalities of social question that occur in the context of recycling of solid waste. This research was performed to deepen the study of the social question of recycling from its human, historical and instituting aspects mid a societal context in which takes space the integrated management of solid waste, from the force of the National Solid Waste Policy (PNRS). The theoretical perspective adopted for the research work is based on the concepts of the theory of collective action frames, the approach of the collective identity of Alberto Melucci, and the radical instituting imaginary perspective proposed by Cornelius Castoriadis. Putting in discuss these three theoretical contributions and interacting with the reflective methodology of Melucci can interpret in a rigorous way the strategic and instituting praxis that seeks to transform unequal and heteronomous economic, political and social relations into autonomous social relations and processes. These theoretical perspectives, in touch with the proposed methodology also allow to interpret and visualize the conditioning and limiting aspects of this praxis in relation to effective meanings present in the institutions of the state and market. The results confirm the thesis that the social question of recycling, thematized by MNCR, provides processes and instituting relations through the improvement of frames (ecological, social/sectoral and integrated) and the radical imaginary associated to the conformation a political ethical field, as well as to the strategic project of “Popular Recycling”. This study also lies in its last part, the heteronomous limitations conditioned by the institutions that are imposed on the autonomous imaginary of this movement. Such imaginary has in its constitution a magma of meanings that helps to improve the identity of this collective subject and to develop societal responsibilities shared on the generation and the final destination of solid waste.
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McGrath, Frank Roland. "The intentions of the framers of the Commonwealth of Australia Constitution in the context of the debates at the Australasian Federation Conference of 1890, and the Australasian Federal Conventions of 1891 and 1897-8 The understanding of the framers of the Constitution as to the meaning and purpose of the provisions of the Constitution which they debated at these assemblies /." Connect to full text, 2000. http://hdl.handle.net/2123/850.
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Thesis (Ph. D.)--University of Sydney, 2001.Title from title screen (viewed Apr. 24, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of History, Faculty of Arts. Degree awarded 2001; thesis submitted 2000. Includes bibliography and of tables of cases. Also available in print form.
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Merlini, Vera Lucia. "O conceito de fração em seus diferentes significados: um estudo diagnóstico com alunos de 5ª e 6ª séries do Ensino Fundamental." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/11111.
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Previous issue date: 2005-10-20Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The aim of this work was to investigate the strategies students, from the 5 th and 6 th grades of Primary Education, use when facing problems involving fraction concepts, according to the theoretical classification proposed by Nunes et al (2003). The research intended to answer the following research question: Which strategies of resolution do 5 th and 6 th grade students use when facing problems involving the fraction concept, concerning the five different meanings of fraction: number, part-whole, quotient, measure, and multiplying operator? For this reason, a diagnostic analysis has been done with 120 students, 60 of them are in the 5 th grade and the other 60 are in the 6 th grade of the Primary Education in two State-public schools of São Paulo City. The field research was divided in two stages: first, a questionnaire, involving fraction concepts, was collectively applied to students who answered it individually; and second, clinical interviews were made with 12% of the sample students. The data has also been analyzed in two stages: first analyzing quantitatively and, secondly, qualitatively. As the general percentage of success of the students participating in the research of both grades was very low (below 25%), it was decided to analyze the strategies that resulted in error (failing). The obtained results confirmed that there wasn t, in neither grades, an equitable performance among the five meanings of fraction. When it comes to the strategies to solve the problems, there was no regularity. In other words, to the same meaning, different strategies of resolution were found. Based on these results, one can conclude that the approach given to the concept of fraction doesn t guarantee that the student builds the knowledge to this concept
A presente dissertação teve por objetivo investigar as estratégias que os alunos, de 5ª e 6ª séries do Ensino Fundamental, utilizam frente a problemas que abordam o conceito de fração, segundo a classificação teórica proposta por Nunes et al. (2003). O estudo se propôs a responder a seguinte questão de pesquisa: Quais estratégias de resolução alunos de 5ª e 6ª séries utilizam frente a problemas que abordam o conceito de fração, no que diz respeito aos cinco diferentes significados da fração: número, parte-todo, quociente, medida e operador multiplicativo? Para tanto, realizamos um estudo diagnóstico com 120 alunos, sendo 60 alunos da 5ª série e 60 alunos da 6ª série do Ensino Fundamental, distribuídos em duas escolas da rede pública estadual da cidade de São Paulo. A pesquisa de campo constou de dois momentos: no primeiro o questionário foi aplicado coletivamente aos alunos, que responderam individualmente, envolvendo o conceito de fração, e no segundo momento, fizemos entrevistas clínicas em 12% da amostra. Analisamos os dados também dentro de dois momentos: um voltado para análise quantitativa e o outro para análise qualitativa Como o percentual geral de sucesso dos alunos pesquisados das duas séries foi baixo (aquém de 25%), optamos por analisar as estratégias que resultaram em erro (insucesso). Nos resultados obtidos constatamos que não houve, em nenhuma das duas séries pesquisadas, um desempenho eqüitativo entre os cinco significados da fração Quanto às estratégias de resolução dos problemas não houve uma regularidade. Em outras palavras, para um mesmo significado encontramos diferentes estratégias de resolução. Estes resultados levam-nos a concluir que a abordagem que se faz do conceito de fração, não garante que o aluno construa o conhecimento desse conceito
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Santos, Aparecido dos. "O conceito de fração em seus diferentes significados: um estudo diagnóstico junto a professores que atuam no Ensino Fundamental." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/11116.
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Previous issue date: 2005-09-30The aim of this work was to understand the state conceptions in which lies the fraction concept of Primary Education teachers. This research intended to answer the following question: is it possible to recognise the conceptions of teachers who teach to the First and Second Stage (Primary teachers) and Third Stage (Math specialists) of Primary Education in relation to the fraction s concept? In this case, we carried out a diagnostic analysis with 67 Primary Education teachers, distributed in 7 State-public schools of São Paulo City. This field research was divided into two stages: primary, the teachers made up 6 fraction s problems by themselves and, finally, they had to solve their own problems. The data colecting procedures provided us two different analysis based on the problem principles and their solving strategies. The results showed a trend of fraction s worth in relation to the multiplying operator meaning in the problem making between Primary and Math teachers. Data already pointed that there is a procedure aspect worth set of techniques and rules applying (algorithm) in the solving problem among the mentioned groups. These evidences lead us to conclude that there is no relevant difference between Primary and Math teachers conceptions in relation to the making-solving problems and their different meanings. Considering the characteristics and specificity of its formation, it s possible that the fraction s concept becomes explicit in the making-solving problems carrying noticeable influences of those ones built in the Primary Education
A presente dissertação teve por objetivo compreender o estado - concepções - em que se encontra o conceito de fração, para professores que atuam no Ensino Fundamental. O estudo se propôs a responder a seguinte questão de pesquisa: é possível reconhecer as concepções dos professores que atuam nos 1º e 2º ciclos (polivalentes) e no 3º ciclo (especialistas) do Ensino Fundamental, no que diz respeito ao conceito de fração? Se sim, quais? Se não, pôr que? Para tanto, realizamos um estudo diagnóstico com 67 professores do Ensino Fundamental, distribuídos em sete escolas da rede pública estadual da cidade de São Paulo. A pesquisa de campo constou de dois momentos: no primeiro solicitamos aos professores a elaboração de seis problemas, envolvendo o conceito de fração, e no segundo momento, pedimos para que resolvessem os próprios problemas elaborados. Analisamos os dados também dentro dos dois momentos: um voltado para análise dos enunciados dos problemas elaborados e o outro, para as estratégias de resolução destes problemas. Os resultados obtidos mostram uma tendência, tanto entre os professores polivalentes, como especialistas, em valorizar a fração com o significado operador multiplicativo na elaboração dos problemas. Quanto à resolução dos problemas há uma valorização dos aspectos procedimentais - aplicação de um conjunto de técnicas e regras (algoritmo) - nos três grupos. Estas evidências levam-nos a concluir que não existe diferença significativa entre a concepção dos professores polivalentes e especialistas, seja na elaboração, ou na resolução de problemas de fração em seus diferentes significados. É provável, que as concepções desses professores carreguem fortes influência daquelas construídas na Educação Básica
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Cavalcanti, Bianor Scelza. "The "Equalizer" Administration: Managerial Strategies in the Public Sector." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26644.
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The purpose of this dissertation is to understand the managerial â actionâ of public administrators in the management of their organizations within the brazilian context.
It seeks to understand the relationships between managers and formal management mechanisms by exploring the complementary nature of the effective managerial action in the face of structural deficiencies and flaws, considering the possibility of overcoming the structuralism-subjectivism dichotomy present in the construction of the Theory of Organizations.
Initially, the study provides a review of the literature on organizational design. It highlights the â goodness of fitâ proposition on strategic choice issues concerning the main organizational variables design and organizational goal attainment. It also calls special attention to the emerging interest of designing theorists on interpretivist aproachs to the matter, such that of Karl Weick.
A review of the the administrative reforms in Brazil is made from the perspective of the main stream organizational design conceptual framework. It highlights the complex dynamics of a constant search for differenciation and flexibilization subject to patherns of advances and reversals, due to the centrality, streng and pervasiveness of the bureaucratic model. It is concluded that in no single given moment, a public manager and his team, may count on a formal organizational design wich attends the â congruencyâ criteria, devised by organizational design conceptual frameworks, to explain organizational results in different environmental sets. Although this conclusion may explain failure at the public sector, it can not provide understanding on the many instances of significative success attained by government operations in spite of inadequate formal administrative structures. This point calls for a better understanding from the interpretivist aproach, on how public administrators, strongly associated with good organizational results, engage into transformative action, in order to superate administrative structures flaws and disfuncional cultural patherns of conduct, structurally present and constantly reproduced, in vigorous develloping countries, such as Brazil.
The dissertation transcribes the testimony of four outstanding public administrators, doing a deep incursion in the managerial real world of public administration, as subjectivelly defined by them and transformed by their engagement into action.Through the thematic version of the Oral History methodology, full segments of the complete enterviews are
cathegorized into the thirty two managerial strategies captured wich are presented on a recathegorized manner under eight main strategies: (1) Interchanging Frames of Reference; (2) Exploring the Formal Limits; (3) Playing the Bureaucracy Game; (4) Inducing the Inclusion of Others (5)Promoting Internal Cohesion; (6) Creating Shields against Transgressions; (7) Overcoming Internal Restrictions; (8) Letting the Structures Blossom. Each one of these eight blocks of strategies presented, deserves further reflexive interpretation by the author, on the light of the interpretivist aproach to organizational design.
A final effort is made, now on theory building, for improuving understanding on the matter. In order to find a significant meaning underlining all the strategies extracted from the â practical constiounessâ of the enterviweers as revealed in their report, the author resort to a methafor. This methafor helps to: (1) better describe and understand a not adequately treated phenomenon, namely, good results under inadequate structural social and organizational conditions; (2) reveal the logic and the meaning underlining all the strategies adopted to generate results under these unfaithfull conditions; (3) name, accordingly to the nature of the managerial transformative social action envolved, an open ended class of managerial interventions of a pragmatic sort driven by an ethics of results much common to good managers, that is, the concept of â managerial equalizationâ ; and (4) give back to public administrators, represented by the enterviwees, to be incorporated in their â discursive counciousnessâ , something the most effective and experienced public managers already have as tacit knowledge built in their â practical counsciousnessâ , and so, help the education and development of new talents.Ph. D.
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Canova, Raquel Factori. "Crença, concepção e competência dos professores do 1º E 2º ciclos do ensino fundamental com relação à fração." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/11093.
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Previous issue date: 2006-10-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work had the goal to identify and analyse the teachers` beliefs, conceptions and competences who work in First and Second cycles of Ensino Fundamental with the concept of decimal and vulgar fraction. It was proposed in this study to answer the following question of research: What is the understanding that the teachers of First and Second cycles of Ensino Fundamental present with the relation to decimal and vulgar fraction? To answer this question, first we built a theoretical support based in Vergnaud`s, Nunes`, and Pontes` ideas. Then we elaborated an investigable instrument with twenty nine questions subdivided in four parts: (1) outline; (2) beliefs; (3) conceptions and (4) competences. This instrument was applied to fifty one teachers of First and Second cycles of Ensino Fundamental, distributed to three schools of Municipal Net of Osasco City. At the second moment, we accomplished clinical interviews with 10% of the sample. The analyses of the data was also divided in the same four parts that made the instrument. We utilized the theoretical classification proposed by Nunes and others (2003) and we considered the variants of quantity (continuous and discreet) and representation (iconic or not) besides the invariants of concept (order and equivalence). The results showed the teachers` beliefs are not influenced by their teaching practice, what it is not true to the concepts. These were more restricted among the teachers of the First cycle (meant part-whole in continuous quantity not iconic) than teachers of the Second cycle (they explored more variants, being these nearer of those found in didactic books). As to competence, we verified that there was not an equitable performance among the five fraction meanings and the variants. These evidences led us to conclude there is the need to enlarge these teachers`conceptual background about fraction
O presente trabalho teve por objetivo identificar e analisar as crenças, concepções e competências dos professores que atuavam no 1º e 2º ciclos no Ensino Fundamental no que diz respeito ao conceito de fração. Para isso o estudo se propôs a responder a seguinte questão de pesquisa: Qual é o entendimento que os professores dos 1º e 2º ciclos do Ensino Fundamental apresentam em relação ao conceito de fração? Para responder tal questão, primeiro, construímos uma sustentação teórica baseada nas idéias de Vergnaud, Nunes e Ponte. Em seguida, elaboramos um instrumento investigativo composto por 29 questões sudvididas em quatro partes: (1) perfil; (2) crenças; (3) concepções e (4) competências. Esse instrumento foi aplicado a 51 professores do 1º e 2º ciclos do Ensino Fundamental, distribuídos em três escolas da Rede Municipal da cidade de Osasco. No segundo momento, realizamos entrevistas clínicas em 10% da amostra. A análise dos dados também foi dividida nas mesmas quatro partes que compôs o instrumento. Utilizamos a classificação teórica proposta por Nunes et al. (2003) e consideramos as variáveis de quantidade (contínua e discreta) e representação (íconica ou não) além dos invariantes do conceito (ordem e equivalência). Os resultados mostraram que as crenças dos professores não são influênciadas pela sua prática docente, o que não é verdade para as concepções. Estas eram mais restritas entre os professores do 1º ciclo (significado parte-todo em quantidade contínua não íconica) do que para os professores do 2º ciclo (exploraram mais variáveis, sendo estas bem próximas das encontradas nos livros didáticos). Quanto à competência, constatamos que não houve um desempenho eqüitativo entre os cinco significados da fração e os invariantes. Estas evidências levaram-nos a concluir que há a necessidade de se ampliar o campo conceitual desses professores com relação ao objeto fração
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Asplin, Kristen Nicole. "Can complement frames help children learn the meaning of abstract verbs?" 2002. https://scholarworks.umass.edu/dissertations/AAI3068537.
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Theories of language learning postulate a relatively simple, innate link between verb meaning and sentence structure. Syntactic bootstrapping predicts the use of known structure to help discover a novel word's meaning. Sentences containing tensed complements were postulated to be especially useful, since their relationship with belief, communication and perception meanings is strong. The current goal was to test this relationship in a verb learning paradigm. In Experiment 1, three- to five-year-old children received a battery of tasks to assess their command of different complement structures and their ability to use them to fast map novel verbs from limited exposure in story contexts. In the fast mapping task, ambiguous story contexts introduced a novel verb with either an tensed or an infinitival complement, e.g. (1) Who daxed that the raccoon ate the corn? (2) Who daxed the raccoon to eat the corn? Five-year-old children succeeded at using the infinitival complement to narrow the meaning of the novel verb. In the case of the tensed complement, Five-year-old children do poorly, although this construction typically comes in a year earlier. For these children, complement structure does not directly predict verb meaning. In fact, the contrast between belief and desire complements is not carried by the structure alone. Unlike English, German desire verbs can also take tensed complements. A combination of understanding of sequence of tense in the complement verb, and the relationship between specific mental verbs and their complement verbs has not yet been acquired by five year old children. In Experiment 2, only one story was used in the Fast Mapping task, unlike the three in Experiment l, to see if the number of presentations affected children's learning of novel verbs in the tensed complement condition. However, the results were inconclusive. The pattern of results from all tasks suggests that the syntactic structure of complementation is not a straightforward predictor of verb meaning. Children do indeed use syntactic information from sentential complements when learning new, abstract verbs. However, the subtleties of the complements must be learned, as well as the relationship between these structures and the verbs that appear in them.
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Nathanson, Janice. "From marketing to meaning : toward a reconceptualization of social marketing /." 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR39042.
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Thesis (Ph.D.)--York University, 2008. Graduate Programme in Communication and Culture.Typescript. Includes bibliographical references (leaves 400-427). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR39042
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Yang, Bi-Chun, and 楊苾淳. "Exploring the Changes of Catastrophe Meaning from Earlier and Recent Domestic Disaster News Frames." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fh5j3v.
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碩士國立臺灣師範大學
圖書資訊學研究所
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This study investigated early and recent news reports on typhoons and typhoon-related disasters released by United Daily News from the perspectives of language construction, core meanings, and reporting trends; the news reports were respectively from an early and a recent period: Jan. 1, 1986–Dec. 31, 1996 and Jan. 1, 2006–Dec. 31. 2016. This study employed the text mining and frame analysis methods and studied the “frame” trends of news media over the past three decades. An analysis of the language construction of the news reports revealed that, concerning the subject of surveillance, a special emphasis was placed on soil and water ecology in the early period; and the negligence of government officials, engineering project results, preventive refuge, and disaster reconstruction in the recent period. Regarding social communication, a special emphasis was placed in the recent period on utilizing the opinions of different social “actors” on typhoon-related disasters to highlight the conflicts with and violations of norms and human rights. In addition, the news reports tended to adopt a method of discourse that focused on reporting the individuals accused of being responsible for causing the typhoon-related disasters and the people accusing these individuals; the emphasis turned the typhoon-related disasters into social events and the factors contributing to conflicts regarding typhoon-related disasters were generally ignored. This study posits that news media should disclose more scientific and environmental ethics-related information pertaining to the risks of typhoon-related disasters caused by climate change and unbalanced environmental development. The goal is to urge the government to achieve ideal typhoon disaster management and allow the public to have the awareness of typhoon disaster prevention even before typhoons arrive.
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Novotný, Tomáš. "Neurčité dovětky v angličtině a v češtině." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-389148.
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Pervasive in spontaneous informal conversation, general extenders (GEs) are vague multiword expressions (e.g. or something (like that), and stuff (like that) vs. nebo něco (takovýho), a tak(ový věci)) that have been shown to fulfil a number of communicative functions, ranging from propositional to expressive. But while the English extenders have received a lot of meticulous attention in nearly four decades of research, the corresponding Czech constructions remain largely overlooked (perhaps with the exception of Tárnyiková 2009 and Novotný & Malá 2018). The current study aims to (1) present a wide range of English and Czech GE forms (collected using the method of collocational frames (Aijmer 2015) and then categorised according to structural similarities, thus suggesting possible GE patterns); and (2) examine their communicative functions in contemporary English and Czech as represented in comparable corpora of informal spoken discourse (Spoken BNC2014 and ORAL2013, respectively). Relying extensively on functional frameworks introduced in previous research (e.g. Overstreet 1999, 2014), this study confirms what has been known about English GEs and investigates the degree of applicability to the respective Czech constructions. A close qualitative analysis of some of the collected GE forms (in total,...
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Galarreta-Piquette, Daniel. "Intégration de VerbNet dans un réalisateur profond." Thèse, 2018. http://hdl.handle.net/1866/21112.
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"Conceptualizing and Reasoning with Frames of Reference in Three Studies." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54916.
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abstract: This dissertation reports three studies about what it means for teachers and students to reason with frames of reference: to conceptualize a reference frame, to coordinate multiple frames of reference, and to combine multiple frames of reference. Each paper expands on the previous one to illustrate and utilize the construct of frame of reference. The first paper is a theory paper that introduces the mental actions involved in reasoning with frames of reference. The concept of frames of reference, though commonly used in mathematics and physics, is not described cognitively in any literature. The paper offers a theoretical model of mental actions involved in conceptualizing a frame of reference. Additionally, it posits mental actions that are necessary for a student to reason with multiple frames of reference. It also extends the theory of quantitative reasoning with the construct of a ‘framed quantity’. The second paper investigates how two introductory calculus students who participated in teaching experiments reasoned about changes (variations). The data was analyzed to see to what extent each student conceptualized the variations within a conceptualized frame of reference as described in the first paper. The study found that the extent to which each student conceptualized, coordinated, and combined reference frames significantly affected his ability to reason productively about variations and to make sense of his own answers. The paper ends by analyzing 123 calculus students’ written responses to one of the tasks to build hypotheses about how calculus students reason about variations within frames of reference. The third paper reports how U.S. and Korean secondary mathematics teachers reason with frame of reference on open-response items. An assessment with five frame of reference tasks was given to 539 teachers in the US and Korea, and the responses were coded with rubrics intended to categorize responses by the extent to which they demonstrated conceptualized and coordinated frames of reference. The results show that the theory in the first study is useful in analyzing teachers’ reasoning with frames of reference, and that the items and rubrics function as useful tools in investigating teachers’ meanings for quantities within a frame of reference.Dissertation/Thesis
Doctoral Dissertation Mathematics 2019
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Eccleston, Allison. "The uniform of the Lower Fraser Fishing Authority: case study of a material artifact." Thesis, 2021. http://hdl.handle.net/1828/13192.
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This thesis uses the uniform of the Stó:lō First Nation’s Lower Fraser Fishing Authority as a cultural, material item to inform and discuss Indigenous-Crown relationships, the history of the community the object belongs to, and the meaning that the object holds for that community. I use the uniform to argue that a single object can hold complex and contradictory meanings that can inform cultural history and relationships. This thesis adds to the historiography of the use of artifacts as an object of study, the history of the Lower Fraser Fishing Authority, and also larger discussions of Indigenous-Crown relationships in Canada.Graduate
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Pienaar, Emily. "Relasieterapieteorie : 'n opvoedkundige sielkundige teorie vir diagnose en terapie." Thesis, 1996. http://hdl.handle.net/10500/15773.
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Summaries in Afrikaans and EngishThere is at present a lack of consensus in the Educational Psychological domain to a universal point of departure of a uniform approach for Educational Psychologists. Educational Psychologists have become increasingly aware that the therapy and theories that they use for diagnoses and therapy are not based on educational theories. They frequently fall back on existing psychological schools of thought with the result that very few of the educational theories feature there in. The purpose of this dissertation is therefore: • To devise an accountable educational psychological theory which will lead to the integrating of psychological and educational insights. • To devise diagnostic and research models to create an accountable design in practice. • To utilize the essence of educational psychology educational psychologists for diagnoses and therapy.
Daar bestaan tans in die Opvoedkundige Sielkundige vakgebied 'n gebrek aan konsensus ten opsigte van 'n gemeenskaplike vertrekpunt vir 'n eenheidsbenadering vir opvoedkundige sielkundiges. Opvoedkundige sielkundiges het toenemend daarvan bewus geword dat die terapie en teoriee wat hulle gebruik vir diagnose en terapie nie gebaseer is op opvoedkundige teoriee nie, maar gewoonlik terugval op bestaande sielkundige skole en denkrigtings met die gevolg dat baie min van die opvoedkundige teoriee daarin voorkom. Die doel van die proefskrif is gevolglik om: • 'n Verantwoordbare opvoedkundige sielkundige teorie: "Die Relasieterapieteorie" daar te stel wat sal lei tot die integrering van sielkundige- en opvoedkundige insigte. • Diagnoserings- en navorsingsmodelle daar te stel ten einde 'n verantwoordbare praktykontwerp te skep. • Die Relasieterapieteorie in praktyk te veroperasionaliseer om die opvoedkundige sielkundige essensies in die praktyk in te dra en aan opvoedkundige sielkundiges 'n gemeenskaplike vertrekpunt te gee vir diagnose en terapie.
Psychology of Education
D.Ed. (Sielkundige Opvoedkunde)