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Wiseman, Roxanne Elizabeth. "Mapping the language of intellectual disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ55548.pdf.
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BOMFIM, MARIA CRISTINA DO REGO MONTEIRO. "INTELLECTUAL ARTISTS AND CONTEMPORARY CONVERSATIONS ABOUT LANGUAGE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5771@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOA escrita criativa dos intelectuais-artistas Roberto Corrêa dos Santos e Teixeira Coelho, inconfigurável segundo parâmetros mais usuais do ensaísmo acadêmico em literatura, vislumbra outros espaços em relação à tarefa da crítica na atualidade. Essa escrita motiva um estudo em que as re-descrições produzidas pela crítica no universo da literatura quanto ao seu próprio discurso, no contexto dos últimos vinte anos, são comparadas a redescrições do posicionamento crítico elaborado no campo das artes visuais. As performances literárias de Roberto Corrêa dos Santos e de Teixeira Coelho, vistas como criação de novos instrumentos, harmonizam-se com experiências da visualidade na arte contemporânea, em que são problematizados, conjuntamente por críticos e artistas, o essencialismo, o representacionismo e o fundacionismo. O radicalismo crítico filosófico do neopragmatismo, voltado para essas últimas questões e pouco evidenciado na cultura acadêmica brasileira, é incluído no diálogo pretendido nesta tese com o objetivo de uma vívida ampliação de perspectivas.
The creative writing of the intellectual artists Roberto Corrêa dos Santos and Teixeira Coelho, unclassifiable according to the usual parameters of academic writing in literature, points to other spaces within current practices in literary criticism. Such writing motivates a study in which redescriptions of the discourse produced by literary criticism in the past two decades are compared with redescriptions of critical positioning produced in the field of visual art. The literary productions of Roberto Corrêa dos Santos and Teixeira Coelho, seen as the creation of new instruments, are found to echo the experiences of visuality in contemporary art, in which essentialism, representationalism and foundationism are questioned both by critics and artists. The critical philosophical radicalism of neopragmatism, which addresses such issues and is scarcely represented in Brazilian academic culture, is included in the comprehensive dialogue offered in this dissertation, with a view to a sharp widening of perspectives.
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Roberts, Paul J. "A causal-comparative study of intellectual, achievement, language, and behavioral dimensions of language-disordered and non language-disordered learning disabled children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720168.
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The study examined the existence of (dis)similarities between subgroups of learning disabled children who had language-based learning disorders and those who did not exhibit specific language-based disabilities, and what related symptomatology characterized these children. The present study extends the previous literature by utilizing a multidimensional approach to the identification of language-based learning disordered children. The subjects used in this study were a group of 46 children between the ages of 6 and 14 years old referred to a major medical center for psychoeducational evaluation due to reported learning and/or behavioral difficulties. The subjects were separated into two groups according to the nature of the initial referral. Initial comparisons of the two groups were conducted by examining differences in cognitive, achievement, language, and behavioral functional as measured by standardized psychometric instruments. Significant differences were found between the two groups on several variables. Subtyping of the sample was accomplished using Ward's Method of cluster analysis. Fourteen cluster variables were chosen for analysis. These included (a) WISC-R Verbal IQ, (b) WISC-R Performance IQ, (c) PPVT, (d) VMI, (e) Reading, Spelling, and Arithmetic subtests of the WRAT-R, (f) the five language composites of the TOLD, and (g) the Parent and Teacher versions of the Conner's Abbreviated Questionnaire. Two separate cluster analyses, one with and one without behavioral data were calculated. Results of the second cluster analysis were similar to the first. To validate the obtained cluster solutions, Multivariate Analysis of Variance was used to examine whether the clusters differed significantly on a linear composite of cognitive, achievement, language, and behavioral instruments. The expected subgroupings of language-disordered children did not appear. Several theoretical explanations for these findings are discussed and implications for future research are offered.Department of Educational Psychology
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Sheerin, Fintan Killian. "Employing standardised language to define the unique interventions of intellectual disability nursing." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423454.
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Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.
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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish.
A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction.
The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course.
Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load.
The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.
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Rhodes, Katherine T. "Language Profile and Performances on Math Assessments for Children with Mild Intellectual Disabilities." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/98.
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It has been assumed that mathematics testing indicates the development of mathematics concepts, but the linguistic demands of assessment have not been evaluated, especially for children with mild intellectual disabilities. 244 children (grades 2 – 5) were recruited from a larger reading intervention study. Using a multilevel longitudinal SEM model, baseline and post-intervention time points were examined for the contribution of item linguistic complexity, child language skills, and their potential interaction in predicting item level mathematics assessment performance. Item linguistic complexity was an important, stable, and negative predictor of mathematics achievement with children’s language skills significantly and positively predicting mathematics achievement. The interaction between item linguistic complexity and language skills was significant though not stable across time. Following intervention, children with higher language skills performed better on linguistically complex mathematics items. Mathematics achievement may be related to an interaction between children’s language skills and the linguistic demands of the tests themselves.
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Mikosz, David James. "The other common sense : Noah Webster, language, and the Anglo-American intellectual tradition." Thesis, University of Cambridge, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624276.
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Wilson, Bonita M. "Hunger: Black Women Recasting the Shadows that Obscure Intellectual Tradition." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/167.
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Snyder, Sarah, Victoria Knight, and Pamela J. Mims. "Teaching Students with Intellectual Disability to Read Text." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/183.
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This session will provide a text comprehension research overview for students with intellectual disability (ID). The presenters will review the instructional strategies and text supports (accommodations) that have been used to improve student text comprehension, with emphasis on strategies that teachers can immediately implement, and discuss opportunities for future research. Learner Outcomes: • Participants will gain knowledge of the text comprehension research base, as well as explore practical issues related to researching text comprehension. • Participants will learn about the instructional strategies and supports that have been used to improve student text comprehension and how to implement these in their classrooms. • Participants will describe recommendations for implementing research-based instruction and supports into their practice.
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Huguet, Alice Audrey. "The iconicity of picture communication symbols for children with English additional language and intellectual disabilities." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/26328.
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Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided and/or unaided symbols are used as a means of reception and expression to create shared meaning. The selection of an appropriate symbol set/system is vital and iconicity plays a central role in this process. The Western-based symbol set, Picture Communication Symbols (PCS) (Johnson, 1981), is readily available and widely used in South Africa, despite little information existing on its iconicity to South African populations with disabilities. This study aimed to determine the iconicity of Picture Communication Symbols (PCS) for children with English Additional Language (EAL) and intellectual disability. A quantitative, non-experimental, descriptive design was used. Thirty participants between the ages of 12;00 and 15;11 (years; months) with EAL and intellectual disability were required to identify 16 PCS presented thematically on a ‘bed-making’ communication overlay in response to a gloss read out by the researcher. The results indicated that, overall, the 16 PCS were relatively iconic to the participants. The results also indicated that the iconicity of PCS can be manipulated and enhanced and that it can be influenced by other PCS that are used simultaneously on the communication overlay. The reasons for these findings are described. The clinical and theoretical implications of this study’s results are discussed, followed by a critical evaluation of this study and, finally, recommendations for future research are suggested.Dissertation (Master of Arts)--University of Pretoria, 2012.
Centre for Augmentative and Alternative Communication (CAAC)
unrestricted
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Jochim, Charles [Verfasser], and Hinrich [Akademischer Betreuer] Schütze. "Natural language processing and information retrieval methods for intellectual property analysis / Charles Jochim. Betreuer: Hinrich Schütze." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2014. http://d-nb.info/1064308643/34.
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Goffredo, Marisa. "Language acquisition after the critical period : a case study of an adolescent with an intellectual disorder." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/MQ43595.pdf.
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Nair, Shankar Ayillath. "Philosophy in Any Language: Interaction between Arabic, Sanskrit, and Persian Intellectual Cultures in Mughal South Asia." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11258.
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This dissertation examines three contemporaneous religious philosophers active in early modern South Asia: Muhibb Allah Ilahabadi (d. 1648), Madhusudana Sarasvati (d. 1620-1647), and the Safavid philosopher, Mir Findiriski (d. 1640/1). These figures, two Muslim and one Hindu, were each prominent representatives of religious thought as it occurred in one of the three pan-imperial languages of the Mughal Empire: Arabic, Sanskrit, and Persian. In this study, I re-trace the trans-regional scholarly networks in which each of the figures participated, and then examine the various ways in which their respective networks overlapped. The Chishti Sufi Muhibb Allah, drawing from the Islamic intellectual tradition of wahdat al-wujud, engaged in "international" networks of Arabic debate on questions of ontology and metaphysics. Madhusudana Sarasvati, meanwhile, writing in the Hindu Advaita-Vedanta tradition, was busy adjudicating competing interpretations of the well-known Sanskrit text, the Yoga-Vasistha. Mir Findiriski also took considerable interest in a shorter version of this same Yoga-Vasistha, composing his own commentary upon a Persian translation of the treatise that had been undertaken at the Mughal imperial court. In this Persian translation of the Yoga-Vasistha alongside Findiriski's commentary, I argue, we encounter a creative synthesis of the intellectual contributions occurring within Muhibb Allah's Arabic milieu, on the one hand, and the competing exegeses of the Yoga-Vasistha circulating in Madhusudana's Sanskrit intellectual circles, on the other. The result is a novel Persian treatise that represents an emerging "sub-discipline" of Persian Indian religious thought, still in the process of formulating its basic disciplinary vocabulary as drawn from these broader Muslim and Hindu traditions.
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Hausman, Gary J. "Frames and Overflows in Rights Expression Languages." Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/361.
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This paper analyzes the visions, schemas, and vocabularies of prominent rights expression languages, including Creative Commons, METS, ODRL, and MPEG-21. The paper extends Michel Callon’s sociological insight that all forms of human agency are multiple and diverse. Callon argues, in the context of economic sociology, that one must constantly decide between a strategy emphasizing “framing” as the norm with “overflows” treated as leaks, or conversely a strategy accepting “overflows” as the norm with “framing” as inherently imperfect. Callon’s categories are extended, through a modeling exercise, to the classification of current metadata schemes. The analysis suggests that metadata developers should explore what semantic choices and strictures are left out of metadata schemes, as well as those that are included. Such a thought exercise is especially useful in distinguishing areas suited for XML rights markup extensions.
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Mims, Pamela J., Ann Lee, and D. Browder. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/206.
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Mims, Pamela J., and Ann Lee. "Teaching Middle School Aligned ELA Skills to Students with Significant Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/205.
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Slagle, Judith Bailey. "Joanna Baillie and the Poetry of Intellectual and Historical Romanticism." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/459.
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Book Summary: The Encyclopedia of Romantic Literature is an authoritative three-volume reference work that covers British artistic, literary, and intellectual movements between 1780 and 1830, within the context of European, transatlantic and colonial historical and cultural interaction. Comprises over 275 entries ranging from 1,000 to 6,500 words arranged in A-Z format across three fully cross-referenced volumes Written by an international cast of leading and emerging scholars Entries explore genre development in prose, poetry, and drama of the Romantic period, key authors and their works, and key themes Also available online as part of the Wiley-Blackwell Encyclopedia of Literature, providing 24/7 access and powerful searching, browsing and cross-referencing capabilities
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Barker, Robert Michael. "Modeling Phonological Processing for Children with Mild Intellectual Disabilities: The Relationship between Underlying Phonological Abilities and Associated Language Variables." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/77.
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The structure of phonological processing for typically developing children has been debated over the past two decades. Recent research has indicated that phonological processing is best explained by a single underlying phonological ability (e.g., Anthony and Lonigan, 2004). The current study had two goals. The first goal was to determine the structure of phonological processing for school-age children with mild intellectual disabilities (MID). The second goal was to determine the relationship between the components of phonological processing and expressive and receptive language ability. The participants were 222 school-age children identified by their schools as having MID. Confirmatory factor analysis was utilized to determine the structure of phonological processing. The results indicated that a model with one phonological awareness factor and one naming speed factor explained the data better than competing models with a single latent factor or more than two latent factors. There was a negative significant relationship between phonological processing and naming speed. There were positive bivariate relationships between phonological processing and expressive and receptive language. There were negative bivariate relationships between naming speed and expressive and receptive language. These results are consistent with other research findings with typically developing children, indicating a similarity in the relationships between phonological process and language for children with MID. Theoretical and instructional implications are discussed.
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Mims, Pamela J. "Increasing Literacy Outcomes for Students with Intellectual and Developmental Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3238.
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This session will focus on providing literacy instruction to students with intellectual and developmental disabilities (IDD) through the use of story-based lessons of grade appropriate texts and systematic instruction of the five components of reading (i.e., phonemic awareness, phonics, comprehension, vocabulary, fluency). Specifically, participants will gain understanding of prompting literacy development through evidence based practices found effective for students with severe disability.
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Van, Wyk Renera Elsabé. "Teachers' perceptions about language practices and choices in schools in Mpumalanga, South Africa for learners with severe intellectual disability." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/76358.
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Supporting learners with a severe intellectual disability (SID) who come from diverse language backgrounds presents teachers with complex choices and decisions regarding the language(s) they use in their classrooms. Understanding teachers' perceptions in this matter can assist all role players, such as administrators and policy makers as well as auxiliary support personnel such as speech-language therapists, to support teachers in their decisions and practices. This study aimed to investigate the perceptions of foundation phase teachers in schools for learners with SID, that have high linguistic diversity, about their language practices and choices. Specifically, the study aimed to: (i) describe the language(s) teachers use with the learners in their classrooms; (ii) to describe the factors that teachers take into account when deciding on which language(s) to use with their learners; and (iii) to explore teachers' beliefs and feelings about language practices and choices for learners with SID in their classes.Mini Dissertation (MA AAC)--University of Pretoria, 2020.
Centre for Augmentative and Alternative Communication (CAAC)
MA (AAC)
Unrestricted
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Carlier, Currie Kate. "New Arrival Students' Experience Creating Illustrated Memoirs: Making Meaning and Developing Intellectual Self-Trust." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1632829861429171.
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Nenad, Gajić. "Razvoj metode za merenje intelektualnog kapitala preduzeća." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2017. https://www.cris.uns.ac.rs/record.jsf?recordId=105038&source=NDLTD&language=en.
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Intelektualni kapital je neopipljivo jedinstvo obično nevidljivih resursa i aktivnosti baziranih na znanju koje dodaju vrednost organizaciji u očima internih i eksternih aktera (stejkholdera).U radu se istražuje mogućnost merenja ovog nematerijalnog konstrukta, sačinjenog od ljudskog, organizacionog i relacionog kapitala.Metoda za merenje, odnosno monetarnu valuaciju, uspešno je razvijena, a predloženi model verifikovan je statističkom analizom. Metoda je namenjena prvenstveno eksternom izveštavanju, ali se usled velike preciznosti, pouzdanosti i proverljivosti rezultata može koristiti i kao kontrolna alatka menadžmenta.Intellectual capital is the intangible unity of usually invisible knowledge-basedresources and activities that add value to an organization in the eyes ofinternal and external stakeholders.This study explores the possibility of measuring that intangible constructcomposed of human, organizational and relational capital. The method formeasurement and monetary valuation has been successfully developed andthe proposed model was verified by statistical analysis. The method isintended primarily for external reporting, but due to high accuracy, reliabilityand verifiability of results can also be used as a tool of management control.
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Sajiki, Atsuko. "Intellectual empathy as a tool of cross-cultural learning United States students in study abroad program in Japan /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215207.
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Thesis (Ph.D.)--Indiana University, Language Education, School of Education, 2006.Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1258. "Title from dissertation home page (viewed June 18, 2007)."
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May, Adrian. "Lignes, an intellectual revue : twenty-five years of politics, philosophy, art and literature." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/251334.
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The thesis takes the French revue Lignes (1987-present) as its object of study to provide a new account of French intellectual culture over the last twenty-five years. Whilst there are now many studies covering the role of such revues throughout the twentieth-century, the majority of such monographs extend no further than the mid-1980s: the major novelty of this thesis is extending these accounts up until the present moment. It is largely assumed that a reaction against the Marxist and structuralist theories of the 1960s and 1970s led to embrace of liberalism and an intellectual drift to the right in France from the 1980s onwards: whilst largely supporting this account, the thesis attempts to nuance this narrative of the fate of the intellectual left in the following years by showing the persistence of what can be called a politicised 'French theory' in Lignes, and a returning left-wing militancy in recent years. In doing so, it will both reveal under-studied aspects of well-known thinkers, such as Jean-Luc Nancy, Jacques Rancière and Alain Badiou, as their thought develops through their participation in a collaborative, periodical publication, and introduce lesser known thinkers who have not received an extended readership in Anglophone spheres. Lignes also argues for the continued persistence and relevance of the thought of a previous generation of thinkers, notably Georges Bataille, Maurice Blanchot and Dionys Mascolo, and the thesis concludes by examining the potential role 'French Theory' could still have in France. Furthermore, as revues provide a unique nexus of intellectual, cultural, social and political concerns, the thesis also provides a unique history of France from the fall of the Berlin Wall to the 2007 financial crisis and the Arab Spring. Much of the thesis is concerned with contextualising intellectual debates within a period characterised by the moralisation of discourses, a return of religion, the global installation of neo-liberalism and the eruption of immigration as a controversial European issue. From a relatively theoretical and politically stable position to the left of the Parti socialiste, Lignes therefore provides a privileged vantage point for the mutations in French social and cultural life throughout the period.
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Horsman, Jacqueline. "USING GRADUATED GUIDANCE TO TEACH IMITATION OF MANUAL SIGNS TO CHILDREN WITH INTELLECTUAL DISABILITIES." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/57.
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The purpose of this study was to test the effects of graduated guidance procedure on teaching imitation of manual signs to students with moderate to severe disabilities. Sessions began with student initiation and were embedded across already established reinforcement routines across the student’s day. A multiple baseline across participants design was used to evaluate these effects.
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Irion, Katherine Ann. "A Case Study: Incorporating Young Adult Literature into General Education To Improve Intellectual and Emotional Intelligence." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7023.
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Institutions of higher learning have required students to take general education courses since such they were conceived and implemented in the 1940s. Requirements vary widely across institutions, but there is a broad consensus that a literature course be required in order to graduate. While these courses feature many types of literature, one literary field is overwhelmingly overlooked: young adult literature. Brigham Young University has recently implemented a young adult literature course that will fulfill a general education requirement. This case study examines the question, "What might be the rationale for including a course in young adult literature as part of the general education curriculum?" The findings of this case study suggest teaching YA literature as a GE course benefits students' emotional and intellectual intelligence. Drawing on observations, interviews, students' work, and students' reflections, analysis concludes that young adult literature has the ability to be used in a university general education class to successfully teach intellectual abilities and to impart and improve emotional intelligence.
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Archibald, William Charles. "Myth-making and motivation to write." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/483.
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Irving, Sarah Rosalind. "Intellectual networks, language and knowledge under colonialism : the work of Stephan Stephan, Elias Haddad and Tawfiq Canaan in Palestine, 1909-1948." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31179.
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This thesis examines the biographies and intellectual and cultural works of Elias Haddad, Stephan Stephan and Tawfiq Canaan, Arab writers who lived in Jerusalem in the late Ottoman and British Mandate periods, a time when Palestinian identity was in a state of flux and when Ottoman, British and Zionist interests impacted upon Palestinian Arab society, economy and politics. Informed by ideas about colonial and postcolonial relations, the impacts of context and power on the development of texts, and theories of networks and entanglements, it argues that even in the absence of comprehensive biographical knowledge about individual actors, we can locate them in their intellectual and political environments. It also argues for the importance of using non-elite genres – including language manuals, travel guides and translations – in researching intellectual history, and for understanding debates and discourses within colonial societies. Drawing on my historical research into the lives of Haddad, Stephan and Canaan, and combining it with textual analysis, this thesis makes the argument for more diverse ideas of Palestinian identity than are often discussed for the Mandate period, and for the need to include a wider range of contributors than prominent intellectuals and politicians in our assessment of the discourses in play in this key period of Palestinian history.
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Griffen, Ann Katherine. "SPECIAL EDUCATION TEACHERS, LITERACY, AND STUDENTS WITH MODERATE AND SEVERE INTELLECTUAL DISABILITY: A SURVEY." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/42.
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Literacy includes many skills involving the use of language to read, write, listen, and speak. The ultimate goal in acquiring literacy skills is to function as independently, and in as integrated a manner as possible, in a literate society. Literary skills are critical skills for all students, both with and without disabilities. Since the 1990s, literacy has moved closer and closer to the forefront of our collective awareness regarding students who are at risk of not acquiring sufficient literacy ability. However, students with moderate and severe intellectual disability (MSID) have not always been included in this group of students. In recent years, there has been a greater effort to examine how to provide literacy instruction in a more complete and comprehensive manner for students with MSID. At the present time, there is limited research obtained directly from classroom teachers on their knowledge, beliefs, and practices about students with MSID and literacy. If we are to make effective and meaningful changes in literacy instruction for students with MSID, it is important to further investigate these variables as reported by teachers themselves. This research study examined, through the collection of survey data, teachers’ perceptions about literacy skills for students with MSID. The research questions were: (a) What do classroom teachers of students with MSID in Kentucky report as having learned in their university/college teacher preparation programs about literacy? (b) What do special education teachers in Kentucky believe about their students with MSID and literacy? and (c) In which literacy skill areas (phonemic awareness, phonics, vocabulary, fluency, and comprehension) do teachers of students with MSID in Kentucky report they are providing instruction?
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Rendall, Michael John. "Cautionary tale : a systematic review of understanding the police caution for adults in the criminal justice system, and an examination of increasing listenability of the caution." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33083.
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Rationale: Research has repeatedly demonstrated that people have difficulty understanding their interrogation rights, as presented in an orally presented police caution. There has been a limited amount of research into possible means of improving understanding, with the application of linguistic, listenability, techniques to caution wording proving most effective amongst students. Methods: This thesis systematically reviewed research exploring verbal caution comprehension amongst adults involved in the criminal justice system, to isolate possible predictors of performance. It then assessed understanding of the Scottish police caution amongst people with an intellectual disability and if this can be improved using a modified (listenability) version. Results: IQ and verbal comprehension appear to have a positive association with understanding. However, the reviewed literature tends to use broad inclusion criteria that may increase confounding variables and reduce opportunity to isolate further possible predictors. People with intellectual disabilities performed poorly in assessment of their understanding of the Scottish police caution, even when the modified version was used. This was despite every participant claiming they had understood. Conclusions: The thesis questions whether the use of a verbal police caution fulfils the intention of communicating interrogation rights as required by law. It suggests more research into caution comprehension is required, with more specific inclusion criteria, to help better understand variables that predict understanding. The relationship between verbal ability and IQ suggest efforts to improve comprehension should be directed to people who have challenges in these abilities, such as people with intellectual disabilities. This should ensure any improvements can benefit a greater number of people. The thesis' empirical study suggests the method found effective amongst students does not extend to people with intellectual disabilities.
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McQueen, Alexandria C. "Innocent Until Proven Guilty: Shakespeare's Use of Source Material in Three Plays." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/honors/309.
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In my thesis, I discuss and analyze William Shakespeare’s utilization and adaptation of source texts within three of his dramas: Henry IV, Part I, a history; Twelfth Night, a comedy; and Julius Caesar, a tragedy. By comparing Shakespeare’s adaption of sources to the contemporary United Kingdom intellectual property policies, it becomes possible for me to determine whether Shakespeare’s extensive and popular dramas would violate modern copyright law.
The first chapter, “Printing and Writing in the Early Modern Period,” discusses the development of proprietary interests among the Elizabethan people. I break down the individual components of the printing process in the early modern period and further consider how its creation affected writers and impacted the world at large. Additionally mentioned within this chapter are the United Kingdom’s initial attempts at regulating printed materials among publishers. The availability, pricing, and evolution of printed material is all discussed, as well as the imitative and collaborative writing process among Elizabethan dramatists and poets.
The second chapter, “An Introduction and Brief History of Intellectual Property and Copyright,” addresses the United Kingdom’s current legislation on borrowing and infringing upon creative works. After an introduction to key terms within the intellectual property field, I provide a brief history on the evolution of copyright within the United Kingdom. After a discussion on property protection and rights for literary, dramatic, and artistic works, I cite the Copyright, Designs and Patents Act 1988 as the key document from which I draw my conclusions on Shakespeare’s infringement of source texts within his plays.
Chapters three, four, and five, focus on the individual analyses of source texts used by Shakespeare within each of his selected plays. While Shakespeare did borrow from a multitude of source texts, I strive to analyze his utilization of content within only his most primary source texts. Each chapter begins with a brief synopsis of the play, characters, and major themes. After each introduction, I devote multiple pages of text to comparing and contrasting Shakespeare’s imitation and utilization of primary source texts within his own works. At the end of each chapter, I calculate the age of each source text as it relates to the public domain and intellectual property law.
Following chapter five, I use the combination of my analyses and personal understanding of copyright to render three separate verdicts on Shakespeare’s infringement of source materials within each of his plays. Alongside each verdict, I provide lawful reasoning for the individual outcome of each case. In the final pages, I draw a conclusion concerning Shakespeare’s infringement of source texts within his plays. It looks like one play clearly breaks the United Kingdom’s copyright laws, one play may or may not depending on further studies, and a third drama clearly does not constitute infringement. Furthermore, I offer a brief commentary on the reigning United Kingdom intellectual property laws based upon my analyses and verdicts.
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Beers, Maggie. "Subjects-in-Interaction version 3.0, an intellectual system for modern language student teachers to appropriate multiliteracies as designers and interpreters of media texts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ61050.pdf.
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Dockery, Karla. "The reading comprehension of deaf/hard-of-hearing Jamaican students: the contributions of intellectual ability, sign-language comprehension, vocabulary, knowledge and metacognitive awareness." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121323.
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A large number of deaf/hard-of-hearing (hh) students never attain grade-appropriate reading comprehension levels. Studies, primarily with North American and European countries, have established that the median reading comprehension level achieved at graduation is grade 4. The present study sought to examine the current reading comprehension levels of deaf/hh Jamaican students enrolled in a sign-bilingual program. Additionally, the study sought to examine the predictive power that selected variables--intellectual ability, receptive vocabulary knowledge, sign-language comprehension, and metacognitive awareness--may have in the current reading comprehension levels of deaf/hh Jamaican students. Questionnaires and measures were completed by a cross-section of deaf/hh students from grade 4 to 12 and their teachers. Overall low reading comprehension levels were similar to those of their deaf/hh counterparts worldwide. However, expected progression in reading comprehension levels for students in higher grade levels was not apparent. Sign-language comprehension, receptive vocabulary knowledge, and metacognitive Support strategy use were important predictors of reading comprehension. Additional analysis also indicated that sex was an important predictor of reading comprehension. Although overall reading comprehension levels were low, female participants performed better than male participants. Implications for instructional practices, curriculum development, and early identification systems are discussed. Recommendations for further studies are also presented.Un grand nombre d'étudiants sourds ou malentendants n'atteignent jamais le degré de compréhension de lecture approprié à leur niveau scolaire. Des études, principalement réalisées en Amérique du Nord ainsi qu'en Europe ont démontré que le niveau moyen de compréhension de lecture d'un(e) diplômé(e) se situe au rang de secondaire 4. Cette étude visait également à examiner les niveaux de compréhension de lecture courantes d'étudiants jamaïcains sourds ou malentendants inscrits à un programme de langage des signes, bilingue. En outre, l'étude portait sur l'indice de pouvoir des variables sélectionnées: capacité intellectuelle, réceptivité de la connaissance du vocabulaire, compréhension en langage des signes, conscience métacognitive, que peut avoir sur les niveaux de compréhension de lecture courantes, des étudiants jamaïcains sourds ou malentendants. Ces questionnaires et évaluations ont été réalisés par un échantillon d'élèves sourds ou malentendants du niveau 4 à 12 ainsi que par leurs enseignants. Leurs niveaux de compréhension de lecture, globalement faible, étaient similaires à celui de leurs homologues sourds ou malentendants à travers le monde. Toutefois, la progression attendue dans des niveaux de compréhension en lecture pour des étudiants de catégories supérieures n'était pas apparente. La compréhension de langage des signes, la connaissance du vocabulaire réceptif et l'utilisation de stratégies d'assistance métacognitive ont été des indices importants de compréhension de lecture. Une analyse supplémentaire a également indiqué que le sexe était un critère important dans la compréhension de lecture. Bien que les niveaux des participants en compréhension de lecture aient été bas, les participantes ont mieux performé que les participants masculins. Conséquences pour les pratiques pédagogiques: élaboration de programmes d'études et discussion sur des systèmes de détection précoces. Présentation de recommandations pour des études supplémentaires.
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Beers, Maggie. "Subjects-in-Interaction version 3.0 an intellectual system for modern language student teachers to appropriate multiliteracies as designers and interpreters of media texts." Ottawa : National Library of Canada = Bibliothèque nationale du Canada, 2002. http://www.nlc-bnc.ca/obj/s4/f2/dsk3/ftp05/NQ61050.pdf.
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Carlson, Laura M. "The politics of interpretation : language, philosophy, and authority in the Carolingian Empire (775-820)." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:9e2574f8-b264-4e48-8390-fbec34411651.
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Is language a tool of empire or is empire a tool of language? This thesis examines the cultivation of Carolingian hegemony on a pan-European scale; one defined by a renewed interest in the study of language and its relationship to Carolingian eagerness for moral and spiritual authority. Intended to complement previous work on Carolingian cultural politics, this thesis reiterates the emergence of active philosophical speculation during the late eighth and early ninth centuries. Prior research has ignored the centrality of linguistic hermeneutics in the Carolingian literate programme. This thesis addresses this lacuna, demonstrating the symbiotic relationship between spirituality, language, and politics within the Carolingian world. The work appropriates prior investigations into the connection of semiotics and Christian philosophy and proposes the development of a renewed interest into ontology and epistemology by Carolingian scholars, notably Alcuin of York and Theodulf of Orléans. The correlation between linguistic philosophy and spiritual authority is confirmed by the 794 Synod of Frankfurt, at which accusations towards both the Adoptionist movement of northern Spain and the repeal of Byzantine Iconoclasm were based on the dangers of linguistic misinterpretation. The thesis also explores the manifestation of this emergent philosophy of language within the manuscript evidence, witnessed by the biblical pandects produced by Alcuin and Theodulf. Desire for the emendation of texts, not to mention the formation of a uniform script (Caroline Minuscule), abetted the larger goal of both infusing a text with authority (both secular and divine) and allowing for broader spiritual and intellectual understanding of a text. Increasing engagement with classical philosophy and rhetoric, the nature of Carolingian biblical revision, and the cultural politics as seen at the Synod of Frankfurt depict the primacy of language to the Carolingians, not only as a tool of imperialism, but the axis of their intellectual and spiritual world.
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Ziu, Endri. "The Emergence Of Albanian National Identity And Three Figures: Semsettin Sami, Ismail Kemal, Fan S. Noli." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614611/index.pdf.
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This thesis will examine the emergence of Albanian national identity. It will analyze this process in two different phases. The first phase includes the period after the League of Prizren until the independence. The second phase starts after the independence. This thesis will try to understand this process by focusing on the intellectual activity of the Albanian intellectuals and mainly on the intellectual thoughts of three Albanian figures: Semsettin Sami, Ismail Kemal, and Fan S. Noli. These intellectuals formulated their ideas on the basis of both the process of modernization and the international context. As such, they enabled the transition from a mere ethnic Albanian identity to an Albanian national identity. The main components of the Albanian national identity analyzed in this thesis are language, territory, and myth.
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Seneviratne, Rohana Pushpakumara. "The revival of Sphoṭa in early modern Benares : Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:39f21276-bd98-4a20-94f1-383b49194bf3.
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This thesis examines the revival of the sphoṭa doctrine in early modern Benares and Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa as an influential work in that revival. The sphoṭa doctrine is the richest contribution of the grammarians to the philosophy of language, but its semantic significance was not highlighted until late, because its theological implication was stronger. Śeṣakṛṣṇa was a renowned Sanskrit grammarian who flourished in sixteenth-century Benares. He also wrote poetry and Dharmasastric works, and played an important role as a juridical authority. Despite his illustrious career, Śeṣakṛṣṇa encountered criticism for his works from contemporary critics. The only work he wrote solely on the philosophy of language was the Sphoṭattvanirūpaṇa. As the first discrete work on sphoṭa by a grammarian, the Sphoṭattvanirūpaṇa represented an important landmark in the later expositions of the doctrine of sphoṭa particularly because it renewed the later grammarians' interest in sphoṭa, which then resulted in a series of individual works of a similar sort. The revival of the sphoṭa doctrine in early modern Benares coincided with that of the philosophy of language, which was caused by a number of social and intellectual factors in different proportions and phases. Śeṣakṛṣṇa's Sphoṭattvanirūpaṇa emerged on the eve of that revival, and can be recognized as a pioneer work in terms of its revitalization of the grammarians' interpretation of sphoṭa after a period of dormancy, and its influence on later works on sphoṭa.
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Kohn, Sheldon Scott. "The Literary and Intellectual Impact of Mississippi’s Industrial Institute and College, 1884-1920." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/english_diss/15.
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After a long struggle, the State of Mississippi founded and funded the Industrial Institute and College in 1884. The school, located in Columbus, Mississippi, was the first state-supported institution of higher education for women in the United States, and it quickly became a model for similar schools in many other states. The Industrial Institute and College was distinguished from other women’s colleges in the nineteenth century by the fact that its graduates were expected to be fully prepared to support themselves. This curriculum required students to complete coursework in both liberal arts and vocational training. There was much conflict and controversy between factions that wanted the school to focus exclusively on either vocational training or liberal studies. Pauline Van de Graaf Orr served as Mistress of English from 1884-1913. Under her leadership, the Department of English set a high standard for its students. While there was considerable attrition among the students, many of whom were as young as fifteen and most of whom had no adequate secondary preparation, the Industrial Institute and College also graduated students, such as Blanche Colton Williams and Rosa Peebles, who went on to distinguished academic careers. Frances Ormond Jones Gaither was the best fiction writer the school graduated. After finding some success as a writer of children’s books in the 1930s, Gaither wrote a trilogy of novels about the Old South in the 1940s. Follow the Drinking Gourd (1941) follows the establishment and development of the Hurricane Plantation in Alabama. The Red Cock Crows (1944) addresses the then-unexplored topic of a slave revolt in antebellum Mississippi. In Double Muscadine (1949), a best-seller, Gaither explores the causes and consequences of miscegenation.
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Mims, Pamela J., and R. Pennington. "Trends in Written Expression for Students with Moderate to Severe and Intellectual Disability: Past, Present and Future." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/167.
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uk, tom_lonie_tefl_teacher@yahoo co, and Thomas Christie Lonie. "Magic causality : the function of metaphor and language in the earlier verse, essays and fictions of Jorge Luis Borges, read as consitutive of a theory of generic incorporation." Murdoch University, 1997. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20100108.131010.
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Borges saw narrative as the bearer of universally re-combinable elements. Although these elements seem sequential, their essential formal integrity guarantees their rearrangement to generate new narratives. The ficción lives beyond its author. However, Borges ontological anxieties also have a life of their own that undermines the ficcións assimilative potential.
By developing poetic and linguistic insights Borges creates immortal text through the construction of a symbolic repertoire. Each element of the repertoire has its genesis in the authors personal development. This history is archaeologised in the early poetry and mediated through a theory of metaphor and the readers interaction with the text. Borges sees no need for a
Freudian reading theory. Instead he develops an antipsychological poetics. He enlists the reader as a willing participant in the text by a dual strategy of symbolic incorporation. Firstly, readers identify with characters through vicarious emotional prediction. Secondly, he refreshes the readers participation by presenting emblematic devices serving as sub-text to enhance symbolic participation. Together these strategies constitute a magic causality of negotiated textual interpretation continually operating in his narratives. But the discipline of magic causality also conceals a rhetoric of presence establishing counter-motivational effects to disturb symbolic incorporation at the level of genre.
The dissertation extracts key features for scrutiny from Borges early literary theory and criticism, elaborating them into a general aesthetic programme. It examines biographical influences in shaping his critical and creative work. It problematises his texts from the point of view of his ideas about linguistics, their identity as contributions to the genre of the ficción, and the centrality of metaphor and analogy as interpretative strategies. I use a number of approaches for this enterprise, including biographical criticism (ontological preoccupations), substitutional analysis (temporal subjectivity), linguistic interpretation (theory of metaphor), literary criticism (readerly reception), structuralism (readerly incorporation), and deconstruction (rhetoric of suppression). The dissertation pragmatically investigates, and contests, Borges assimilative poetics of textual presence.
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Thurston, Timothy O'Connor. "Laughter on the Grassland: A Diachronic Study of A mdo Tibetan Comedy and the Public Intellectual in Western China." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430960495.
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Dreyfus, Shoshana Judith. "When there is no speech a case study of the nonverbal multimodal communication of a child with an intellectual disability /." Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20070815.141153/index.html.
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Bou, Ali Nadia. "In the hall of mirrors : the Arab Nahda, nationalism, and the question of language." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:d2743101-6e64-4727-9b47-e144f62dce1c.
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The dissertation examines the foundations of modern Arab national thought in nineteenth-century works of Buṭrus al Bustānī (1819-1883) and Aḥmad Fāris al Shidyāq (1804-1887) in which occurred an intersection of language-making practices and a national pedagogic project. It interrogates the centrality of language for Arab identity formation by deconstructing the metaphor "language is the mirror of the nation," an overarching slogan of the nineteenth century, as well as engaging with twentieth-century discussions of the Arab nation and its Nahḍa. The study seeks to challenge the conventional historiography of Arab thought by proposing a re-theorisation of the Arab Nahḍa as an Enlightenment-Modernity construct that constitutes the problematic of the Arab nation. The study investigates through literature and literary tropes the makings and interstices of the historical Arab Nation: the topography of its making. It covers a series of primary understudied sources: Bustānī's enunciative Nafīr Sūriyya pamphlets that he wrote in the wake of the 1860 civil wars of Mount Lebanon and Damascus: his translation of Robinson Crusoe, dictionary, and encyclopaedia. As well as Shidyāq's fictional autobiography, linguistic essays and treatise, and travel writings on Europe. The dissertation engages with these works to show how the 'Nahḍa' is a constituted by inherently contradictory and supplementary projects. It forms a moment of fracture in history and temporality – as does the Enlightenment in Europe – from which emerges a seemingly coherent national narrative.
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Harper, Liesl. "Whole school approach to language immersion using augmentative and alternative communication for students with multiple disabilities and complex communication needs." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/198051/1/Liesl%20Harper%20Thesis.pdf.
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This study explored the features, strategies and challenges of a whole school approach to augmentative and alternative communication (AAC) for students with multiple disabilities and complex communication needs. Augmentative and alternative communication provides students with functional communication, enabling participation in their daily lives, and engagement with curriculum and learning. The study found that provision of AAC is dependent on staff skill, expert training, communication opportunities and access to AAC resources. Furthermore, the features of a whole school AAC approach were underpinned by attitude, personal philosophy, organisational culture and the belief that all students can communicate and have something to say.
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Kerr, Matthew P. M. "With many voices : the sea in Victorian fiction." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:873709c4-cc2e-4679-a7c3-12ddcca7c02e.
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This thesis considers some of the ways in which the sea was written about and written with in English nineteenth-century prose fiction. It has become a commonplace of literary criticism that, in the century preceding modernism, prose fiction about the sea was unthinking and uninteresting: indentured to outworn generic codes, tied to certain clichés of national identity, Empire, or slipshod sublimity, and vaguely evoking some or all of them. This thesis does not attempt a general contradiction of this view. What this thesis does suggest is that Victorian fiction is not always naïve about its subject and, at times, displays an awareness of the generic and stylistic hazards attendant upon writing about the sea. To write about the sea was to risk writing vaguely. However, to Victorian novelists who wished to draw on vagueness, the sea offered a subject and a style that could be put to use. The introduction sets out the terms of my discussion both of vagueness, and of the attitudes of Victorian writers and readers to the sea as a setting and theme for fiction. The terms of philosophical vagueness are compared with the nineteenth century’s most influential aesthetics of obscurity: the sublime. The purchase of these theories is then tested, first in relation to Ruskin’s lifelong interest in representing the sea in painting and prose, and second with reference to novels by George Eliot, Thackeray, and Gaskell. Prior critical approaches are also considered, as is the topic of empire, which I explain is not my primary focus. The body of the thesis is devoted primarily to three author studies: Frederick Marryat, Charles Dickens, and Joseph Conrad. Each author wrote vaguely about the sea, though vagueness is shown to be, in all three cases, a resource that can be drawn upon with degrees of self-consciousness; if, by the beginning of the nineteenth century, vague language was considered appropriate to the sea, the linguistic resources that the sea in turn offered began to seem increasingly applicable to experiences characterised by uncertainty. I suggest that the sea establishes conditions that invite a rereading of the many repetitions in Marryat’s novels. These repetitions can be viewed, I argue, as traces of Marryat’s struggle to find a language appropriate to the ocean. In Dickens’s writing, the sea is often present as a source both of metaphor and of experience. I suggest that the slippery doubleness of the literary sea is a means by which both Dickens’s characters, and the individuals he encounters as a journalist, can be made to coexist with their ideal or literary doubles. In my chapter on Conrad, I argue that the sea forms a crucial element of the kind of literary impressionism Conrad recommends in his preface to The Nigger of the ‘Narcissus’ (1897) and elsewhere. Vagueness arises when the border between linguistic concepts becomes blurred. Two short interludes, on the subject of shores and depths respectively, consider such permeable thresholds. These interludes also provide a means of charting changes that occurred across the period, a counterpoint to the more temporally specific focus of the author studies. I conclude with a brief discussion of Virginia Woolf’s The Waves (1931). Critics have distinguished the high modernist sea from what came before; this coda insists that the sort of vagueness valued by Woolf has an earlier origin.
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Stanger, Carol, Pamela J. Mims, Leah Wood, and Lynn Ahlgrim-Delzell. "Supporting Literacy Achievement for Students with Intellectual Disability and Autism through Curricular Programs that Incorporate Assistive Technology." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/302.
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Education professionals are challenged with re-evaluating the learning capacity of students with developmental disabilities (e.g., intellectual disabilities, autism). Assistive technology (AT) provides both the means for delivery of instruction and the measure of outcomes. Students with developmental disabilities are learning to read and develop general education English Language Arts (ELA) skills across the grade span. This article summarizes ten selected research studies that demonstrate gains of students with developmental disabilities, including individuals who use augmentative and alternative communication (AAC), who have made measurable strides in literacy general education ELA skills. This selected research focused on literacy interventions specifically created for students with developmental disabilities which incorporated the use of AT, use systematic instruction and shared stories, and are commercially available. The research studies include a range of literacy instruction from picture books and early literacy skills to adapted contemporary fiction novels grade aligned to general education secondary level ELA. In these research protocols, AT facilitated both the delivery oof instruction and measure of outcomes.
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Buhlman, Tina Bisaro. "Soar to Success: An Instructional Inquiry on a Reading Comprehension Curriculum for Students with Significant Reading Deficits." Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1492430139880848.
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Silva, Camila Barreto. "Aprendizagem cooperativa no contexto da sala de aula: a anÃlise da evoluÃÃo psicogenÃtica da lÃngua escrita de aluno com deficiÃncia intelectual." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17823.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorA presente tese teve por objetivo analisar se a Aprendizagem Cooperativa constitui-se fator de evoluÃÃo psicogenÃtica da lÃngua escrita de alunos com deficiÃncia intelectual em contexto de sala de aula comum. Analisou se existiam diferenÃas na evoluÃÃo da escrita silÃbica entre os alunos com deficiÃncia intelectual que participaram das sessÃes de Aprendizagem Cooperativa e aqueles do grupo controle. Investigou tambÃm se esses sujeitos apresentaram comportamentos prÃ-ativos durante as sessÃes de produÃÃo escrita em contexto de cooperaÃÃo em sala comum. Nosso estudo teve uma abordagem qualitativa, utilizando como base teÃrica-metodolÃgica a organizaÃÃo estrutural da Aprendizagem Cooperativa fundamentada por Johnson, Johnson (1991, 1997, 1999). A tese tem como fundamentaÃÃo teÃrica os pressupostos sÃciointeracionista de Vygotsky, principalmente quanto a importÃncia da interaÃÃo e do conceito de mediaÃÃo para a aprendizagem dos alunos em grupo; os estudos sobre a psicogÃnese da lÃngua escrita referendados por Ferreiro e Teberosky; e as concepÃÃes acerca do funcionamento cognitivo das pessoas com deficiÃncia intelectual. Participaram do estudo seis sujeitos com deficiÃncia intelectual, quatro constituindo o grupo experimental e dois o grupo controle. Os sujeitos frequentavam trÃs escolas municipais de Fortaleza, nos 2 e 3 anos do Ensino Fundamental I, e o Atendimento Educacional Especializado. O desenvolvimento da pesquisa contou com nove procedimentos, dentre eles a aplicaÃÃo de prÃ-testes e pÃs-testes de escrita, e a realizaÃÃo de 35 sessÃes de produÃÃo de texto em grupo com cada sujeito do grupo experimental, perfazendo um total de 140 sessÃes. Os dados revelaram que, de modo geral, os sujeitos do grupo experimental desenvolveram habilidades sociais para tratar e superar as adversidades de natureza socioafetivas existentes ao longo das sessÃes, bem como para posicionarem-se nos grupos como protagonista de sua escrita. Os resultados mostraram que os sujeitos que participaram das sessÃes em grupos apresentaram comportamentos ao encontro da proposta da Aprendizagem cooperativa, promovendo, sobretudo, a emergÃncia de atitudes prÃ-ativas durante a construÃÃo dos textos coletivos, de modo que estes sujeitos refletissem sobre o sistema de escrita. Os prà e pÃs-testes revelaram mudanÃas de nÃveis conceituais na lÃngua escrita dos quatro sujeitos do grupo experimental, e regressÃes conceituais nos nÃveis de escrita dos sujeitos do grupo controle. Os dados indicam que a Aprendizagem cooperativa constituiu-se uma abordagem estrutural aplicÃvel em sala comum junto aos sujeitos com deficiÃncia intelectual de modo a promover a evoluÃÃo psicogenÃtica dos quatro participantes do estudo. A experiÃncia oportunizou tambÃm aos sujeitos momentos de reflexÃo em grupo acerca do sistema de escrita, fazendo inferÃncias e buscando de forma autÃnoma soluÃÃes para suas duvidas e questionamentos, aspecto que certamente contribui para a evoluÃÃo desses sujeitos.
This thesis aimed to analyze the Cooperative Learning constitutes psychogenetic evolution factor of the written language of students with intellectual disabilities in the context of common classroom. Examined whether there were differences in the evolution of syllabic writing among students with intellectual disabilities who participated in the sessions of Cooperative Learning and those in the control group. Also investigated these subjects had proactive behavior during production sessions written in the context of cooperation in the common room. Our study had a qualitative approach, using as a theoretical and methodological basis of the structural organization of the Cooperative Learning supported by Johnson, Johnson (1991, 1997, 1999). The thesis is the theoretical foundation sociointeractionist assumptions of Vygotsky, especially as the importance of interaction and the concept of mediation for learning group students; studies on the written language of psychogenesis countersigned by Ferreiro and Teberosky; and conceptions of the cognitive functioning of people with intellectual disabilities. Participated in the study six subjects with intellectual disabilities, four composing the experimental group and two control groups. ubjects attended three public schools in Fortaleza, in the 2nd and 3rd years of elementary school, and the Educational Service Specialist. The development of the research included nine procedures, including the application of pre-tests and writing post-tests, and performing 35 text production group sessions with each subject of the experimental group, a total of 140 sessions. The data revealed that, in general, subjects in the experimental group developed social skills to deal with and overcome the adversities of social-affective nature existing throughout the sessions and to position themselves in groups as the protagonist of his writing. The results showed that the subjects who participated in the sessions in groups showed behaviors of cooperative learning proposed the meeting, promoting, above all, the emergence of proactive attitudes during the construction of the collective texts, so that these subjects reflect on the system writing. Pre- and post-tests revealed changes of conceptual levels in the written language of the four subjects in the experimental group, and conceptual regressions in writing levels of the subjects in the control group. The data indicate that the cooperative learning constituted a structural approach applicable in the common room with intellectual disabilities with subjects in order to promote the development of psychogenic four study participants. The experience provided an opportunity also to subjects moments of reflection group on the writing system, making inferences and seeking autonomously solutions to your doubts and questions, an aspect that certainly contributes to the evolution of these subjects.
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Morton, Jonathan Simon. "The Roman de la Rose : nature, sex, and language in thirteenth-century poetry and philosophy." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:6e179c13-9046-44d3-801c-9cb12eb28229.
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Jean de Meun's continuation of the Roman de la rose (The Romance of the Rose), written in Paris in the 1270s, presents a vast amount of philosophy and natural science in vernacular poetry, while engaging thoroughly with contemporary, local philosophical and institutional debates. Taking this into consideration, this study investigates how the Rose depends for its meaning on questions around human nature, natural philosophy, and the philosophy of language that were being discussed and debated in the University of Paris at the time of its composition. It suggests a reading of the poem as a work of philosophy that uses Aristotelian ideas of nature and what is natural to present a moral framework – at times explicitly, at times implicitly – within which to assess and critique human behaviour. The concepts of the unnatural and the artificial are used to discuss sin and its effects on sexuality – a key concern of the Rose – and on language. The Rose is shown to present itself as artificial and compromised, yet nevertheless capable of leading imperfect and compromised humans to moral behaviour and towards knowledge which can only ever be imperfect. It is read as a presenting a rhetorical kind of philosophy that is sui generis and that appeals to human desire as well as to the intellect. The specific issue of usury and its relation to avarice is examined, studying contemporary theological and philosophical treatments of the question, in order to illustrate similarities and contrasts in the Rose's theoretical methodology to more orthodox modes of philosophical enquiry. Finally, the poem's valorisation of pleasure and of the perversity inherent in artificial productions is explored to show how poetry, though deviating from the strictures of dialectical language, is nevertheless productive and generative.
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Robbins, Timothy David. "Walt Whitman and the making of the American sociological imagination, 1870-1940." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6490.
Full textAbstract:
This dissertation recasts the history of sociology in the United States by focusing on one the discipline’s most surprising and neglected sources: the poetry of Walt Whitman (1819 -1892). Tracing the period in intellectual history—from, roughly, the end of the U.S. Civil War to the country’s entry into World War II—in which sociology emerged from a confluence of reform movements and cohered in the university, I seek to demonstrate how the recirculation of Whitman’s Leaves of Grass across some of the founding texts of social science in the United States helped furnish the conceptual vocabulary for a compassionate, impartial and distinctively “American” sociology. The first half of the project situates the development of Whitman’s poetry in the discursive milieu of nineteenth-century “Social Science”—the movement of intellectuals and activists that applied philosophical ideals to Gilded Age “social problems.” I argue that Walt Whitman engaged and merged the terms and images of social science into his poetry, helping to transform and ferry its rhetoric into concepts then imbibed by modern social theorists.
The latter half of the thesis turns to an examination of the poet’s presence in the instituting texts of academic sociology. Fusing the comparative methods of the “history of ideas” with more recent trends in reception theory and book studies, I survey documents from a range of Progressive Era institutions. Plotting interpretations of Leaves of Grass by some of the nation’s earliest social scientists—including Daniel Brinton, Edward A. Ross, Robert Park, Ruth Benedict and Howard Odum—across an array of monographs, lectures, letters, journal articles and protest speeches, I consider the deployment of Whitman against the then-forming backgrounds of cultural anthropology, social control theory and the sociology of race in the early twentieth century. In the end, my project aims to reassemble the literary foundation of American culture’s “sociological imagination” by using Whitman’s presence at its matrix as a case study.