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Dissertations / Theses on the topic 'Word'

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Author: Grafiati
Published: 4 June 2021
Last updated: 22 June 2024

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1

Wilkerson, Bryan Scott. "Old World...New Word." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1394808105.

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2

Vice, President Research Office of the. "Word by Word." Office of the Vice President Research, 2008. http://hdl.handle.net/2429/2775.

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Once a struggling regional university publisher on the brink of demise, UBC Press is now one of North America’s most venerable university presses and has played a key role in disseminating leading social sciences research. After nearly 40 years in the publishing industry, UBC Press’s retired Associate Director, Editorial, Jean Wilson reflects on her 20-year career at the Press and the critical importance of scholarly publishing to the academic community.
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3

Buck, Sally. "Where words meet The Word: An exploration of a theopoetic paradigm for ministry of word." Thesis, Anglia Ruskin University, 2017. https://arro.anglia.ac.uk/id/eprint/702719/1/Buck_2017.pdf.

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Reader ministry in the Church of England and in Wales accounts for a significant percentage of licensed ministry being offered particularly in parishes and chaplaincies. However, when working with Reader candidates and licensed ministers with responsibility for formational education, it became apparent that very little has been written about this ministry from a theological or vocational perspective. It has been the intention of this research to overcome this gap in knowledge and understanding in a way that adds to the small corpus of work about Reader ministry in general, explores a theology of ministry of word in particular and improves my own practice and thus the quality of formational education offered to the Readers among whom I work. An inductive research project was designed incorporating a co-operative research group and a conversational form of interviews to investigate the possibility of a theopoetic paradigm for ministry of word which might then inform the practice of Reader education. The research group’s phases of reflection and action resulted in the emergence of a number of key topics. Interviews were transcribed and presented in the form of found poems. Topics and poems were then examined, themes grouped and related to further literature. The resulting theopoetic paradigm emerged from this interpretation of the data. The conclusion is that it is possible to communicate theological and vocational understanding of Reader ministry of word in terms of a theopoetic paradigm which is trinitarian in nature; creative, embodied and transformative and expressed through the lens of Gerard Manley Hopkins’ concepts of inscape, instress and selving. This paradigm contributes to theological and practical understanding of lay ministry of word and to research methods in pastoral theology and poetics.
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4

Buck, Sally. "Where words meet The Word : an exploration of a theopoetic paradigm for ministry of word." Thesis, Anglia Ruskin University, 2017. http://arro.anglia.ac.uk/702719/.

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Reader ministry in the Church of England and in Wales accounts for a significant percentage of licensed ministry being offered particularly in parishes and chaplaincies. However, when working with Reader candidates and licensed ministers with responsibility for formational education, it became apparent that very little has been written about this ministry from a theological or vocational perspective. It has been the intention of this research to overcome this gap in knowledge and understanding in a way that adds to the small corpus of work about Reader ministry in general, explores a theology of ministry of word in particular and improves my own practice and thus the quality of formational education offered to the Readers among whom I work. An inductive research project was designed incorporating a co-operative research group and a conversational form of interviews to investigate the possibility of a theopoetic paradigm for ministry of word which might then inform the practice of Reader education. The research group’s phases of reflection and action resulted in the emergence of a number of key topics. Interviews were transcribed and presented in the form of found poems. Topics and poems were then examined, themes grouped and related to further literature. The resulting theopoetic paradigm emerged from this interpretation of the data. The conclusion is that it is possible to communicate theological and vocational understanding of Reader ministry of word in terms of a theopoetic paradigm which is trinitarian in nature; creative, embodied and transformative and expressed through the lens of Gerard Manley Hopkins’ concepts of inscape, instress and selving. This paradigm contributes to theological and practical understanding of lay ministry of word and to research methods in pastoral theology and poetics.
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5

Abu-Hamour, Bashir Essa. "The Relationships among Cognitive Ability Measures and Irregular Word, Non-Word, and Word Reading." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195329.

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This study examined the relationships between and among: (a) Processing Speed (PS) Cluster and Rapid Automatized Naming (RAN) Total to reading ability; (b) measures of RAN and PS to irregular word, non-word, and word reading; and (c) the relationships among irregular word, non-word, and word reading. The word reading measures were predicted by using multiple cognitive abilities including Phonological Awareness (PA), RAN, PS, and Working Memory (WM). Sixty participants, 39 students who were average readers and 21 students with reading difficulties in Grades 1, 2, 3, and 4 were recruited.Correlational designs testing predictive relationships were used to conduct this study. The results indicated that the PS Cluster had the strongest correlation with irregular word reading, whereas the RAN Total had the strongest correlation with both word reading and non-word reading ability. Reading performance was best predicted by RAN-Letters. In addition, the Woodcock-Johnson III Visual Matching test had the strongest predictive power of reading ability among all of the PS measures.High correlations were found among the reading variables within normally distributed data, whereas there was no significant correlation between irregular and nonword reading within the group of students with Reading Difficulties. These findings provide support for the dual-route theory. Among the 21 students with RD, 10 students presented problems in both non-word reading and irregular word reading; 9 students presented problems just in non-word reading; and 2 students presented problems just in irregular word reading. A model consisting of RAN, PA, and PS, as included in the study measures, provided the most powerful prediction of all reading skills. These findings also lend more support to the double-deficit model and indicate that PA and naming speed problems contribute independently to variance in reading.This study provides direction for the assessment of specific reading disability and the cognitive underpinnings of this disorder. These findings support the need to assess PA, RAN, and PS, as well as various types of word reading skills, when making a reading disability diagnosis. Further research may cross validate the results of this study, or add other aspects of reading (eg., reading fluency or comprehension) to this line of research.
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6

Padilla, López Rebeca. "Word Frequency as a Predictor of Word Intensity." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325301.

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In this thesis we explore the intensity of adjectives and how it can be predicted by different word features. We investigate how to accurately determine intensity between synonymous adjectives. For this, we look at features such as word frequency, number of senses and syllable length. Our study is inspired by life satisfaction and happiness surveys and the possibility that differences in intensity in the translation of the adjectives used for the questionnaires could explain the high degree of satisfaction that some countries show. We base our hypothesis on the theories of grammaticalization and semantic bleaching and the discoveries made by other researches about the relations between these word features and word intensity. We focus on studying Danish, English and French. Our study points to a statistically significant negative correlation between word frequency and word intensity.
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7

Reynolds, Meredith Lynn Hanks Dorrel Thomas. "Word choice and word concentration in Malory's works." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5085.

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8

GIBSON, JANET MARIE. "PRIMING OF WORD FRAGMENT AND WORD STEM COMPLETION." Thesis, 1987. http://hdl.handle.net/1911/13219.

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Three experiments explored the extent to which word fragment completion and word stem completion could be "primed," or facilitated, by prior study of the words. In Experiment 1, the manner in which the words were studied beforehand had little effect on priming of either kind of completion, but delaying the test reduced the amount of priming. More importantly, priming of fragment completion decreased over the delay to a greater degree than priming of stem completion. In Experiment 2, this interaction was not replicated when both fragments and stems were constructed without controlling the number of possible completions and were placed in the same test. In a third experiment, the number of response alternatives did not affect priming of stem completion. It was concluded that differences in the amount of priming of fragment completion and stem completion cannot be easily explained by the number of response alternatives or by the task difficulty.
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9

Ussishkin, Adam. "Target = tfaħħar (real word); prime = ħarref (real word)." 2010. http://hdl.handle.net/10150/316903.

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10

Ussishkin, Adam. "Target = baqqan (real word); prime = baqqan (real word)." 2010. http://hdl.handle.net/10150/316916.

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11

Ussishkin, Adam. "Target = tama' (real word); prime = ċekken (real word)." 2010. http://hdl.handle.net/10150/316927.

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12

Ussishkin, Adam. "Target = bikkem (real word); prime = bikkem (real word)." 2010. http://hdl.handle.net/10150/316955.

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13

Ussishkin, Adam. "Target = berraq (real word); prime = berraq (real word)." 2010. http://hdl.handle.net/10150/316966.

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14

Ussishkin, Adam. "Target = feraq (real word); prime = feraq (real word)." 2010. http://hdl.handle.net/10150/316974.

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15

Ussishkin, Adam. "Target = faqqar (real word); prime = faqqar (real word)." 2010. http://hdl.handle.net/10150/316987.

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16

Ussishkin, Adam. "Target = issabbar (real word); prime = issabbar (real word)." 2010. http://hdl.handle.net/10150/316999.

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17

Ussishkin, Adam. "Target = fileġ (real word); prime = fileġ (real word)." 2010. http://hdl.handle.net/10150/316978.

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18

Ussishkin, Adam. "Target = iċċaħħad (real word); prime = iċċaħħad (real word)." 2010. http://hdl.handle.net/10150/316997.

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19

Ussishkin, Adam. "Target = ittaqqab (real word); prime = ittaqqab (real word)." 2010. http://hdl.handle.net/10150/317079.

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20

Ussishkin, Adam. "Target = meraħ (real word); prime = meraħ (real word)." 2010. http://hdl.handle.net/10150/317091.

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21

Ussishkin, Adam. "Target = nħareġ (real word); prime = naħar (real word)." 2010. http://hdl.handle.net/10150/317105.

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22

Ussishkin, Adam. "Target = nħonoq (real word); prime = iġġarraf (real word)." 2010. http://hdl.handle.net/10150/317120.

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23

Ussishkin, Adam. "Target = naqas (real word); prime = naqas (real word)." 2010. http://hdl.handle.net/10150/317272.

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24

Ussishkin, Adam. "Target = nfetaħ (real word); prime = nbeżaq (real word)." 2010. http://hdl.handle.net/10150/317276.

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25

Ussishkin, Adam. "Target = ndifen (real word); prime = nibet (real word)." 2010. http://hdl.handle.net/10150/317279.

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26

Ussishkin, Adam. "Target = naġġar (real word); prime = kesaħ (real word)." 2010. http://hdl.handle.net/10150/317288.

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27

Ussishkin, Adam. "Target = ndifen (real word); prime = difen (real word)." 2010. http://hdl.handle.net/10150/317291.

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28

Ussishkin, Adam. "Target = nemmes (real word); prime = nemmes (real word)." 2010. http://hdl.handle.net/10150/317295.

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29

Ussishkin, Adam. "Target = nixef (real word); prime = issaħħar (real word)." 2010. http://hdl.handle.net/10150/317331.

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30

Ussishkin, Adam. "Target = nqaras (real word); prime = issammar (real word)." 2010. http://hdl.handle.net/10150/317322.

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31

Ussishkin, Adam. "Target = redden (real word); prime = redden (real word)." 2010. http://hdl.handle.net/10150/317384.

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32

Ussishkin, Adam. "Target = ntelaq (real word); prime = ntelaq (real word)." 2010. http://hdl.handle.net/10150/317402.

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33

Ussishkin, Adam. "Target = siket (real word); prime = kiber (real word)." 2010. http://hdl.handle.net/10150/317493.

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34

Ussishkin, Adam. "Target = tfaħħar (real word); prime = faħħar (real word)." 2010. http://hdl.handle.net/10150/317499.

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35

Ussishkin, Adam. "Target = naqqas (real word); prime = sibel (real word)." 2010. http://hdl.handle.net/10150/317520.

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36

Ussishkin, Adam. "Target = tfattar (real word); prime = nħakem (real word)." 2010. http://hdl.handle.net/10150/317530.

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37

Ussishkin, Adam. "Target = tkerrah (real word); prime = ntilef (real word)." 2010. http://hdl.handle.net/10150/317541.

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38

Ussishkin, Adam. "Target = tkittef (real word); prime = tkittef (real word)." 2010. http://hdl.handle.net/10150/317592.

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39

"Target = ħammeġ (real word); prime = tkerrah (real word)." 2014. http://hdl.handle.net/10150/317131.

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40

"Target = ħareġ (real word); prime = nqatel (real word)." 2014. http://hdl.handle.net/10150/317158.

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41

"Target = ħonoq (real word); prime = ntefaħ (real word)." 2014. http://hdl.handle.net/10150/317164.

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42

"Target = ġenneb (real word); prime = iġġenneb (real word)." 2014. http://hdl.handle.net/10150/317171.

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43

"Target = ħarref (real word); prime = ħarref (real word)." 2014. http://hdl.handle.net/10150/317634.

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44

"Target = ċekken (real word); prime = baħħar (real word)." 2014. http://hdl.handle.net/10150/317641.

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45

Ussishkin, Adam. "Target = nfetaħ (real word); prime = tniffes (real word)." 2010. http://hdl.handle.net/10150/320341.

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46

Ussishkin, Adam. "Target = tqammel (real word); prime = rikeb (real word)." 2010. http://hdl.handle.net/10150/320354.

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47

Ussishkin, Adam. "Target = kiber (real word); prime = iġġissem (real word)." 2010. http://hdl.handle.net/10150/320401.

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48

Ussishkin, Adam. "Target = laqqat (real word); prime = laqat (real word)." 2010. http://hdl.handle.net/10150/320420.

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49

Ussishkin, Adam. "Target = ngirex (real word); prime = ngirex (real word)." 2010. http://hdl.handle.net/10150/320443.

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50

Ussishkin, Adam. "Target = ndarab (real word); prime = iddarrab (real word)." 2010. http://hdl.handle.net/10150/320460.

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