Relevant bibliographies by topics / Writing development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Writing development'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Writing development"

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Ensour, Waed. "Human resource development in Arab writing." Problems and Perspectives in Management 16, no. 4 (December 24, 2018): 408–16. http://dx.doi.org/10.21511/ppm.16(4).2018.34.

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This study is a systematic review of the existing Arab literature on human resource development (HRD). A review of Arab HRD’s theoretical and empirical articles during the period 1964–2016 in peer-reviewed journals was conducted. Content analysis was utilized to examine how HRD is conceptualized, what purposes are attached to HRD and what activities HRD encompasses in Arab literature.It was found that the basic construct of HRD is employee development, targeted toward “individuals” and encompassing training, education and learning. Arab HRD has a strong performance orientation, and tends to emphasize utilitarian outlooks, as the role of HRD is perceived to be “instrumental” and “outcome focused”. HRD in Arab literature falls under the traditional functionalist school within the managerialist perspective and is essentially based on the principles of human capital theory. The issues of social justice, power, diversity and equity are rare in Arab HRD literature. Although the Arab view of HRD has been influenced by the American school, it is still in an early stage of growth, lacks a clear disposition and is still confined within the stance of traditional training.
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Yang, Li, and Zenan Zhao. "Profiling L2 writing development: The case of CFL learners in intermediate classes." Chinese as a Second Language Research 7, no. 2 (October 9, 2018): 221–47. http://dx.doi.org/10.1515/caslar-2018-0009.

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AbstractThis exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.
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Demchenko, N. A. "Training course for students philologists scientific writing skills development." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (330) (2019): 122–30. http://dx.doi.org/10.12958/2227-2844-2019-7(330)-122-130.

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Myhill, Debra. "From talking to writing: Linguistic development in writing." British Journal of Educational Psychology 2, no. 6 (April 1, 2009): 27–44. http://dx.doi.org/10.1348/978185409x421895.

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Freedman, Aviva. "Development in story writing." Applied Psycholinguistics 8, no. 2 (June 1987): 153–70. http://dx.doi.org/10.1017/s0142716400000187.

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ABSTRACTThis study describes development in the realization of story structure in the written productions of schoolchildren at three grade levels (5, 8, and 12) when writing in two different modes: true stories and invented. The scripts analysed were randomly selected from the compositions produced by the entire population of the three grade levels in one Canadian Board (7,500 students). The instrument of analysis was based on the story grammar developed by Stein and Glenn (1979). The analysis revealed: (a) there is development by age in the degree of realization of an “ideal form” of story schema, that is, one involving some setting information plus one complete episode; (b) the rate of development differs depending on whether stories are true or invented; (c) patterns of such development are complex and cannot be represented by a steady curve upward.
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Mavrogenes, Nancy A., and Nikolaus Bezruczko. "Influences on Writing Development." Journal of Educational Research 86, no. 4 (March 1993): 237–45. http://dx.doi.org/10.1080/00220671.1993.9941835.

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Nkosi, Lewis. "White writing." Third World Quarterly 11, no. 1 (January 1989): 157–61. http://dx.doi.org/10.1080/01436598908420145.

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Kobayashi, Kent D. "(139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course." HortScience 40, no. 4 (July 2005): 1043B—1043. http://dx.doi.org/10.21273/hortsci.40.4.1043b.

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How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.
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Jung, Sung-mi. "Personality development through introspective writing." Journal of Language & Literature 66 (June 30, 2016): 253. http://dx.doi.org/10.15565/jll.2016.6.66.253.

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Cooper, Frederic. "Writing the History of Development." Journal of Modern European History 8, no. 1 (March 2010): 5–23. http://dx.doi.org/10.17104/1611-8944_2010_1_5.

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Dissertations / Theses on the topic "Writing development"

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Thomson, Carol. "Integrating writing development in curricula: writing intensive project case studies." Rhodes University, Centre of Higher Education Research, teaching and Learning (CHERTL), 2017. http://hdl.handle.net/10962/59580.

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These case studies come from work done in the Writing Intensive Project (WIP) from its inception in 2013 until 2016 when formal funding from a Teacher Development Grant from the National Department of Higher Education ended. The project was unique for Rhodes University as it was the first time an intervention of this kind had ever been directed specifically at undergraduate writing development and support in the disciplines, and secondly, that participation by discipline-based academics in the project was entirely voluntary, thereby exemplifying a significant level of agency.
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Jones, Miranda. "The early development of writing." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381554.

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Degeneh, Bijiga Teferi. "The development of Oromo writing system." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/52387/.

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The development and use of languages for official, education, religion, etc. purposes have been a major political issue in many developing multilingual countries. A number of these countries, including China and India, have recognised the issues and developed language policies that have provided some ethnic groups with the right to develop their languages and cultures by using writing systems based on scripts suitable for these purposes. On the other hand, other countries, such as Ethiopia (a multilingual African state) had, for a long time, preferred a policy of one language and one script in the belief that this would help the assimilation of various ethnic groups create a homogenous population with one language and culture. Rather than realizing that aim, the policy became a significant source of conflict and demands for political independence among disfavoured groups. This thesis addresses the development of a writing system for Oromo, a language spoken by approximately 40 percent of the total population of Ethiopia, which remained officially unwritten until the early 1990s. It begins by reviewing the early history of Oromo writing and discusses the Ethiopian language policies, analysing materials written in various scripts and certain writers starting from the 19th century. The adoption of Roman script for Oromo writing and the debates that followed are explored, with an examination of some phonological aspects of the Oromo language and the implications of representing them using the Roman alphabet. This thesis argues that the Oromo language has thrived during the past few years having implemented a Roman-based alphabetical script. There have been and continue to be, however, internal and external challenges confronting the development of the Oromo writing system which need to be carefully considered and addressed by stakeholders, primarily by the Oromo people and the Ethiopian government, in order for the Oromo language to establish itself as a fully codified language in the modern nation-state.
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Centeno, Maria A. "Factors Related to Early Writing Development." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599.

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Min, Haesik. "Writing Development| A Process-Oriented Approach." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620483.

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This dissertation examined the development of writing in school-age children from a process-oriented perspective by examining pause patterns and the characteristics of language bursts between pauses. Study 1 investigated the development and operation of different writing processes during on-line text production of typically developing third and fifth graders. Fifth graders paused less frequently than third graders, but their pause duration was similar to the pause duration of third graders’. Fifth graders wrote more words between pauses than third graders. Revision rates were similar in both grades. The findings suggest that fifth graders are more advanced than third graders in the development of writing processes (i.e., planning, text generation, and transcription) whereas revising process does not mature from third grade to fifth grade. The advanced development of planning, text generation, and transcription in fifth grade facilitates the operation of these processes to partially overlap with each other. Revising process does not occur as frequently as other processes in both grades. However, when it does, its operation can sometimes overlap with the operation of text generation and transcription.

Study 2 investigated the effects of writing mediums (i.e., handwriting and typing) on the operation of writing processes during on-line text production of typically developing fifth and seventh graders and on the relation between writing processes and writing quality. Pauses occurred more frequently in typing than in handwriting. As typing skills improved from fifth grade to seventh grade, difference in pause rate between typing and handwriting decreased. Words between pauses were shorter in typing than in handwriting. Overall revision rate and meaning revising rate were higher in typing than in handwriting. There were some indications of positive association between meaning revision rate and writing quality. Overall pause rate was negatively associated with writing quality in fifth grade in both mediums. The findings suggest that the way handwriting and typing influenced the operation of different writing processes differed. However, the role of writing mediums in accounting for the relation between writing processes and writing quality appears to be limited.

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Coulter, Catherine Ann. "Writing with word processors : effects on cognitive development, revision and writing quality /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1986.

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Lee, Yvonne Renee. "Writing Toward Expert: The Writing Center's Role in the Development of Graduate Writers." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586373161616433.

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Barquin, Elisa Leslie. "Writing development in a study abroad context." Doctoral thesis, Universitat Pompeu Fabra, 2012. http://hdl.handle.net/10803/96196.

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While study abroad at the university level has been shown to benefit many aspects of second language proficiency, little is known about how this affects participants’ writing skills. The present study explores writing development in a group of 30 EFL learners over a period of 15-months and compares the progress made in two distinct learning contexts: study abroad (SA) and classroom instruction at home (AH). The learners’ writing before and after each learning context is evaluated by trained raters and analyzed quantitatively, using an assortment of computational tools, to determine whether progress is made in the domains of complexity, accuracy, fluency, lexical diversity and sophistication, and cohesion. The learners’ writing is also compared, in terms of both quality and characteristics, to the writing of 28 native speakers of English who wrote on the same topic under the same conditions. Results indicate the writing improves significantly after the SA context, and that learners make considerably more progress while abroad than during the AH context.
S’ha demostrat que les estades a l’estranger a nivell universitari són beneficioses en molts aspectes per a millorar la competència d’una segona llengua. Tanmateix, no se sap gaire sobre com afecten l’habilitat d’escriure dels participants. Aquest estudi investiga el desenvolupament de l’escriptura en un grup de 30 aprenents d’anglès com a llengua estrangera durant un període de 15 mesos. Alhora compara el progrés en dos contextos d’aprenentatge diferents: les estades a l’estranger i la instrucció a l’aula al país d’origen. S’avalua l’escriptura dels aprenents abans i després de cada context d’aprenentatge, d’una banda, per mitjà d’un grup d’avaluadors experts i, d’una altra, mitjançant un conjunt d’eines computacionals per a determinar si hi ha progrés en els dominis següents: complexitat, correcció, fluïdesa, diversitat i sofisticació lèxiques i cohesió. També es compara, en termes de qualitat i característiques, amb l’escriptura de 28 parlants nadius d’anglès que van escriure textos sobre el mateix tema i en les mateixes condicions. Els resultats indiquen que l’escriptura millora significativament després de l’estada a l’estranger i que els aprenents progressen més quan són a l’estranger que no pas en el context d’instrucció a l’aula al país d’origen
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Chen, Yu-Hua. "Investigating lexical bundles across learner writing development." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521459.

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Tung, Cynthia. "The Development of Writing and Preliterate Societies." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:107209.

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Thesis advisor: Michael J. Connolly
This paper explores the question of script choice for a preliterate society deciding to write their language down for the first time through an exposition on types of writing systems and a brief history of a few writing systems throughout the world. Societies sometimes invented new scripts, sometimes adapted existing ones, and other times used a combination of both these techniques. Based on the covered scripts ranging from Mesopotamia to Asia to Europe to the Americas, I identify factors that influence the script decision including neighboring scripts, access to technology, and the circumstances of their introduction to writing. Much of the world uses the Roman alphabet and I present the argument that almost all preliterate societies beginning to write will choose to use a version of the Roman alphabet. However, the alphabet does not fit all languages equally well, and the paper closes out with an investigation into some of these inadequacies and how languages might resolve these issues
Thesis (BA) — Boston College, 2015
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Slavic and Eastern Languages and Literatures
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Books on the topic "Writing development"

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Pontecorvo, Clotilde, ed. Writing Development. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/swll.6.

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Drew, Sue. Report writing: Development pack. [Sheffield]: [Sheffield Hallam University], 1994.

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Billett, Stephen, Giulia Ortoleva, and Mireille Betrancourt. Writing for professional development. Leiden: Brill, 2016.

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Dyson, Anne Haas. Drawing, talking and writing: Rethinking writing development. Berkeley, CA: Center for the Study of Writing, 1988.

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Tingle, Nick. Self-development and college writing. Carbondale: Southern Illinois University Press, 2004.

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L2 writing development: Multiple perspectives. Boston: De Gruyter Mouton, 2012.

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Foreign Service Institute (U.S.), ed. Disciplined writing and career development. [Arlington, Va.?]: Foreign Service Institute, 1986.

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Goldstein, Mortimer D. Disciplined writing and career development. [Arlington, Va.?]: Foreign Service Institute, 1986.

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Goldstein, Mortimer D. Disciplined writing and career development. [Arlington, Va.?]: Foreign Service Institute, 1986.

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Manchón, Rosa, ed. L2 Writing Development: Multiple Perspectives. Berlin, Boston: DE GRUYTER, 2012. http://dx.doi.org/10.1515/9781934078303.

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Book chapters on the topic "Writing development"

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Goodwin, Steven. "Writing." In Polished Game Development, 153–69. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2122-8_8.

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Juel, Connie. "Writing Development." In Learning to Read and Write in One Elementary School, 25–49. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4612-4282-6_2.

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VanDyk, John K. "Writing a Module." In Pro Drupal Development, 13–34. Berkeley, CA: Apress, 2008. http://dx.doi.org/10.1007/978-1-4302-0990-4_2.

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VanDyk, John K. "Writing Secure Code." In Pro Drupal Development, 453–76. Berkeley, CA: Apress, 2008. http://dx.doi.org/10.1007/978-1-4302-0990-4_20.

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Beningo, Jacob. "Writing Reusable Drivers." In Reusable Firmware Development, 95–119. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-3297-2_4.

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Tomlinson, Todd, and John K. VanDyk. "Writing a Module." In Pro Drupal 7 Development, 13–31. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-2839-4_2.

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Tomlinson, Todd, and John K. VanDyk. "Writing Secure Code." In Pro Drupal 7 Development, 465–86. Berkeley, CA: Apress, 2010. http://dx.doi.org/10.1007/978-1-4302-2839-4_21.

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Bock, Jason. "Writing Diagnostics." In .NET Development Using the Compiler API, 33–68. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2111-2_2.

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Odell, Den. "Writing High-Quality JavaScript." In Pro JavaScript Development, 65–89. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4302-6269-5_3.

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Halladay, Kyle. "Writing Shaders in Unity." In Practical Shader Development, 299–325. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-4457-9_16.

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Conference papers on the topic "Writing development"

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Harbali, Ioulia. "THE ART OF WRITING OR THE WRITING FOR ART IN COVID TIMES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2020.

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Sedova, Natalia, and Maria Zhukova. "TEACHING WRITING SKILLS AT UNIVERSITY." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0746.

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Antoniou, Faye, and Diogenis Papadopoulos. "EXPLORING DIFFERENCES IN UNDERGRADUATES' WRITTEN EXPRESSION BETWEEN WRITING ON SCREEN AND WRITING ON PAPER." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1721.

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Ismail, Noriah, Haryati Ahmad, Suhaidi Elias@Alias, Noor Sufiawati Khairani, Herlina Wati, and Suciyati Sulaiman. "AN ANALYSIS OF WRITING APPREHENSION LEVEL OF ESL UNDERGRADUATE STUDENTS AND THEIR PERCEPTION ON THE USE OF ANALYTICAL WRITING TECHNIQUE FOR ESSAY WRITING." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0518.

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Hancıoglu Eldridge, Nilgun, and Elmaziye Ozgur. "MOODLE AS SCAFFOLDING FOR THESIS WRITING." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0790.

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De Simone, Mariarosaria, and Francesca Marone. "COLLABORATIVE WRITING IN THE DIGITAL AGE." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0988.

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Lezhneva, Ekaterina, and Natalja Nikolayeva. "PEER FEEDBACK IN DEVELOPING TECHNICAL WRITING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0700.

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Oktri Wini, Lusia, Atmazaki Atmazaki, and Novia Juita. "The multimedia development for learning writing." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018155.

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Assumpção Maria, Sandra Andrea, Alexandra Lorandi Macedo, and Patricia Alejandra Behar. "CONTENT RECOMMENDATION TECHNOLOGY FOR COLLECTIVE DIGITAL WRITING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0959.

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Dugal, Sanjiv, Emma Calcagno, Charles Bedell, Jerry Berdugo, Justin Miano, and Louis Martocchio. "CRITICAL PARTICIPATION AND WRITING THROUGH STRUCTURED DIALOG." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1975.

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Reports on the topic "Writing development"

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Caruso, Gina. The Impact of Wiki-based Collaborative Writing on English L2 Learners' Individual Writing Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2003.

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Hamilton, Sarah. Writing Chinuk Wawa: A Materials Development Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2870.

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Kan, Jeroen A. van, C. W. Hagen, T. Osipowicz, A. Khursheed, and F. Watt. Ion Source Development for a Compact Proton Beam Writing System III. Fort Belvoir, VA: Defense Technical Information Center, June 2013. http://dx.doi.org/10.21236/ada588659.

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Sarah, Cummings. How to write a policy brief: getting started, writing your policy brief, and best practices. Swiss National Science Foundation (SNSF), June 2019. http://dx.doi.org/10.46446/publication_r4d.2019.4.en.

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The Swiss Programme for Research on Global Issues for Development (r4d programme) comprises interand transdisciplinary research partnerships between researchers at Swiss institutions and their partners in developing countries. Policy briefs represent one way in which r4d researchers can disseminate their research findings, approaches and tools to stakeholders from policy and practice. This short guide provides advice for writing policy briefs, some best practices and links to additional sources.
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Peterson, Eric, Wenbin Wei, and Lydon George. A Model for Integrating Rail Services with other Transportation Modalities: Identifying the Best Practices and the Gaps for California’s Next State Rail Plan. Mineta Transportation Institute, July 2021. http://dx.doi.org/10.31979/mti.2021.1949.

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The California State Rail Plan (CSRP) is among the best rail plan documents published by any jurisdiction in the United States to date. As such, the CSRP is used in this paper as the basis of comparison to other state rail service plans. These plans will have been submitted to the Federal Railroad Administration (FRA) on record as of June 2020—as required under Section 303 of the Passenger Rail Investment and Improvement Act (PRIIA) of 2008. The purpose of this paper is to identify the best practices and gaps that may inform California and other states in their future rail service plan development. This paper is grounded in the realization that, while the general outline of FRA requirements is uniform for all states, the actual content and inclusion of these requirements in the myriad state plans varies greatly. For example, California was granted an exception to help update FRA Rail Plan Guidance for its 2018 Rail Plan, other states have complained that FRA guidance and requirements on rail service planning have put state rail agencies in the position of constantly writing plans with little or no time to implement them. Throughout this research, the authors identify all the elements of FRA guidelines as reflected in the CSRP and rail plans of other states. This report also identifies the best features and planning strategies that may inform and improve the state rail planning process going forward, steps that will positively contribute to the public benefit of enhanced rail systems.
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Hall, Mark, and Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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Abstract:
The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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8

Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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