Gotowa bibliografia na temat „Success discourse”
Utwórz poprawne odniesienie w stylach APA, MLA, Chicago, Harvard i wielu innych
Spis treści
Zobacz listy aktualnych artykułów, książek, rozpraw, streszczeń i innych źródeł naukowych na temat „Success discourse”.
Przycisk „Dodaj do bibliografii” jest dostępny obok każdej pracy w bibliografii. Użyj go – a my automatycznie utworzymy odniesienie bibliograficzne do wybranej pracy w stylu cytowania, którego potrzebujesz: APA, MLA, Harvard, Chicago, Vancouver itp.
Możesz również pobrać pełny tekst publikacji naukowej w formacie „.pdf” i przeczytać adnotację do pracy online, jeśli odpowiednie parametry są dostępne w metadanych.
Artykuły w czasopismach na temat "Success discourse"
1
Briggs, Sarah. "When course success varies from discourse success". English for Specific Purposes 6, nr 2 (styczeń 1987): 153–56. http://dx.doi.org/10.1016/0889-4906(87)90020-2.
Pełny tekst źródła
2
Spivak, V. V. "Life success in baroque discourse". Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2019, nr 2 (19.12.2019): 165–77. http://dx.doi.org/10.32755/sjeducation.2019.02.165.
Pełny tekst źródła
3
Boettke, Peter J. "Analysis and Vision in Economic Discourse". Journal of the History of Economic Thought 14, nr 1 (1992): 84–95. http://dx.doi.org/10.1017/s1053837200004417.
Pełny tekst źródłaStreszczenie:
Robert Heilbroner (1990) challenges us to re-examine our preconceptions about the development of economic analysis in the twentieth century. John Maynard Keynes (1951, p. 141) once said, in a discussion concerning Alfred Marshall, that the “master economist…must study the present in light of the past for the purposes of the future,” and in this regard Heilbroner's essay is the work of a historian of economics who commands our attention and respect. The purpose of his essay “is to inquire into the successes and failures of economic thought in anticipating the march of actual events” (Heilbroner 1990, p. 1097). The failures, Heilbroner points out, considerably outweigh the successes. But, he conjectures, even in those cases of success, the success is not due to superior analysis. Rather, “the success of the farsighted seem accounted for more by their prescient ‘visions’ than by their superior analyses” (ibid., p. 1098).
4
Dzinovic, Vladimir. "Using focus groups to give voice to school underachievers". Zbornik Instituta za pedagoska istrazivanja 41, nr 2 (2009): 284–96. http://dx.doi.org/10.2298/zipi0902284d.
Pełny tekst źródłaStreszczenie:
This paper analyses discourses on school failure of gymnasium students. Research strategy for establishment of dialogue with students is focus group. The method of analysis of the material obtained in the conversations with students is discourse analysis. First, two dominant strategies of focus group usage are discussed: as means for collecting data from subjects and as a social emancipatory practice. The prevailing discourses about school failure of students are mapped: the discourse of school as an insecure investment, the discourse of school marginalisation, the discourse of disinterest of students, the discourse of disinterest of teachers and the discourse 'school success does not have an alternative'. The concluding part discusses research implications on social position of students in power relations in education.
5
Rismark, Marit. "The Likelihood of Success during Classroom Discourse". Scandinavian Journal of Educational Research 40, nr 1 (marzec 1996): 57–68. http://dx.doi.org/10.1080/0031383960400104.
Pełny tekst źródła
6
Koning, Danielle. "Place, Space, and Authority. The Mission and Reversed Mission of the Ghanaian Seventh-day Adventist Church in Amsterdam". African Diaspora 2, nr 2 (2009): 203–26. http://dx.doi.org/10.1163/187254509x12477244375175.
Pełny tekst źródłaStreszczenie:
Abstract African churches in diaspora frequently use mission discourses in which they seek to reach out not only to Africans but to 'native' populations as well. However, though such discourses are sometimes followed up by praxis and incidental 'success,' there often appears a gap between socalled 'reversed mission' discourse and its accompanying praxis. This article explores why this gap may exist, through a space and place related understanding of mission and a case study of the Ghanaian Seventh-day Adventists in Amsterdam. It is argued that ethnicised forms of place making, reversed mission as an identity discourse, and asymmetrical and ambivalent authority relations may account for the breach between reversed mission discourse and praxis among Ghanaian Adventists in Amsterdam and possibly the larger African Christian diaspora. Les églises africaines en diaspora se servent fréquemment des discours de mission dans lesquels ils cherchent à atteindre non seulement les Africains, mais aussi les populations locales. Cependant, même si ces discours sont parfois traduits en pratique et jouissent d'un certain 'succès,' on constate souvent un écart entre le discours de la « mission inversée », et la pratique qui l'accompagne. Cet article essaie d'analyser ces écarts entre discours et pratique à travers une compréhension de la mission dans sa dimension globale et locale et une étude de cas sur les Adventistes du septième jour ghanéens à Amsterdam. Il est soutenu que les formes ethniques de création d'espaces, la mission inversée en tant que discours d'identité et les relations d'autorité asymétriques et ambivalentes peuvent expliquer la brèche entre le discours de la mission inversée et la pratique parmi les Adventistes ghanéens à Amsterdam et probablement la plus grande diaspora Africaine chrétienne.
7
Andersson, Renée. "The myth of Sweden’s success: A deconstructive reading of the discourses in gender mainstreaming texts". European Journal of Women's Studies 25, nr 4 (20.11.2017): 455–69. http://dx.doi.org/10.1177/1350506817743531.
Pełny tekst źródłaStreszczenie:
This article investigates discourses of Sweden’s success in gender mainstreaming. Using the theoretical concept of myth, discourse analysis is performed on different categories of texts (including academic texts, grey papers and official reports). The aim is to analyse how this discourse of success is constructed and to increase the understanding of its components. The themes identified in the reading include adaptation, integration, volume and initiatives. In conclusion, it is argued that a conflation of gender mainstreaming (viewed as a strategy) with gender equality (as a policy objective) has been a vital part of the construction of Sweden as the best case of gender mainstreaming.
8
Agwuele, Augustine. "‘Exertion is not connected to success’: everyday Yoruba discourse of work and success". Africa 91, nr 5 (listopad 2021): 810–31. http://dx.doi.org/10.1017/s0001972021000590.
Pełny tekst źródłaStreszczenie:
AbstractWork hard, work smart, make the right connections, get the right education, invest wisely – yet after doing all the supposedly right things, success remains elusive to many. For a few, however, who may or may not have done exactly these things, success seems to come effortlessly. Some are very fortunate and others not so much. The lack of correspondence between exertion and success or work and good fortune is an issue that confronts lay persons and professionals alike. Focusing on Yoruba people, I discursively present lay Yoruba persons’ apprehension and common-sense view of this conundrum as reflected in their contextualized language use and supported by other ‘mundane’ information from day-to-day life. By looking at their everyday language, it is possible to deduce their reality as socially constructed in their discourses and gain insight into how they reconcile individual exertions with a view that asserts determinism. Further, I will suggest that the basis of the Yoruba conventional knowledge system informing their utterances and actions pertaining specifically to people's earthly fortunes lies in their origination narrative and original life quest, the essence of which remains inarguable even if temporarily pliable. The popular saying ‘iṣẹ́ o kan oríire’, exertion does not relate to success, is used as a point of departure and sense contained in their orature – situational utterances, pithy proverbs, aphorism and anecdotes – to tease out the Yoruba ordinary meaning of success/fortune and how it is acquired, relative to individuals’ earthly journey and preoccupation. Based on the sampled day-to-day utterances, individual life, it seems, unfolds as presumably scripted, despite apparent avowal and disavowal of ordination in people's pronouncements. Orí (head) retains its position at the summit, assenting – or not – to earthly endeavours.
9
Prins, Esther, i Blaire Willson Toso. "Defining and Measuring Parenting for Educational Success: A Critical Discourse Analysis of the Parent Education Profile". American Educational Research Journal 45, nr 3 (wrzesień 2008): 555–96. http://dx.doi.org/10.3102/0002831208316205.
Pełny tekst źródłaStreszczenie:
The Parent Education Profile (PEP) is an instrument used by family literacy programs to rate parents’ support for children’s literacy development. This article uses Critical Discourse Analysis to examine how the PEP constructs the ideal parent, the text’s underlying assumptions about parenting and education, and its ideological effects. The analysis shows how many features of the PEP evaluate parents according to a middle-class, predominantly White model of parenting and family-school interaction. Furthermore, the PEP tends to assume a universal, normative model of parental support for literacy, parental (mothers’) responsibility for educational outcomes, equal access to resources required to meet the PEP standards, and a limited parental role in assessment. In so doing, the PEP lends support to several dominant discourses regarding poor and minority families, such as the discourse of parent involvement and the “mothering discourse,” which encourages mothers’ supplementary educational work. Implications for policy, research, and practice are discussed.
10
Stein, Kevin A. "Success discourse in incumbent presidential television spots, 1956–2004". Public Relations Review 31, nr 2 (czerwiec 2005): 285–87. http://dx.doi.org/10.1016/j.pubrev.2005.02.010.
Pełny tekst źródłaRozprawy doktorskie na temat "Success discourse"
1
Turpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.
Pełny tekst źródła
2
DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.
Pełny tekst źródła
3
Nolan, S. J. "Communicative success in political wall murals in Northern Ireland : a critical discourse analysis". Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403176.
Pełny tekst źródła
4
Burns, Sharon L. "Sophisticated Chaos: The Influence of Academic Discourse on Student Success in First-Year English Composition". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275657274.
Pełny tekst źródła
5
Rafferty, John Michael, i res cand@acu edu au. "The Emergence of a Dominant Discourse Associated with School Programs: A Study of CLaSS". Australian Catholic University. Trescowthick School of Education, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp168.23072008.
Pełny tekst źródłaStreszczenie:
This thesis takes the position that once schools and school systems adopt reform programs,the values and meanings inherent in those programs create and perpetuate powerful forms of discourse that characterize the projects themselves, evoke loyalty and commitment and may ultimately serve to stifle other voices. The thesis examines several primary schools involved with the Children’s Literacy Success Strategy (CLaSS) in the Victorian Catholic Education system. It is an analysis of the dominant discourse created and perpetuated by the CLaSS documentation, education officers, principals, and classroom teachers. The study characterizes the nature of that discourse and explores its effects on the work of teachers, principals, and on school improvement. The analysis proposed in no way disparages CLaSS itself, nor does it seek to judge its objectives, or offer a critique of the specific methods used to improve literacy. Rather, it advocates that genuine school improvement requires one to step outside the circle of discourse engendered by reform programs such as CLaSS which promote a ‘single minded’ discourse about themselves and that which the school is attempting. When programs such as CLaSS are introduced into schools as part of a sector wide reform agenda they are expected to provide proof of improved results in order to justify the financial investment associated with the initiative. The values and beliefs of the reform initiative are expected to be accepted by school systems usually without question (Apple, 2000). The effects of such unquestioned acceptance of particular values are examined in the current study. As schools are expected to accept programs like CLaSS in their entirety, it is not possible within the rhetoric of CLaSS to select what elements of the program to adopt. This appears to lead to the creation and perpetuation of an ‘officially’ sanctioned way of thinking about school reform and teaching. Proponents of reform programs may argue that such sanctions are a necessary feature of whole school reform programs and provide a focus for energy and activism, for winning people’s support, and for conveying to parents and the wider school community a sense of purposeful action and rational planning. However, these dominant discourses seem to obscure other perspectives, disallowing critique and preventing reflective discourse and analysis. Indeed, this study holds that genuine school reform requires schools to break out of the imprisonment of dominant discourses and remain open to critical reflection
6
Donnison, Sharn, i n/a. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers". Griffith University. School of Education and Professional Studies, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061012.154401.
Pełny tekst źródłaStreszczenie:
This thesis examines the cultural models and discourses that a group of aspiring, primary school teachers in South-East Queensland employed to explain their current world and describe the likely development of their own careers and lives. Thirteen males and fifty-seven females, aged between 15 and 25, were involved in the study. All participants had expressed an interest in preservice teacher training with 77 percent of the cohort currently enrolled in a teacher-training program in the South-East region of Queensland, Australia. This study adopted a multi-method approach to data collection and included informal interviews, scenario planning workshops, focus groups, and a telephone survey. Initial pilot studies, incorporating informal interviews, preceded scenario planning workshops. Four males and eleven females were involved in six scenario planning groups. The scenario planning format, based upon Schwartz (1991), followed a seven-step approach whereby participants formulated and evaluated four possible future scenarios for Australia. These formed the stimulus material for the second stage of the study where thirteen focus groups critically analysed the scenario planning data. Interpretation of the data was underpinned by a framework based on an amalgamation of Gee's (1999) theoretical concepts of acts of meaning, cultural models, and Discourses and Bernstein's (1996) theoretical concepts of classification, framing, and realisation and recognition rules. The respondents exhibited five pre-eminent Discourses. These were a Technologies Discourse, Educational Discourse, Success Discourse, Voyeuristic Discourse, and an Oppositional Discourse. The group's Technologies Discourse was pervasive and influenced their future predictions for Australian society, themselves, and education and was expressed in both positive and negative terms. The respondents spoke of their current and future relationship to technologies in positive terms while they spoke of society's future relationship to technologies in negative terms. Their reactions to technologies were appropriated from two specific cultural resources. In the first instance this appears to be from their personal positive interactions with technologies. In the second instance the group have drawn from Science Fiction Discourses to predict malevolent and controlling technologies of the future. The respondents' Technologies Discourse is also evident in their Educational Discourse. They predict that their future classrooms will be more technological and that they, as teaching professionals, will be technologically literate and proficient. Their past experiences with education and schooling systems has also influenced their Educational Discourse and led them to assume, paradoxically, that while the process of education is and will continue to be a force for change, schools will not evidence a great deal of change in the coming years. The respondents were optimistic and confident about themselves, their current interactions with technologies, their future lives, and their future careers. These dispositions formed part of their Success Discourse and manifested as heroism, idealism, and a belief in utopian personal futures. The respondents' Voyeuristic Discourse assumed limited social engagement and a limited ability to accept responsibility for the past, present, and future. The respondents had adopted an 'onlooker' approach to society. This aspect of their Discourse appeared to be mutable and showed signs of tempering as the respondents matured and became more involved in their teaching careers. Finally, the respondents' Oppositional Discourse clearly delineated between themselves and 'others'. They were users of technologies, teachers, good people, young, privileged, white, Australian, and urban dwelling while 'others' were controllers of technologies, learners, bad people, older or younger, non-privileged, non-Australian, and country dwelling. Current reforms introduced by Education Queensland have stressed the need for a new approach to new times, new economies, and new workplaces. This involves having a capacity to envisage new forms, new structures, and new relationships. 'New times' teaching professionals are change agents who are socially critical, socially responsible, risk takers, able to negotiate a constantly changing knowledge-rich society, flexible, creative, innovative, reflexive, and collaborative (Sachs, 2003). The respondents in this study did not appear to be change agents or future activist teaching professionals (Sachs, 2003). Rather, they were inclined towards reproducing historical, traditional, and conservative social and professional roles as well as practices, and maintaining a safe distance from social and environmental responsibility. Essentially, the group had responded to a period of rapid social and cultural change by placing themselves outside of change forces. Successful educational reform and implementation, such as that being proposed by Education Queensland (2000), demands that all interested stakeholders share a common vision (Fullan, 1993). The respondents' Discourses indicated that they did not exhibit a futures vision beyond their immediate selves. This limited vision was at odds with that being espoused by Education Queensland (2000). This body recognises the importance of being able to envisage, develop, and sustain preferable futures visions and have developed futures oriented curricula with this in mind. Such curricula are said to respond to the changing needs of today's and tomorrow's society by having problem solving and the concept of lifelong learning at the core. The future towards which the respondents aspire is one where lifelong learning and problem solving have little significance beyond their need to stay current with evolving technologies. In reflecting on the respondents' viewpoints and the range of Discourses that they draw upon to accommodate their changing world, I propose a number of recommendations for policy makers and educators. It is recommended that preservice teacher training institutions take up the challenge of equipping future teachers with the skills, knowledges, and dispositions needed to be responsible, reflective, and proactive educators who are able to envisage and work towards preferable visions of schooling and society. Ideally, this could occur through mandatory Futures Studies courses. Currently, Futures Studies courses are not seen as an essential area of study within education degrees and as such preservice teachers are given little opportunity to engage with futures concepts, knowledges, or skills. The success of the scenario planning approach in this thesis and the richness of the issues raised through interactive engagement in imagining possible futures, suggests that all citizens, but particularly teachers, need to enlighten their imaginations more often through such processes.
7
Donnison, Sharn. "Discourses for the New Millennium: Exploring the Cultural Models of 'Y Generation' Preservice Teachers". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366454.
Pełny tekst źródłaStreszczenie:
This thesis examines the cultural models and discourses that a group of aspiring, primary school teachers in South-East Queensland employed to explain their current world and describe the likely development of their own careers and lives. Thirteen males and fifty-seven females, aged between 15 and 25, were involved in the study. All participants had expressed an interest in preservice teacher training with 77 percent of the cohort currently enrolled in a teacher-training program in the South-East region of Queensland, Australia. This study adopted a multi-method approach to data collection and included informal interviews, scenario planning workshops, focus groups, and a telephone survey. Initial pilot studies, incorporating informal interviews, preceded scenario planning workshops. Four males and eleven females were involved in six scenario planning groups. The scenario planning format, based upon Schwartz (1991), followed a seven-step approach whereby participants formulated and evaluated four possible future scenarios for Australia. These formed the stimulus material for the second stage of the study where thirteen focus groups critically analysed the scenario planning data. Interpretation of the data was underpinned by a framework based on an amalgamation of Gee's (1999) theoretical concepts of acts of meaning, cultural models, and Discourses and Bernstein's (1996) theoretical concepts of classification, framing, and realisation and recognition rules. The respondents exhibited five pre-eminent Discourses. These were a Technologies Discourse, Educational Discourse, Success Discourse, Voyeuristic Discourse, and an Oppositional Discourse. The group's Technologies Discourse was pervasive and influenced their future predictions for Australian society, themselves, and education and was expressed in both positive and negative terms. The respondents spoke of their current and future relationship to technologies in positive terms while they spoke of society's future relationship to technologies in negative terms. Their reactions to technologies were appropriated from two specific cultural resources. In the first instance this appears to be from their personal positive interactions with technologies. In the second instance the group have drawn from Science Fiction Discourses to predict malevolent and controlling technologies of the future. The respondents' Technologies Discourse is also evident in their Educational Discourse. They predict that their future classrooms will be more technological and that they, as teaching professionals, will be technologically literate and proficient. Their past experiences with education and schooling systems has also influenced their Educational Discourse and led them to assume, paradoxically, that while the process of education is and will continue to be a force for change, schools will not evidence a great deal of change in the coming years. The respondents were optimistic and confident about themselves, their current interactions with technologies, their future lives, and their future careers. These dispositions formed part of their Success Discourse and manifested as heroism, idealism, and a belief in utopian personal futures. The respondents' Voyeuristic Discourse assumed limited social engagement and a limited ability to accept responsibility for the past, present, and future. The respondents had adopted an 'onlooker' approach to society. This aspect of their Discourse appeared to be mutable and showed signs of tempering as the respondents matured and became more involved in their teaching careers. Finally, the respondents' Oppositional Discourse clearly delineated between themselves and 'others'. They were users of technologies, teachers, good people, young, privileged, white, Australian, and urban dwelling while 'others' were controllers of technologies, learners, bad people, older or younger, non-privileged, non-Australian, and country dwelling. Current reforms introduced by Education Queensland have stressed the need for a new approach to new times, new economies, and new workplaces. This involves having a capacity to envisage new forms, new structures, and new relationships. 'New times' teaching professionals are change agents who are socially critical, socially responsible, risk takers, able to negotiate a constantly changing knowledge-rich society, flexible, creative, innovative, reflexive, and collaborative (Sachs, 2003). The respondents in this study did not appear to be change agents or future activist teaching professionals (Sachs, 2003). Rather, they were inclined towards reproducing historical, traditional, and conservative social and professional roles as well as practices, and maintaining a safe distance from social and environmental responsibility. Essentially, the group had responded to a period of rapid social and cultural change by placing themselves outside of change forces. Successful educational reform and implementation, such as that being proposed by Education Queensland (2000), demands that all interested stakeholders share a common vision (Fullan, 1993). The respondents' Discourses indicated that they did not exhibit a futures vision beyond their immediate selves. This limited vision was at odds with that being espoused by Education Queensland (2000). This body recognises the importance of being able to envisage, develop, and sustain preferable futures visions and have developed futures oriented curricula with this in mind. Such curricula are said to respond to the changing needs of today's and tomorrow's society by having problem solving and the concept of lifelong learning at the core. The future towards which the respondents aspire is one where lifelong learning and problem solving have little significance beyond their need to stay current with evolving technologies. In reflecting on the respondents' viewpoints and the range of Discourses that they draw upon to accommodate their changing world, I propose a number of recommendations for policy makers and educators. It is recommended that preservice teacher training institutions take up the challenge of equipping future teachers with the skills, knowledges, and dispositions needed to be responsible, reflective, and proactive educators who are able to envisage and work towards preferable visions of schooling and society. Ideally, this could occur through mandatory Futures Studies courses. Currently, Futures Studies courses are not seen as an essential area of study within education degrees and as such preservice teachers are given little opportunity to engage with futures concepts, knowledges, or skills. The success of the scenario planning approach in this thesis and the richness of the issues raised through interactive engagement in imagining possible futures, suggests that all citizens, but particularly teachers, need to enlighten their imaginations more often through such processes.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Full Text
8
Soares, Thiago Barbosa. "Discursos do sucesso: a produção de sujeitos e sentidos do sucesso no Brasil contemporâneo". Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/5797.
Pełny tekst źródłaStreszczenie:
Made available in DSpace on 2016-06-02T20:25:23Z (GMT). No. of bitstreams: 1
6581.pdf: 6423765 bytes, checksum: efe0e9aea394d151f57ae9d7b72c224c (MD5)
Previous issue date: 2015-02-19Universidade Federal de Minas Gerais
This study analyzes the discourse on the success produced in contemporary Brazilian society. The corpus consists of editions of the magazine Caras and arising from the self-help literature books. More precisely, our research aims to describe and interpret the success of senses and subjects production process, to the extent that this is built by discursive practices of media and self-help literature, considering the fact that these discursive fields are privileged place of establishment of new subjectivities and new desires. Thus, this research aims to: 1) understand the meanings and the subjects produced among media, more specifically, in the magazine "Faces" in the issues of the first half of 2013, focusing on language resources, enunciative and textual employed in discursive constitution its publications, seeking to infer its recurrence in the production of certain effects of sense of success and their relationship with the interlocutors; 2) understand the meanings and subjects made in self-help literature, filigree, books whose titles are O sucesso está no equilíbrio (2006), O sucesso passo a passo (2010) and O sucesso de amanhã começa hoje (2005), in order to interpret their operating modes as tutorials to rise to success; 3) analyze the relationship of differences and similarities between the senses and subject these two forms of (re) production and spread of successful speech. Thus, we consider the postulate of speech analysis of formulated as follows by Orlandi (2012, 88 p.): subject and constitute sense while being identification processes based on the fact that a movement identity is history . If the subject and the senses are simultaneously at the meeting of the tongue with history, this meaning, speech, subjects and meanings of success will also be produced by speech. Before this situation, we propose in this dissertation expose a brief investigation of the senses on the speech of success in the current Brazilian society. Therefore, the methodological procedures used in the development of this work are based on qualitative research, the development of which we seek to identify linguistic-discursive regularities of statements of success and interpret the production of its subjects and senses through the development of parafrastics chains in order to infer its discursive formations.
Este estudo analisa o discurso sobre o sucesso produzido na sociedade brasileira contemporânea. O corpus é constituído por edições da revista Caras e livros oriundos da literatura de autoajuda. Mais precisamente, nossa pesquisa pretende descrever e interpretar o processo de produção de sentidos e sujeitos de sucesso, na medida em que esses são construídos por práticas discursivas da mídia e da literatura de autoajuda, considerando o fato de que esses campos discursivos são lugares privilegiados de constituição de novas subjetividades e de novos desejos. Assim, a presente pesquisa tem por objetivos: 1) compreender os sentidos e os sujeitos produzidos no meio midiático, mais especificamente, na revista Caras nas edições do primeiro semestre de 2013, focalizando os recursos linguísticos, enunciativos e textuais empregados na constituição discursiva de suas publicações, buscando depreender sua recorrência na produção de determinados efeitos de sentido sobre o sucesso e a relação desses com os interlocutores; 2) compreender os sentidos e sujeitos fabricados na literatura de autoajuda, em filigrana, nos livros cujos títulos são O sucesso está no equilíbrio (2006), O sucesso passo a passo (2010) e O sucesso de amanhã começa hoje (2005), a fim de interpretar seus modos de funcionamento como tutoriais para ascensão ao sucesso; 3) analisar a relação de diferenças e similitudes entre os sentidos e sujeitos nessas duas formas de (re)produção e propagação do discurso de sucesso. Desse modo, consideramos o postulado da Análise do discurso formulado nos seguintes termos por Orlandi (2012, p. 88): sujeito e sentido se constituem ao mesmo tempo, estando os processos de identificação na base do fato de que identidade é um movimento na história . Se os sujeitos e os sentidos constituem-se simultaneamente no encontro da língua com a história, ou seja, no discurso, os sujeitos e os sentidos do sucesso também serão produzidos pelo discurso. Ante esse quadro, propomos neste trabalho expor uma breve investigação dos sentidos sobre o discurso do sucesso na atual sociedade brasileira. Portanto, os procedimentos metodológicos adotados no desenvolvimento deste trabalho têm como base a pesquisa qualitativa, no desenvolvimento da qual buscamos identificar regularidades linguístico-discursivas dos enunciados do sucesso e interpretar a produção de seus sujeitos e sentidos por meio da elaboração de cadeias parafrásticas, no intuito de depreender suas formações discursivas.
9
Banks, Cerri Annette. "This is how we do it! Black women undergraduates, cultural capital and college success-reworking discourse /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
Pełny tekst źródła
10
Soltis, Jeffrey J. "Stakeholder participation in watershed permitting in the Powder River Basin of Wyoming satisfaction, success, discourse, and knowledge /". Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1686179941&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaKsiążki na temat "Success discourse"
1
Success in referential communication. Dordrecht: Kluwer Academic, 1999.
Znajdź pełny tekst źródła
2
Telling the success story: Acclaiming and disclaiming discourse. Albany: State University of New York Press, 1997.
Znajdź pełny tekst źródła
3
Paul, Matthias. Success in Referential Communication. Dordrecht: Springer Netherlands, 1999.
Znajdź pełny tekst źródła
4
Bouchard, Pierrette. School success by gender: A catalyst for the masculinist discourse. [Ottawa]: Status of Women Canada, 2003.
Znajdź pełny tekst źródła
5
Displaying competence in organizations: Discourse perspectives. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2011.
Znajdź pełny tekst źródła
6
Gilberto, Arriaza, i Henze Rosemary C, red. The power of talk: How words change our lives. Thousand Oaks, Calif: Corwin Press, 2009.
Znajdź pełny tekst źródła
7
Holzhey, Christoph F. E., i Arnd Wedemeyer, red. Errans. Berlin: ICI Berlin Press, 2022. http://dx.doi.org/10.37050/ci-24.
Pełny tekst źródłaStreszczenie:
Today’s critical discourses and theorizing vanguards agree on the importance of getting lost, of failure, of erring — as do life coaches and business gurus. The taste for a departure from progress and other teleologies, the fascination with disorder, unfocused modes of attention, or improvisational performances cut across wide swaths of scholarly and activist discourses, practices in the arts, but also in business, warfare, and politics. Yet often the laudible failures are only those that are redeemed by subsequent successes. What could it mean to think errancy beyond such restrictions? And what would a radical critique of productivity, success, and fixed determination look like that doesn’t collapse into the infamous ‘I would prefer not to’? This volume looks for an answer in the complicated word field branching and stretching from the Latin errāre. Its contributions explore the implications of embracing error, randomness, failure, non-teleological temporalities across different disciplines, discourses, and practices, with critical attention to the ambivalences such an impossible embrace generates.
8
Mollo-Bouvier, Suzanne. La sélection implicite à l'école: Pratiques du discours et discours de la pratique. Paris: Presses universitaires de France, 1986.
Znajdź pełny tekst źródła
9
Mollo-Bouvier, Suzanne. La sélection implicite à l'école: Pratique du discours et discours de la pratique. Paris: Presses universitaires de France, 1986.
Znajdź pełny tekst źródła
10
Kalfopoulou, Adrianne. A discussion of the ideology of the American dream in the culture's female discourses: The untidy house. Lewiston, NY: Edwin Mellen Press, 2000.
Znajdź pełny tekst źródłaCzęści książek na temat "Success discourse"
1
Yöndem, Meltem Turhan, i Göktürk Üçoluk. "A Realistic Success Criterion for Discourse Segmentation". W Computer and Information Sciences - ISCIS 2003, 592–600. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39737-3_74.
Pełny tekst źródła
2
Kim, Young Chun, i Jung-Hoon Jung. "Shadow Education Studies as Post-Truth Discourse". W Theorizing Shadow Education and Academic Success in East Asia, 14–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003097860-1.
Pełny tekst źródła
3
Geesa, Rachel Louise, Krista M. Stith i Ginger M. Teague. "Integrative STEM Education and Leadership for Student Success". W The Palgrave Handbook of Educational Leadership and Management Discourse, 733–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99097-8_36.
Pełny tekst źródła
4
Geesa, Rachel Louise, Krista M. Stith i Ginger M. Teague. "Integrative STEM Education and Leadership for Student Success". W The Palgrave Handbook of Educational Leadership and Management Discourse, 1–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-39666-4_36-1.
Pełny tekst źródła
5
Robier, Johannes. "Innovation, Exceptional Experience and Sustainable Success Made Easy: The NI© Needs Innovation Model". W Design, User Experience, and Usability: Design Discourse, 348–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20886-2_33.
Pełny tekst źródła
6
Shei, Chris. "How ‘real’ is reality television in China? On the success of a Chinese dating programme". W Real Talk: Reality Television and Discourse Analysis in Action, 43–65. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137313461_4.
Pełny tekst źródła
7
Leone-Pizzighella, Andrea R. "Social Personae and School Choice in Cittadina 1". W Discourses of Student Success, 58–92. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003134251-3.
Pełny tekst źródła
8
Leone-Pizzighella, Andrea R. "Conclusion". W Discourses of Student Success, 176–88. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003134251-7.
Pełny tekst źródła
9
Leone-Pizzighella, Andrea R. "Entering the World of Secondary Education in Italy". W Discourses of Student Success, 1–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003134251-1.
Pełny tekst źródła
10
Leone-Pizzighella, Andrea R. "What Does an Analysis of Language Tell Us about School and Society?" W Discourses of Student Success, 33–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003134251-2.
Pełny tekst źródłaStreszczenia konferencji na temat "Success discourse"
1
Noseworthy, Michael, Jackie Chi Kit Cheung i Joelle Pineau. "Predicting Success in Goal-Driven Human-Human Dialogues". W Proceedings of the 18th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2017. http://dx.doi.org/10.18653/v1/w17-5531.
Pełny tekst źródła
2
Lykartsis, Athanasios, i Margarita Kotti. "Prediction of User Emotion and Dialogue Success Using Audio Spectrograms and Convolutional Neural Networks". W Proceedings of the 20th Annual SIGdial Meeting on Discourse and Dialogue. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-5939.
Pełny tekst źródła
3
Lazareva, K. "Cultural Policy as an Attribute of Republic of Korea’s Soft Power Strategy Success". W The Second All-Russian Scientific and Practical Youth Conference “Mobility as a Soft Power Dimension: Theory, Practice, Discourse”. Institute of Philosophy and Law of the Ural Branch of the Russian Academy of Sciences, 2019. http://dx.doi.org/10.17506/articles.mobility.2019.7082.
Pełny tekst źródła
4
Zelče, Vita. "An Ideologized and a Realistic Discourse about Rural Latvian Teachers During the Stalinist Period: Analysis of the Content of the Newspaper “Skolotāju Avīze” and the Memoirs of Andrejs Dripe". W 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.40.
Pełny tekst źródłaStreszczenie:
This paper examines an ideologically idealised and a realistic discourse about rural Latvian teachers during the late 1940s and early 1950s, as represented, respectively, in the newspaper Skolotāju Avīze (The Teachers’ Newspaper), and in the memoirs of the former teacher and writer Andrejs Dripe. Dripe’s memoirs date back to the 1990s, when diaries written by him after WWII were published. The texts are analyzed with the discourse-historical approach, with the aim and result being the identification of discourse among and about rural teachers. The newspaper Skolotāju Avīze was established to create a discourse about the global excellence of Soviet teacher which, nonetheless, did include positive and negative evaluation. The basis of this judgement was the extent to which teachers did or did not include themselves in the Soviet educational system and in the processes of Sovietisation. Dripe also divided teachers into positive and negative categories in a discursive manner. His point of view, however, emerges from his and his family’s success in living and surviving in the Soviet system. The evidence suggests that discourse about teachers in such publications as Skolotāju Avīze and Dripe’ memoirs cannot be identified or analysed without the contextual foundations of history, in this case the Stalinist period in Latvia.
5
Latiolais, Ashlie, i Phanat Xanamane. "Cultural & Climatic Actors: Shifting Roles of Architects and Practice". W AIA/ACSA Intersections Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.inter.20.1.
Pełny tekst źródłaStreszczenie:
As the skills required for creating architecture continue to broaden and deepen, integrating professional experience into architectural education will be increasingly necessary. This integration will create graduates that are more adaptable and versatile than through academic experience alone. Professional Practice discourse is an obvious venue for discussing and exploring the broader skills required for success and advancement in architectural practice, however, this paper entry discusses a shift of conventional practice to a practice that addresses community work – from production processes – through a semester-long studio experience. The studio was dedicated to the students’ professional development of social and environmental responsibility using a transdisciplinary and collaborative approach. The impacts of intersecting architectural practice and interdisciplinary collaborators with architectural education through community engagement dissolves the notion that these actors are mutually exclusive. Rather, what yielded is an inclusive approach to creating environments that are more socially conscious; benefitting both the students and community patrons.
6
Hemmatian, Babak, Aryan Srivastava, Nathaniel Goodman, Jonathan Lee, Carsten Eickhoff i Steven Sloman. "Anecdotes Ushered in Marijuana Legalization: A Machine Learning-aided Big Data Analysis of Reddit Discourse (2008-2019)". W 2021 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.01.000.11.
Pełny tekst źródłaStreszczenie:
At least two fundamental types of evidence feature in attempts to persuade: Anecdotal and generalized (Baesler & Burgoon, 1994). Experimental research has found anecdotal evidence more effective at changing attitudes in issues marked by personal significance and health-relevance (Freling et al., 2020). These apply to marijuana legalization, where a massive shift in American attitudes (from 35% to 67% in favor during 2008-2019; Pew Research Center, 2019) was followed by rapid legalization. However, no research to date has examined whether the movement benefited from anecdotal framing. Since the attitude shift coincided with the rise of social media, we developed the largest corpus of marijuana legalization discussions from Reddit to address this gap (more than 3M comments from 2008-2019, comprising more than 300M words). The dataset is the first to separate marijuana legalization discourse from general mentions of cannabis (e.g., product advertisements) across an entire popular platform. We then developed neural network models to distinguish anecdotal from generalized text in the dataset based on three clause-level features derived from linguistic theory: Whether a clause is about a generic kind rather than specific instances, whether it presents a reliable state or an event, and whether events are bounded in time. Principal Components Analysis provided a reliable composite score of the three features, treated as a measure of the degree to which major themes of discourse are anecdotal versus generalized. We combined topic modeling (Latent Dirichlet Allocation; Blei et al., 2003) with hierarchical clustering and smoothed polynomial regressions to track themes’ prominence over time and bin them into broader categories. Anecdotal themes were less prevalent but present in most comments. We trained separate neural networks on human annotations of attitude and persuasion attempt. Within non-argumentative discourse, anecdotes became more prominent only later in time, presumably as a consequence of softening societal attitudes. But they played a more prominent role throughout in arguments favoring legalization, suggesting that they were actively used to persuade others. Were such anecdotal arguments timed in a way that benefitted legalization ballot initiatives? To answer, we inferred user locations and compared the rate of anecdotal themes before and after legalization in comments from pioneering states. Despite the experimental evidence favoring anecdotal argumentation, we found that the 2012 and 2016 legal milestones followed short-term increases in generalized arguments instead. The particular content, however, varied between the two periods. Character judgments were prominent in 2012, while crime and politics took center-stage in 2016. The generalized precedents of legalization in leading states were argumentative and moralistic but had distinctive clause-level profiles. Meanwhile, legal and medical arguments were sidelined, meaning the novel consensus was not informed by much of the relevant information, anecdotal or otherwise. Together, our results show that while the emerging consensus probably benefited from anecdotal argumentation, the legalization movement’s success happened despite its reliance on less effective generalized discussions with less concrete information content. Addressing this discrepancy between experimental research and the direction of societal discourse may help bring about more informed discussions while better enabling the changing of attitudes.
7
Buzzetto-More, Nicole. "Navigating the Virtual Forest: How Networked Digital Technologies Can Foster Transgeographic Learning". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2948.
Pełny tekst źródłaStreszczenie:
During the past decade the globally networked digital technologies that operate within the realm of the internet have encouraged academicians and educators the world over to communicate, collaborate, and share knowledge. They have stimulated the creation of transgeographic educational initiatives which broaden the opportunities of learners and are an effective means of eradicating ethnocentrism, xenophobia, and cultural divides. The construction of transgeographic learning communities within the unmapped virtual forest of the internet requires an organized and systematic approach. Success is dependent on committed participants; a shared learning platform; a clear understanding of purpose; extensive student and instructor preparedness towards technology usage; exemplary curricula; a central focus for investigation; interaction with experts; extensive opportunities for intellectual discourse; and collaboration. The purpose of this paper is to offer an independent examination of a successful technology-dependent transgeographic learning project that serves as a model from which to base future projects. The Summer Ecosystems Experience for Undergraduates (SEE-U) is available to colleges and university students worldwide, operating at three geographically distinct locations concurrently. The program includes global networking, GPS and GIS usage, a shared investigative focus, real-time interactions, data collection, a globally networked geo-referenced digital database that was specifically created for this project, data manipulation, online lectures, bulletin board discussions, Web-based office hours, links to relevant resources, expert presenters, online demonstration videos, networked simulations, collaborative research, and a series of student presentations.
8
Buzzetto-More, Nicole, i Bryant Mitchell. "Student Performance and Perceptions in a Web-Based Competitive Computer Simulation". W InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3353.
Pełny tekst źródłaStreszczenie:
Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making. In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive web-based simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & Tactics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and Teamwork and involves students competing in teams against other teams. In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice. The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.
9
Zalizniak, Anna A. "THE RUSSIAN KAK BY: SEMANTICS, PRAGMATICS, AND DIACHRONY". W International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-784-794.
Pełny tekst źródłaStreszczenie:
The article considers the semantics of the Russian word kak by. It demonstrates that there are three main types of use of this word that are relevant for the modern Russian language: 1) as an approximation indicator, i.e. the marker of an approximative, indirect or metaphorical use of the linguistic unit it introduces (cf. lёd na reke sluzhil kak by mostom ‘ice on the river served as a kind of bridge’; on kak by veduschij specialist v dannoj oblasti ‘he is sort of leading specialist in this field’); 2) as an indicator of epistemic indefiniteness (cf. infljatsii kak by net ‘there is <kak by> no inflation’); 3) as an illocutionary operator (“illocutionary mitigator”), mitigating the illocutionary force of the assertive speech act (cf. Ja kak by ispolnitel’nyj director kompanii ‘I am <kak by> the chief executive officer of the company’, uttered by the actual CEO of the company). We suggest that the initial meaning of kak by is that of a marker of descriptive indefiniteness (in an outdated use after the verbs of fuzzy perception), which has served as a source for both the approximation meaning, which is the main function of this word in contemporary Russian and that of epistemic indefiniteness. In its function as an “illocutionary mitigator” that emerged at the very end of the 20th century in the course of pragmaticalisation, the word kak by belongs to the class of discourse markers that ensure the success of a communicative act. The study was based on the Russian National Corpus (www.ruscorpora.ru), including its oral and parallel subcorpora.
10
Sergeev, S. "ON THE QUESTION OF THE EFFECTIVENESS OF STRUGGLE". W EXPONENTS OF SOCIAL AGGRESSION: GENERAL HUMANITARIAN DISCOURSES. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/esaghd2022_71-75.
Pełny tekst źródłaStreszczenie:
Abstract: the article analyzes terrorism from the point of view of the effectiveness of terrorist methods to achieve the goal and as a social phenomenon with its own laws. In general, it can be stated that although terrorism has an effect, its results are much lower than planned, and the internal principles of the phenomenon reduce the statistical probability of success in the long term.
Raporty organizacyjne na temat "Success discourse"
1
Blaxter, Tamsin, i Tara Garnett. Primed for power: a short cultural history of protein. TABLE, listopad 2022. http://dx.doi.org/10.56661/ba271ef5.
Pełny tekst źródłaStreszczenie:
Protein has a singularly prominent place in discussions about food. It symbolises fitness, strength and masculinity, motherhood and care. It is the preferred macronutrient of affluence and education, the mark of a conscientious diet in wealthy countries and of wealth and success elsewhere. Through its association with livestock it stands for pastoral beauty and tradition. It is the high-tech food of science fiction, and in discussions of changing agricultural systems it is the pivotal nutrient around which good and bad futures revolve. There is no denying that we need protein and that engaging with how we produce and consume it is a crucial part of our response to the environmental crises. But discussions of these issues are affected by their cultural context—shaped by the power of protein. Given this, we argue that it is vital to map that cultural power and understand its origins. This paper explores the history of nutritional science and international development in the Global North with a focus on describing how protein gained its cultural meanings. Starting in the first half of the 19th century and running until the mid-1970s, it covers two previous periods when protein rose to singular prominence in food discourse: in the nutritional science of the late-19th century, and in international development in the post-war era. Many parallels emerge, both between these two eras and in comparison with the present day. We hope that this will help to illuminate where and why the symbolism and story of protein outpace the science—and so feed more nuanced dialogue about the future of food.
2
Okyere, Samuel, Emmanuel Frimpong Boamah, Felix Asante i Thomas Yeboah. Policies and Politics Around Children’s Work in Ghana. Action on Children’s Harmful Work in African Agriculture, marzec 2021. http://dx.doi.org/10.19088/acha.2021.003.
Pełny tekst źródłaStreszczenie:
This paper explores policy and legislation aimed at preventing, regulating, and abolishing harmful children’s work in Ghana, and the political debates and controversies surrounding these mechanisms. The paper critically interrogates the successes and challenges of previous and current policies and interventions. It concludes that legislation and interventions aimed at preventing hazardous or harmful work should incorporate both the formal legislative rights discourse and the informal, traditional rights discourse to successfully navigate the political terrain, thereby accelerating attainment of common objectives.
3
Gattenhof, Sandra, Donna Hancox, Sasha Mackay, Kathryn Kelly, Te Oti Rakena i Gabriela Baron. Valuing the Arts in Australia and Aotearoa New Zealand. Queensland University of Technology, grudzień 2022. http://dx.doi.org/10.5204/rep.eprints.227800.
Pełny tekst źródłaStreszczenie:
The arts do not exist in vacuum and cannot be valued in abstract ways; their value is how they make people feel, what they can empower people to do and how they interact with place to create legacy. This research presents insights across Australia and Aotearoa New Zealand about the value of arts and culture that may be factored into whole of government decision making to enable creative, vibrant, liveable and inclusive communities and nations. The COVID-19 pandemic has revealed a great deal about our societies, our collective wellbeing, and how urgent the choices we make now are for our futures. There has been a great deal of discussion – formally and informally – about the value of the arts in our lives at this time. Rightly, it has been pointed out that during this profound disruption entertainment has been a lifeline for many, and this argument serves to re-enforce what the public (and governments) already know about audience behaviours and the economic value of the arts and entertainment sectors. Wesley Enoch stated in The Saturday Paper, “[m]etrics for success are already skewing from qualitative to quantitative. In coming years, this will continue unabated, with impact measured by numbers of eyeballs engaged in transitory exposure or mass distraction rather than deep connection, community development and risk” (2020, 7). This disconnect between the impact of arts and culture on individuals and communities, and what is measured, will continue without leadership from the sector that involves more diverse voices and perspectives. In undertaking this research for Australia Council for the Arts and Manatū Taonga Ministry for Culture & Heritage, New Zealand, the agreed aims of this research are expressed as: 1. Significantly advance the understanding and approaches to design, development and implementation of assessment frameworks to gauge the value and impact of arts engagement with a focus on redefining evaluative practices to determine wellbeing, public value and social inclusion resulting from arts engagement in Australia and Aotearoa New Zealand. 2. Develop comprehensive, contemporary, rigorous new language frameworks to account for a multiplicity of understandings related to the value and impact of arts and culture across diverse communities. 3. Conduct sector analysis around understandings of markers of impact and value of arts engagement to identify success factors for broad government, policy, professional practitioner and community engagement. This research develops innovative conceptual understandings that can be used to assess the value and impact of arts and cultural engagement. The discussion shows how interaction with arts and culture creates, supports and extends factors such as public value, wellbeing, and social inclusion. The intersection of previously published research, and interviews with key informants including artists, peak arts organisations, gallery or museum staff, community cultural development organisations, funders and researchers, illuminates the differing perceptions about public value. The report proffers opportunities to develop a new discourse about what the arts contribute, how the contribution can be described, and what opportunities exist to assist the arts sector to communicate outcomes of arts engagement in Australia and Aotearoa New Zealand.
4
Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.
Pełny tekst źródłaStreszczenie:
The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).