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Joseph, Adcock Karen. "Talking Shop". Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/689.
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Schraefel, Monica M. C. "Talking with Antigone". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ32721.pdf.
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Iacono, Anthony. "Talking to Strangers". VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4857.
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The knife is a major character in my work. Sections of paper, cut, painted, and bound together form shallow reliefs. In recontextualizing quotidian objects such as fruit, plants, curtains, and shrimp cocktails, they are reconfigured, their original functions replaced with those of physical pleasure and perversion. Caught in private moments of leisure and play, anonymous fetishistic and often mundane subjects pose with theatricality heightened by graphic forms and a high-contrast palette. Strangers exist between actions. Each composition appears to take place before or after an event. Restrained scenes reveal a conservative eroticism. Dark humor and absurdity distill queer images. Themes of control, anxiety, and desire embed within each psychological arrangement. Though based on true stories and real people, the following accounts are fictional, designed to contextualize the aforementioned scenarios.
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Duffié, Mary Katharine. "The talking circle". Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/276982.
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The text and accompanying video tape describe the "talking circle" ritual as it is being used spiritually by a Native American group in Southern Arizona. The text analyzes the evolution of the ritual and applies widely accepted models of group therapy to its uses in the following capacities: Spiritually, (and in) Substance Abuse, Education and the Psychological Treatment of Troubled Teen-agers. The video tape features interviews with local practitioners and is narrated by a traditional Chippewa Indian.
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Massarollo, Juliane. "Talking and testing". Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102676.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2013-07-16T01:36:43Z (GMT). No. of bitstreams: 0
This study investigated the procedures used by EFL teachers to assess their students´ oral performance as well as students´ expectations as regards the measurement procedures they go through in the foreign language classroom. Data was collected by means of questionnaires, class observation, and interviews in the Letras EFL program at Universidade Federal de Santa Catarina, in Florianópolis-SC, and the participants were 106 students, and 5 teachers. Results show that teachers do not have similar approaches to assess students´ oral performance. Instead, each one makes use of an instrument they believe is better for oral performance assessment. With respect to students´ fulfillment of expectations concerning the assessment procedure they go through, in general terms, students' expectations are being accomplished. Este estudo investigou os procedimentos usados por professores de inglês como língua estrangeira para avaliar o desempenho oral de seus alunos, bem como as expectativas dos alunos em relação aos procedimentos de avaliação aos quais eles são submetidos na sala de aula de língua estrangeira. Os dados foram coletados por meio de questionários, observação de aulas e entrevistas no programa de graduação em Letras/Língua Inglesa e Literatura Correspondente na Universidade Federal de Santa Catarina, em Florianópolis-SC, e os participantes foram 106 alunos e 5 professores. Os resultados mostraram que os professores não têm abordagens similares para avaliar o desempenho oral dos alunos. Em vez disso, cada um faz uso de um instrumento que eles acreditam ser o melhor para a avaliação do desempenho oral. Quanto à concretização das expectativas dos alunos em relação ao procedimento de avaliação aos quais eles são submetidos, em termos gerais pode-se dizer que as mesmas estão sendo concretizadas.
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Proctor-Williams, Kerry. "We’re Talking Now". Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1838.
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SANTAGIUSTINA, CARLO ROMANO, Massimo Warglien i Michele Bernasconi. "Talking About Uncertainty". Doctoral thesis, Università Ca' Foscari di Venezia, 2018. http://hdl.handle.net/10278/3709814.
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In the first article we review existing theories of uncertainty. We devote particular attention to the relation between metacognition, uncertainty and probabilistic expectations. We also analyse the role of natural language and communication for the emergence and resolution of states of uncertainty. We hypothesize that agents feel uncertainty in relation to their levels of expected surprise, which depends on probabilistic expectations-gaps elicited during communication processes. Under this framework above tolerance levels of expected surprise can be considered informative signals. These signals can be used to coordinate, at the group and social level, processes of revision of probabilistic expectations. When above tolerance levels of uncertainty are explicated by agents through natural language, in communication networks and public information arenas, uncertainty acquires a systemic role of coordinating device for the revision of probabilistic expectations. The second article of this research seeks to empirically demonstrate that we can crowd source and aggregate decentralized signals of uncertainty, i.e. expected surprise, coming from market agents and civil society by using the web and more specifically Twitter as an information source that contains the wisdom of the crowds concerning the degree of uncertainty of targeted communities/groups of agents at a given moment in time. We extract and aggregate these signals to construct a set of civil society uncertainty proxies by country. We model the dependence among our civil society uncertainty indexes and existing policy and market uncertainty proxies, highlighting contagion channels and differences in their reactiveness to real-world events that occurred in the year 2016, like the EU-referendum vote and the US presidential elections. In the third article, we propose a new instrument, called Worldwide Uncertainty Network, to analyse the uncertainty contagion dynamics across time and areas of the world. Such an instrument can be used to identify the systemic importance of countries in terms of their civil society uncertainty social percolation role. Our results show that civil society uncertainty signals coming from the web may be fruitfully used to improve our understanding of uncertainty contagion and amplification mechanisms among countries and between markets, civil society and political systems.
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Santagiustina, Carlo Romano Marcello Alessandro <1988>. "Talking about uncertainty". Doctoral thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13445.
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This empirical research seeks to demonstrate that we can decentralize, crowd source and aggregate signals of uncertainty coming from market agents and organizations, by using the Internet -and more specifically Twitter- as an information archive from which we extract the wisdom of the crowds concerning the state of uncertainty of a specific target system, like a country or a particular uncertainty source, in a given moment in time. We extract and aggregate these signals, constructing a set of specialized uncertainty indexes, by topic and/or by geographic-area. We model the dependence among these uncertainty indexes and other pre-existing uncertainty proxies and highlight differences in their reactiveness to real-world events that occurred in the year 2016, like the EU-referendum vote and the US presidential elections. Finally, we analyze and model the dynamics across time and space of uncertainty signals by geographic-area, to discriminate between, area specific feedback mechanisms, contagion among geographic-areas and international (multi-area) uncertainty shocks. Our results show that crowd-sourced uncertainty signals coming from Twitter may be fruitfully used to improve our understanding of uncertainty contagion and amplification mechanisms across geographic-areas and among market and non-market systems;
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Buchwitz, Guy R. "Talking GPS Locating System". International Foundation for Telemetering, 1995. http://hdl.handle.net/10150/611589.
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International Telemetering Conference Proceedings / October 30-November 02, 1995 / Riviera Hotel, Las Vegas, NevadaThe Talking GPS Locating System (TGLS) was developed to facilitate recovery of airborne targets by vocalizing and transmitting their Global Positioning System (GPS) coordinates to surface recovery teams following target splashdown. The airborne portion of the TGLS includes an off-the-shelf five-channel GPS receiver board, a GPS antenna, a microcontroller board with voice sample/playback circuitry, and a transmitter with antenna. Also part of the TGLS is a Record/Test Unit (RTU) which is used for pre-launch voice recording and ground tests. Upon splashdown, the TGLS is energized, the GPS receiver is initialized, and an optional homing tone burst -- periodically interrupted by a voice message relaying target and GPS receiver status -- is transmitted. Once the receiver has output valid longitude and latitude information to the microcontroller, this position is vocalized as the GPS status portion of the broadcast message. Just one intelligible reception of this message by any inexpensive, properly-tuned voice receiver will allow recovery teams to vector to within 25 to 100 meters of the target regardless of weather conditions or the time of day.
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Mclaughlin, John. "Talking in Her Sleep". VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/605.
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Mathews, Linda Marie. "Talking Math, Blogging Math". Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1467912.
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Thesis (M.A.)--University of California, San Diego, 2009.Title from first page of PDF file (viewed September 17, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 152-158).
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Devin, Vincent. "An interactive talking head". Thesis, University of Leeds, 2002. http://etheses.whiterose.ac.uk/1310/.
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We demonstrate a novel method for producing a synthetic talking head. The method is based on earlier work in which the behaviour of a synthetic individual is generated by reference to a probabilistic model of interactive beha viour within the visual domain - such models are learnt automatically from typical interactions. We extend this work in to a combined visual and auditory domain and employ a state-of-the-art facial appearance model. The result is a real-time synthetic talking head that responds appropriately and with correct timing to simple forms of greeting with variations in facial expression and intonation.
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Collinassi, Elisa. "Talking Gender: Beyond the Binary". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21334/.
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Although there are people who struggle to identify within a gender binary, the existence of two opposite genders is often accepted as given and natural. As the awareness of nonbinary identities has spread over the last decades, a lot of linguistic changes have been made to give people the tools to make their voices heard. Language more than ever has become a means of power and representation: words do not just describe aspects of the world, but “play a role in shaping concepts and in challenging thoughts and actions” (Cameron and Kulick, 2003). The aim of this dissertation is to analyse the power of language with regards to non-binary genders and to demonstrate how different languages, namely English, Italian, German and Japanese, react differently to a deeper understanding of gender.
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Kaufmann, Esther. "Talking to the semantic web". Zürich Univ, 2007. http://opac.nebis.ch/exlibris/aleph/u181̲/apachem̲edia/VPYCT7FTV1JRH42F9FUJJETBEUG4I7.pdf.
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Abu, Hammad Omar. "Euphemism: Sweet Talking or Deception?" Thesis, Högskolan Dalarna, Engelska, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2899.
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The aim of this paper is to shed light on euphemism in two different senses: sweet talking and deception. I shall treat euphemism from two different perspectives: the usual use of euphemism, sweet talking, in which it is used to maintain one's face and the orthophemistic sense, deception, where 'torture' is referred to as "enhanced interrogation techniques". I shall analyze examples, taken from religious, cultural, political backgrounds, on each case. Moreover, I shall talk about taboo since it is usually associated with euphemism. I shall talk about the referential (semantic) and expletive (pragmatic) aspects of swearing expressions. In this essay, I shall show that euphemism can be used in two different senses: sweet talking and deception.
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Staha, Melissa B. Froese Paul. "Look who's talking about religion". Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4822.
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Svanfeldt, Gunilla. "Expressiveness in virtual talking faces". Licentiate thesis, Stockholm : Department of Speech, Music and Hearing, School of Computer Science and Communication, Kungliga Tekniska högskolan (KTH), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4210.
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Beauvais, Edana. "Talking across boundaries: interracial deliberation". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/34598.
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The purpose of my work is to clarify the contingencies that enable the normative expectations of deliberative democracy in the context of interracial deliberation, as well as to understand the conditions under which deliberation contributes to the contrary, and catalyzes racial prejudice and group polarisation. I argue that understanding how interracial deliberation can promote the expectations of deliberative theory, such as the identification of common interests or mutual-recognition across racial divides, entails understanding the context under which discourse takes place. For instance, I show that communication between members of different races is less likely to promote beneficial outcomes when discussion partners suffer from economic or material insecurity, and if resultant interracial interactions are characterized by fear, distrust, or hatred. The role of emotions is central to my understanding of the possibility for successful discourse.
In this piece I justify the use of deliberative theory as a framework for understanding race-relations and white values and opinions. I also consider the macro-level antecedents to affect; that is, I consider the structural features of American society that shape the feelings whites harbour toward blacks. The importance of affect for deliberation is reviewed. The effects of interracial socialisation and diversity in communication networks on value and opinion formation are also considered. In this piece I employ original research to clarify the relationship between affect, interracial socialisation, and the racial attitudes of whites. Using data from the Detroit Area Study (2004) I find that variables measuring both the social and economic well-being of neighbourhoods, as well as a variable measuring beliefs about ‘special favours’ for blacks, have a significant impact on the feelings whites harbour toward blacks.
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Marks, Lori J. "Creating Talking Books Using PowerPoint". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3686.
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Presentation contains instructionson how to make a talking book using Microsoft PowerPoint. For examples of presentations, visit: http://faculty.etsu.edu/marks/workshops/05-06%20workshops/2005-2006workshops.htm
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RODRIGUES, PAULA SALGADO LUCENA. "EXPRESSIVE TALKING HEADS: EXPRESSIVE TALKING HEADS: A STUDY ON SPEECH AND FACIAL EXPRESSION IN VIRTUAL CHARACTERS". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2002. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=6525@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOFUNDAÇÃO PADRE LEONEL FRANCA
A face humana é interessante e desafiadora acima de tudo pela sua familiaridade. Essencialmente, é a parte do corpo utilizada para reconhecer indivíduos. Assim como a face, a fala é um importante instrumento na forma de comunicação do ser humano. Através da fala é possível externar pensamentos e, muitas vezes, ela indica o estado de ânimo em que uma pessoa se encontra. Juntos, fala e face são os principais elementos de interatividade entre os seres humanos. Contudo, reproduzir com naturalidade e fidelidade as peculiaridades destes dois elementos no universo computacional não é uma tarefa simples, constituindo-se em tópicos de pesquisa em diversas áreas, em particular na animação facial. Entre os diversos tipos de sistemas de animação facial, destacam-se como diretamente relacionados a este trabalho aqueles que envolvem a sincronização da fala de um personagem com a animação da sua face. Sistemas desse tipo são conhecidos como talking head ou talking face. Para o desenvolvimento de um sistema talking head, é necessário identificar as possíveis abordagens para a modelagem dos dois elementos básicos: fala e face. Os modelos utilizados irão influenciar não apenas a maneira como a animação é conduzida, mas a própria forma de interatividade do sistema. Uma contribuição importante deste trabalho é o estudo das possíveis abordagens e a proposta de uma taxonomia para a classificação de sistemas talking head. A partir da taxonomia proposta e fazendo uso de uma determinada abordagem para cada parâmetro analisado, foi desenvolvida uma aplicação que recebe como entrada um texto contendo a fala e anotações de expressividade e gera como saída, em tempo real, a animação de um personagem virtual enunciando o texto de entrada com o áudio e os movimentos faciais sincronizados. O sistema desenvolvido, denominado Expressive Talking Heads, explora a naturalidade da animação facial e ao mesmo tempo busca oferecer ao usuário uma interface com interatividade em tempo real. O Expressive Talking Heads pode ser executado tanto no modo isolado (stand alone) como acoplado a navegadores para a web, tendo sido projetado e desenvolvido com a preocupação de oferecer uma solução independente da plataforma e do sistema operacional utilizados.
The human face is interesting and challenging mainly because of its familiarity. Essentially, it is the part of the human body that is used to recognize individuals. As well as the face, the speech is an important instrument for human communication, allowing the exteriorization of thoughts and the definition of emotions. Together, speech and face are the main elements of interactivity among human beings. However, the natural and faithful reproductions of the pecularities of these elements in the computational universe is not a simple task, constituting topics of the research in the diverse areas, particularly in facial animation. Among the diverse types of facial animation systems developed, those that involve the facial animation of the virtual character combined with speech synchronization are distinguished as directly related to this work. These kinds of systems are known as talking head or talking face. Fot the development of a talking head system, it is necessary to identify the possible approaches for the speech and face modeling. The models used will influence not only the way that the animation is performed, but it will also affect the system´s interactivity. An important contribution of the present master thesis is the study of several possible approaches for the main elements and the proposal of taxonomy for the classification of the talking head systems. From the proposed taxonomy and making use of one approach for each analyzed paramenter, an application was developed that receives as input a text composed by the character´s speech and genus, language and emotion parameters, and it generates as output, in real time, the animation of a virtual character uttering the input text with speech synchronization and expressiveness. The system developed, called Expressive Talking Heads, explores the naturalness of facial animation and it seeks to offer the user a real- time interactivity interface. The Expressive Talking Heads system can run as a stand-alone applicattion or connected to web browsers. It was designed and developed to provide a platform and operating system independent solution.
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Coathup, G. W. "Talking out : a search for empowerment". Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267315.
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Chapman, Judith A. "Dance education : resources, teaching and talking". Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286103.
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Singh, Ashki. "The talking cure in the 'tropics'". Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/33941.
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This dissertation examines psychoanalysis in a colonial context, tracing its history in early to mid-twentieth century India. A rich, neglected archive of diaries, letters, administrative documents, as well as psychoanalytical and literary writing in Bengali and English, are drawn on to offer an account of the Indian Psychoanalytical Society (est. 1921), and the anthropologists, doctors, army officers and political figures who were in different ways intimately involved with psychoanalysis. Reconstructing these narratives, and by means of a close reading of texts by Freud, I suggest that the understandings of temporality, sexuality and authority in Freudian psychoanalysis resist colonial discourses of progress and civilisation, notably in relation to the category of the 'primitive', thus frustrating attempts to appropriate the theory for colonial endeavours. In this thesis, psychoanalysis is both an object of historical study, and a form of questioning, part of colonial history and a body of writing and theory available for contested readings. I discuss writing by two colonial psychoanalysts, Lt. Colonel Claud Daly, and Owen A.R. Berkeley Hill, which combines an investment in psychoanalysis with commitment to Empire, based on a desire for all-knowing psychic and political mastery. In contrast, the memoirs of renowned psychoanalyst Wilfred Bion, recounting his childhood in India, are read for their more complex psychic register and anti-colonial strain. Records left by dream-collecting colonial administrators in the Naga Hills, and documents relating to the trial and 'insanity plea' of revolutionary nationalist Gopinath Saha, show us the historical operations of psychoanalysis in collective life. In addition, literary writing by the modernist poet H.D., Temsula Ao, Bankimcandra Chatterji, and Rabindranath Tagore, offers another template for examining the issues raised by both the historical and psychoanalytical writing.
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Leder, Kerstin. "Audiences talking 'fear' : a qualitative investigation". Thesis, Aberystwyth University, 2009. http://hdl.handle.net/2160/3696b73d-a4ba-4b10-85d2-9608ae0c236a.
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This thesis presents the processes and outcomes of a cross-national and cross-generational audience study of the varying roles of film and television in relation to people’s fearful perceptions of the world. As well as dealing with viewers’ ‘fright’ responses to individual films or programmes, the thesis provides a detailed critique of Gerbner et al.’s Cultivation Analysis and responds to current generalised discourses of a ‘culture of fear’ and the media’s role within it. The study is based on qualitative material gathered from nine three-generational families in Germany and the UK. Research tools included longitudinal viewing diaries, open-ended questionnaires, and semi-structured interviews with participants from 9 to 80 years of age. Interview transcripts were analysed thematically and discursively, with particular attention towards the kinds of ‘fear’ participants made relevant in their talk, as well as the nature and significance of wider socio-cultural processes. The material discussed in this study suggests that media-related fears are manifold and contain experiential and consequential differences. Importantly, they have to be understood in relation to viewers’ sense of life history, their theories of the media, and their understanding of themselves as emotional beings. Participants in this study inhabited different viewing positions as members of physical and/or ‘imagined’ audiences, which impacted on their interpretive stances towards a range of media material. As a result, ‘fear’ emerged as a fluid and complex concept, and one which contained both personal and social dimensions. These findings directly challenge the assumptions which underlie Cultivation Analysis and related studies on ‘fear cultures’, particularly as regards the centrality of the media text (including its representations of violence), the determinism of socio-demographic variables, and the model of ‘fear’ as singular, negative, cumulative, and intensely privatised. This study contributes to knowledge in the fields of media and communication studies, film studies, psychology, sociology, and cultural studies audience research.
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Agócs, P. A. "Talking song in early Greek poetry". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/1317722/.
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The thesis is a contribution to the study of early Greek poetics. It surveys general terms for speaking and singing in early Greek poetry from a foothold in performance theory, narratology and the ethnography of speaking, examining the pragmatics of these terms, the values and ideas about poetics, performance, literary tradition and textuality that they imply, and the contribution they make to the self-fashioning of poetic voice. The main focus is the interaction of early fifth-century choral melos’ with older hexameter traditions (Homer, Hesiod, and the Hymns), though Attic tragedy and comedy are also taken where necessary into account. The argument, which attempts both to correct old misprisions through a more thorough reading of the primary sources and to provide new interpretations of familiar texts, falls into three main parts. The first is a study of the most important Greek terms for song and singing: hymnos, melos, molpe, oime, and aoide. The second chapter studies the values that attach to song, and aoide and related concepts in particular, examining how the terms and implied values of Homeric and Hesiodic singing are used in the metapoetic discourse of fifth-century praise-poetry to articulate a complex vision of song’s tradition and functions. The third chapter begins with a survey of speech-terms (particularly epos, mythos, and logos) across the corpus of early Greek song, designed to elucidate the background of meanings available to early fifth-century poets. It continues with a close examination of how speech-terms are used, together with words for song, to create the sense of a speaking voice so crucial to melic praise, to mark themes and phases in the lyric argument, to express a sense of the ode as a verbal object with an existence both in and outside performance, and to articulate a wider sense of oral tradition. The conclusions draw the main themes of the argument together in an analysis of types of melic textuality and voice. The material in the chapters is supplemented by appendices which provide both discussion of key passages, and catalogues of important material to which the text alludes, but which it does not discuss in detail.
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Dane, Julia. "Talking girls : New feminities old moralities". Thesis, Goldsmiths College (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.498061.
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This research began with the aim to investigate girls' understanding and negotiations of post-feminist femininity. There have been identified shifts in discourses of femininity across the last thirty years, with the term "new femininities" coined to encapsulate perceived changes. This term suggests a shift from patriarchal femininities founded in traditional moralities, to new discourses of femininity in terms of freedom and choice. For the purposes of this project, music video has been identified as a way to map out changing representations of femininity. Music videos, which include sound and movement with visual image, are targeted at a teenage audience. At the time the research was conducted, female artists such as Christina Aguilera and 8eyonce Knowles epitomised the successful, independent and sexy post-feminist woman. To explore girls' engagements with discourses of new femininities, a series of focus groups were conducted with girls aged thirteen and fourteen. Music videos, as a visual representation of the research question, were shown to prompt group discussion. This is an empirical project whose aim is to explore the themes that emerge in the girls' talk. A form of conversation analysis that looks specifically at female talk underpins the method of analysis. Foucault's concept of discourse is used to consider how ways of doing femininity is present in the girls' talk. The analysis also takes into account the interactions within the focus groups, producing a rich and nuanced account of both talk and embodied interaction. This research highlights how new femininities have produced new points of negotiation in contemporary accounts of growing up girl. Further, the thesis will argue that regardless of shifts in discourses of femininities, traditional moral values remain a dominant point of negotiation in the process of growing up girl. The focus on the girls' talk produces a significant contribution to debates around new femininities, by adding girls' voices to academic debate.
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Watts, Jon. "Policing the popular: Teachers talking television". Thesis, Watts, Jon (1994) Policing the popular: Teachers talking television. PhD thesis, Murdoch University, 1994. https://researchrepository.murdoch.edu.au/id/eprint/50586/.
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In the production and reproduction of culture, school education is one of our society's primary institutions for the mediation of objects, values and practices. This thesis examines aspects of this mediation by analysing what a group of educationists say about the relation between schooling and another institution concerned with the production and reproduction of culture -television.
School education is an important training ground for the production of what might be called 'cultural consciousness'. This thesis explores some ideas and attitudes presented by educationists who have specific interests in the development and implementation of the policies and curricula which regulate this training,
A fundamental principle underlying this project is one which sees the relation between individuals and institutions as mutually constructed. The educationists speak for 'education', and they also speak for themselves in some other capacity - parent, guardian, arbiter, exegete, book-lover etc. The interrelatedness of these roles as they represent culture, in both their cooperations and conflicts, is the terrain which this thesis attempts to map. In making this map, I hope to indicate some of the ideological features which influence educational relations between formal schooling and television as popular culture, as they appear in the comments of the educationists.
In interviews/discussions, the educationists were asked to give their ideas and opinions about the influence of the media on schooling. The interviews were taped and then transcribed verbatim. These transcriptions were the basis for the analyses and critiques which follow.
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Sargent, Kate. "Talking and Not Talking: Sexual Education and Ethics for Young Women within the Evangelical Movement in America". Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/96.
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In this paper I intend to discuss the ways in which sex, sexuality, and the female body are treated in the discourse within the Evangelical movement, particularly with regard to teenaged and young girls. I will focus on the way young women are talked to about sex, and how they are socialized and educated to regard sexuality and gender. I will spend most of my time with the popular literature aimed at young women, analyzing the underlying theology and theory at work. I will extrapolate, through the use of the (admittedly limited) data regarding sexual activity among young Evangelicals, including but not limited to the age of first sex, and the rate of non-penetrative sex acts, the results of the current ethic, and how it is affecting the lives of young women in America. By the end of this paper I hope to be able to suggest an alternative ethic, one that is sex-positive while still leaving open the option to teach abstinent behavior.
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Viimaranta, Johanna. "Talking about time in Russian and Finnish". Helsinki : University of Helsinki, Department of Slavonic and Baltic Languages and Literatures, 2006. http://ethesis.helsinki.fi/julkaisut/hum/slavi/vk/viimaranta/talkinga.pdf.
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Schmidt, Gerald. "Producing DAISY talking books without manual intervention". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-69832.
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Is it possible to produce DAISY talking books of acceptable quality without manually adjusting the reading order, inserting page numbers, fine-tuning lexicons, and so on? This question is especially urgent with regard to our open educational resources published on the OpenLearn website. This presentation recounts our experiences of a fully automated production process for DAISY talking books using only open source tools.
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Engwall, Olov. "Tongue Talking : Studies in Intraoral Speech Synthesis". Doctoral thesis, KTH, Tal, musik och hörsel, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3380.
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Cody, Michael. "Dialogic regulation : the talking cure for corporations". Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48452.
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The corporations of our future will be whatever we can collectively imagine and work together to make a reality. Dialogic law and regulation is a generative tool that can build the bridge between the present and an imagined future. Regulators keep people on the bridge by identifying the kinds of dialogues we want corporate actors to have and by encouraging, coaching, and sometimes assisting them to have those dialogues. This approach works because small changes in the way corporate actors talk to and interact with each other can have dramatic effects on the emergent corporate culture.
This thesis develops and tests a theory of Dialogic Regulation. The theory assumes that corporate law and regulation is about attaining or maintaining a desired corporate behaviour, the best way to change behaviour is to learn a new one, and learning is a social process that involves dialogue. The model was tested using an experimental game where the rules of the game were treated as proxies for the “law” and the authority figure directing the experiment was treated as a proxy for the corporate “regulator”. The game was called the “Pay-Off” game. Half-way through the game the rules were changed using one of three different regulatory techniques: 1) Rules: a simple rule change, 2) Audit: a rule change combined with an audit and punishment procedure for infractions, and 3) Dialogic: a rule change combined with a dialogic intervention about the rules. Participants were tested not only for their behavioural reactions to the interventions (Compliance to the rules) but also to determine if they learned anything about the rules (Adherence to the rules).
The games experiment showed that for simply behavioural outcomes the Audit Based
Regulation approach was the most effective. The experiment also showed that there is significant
promise in a Dialogic Regulation approach if the regulatory desire is to have participants learn. While Dialogic Regulation shows promise, a lot more work needs to be done to refine the application of the theory before it is used in real-life regulatory settings.Law, Faculty of
Graduate
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Varsava, Nina Britt. "Talking apes : the problem of anthropomorphous animals". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36228.
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This thesis examines the human/animal binary in the Western tradition. I analyze in particular the dominant configuration of the human as the speaking, thinking being against the animal as mute and dumb. This configuration informs cultural conceptions of humans and animals in the West, and determines the accordant distribution of ethical worth. To this extent, my project is an ethico-political one: it seeks to disrupt the production of the human/animal binary in order to make space for a posthumanist ethics, which would at its best conceive both intra- and inter-species difference nonhierarchically.
My work is situated theoretically in the field of animal studies, with posthumanist, poststructuralist, and materialist leanings. I build upon the work of Jacques Derrida, Giorgio Agamben, and Cary Wolfe, among others. The literary-critical portion of my thesis focuses mainly on three recent American ape novels—Laurence Gonzales’ Lucy (2010), Benjamin Hale’s Evolution of Bruno Littlemore (2011), and Sara Gruen’s Ape House (2010). Each of these texts features apes who are capable of both language and rationality, and who, to this extent, are provocatively “humanlike”; such representation is political insofar as it raises questions concerning the legitimacy and viability of the human/animal binary. Alongside the literature, I discuss representations of apes in Western primatology, and the parallel debates around anthropomorphism that unfold there.
I seek here to unpack the politics of both anthropomorphism and “anthropodenial” (the rejection of anthropomorphism) in order to reveal the speciesism and speciousness of the human/animal binary, which both anthropomorphism and its denial ultimately depend upon and reinscribe. Although I engage discussions around anthropomorphism, I ultimately take apart the term itself in an effort to unearth the assumptions underlying it: this move is necessary if we wish to expose the “human” as an ungrounded concept, and the “moral” code that revolves around it as in turn dubious.
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Speer, Susan A. "Talking gender and sexuality : conversations about leisure". Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/12976.
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This thesis is a discursive and conversation analytic study of how people talk about gender in the context of discussions about leisure. The data comprise a corpus of over 600 pages of transcribed talk-in-interaction from a variety of sources, including dinner discussions, focus groups, informal interviews, newspaper and magazine articles, television talk shows and documentaries. In contrast to most feminist leisure research, I take participants' talk as my starting point. I explore how gender is made relevant by participants and constituted in the course of their discussions, and what these constructions are used to do interactionally. The thesis works on two levels. First, it provides a distinctive contribution to leisure research, sport sociology and psychology. It explores what leisure theorists have themselves constructed as 'the problem' in leisure theory, and demonstrates how a discursive, conversation analytic approach can help transcend some of these theoretical and methodological 'problems' - including the way that the concept of leisure itself might be conceived and studied. It identifies three structuring concerns in feminist leisure theory, and provides a discursive and conversation analytic reworking of each of them: (i) Justifications for the Non-Participation of Women in 'Male-Identified' Activities; (ii) Hegemonic Masculinity; and (iii) Heterosexism. Second, it provides a distinctive contribution to discursive and conversation analytic approaches to gender, by problematizing and developing our understanding of the way femininity, sexism, masculinity and heterosexism 'get done' in talk. It concludes with a discussion of the implications of this approach for feminist leisure theory, discursive psychology and conversation analysis, and challenges researchers with an interest in 'ideology' and 'power' to take this approach seriously. It finishes with some questions for future analysis.
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Haslop, Craig. "Talking Torchwood : fluid sexuality, representation and audiences". Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/45318/.
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Queer theorists have argued that we should move beyond sexual labelling in the social sense. For this thesis I have conducted audience research to explore the liberatory potential of the representation of fluid sexuality in the BBC television series Torchwood (2006-) through my own and my participants' interpretations. I evaluate how Torchwood can be seen as potentially liberating in terms of sexual identity and what the implications might be for wider debates around fluid versus stable gendered sexual identities in queer politics. I suggest Torchwood should be seen as liberatory in the sense that it challenges rigid notions of sexual identity in the first two seasons of the series. However through the analysis, I argue that in two important ways we cannot suggest that the series is challenging heteronormativity, as some academics have proposed. Firstly, as part of the process of channel hopping from niche to mainstream television, the liberatory sexual agenda is watered down. Secondly, through readings of the series from the perspective of gender I suggest that the portrayal of masculinity in particular is heteronormative. In terms of my participants, I also note the tension that exists between their aspirations for fluid sexuality, exercised through their readings of Torchwood and the need for stability of identity, also notable when analysing their responses. In this way, I suggest that in terms of the period now often termed the ‘post-gay', perhaps we need a more fluid approach to identity, where we aspire to a fluid notion of gendered sexual identities, but keep in mind the need for stability as part of that process.
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Meléndez, López Liz Ivett. "Talking about forced pregnancy and sexual violence". Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/118390.
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One of the worst manifestations of violence against women: sexual violation. The intent of this act is to humiliate, degrade and punish. This causes serious suffering inhumane treatment in women, affecting not only their physical but also mental health. Sexual violation can result not only an “unwanted” pregnancy but imposed through the exercise of power. The criminalization of abortion exposes survivors of violence to further suffering, ill-treatment and cruel situations by extension could be considered torture. This paper addresses these reflections, raising expand the legal dissertations on what is considered a “forced pregnancy” to include the pregnancy product of sexual violation in a context of prohibition of the right to decide, as such. For these reflections is part of the rights approach and gender, while also stating that reproductive rights of women not violence against women persist are guaranteed.Una de las manifestaciones más terribles de la violencia contra las mujeres es la violación sexual. La intencionalidad de este acto es humillar, degradar y castigar. Este trato inhumano genera graves sufrimientos en las mujeres, al afectar no solo su salud física sino también mental. Una violación sexual puede tener como consecuencia un embarazo no solo “no deseado”, sino impuesto a través del ejercicio del poder. La penalización del aborto, expone a las sobrevivientes de violencia a mayores sufrimientos, malos tratos y situaciones crueles que por extensión podrían considerarse tortura. El presente documento aborda estas reflexiones, planteando ampliar las disertaciones legales sobre lo que se considera un “embarazo forzado”, para incluir el embarazo producto de una violación sexual en un contexto de prohibición del derecho a decidir, como tal. Para estas reflexiones se parte del enfoque de derechos y de género, planteando además que en tanto los derechos reproductivos de las mujeres no se encuentren garantizados la violencia contra las mujeres persistirá.
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Evans, Pauline E. R. "Talking about nursery education : perceptions in context". Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/79918550-d787-45f8-89ca-31797d9f34ab.
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The study explores perceptions of nursery education held by staff, parents and children in three state nursery classes in a single local education authority. I have adopted a theoretical framework combining ecological systems theory (Bronfenbrenner, 1979,1992) and phenomenography (Marton, 1981,1988a and 1988b) which have not been combined in previous research in early years education. Such a paradigm synthesis allows me to interpret perceptions within the context of the nursery class, of the broader social milieu and of the research process itself. The research employs a variety of interviewing techniques, observation and documentary analysis. I have developed an interviewing technique specifically for the study in order to overcome some of the problems associated with obtaining young children's perceptions of their educational experience. I consider textual representation of voice, context and processes as problematic, a situation which has effected a change in my epistemological position and my move towards postmodernism. Therefore, I present the research within the context of my development over time. The research suggests that young children are able to voice their own perceptions of their nursery education, and that these perceptions, and children's ability to voice them, may be influenced by certain characteristics of the nursery class setting. Also illustrated is the complex and relative nature of adult perceptions, which must be considered within their situational and temporal context
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Schmidt, Gerald. "Producing DAISY talking books without manual intervention". Deutsche Zentralbibliothek für Blinde Leipzig (DZB), 2010. https://slub.qucosa.de/id/qucosa%3A155.
Pełny tekst źródłaStreszczenie:
Is it possible to produce DAISY talking books of acceptable quality without manually adjusting the reading order, inserting page numbers, fine-tuning lexicons, and so on? This question is especially urgent with regard to our open educational resources published on the OpenLearn website. This presentation recounts our experiences of a fully automated production process for DAISY talking books using only open source tools.
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Kilger, Magnus. "Talking talent : Narratives of youth sports selection". Doctoral thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-138204.
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In sports, there seems to be an eternal interest in discovering young talents and refining them into elite adult athletes. The dilemma of selecting talent, while at the same time ensuring every child´s right to participate, needs to be addressed and have consequences in social practice. This dissertation elucidates the discourse of selection and the process of selecting young sporting talents during final selection camps for youth national teams in football, hockey and floorball in Sweden. More specifically, the aim is to analyze how talent selection is organizationally legitimized, how “selectability” is produced in interaction and how specific narratives are used in success-stories. The empirical material includes research interviews, performance appraisal interviews (between district or national team coaches and the player) and field studies during ongoing final selection camp. Drawing on a discursive-narrative approach, the aim is to investigate how selection is discursively legitimized and, by using narrative analysis, how positioning in talk-in-interaction functions. The first article investigates the construction of legitimate selection within the Swedish Sports Confederation by analyzing their organizational documents, sport journals and literature for coach education. The findings show how a specific set of narratives are used to legitimize selection and how legitimacy works both individually to those within the selection system and on a wider arena of welfare politics. The second article investigates the co-construction of selectability in small story-interaction during interviews between the coach and a player in the final selection camp. The analyses highlight how this narrative genre produces certain stories and preferred positions. The third article analyzes how the young participants, in research interviews during final selection camp, uses discursively shared narratives to produce personal stories of success. The findings illustrate how the personal stories of success are balancing the dilemmatic space, positioning yourself as outstanding and at the same time appear a humble team player. The principal contribution of this dissertation is to show how talent is organizationally legitimized and how selectability is produced in interaction, as well as illustrate how specific stories are used in stories of success. This work investigates the discursive framework for selection and how rationalities for talent selection are produced (and reproduced) and co-constructed in narrative interaction. In this apparatus of selection it takes more than physical talent to be chosen; it takes talking talent.At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 3: Manuscript.
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Hicks, Emma Edith. "Shifting currents, hidden knots: Talking the scene". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17463.
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Shifting currents, hidden knots: Talking the scene explores a collection of evolving relationships informed by a joint purchase (between myself and fellow collaborator Katie Louise Williams) of an umbilical cord prop from the American television series The X-Files in 2013. The umbilical cord prop has become the catalyst for the connective links drawn throughout the scope of this thesis and is reflected through an enquiry that engages in multiple temporalities and the threads that connect them to a knowledge system. In order to examine the meaning-making paradigms that structure my engagement with the cord, emphasis is placed on process, the way the threads come together and in some instances, belong together. Structural linkages occur whereby places and spaces are related between not only humans and environments, but also objects, including inanimate ones. The cord informs a theoretical inquiry into such connectedness. Using both Indigenous frameworks of knowing which include intuition, reciprocity and responsiveness to environment, as well as western critical theories centred around film, performance and objects, I bring together both relations to objects and relations to people as crucial issues to explore. The case studies woven throughout this thesis represent not only a small collection of evolving relationships, but also collaborative art practices that are under continuous construction. In working towards a more participatory means of knowledge production it is essential that such an inquiry is able to develop without being restricted to a singular mode of knowing. Accordingly, this thesis includes a combination of narrative, co-authored texts, personal anecdote and theoretical emphasis to open up a certain discursive space, where the knowledge I am uncovering exists. In moving away from a more traditional art practice, which is confined to a contained studio practice, to one which is more responsive to social situations and histories; the writing of this thesis is a manifestation of my artistic practice and vice versa. It is a reciprocal movement that is under constant re-negotiation in order to form a connected whole.
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Rodrigues, Miquéias. "The Hands do part of the talking". reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/94540.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010Made available in DSpace on 2012-10-25T11:41:32Z (GMT). No. of bitstreams: 1 284629.pdf: 1950819 bytes, checksum: 8cc6e4b17980ae325fcbb4592f0a8bf0 (MD5)
From the perspective of sociocultural theory (Vygotsky, 1986, 1978), all learning, before it becomes a matter of internal mental processing, takes place at an intermental level, in the interaction of a less capable individual with a more skilled one and is posited to be fundamentally mediated by verbal language. Although it does not deny language this status, the present work seeks to show that, in face-to-face interaction in educational settings, the communication that ensues between teachers and learners is effected not only by means of verbal language, but also with the aid of gestural action. In order to demonstrate this, the present study, which draws on the gesture theory of Kendon (2004), investigates the various functions, general and specific, taken on by the gestures produced by one EFL teacher during explanatory discourse episodes in which he sets out to explain both vocabulary and grammar structures to his students. The findings suggest that, generally speaking, the gestures used by the teacher contribute to the creation of utterance meaning in two ways: they contribute both referential and pragmatic meanings to the utterances that they are a part of. Additionally, gestures are found to have several specific roles as regards the needs of the communicative event wherein they are used. Furthermore, the study demonstrates that the types of gestures used by the teacher varied not as a function of the type of explanation - vocabulary as opposed to grammar - in which they were produced, but as a function of the degree of concreteness of the actual object of the explanatory discourse.
Do ponto de vista da teoria sociocultural (Vygotsky, 1986, 1978), o aprendizado, antes de ocorrer num plano mental, ocorre num nível interpsicológico, ou seja, na interação entre um indivíduo menos apto no que diz respeito a uma determinada habilidade ou conhecimento e um indivíduo mais experiente capaz de auxiliá-lo. Além do mais, atribui-se à língua verbal um papel preponderante na mediação do processo de aprendizagem. Embora não negue à língua um tal status, o presente trabalho busca demonstrar que, na interação face-a-face que ocorre em situações de aprendizagem em contextos formais, a comunicação entre professores e alunos se dá não somente através da língua verbal, mas também por meio da ação gestual.Com a finalidade de demonstrar essa hipótese, o presente estudo, que se fundamenta na teoria de gestos de Kendon (2004), analisa as diversas funções, gerais e específicas, desempenhadas pelos gestos de um professor de inglês como língua estrangeira durante episódios de discurso explanatório nos quais assume a tarefa de explicar aos seus alunos questões relativas a vocabulário ou estruturas gramaticais. Os resultados sugerem que, de modo geral, os gestos utilizados pelo professor contribuem para o significado dos enunciados de dois modos: os gestos operam em conjunto com a fala para a criação tanto de significado referencial quanto pragmático. Outrossim, observa-se que os gestos desempenham vários papéis específicos no que diz respeito às necessidades do evento comunicativo em que são utilizados. Por fim, a análise demonstra que os tipos de gestos produzidos pelo professor variam não em função do tipo de explicação - explicação de vocabulário em comparação com explicação de estrutura gramatical - em que ocorrem, mas em função do grau de concretude do objeto do discurso explanatório.
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Poole, Gail Frances. "Talking about tubes : attitudes of health care professionals". Thesis, [S.l.] : [s.n.], 1998. http://www.nlc-bnc.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/MQ50857.pdf.
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Poole, Gail Frances. "Talking about tubes, attitudes of health care professionals". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0028/MQ50857.pdf.
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Gentile, Francesco Paolo. "Talking metaphors : metaphors and the philosophy of language". Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13402/.
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In this dissertation I defend a non-indexicalist contextualist account of metaphorical interpretation. This theory, which works within Kaplan’s double-index semantic framework, claims that context does not have the only role of determining the content expressed by an utterance, but also the function of fixing the appropriate circumstance of evaluation relative to which that content is evaluated. My claim is that the metaphorical dimension of an utterance can be found in the circumstance of evaluation, and not in the content which is expressed by the utterance. To that effect, I introduce a parameter in the circumstance of evaluation of an utterance, which I call ‘thematic dimension’. I show how the introduction of this parameter is in harmony with a class of theories that have proposed a relativistic semantic treatment of other phenomena such as predicates of taste and knowledge ascriptions. At the same time, I question a number of other proposals, both semantic and pragmatic, which, I believe, do not reach the same level of empirical adequacy and formal correctness as my proposal.
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Niswar, Arthur [Verfasser]. "Construction of an Individualized Talking Head / Arthur Niswar". Aachen : Shaker, 2006. http://d-nb.info/1170536492/34.
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何思慧 i See-way Christine Ho. "Talking Chinese Canada: the poetry of Fred Wah". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43209804.
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Jones, Rebecca Loveday. "Older women talking about sex : a discursive analysis". Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288351.
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Anderson, Robert. "Building an expressive text driven 3D talking head". Thesis, University of Cambridge, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708119.
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Toros, Harmonie. "Terrorism, talking and transformation, Northern Ireland and Mindanao". Thesis, Aberystwyth University, 2009. http://hdl.handle.net/2160/b3e017ed-9579-425b-89e1-7ab0ed9c9212.
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This thesis investigates whether talking can contribute to the transformation of conflicts characterized by terrorist violence. It begins by questioning the understanding of terrorism put forward by traditional terrorism scholarship and its contention that talking in contexts of terrorism is useless and/or counterproductive. Drawing on Frankfurt School critical theory and in particular its application by the Aberystywth School of critical security studies, it develops a critical theory-based approach to terrorism that overcomes many of the hurdles seen as impeding talking in terrorism contexts. This investigation then examines how dialogical responses to terrorism can be understood and puts forward the concept of talking. Drawing on Pierre Bourdieu’s practical theory, the thesis develops an understanding of talking that overcomes the negotiations-dialogue dichotomy, re-embeds the practice in the daily lives of social actors, and restores the potential for transformation to human interaction. Bourdieu’s theory is then used to develop an understanding of transformation that includes both practice – modus operandi – and that which results from practice – opus operatum. It examines several practices (calculation, the symbolic impact of talking, self-entrapment, persuasion, familiarization/humanization, empathy/sympathy, and trust) through which talking may contribute to the transformation of means as well as personal, relational and structural transformation. This theoretical framework is applied to two case studies: talking from 1988 to 1998 aimed at transforming the conflict in Northern Ireland; and talking from 1996 to 2007 between the Philippine Government and the Moro Islamic Liberation Front (MILF). Based on numerous interviews with key actors, documentary analysis and participant observation, the case studies examine how talking contributed to the transformation of these conflicts. The thesis concludes by arguing that although talking must not be seen as a panacea, it cannot be ruled out as a potential response that can contribute to the transformation of conflicts marked by terrorist violence.
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Guimaraes, Estefania. "Talking about violence : women reporting abuse in Brazil". Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/14108/.
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This thesis reports the findings of conversation analytic studies exploring women's experiences reporting abuse to the police and to professionals working in a care centre for abused women. The focus of the thesis'is on the women's interactions with the police and, more specifically, on instances in which difficulties in reporting become apparent. Research suggests that only a minority of cases of violence against women are reported. Women's Police stations were created in Brazil to address the problem of women not being taken sed,ously when reporting domestic violence and to encourage women to report. However, reporting rates of this violence are still low and the experience of reporting abuse has not become unproblematic. Drawing on a naturalistic data set of over 36 hours, this study· contributes to the understanding of women's experienced difficulties in reporting their abusers, covering issues which range from them being denied a police report even when their case is considered to be 'policeable' (Chapter 4); difficulties regarding how the police interactions are conducted which reveal a problem about how.women are not informed about the police procedures nor the consequences of their report (Chapter 5); and clashes of perspectives (between officers and complainants) and how those misalignments are addressed in interaction (Chapter 6). Moreover, it discusses methodological issues (such as translation and ethics) with the aid of fragments of actual instances of interactions (Chapter 2); shows culture is manifest in talk by presenting clashes between the 'world' presupposed in the official forms and the 'world' of the complainants (Chapter 2), and in the way that references to the abusers show the cultural understanding that women suffer violence at the hands of men in close relationships with them (Chapter 7). In technical terms, this thesis contributes to responses to yIN Interrogatives in Brazilian Portuguese (Chapter 3) and to the study of repair and of technologies for dealing with misunderstandings and misalignments in interaction (Chapter 6). Overall, ~his thesis conn:ibutes to the, understanding of problems of women reporting abuse in Brazil, to the services or abused women in Brazil by providing some suggestions to improving the interactions, and to conversation analysis.