Дисертації з теми "Genres of university study"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Genres of university study".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Caudill, Melissa A. "Yearbooks as a genre a case study /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202500650/.
Повний текст джерелаYaakob, Salmah Binti. "A genre analysis and corpus based study of university lecture introductions." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5241/.
Повний текст джерелаHenriksen, Donna L. "Instructors' written responses in the basic writing courses at Ball State University : issues of gender and race." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/932633.
Повний текст джерелаDepartment of English
Huskanovic, Jasmin, and Nur Bellal Adem. "Discrimination against foreign named students : a study based on a Swedish University." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96257.
Повний текст джерелаAdem, Nur Bellal, and Jasmin Huskanovic. "Discrimination against foreign named students : a study based on a Swedish University." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97126.
Повний текст джерелаYao, Dong Don. "Gender differences in language learning strategies :a case study of ESL students at the University of Macau." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3954217.
Повний текст джерелаNairz-Wirth, Erna, and Marcus Wurzer. "On Positioning of Business, Management and Economics Fields of Study in the University Space." Warsaw School of Economics, 2015. http://epub.wu.ac.at/4790/1/Nairz%2DWirth_Wurzer_2015_Edukacja%2D36_On%2Dpositioning%2Dof%2Dbusiness%2Dmanagement%2Deconomics.pdf.
Повний текст джерелаPeters, Anne-Kathrin. "Learning Computing at University: Participation and Identity : A Longitudinal Study." Doctoral thesis, Uppsala universitet, Datorteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-331613.
Повний текст джерелаShackleton, Lesley. "Negotiating institutional transformation : a case study of gender-based change in a South African university." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3587.
Повний текст джерелаRobinson, Anthony Edward Hines Edward R. "The relationship between motivations to volunteer, gender and college status a four-year study /." Normal, Ill. Illinois State University, 1999. http://wwwlib.umi.com/cr/ilstu/fullcit?p9927776.
Повний текст джерелаTitle from title page screen, viewed July 20, 2006. Dissertation Committee: Edward R. Hines (chair), Victor J. Boschini, Ramesh B. Chaudhari, Patricia Klass. Includes bibliographical references (leaves 106-111) and abstract. Also available in print.
Cody, Debra J. "Women’s Experiences of the Tenure Process: A Case Study at a Small Public Southeastern University." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/97.
Повний текст джерелаTunek, Kristin. "Gender Equality as ‘Political Indoctrination’ : A case study on Brazil’s turn towards conservative university policies." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79908.
Повний текст джерелаShrestha, Lisha. "Dialogue in Identity-Based Conflict (Study of Intergroup-Dialogue with University Students)." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2012.
Повний текст джерелаBellés, Fortuño Begoña. "Discourse markers within the university lecture genre:A contrastive study between Spanish and North-American lectures." Doctoral thesis, Universitat Jaume I, 2007. http://hdl.handle.net/10803/10442.
Повний текст джерелаEl análisis de género (Swales 1981, 1990; Dudley-Evans & Henderson 1990a, 1990b; Henderson & Hewings 1990; Bathia 1993, 2002; Skulstad 1996, 2002; Flowerdew 1994, 2002) es un parte dentro del amplio campo de análisis del discurso (Barber 1962; Halliday, Strevens & McIntosh 1964). En este estudio nos centramos en el estudio de la clase magistral dentro de los denominados géneros académicos en el aula (Fortanet 2004b). La clase magistral es un género hablado y como tal posee ciertas peculiaridades de los géneros hablados en contraposición a los géneros académicos escritos.
Nuestro estudio se centra en la comparación y contraste de dos lenguas, el español peninsular y el inglés americano, ya que como corpus se utilizan clases magistrales españolas y norte-americanas y en consecuencia se toman como referencia estudios de retórica contrastiva. En este estudio nos centramos en un aspecto concreto del lenguaje, los marcadores discursivos. Con el análisis de los marcadores discursivos en el lenguaje académico hablado en español e inglés norte-americano pretendemos ver como se usan los marcadores discursivos para favorecer a hablantes nativos y no nativos de español e inglés en el espacio de educación superior.
Manivone, Viengthong Luechai Sringernyuang. "Gender and sexuality, and their implications on sexual reproductive health including HIV/AIDS : a case study of young female factory workers in Vientiane, Laos /." Abstract, 2005. http://mulinet3.li.mahidol.ac.th/thesis/2548/cd376/4637980.pdf.
Повний текст джерелаMucheck, Judith Lynne. "A Case Study of a Gender-Reconstructed Catholic University: The Professional Lives of Four Women Faculty Members." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/eps_diss/26.
Повний текст джерелаMucheck, Judith Lynne. "A case study of a gender-reconstructed Catholic university the professional lives of four women faculty members /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-162611/.
Повний текст джерелаTitle from file title page. Philo Hutcheson, committee chair; Mary Deming, Sheryl Gowen, Christine Coley, committee members. Electronic text (116 p.) : digital, PDF file. Description based on contents viewed Oct. 6, 2008. Includes bibliographical references (p. 105-112).
Noftz, Brenda Born. "AN EXPLORATORY STUDY OF SUCCESSFUL UNIVERSITY FOOTBALL PROGRAMS AND THE LEVEL OF COMPLIANCE WITH TITLE IX." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178649099.
Повний текст джерелаBashir, Kainat. "Melanoma and Tanning: A Case Study of Sun Safety Knowledge and Practices Among 15 Canadian University Women." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/26161.
Повний текст джерелаGodfrey, Janett Elizabeth. "The culture of engineering education and its interaction with gender : a case study of a New Zealand University." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/423.
Повний текст джерелаGodfrey, Janett Elizabeth. "The culture of engineering education and its interaction with gender : a case study of a New Zealand University." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14178.
Повний текст джерелаThe women students appeared to construct for themselves a dual identity. They selectively incorporated in this identity both stereotypically masculine and stereotypically feminine qualities, in accordance with their perceptions of simultaneously "doing woman" and "doing engineer". The theoretical significance of this study lies in its provision of an accessible framework for cultural analysis by engineering educators and equity advocates. The framework facilitates exposure of the source of observable behaviours and practices in the unconsciously held beliefs and assumptions at the core of the culture of an institution or discipline. The practical significance lies in its potential to provide a base for developing strategies for cultural change advantageous to the participation of women. The findings of this thesis strongly suggest that such strategies must focus on disrupting the current dualities in language and discourse which implicitly construct women as different, deficient and therefore disadvantaged in engineering education. In particular strategies need to expose behaviours and practices to critical reflection by staff and students, making explicit the values and assumptions which underpin them. Further, while maintaining those features which are the strength of engineering education, there is a need to also include and value ways of knowing and learning styles from outside the current disciplinary and gendered boundaries.
Gaulton, Cecilia M. "A study of the relationships among reader self-perceptions, early reading ability, reading attitudes and gender in grade two students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64771.pdf.
Повний текст джерелаGacasan, Karla A. "The Role of Theoretical Groundings in Diversity Training: A Mixed Methods Case Study of a University Diversity Conference." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416232119.
Повний текст джерелаAlowimer, Saleh. "An empirical study of dictionary use by Saudi EFL learners at university level with reference to major and gender." Thesis, University of Salford, 2010. http://usir.salford.ac.uk/26542/.
Повний текст джерелаMwondha, Priscilla. "Towards Bridging the 'Gender Digital Divide' in Uganda: A Study of University to Work Transition Patterns among ICT graduates." The University of the Western Cape, 2018. http://hdl.handle.net/11394/5767.
Повний текст джерелаThis dissertation examines the gender digital divide in the Information and Communication Technology industry in Uganda by analysing admission and graduation dynamics among men and women in ICT degree programs at Makerere and Busitema Universities and the transition of ICT graduates from university to work with specific focus on Mobile Telecommunication Network- Uganda and Uganda Telecom Limited companies. It explores the socio-cultural stereotypes and perceptions that influence the participation and progress of women professionals in the ICT industry and examines the diverse ways in which women in the ICT industry respond to these stereotypes and perceptions. A qualitative research design and methodology was employed to realise these objectives. The data which informed this study was obtained through detailed in-depth interviews and focus group discussions, analysis of admission, graduation and employment data, and official reports. The study reveals that the way socio-cultural structures and institutions are set up — often in favour of men over women — as well as the differential construction of both women and men — inferior feminine vis-à-vis superior masculine — particularly, in a predominantly patriarchal Ugandan society, continue to shape and inform the uptake of ICTs in the country. The dissertation shows that more men than women are admitted into ICT degree programs at Makerere and Busitema universities. Gender ‘appropriateness’, role models, failure to attain minimum admission requirements, influence of parents and misconception about ICT work variously influence career choice among men and women. Employment patterns among men and women in the ICT industry indicate that the top managerial and technical positions are largely dominated by men while women constitute many of employees at low level, less technical positions. Transition patterns also show that the numbers of women gradually reduce at each critical career transition point. Gender related socio-cultural stereotypes such as male scientist vis-à-vis technophobic woman, working man vis-à-vis domesticated woman, and dependent woman vis-à-vis independent man underlie these paradoxes. These disempowering’ socially constructed labels continue to obstruct many of women from participating in the ICT industry. Finally, this thesis has revealed that a wide range of ‘everyday’ response mechanisms including juggling family and work responsibilities, subterfuge, negotiating, sacrificing career for family, as well adopting the ‘culture of men in technology’ are deployed by women to navigate and challenge the existing socio-cultural stereotypes and constructions which accentuate the gender digital divide in Uganda.
Smith, Angela Mosley. "Race and gender in the leadership experiences of three female African American high school principals a multiple case study /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/angela_d_mosley/smith_angela_m_200808_edd.pdf.
Повний текст джерела"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Saundra Murray Nettles. ETD. Includes bibliographical references (p. 142-157) and appendices.
Ngum, Funiba. "An exploratory study of experiences of parenting among female students at the University of the Western Cape, South Africa." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1106_1361369984.
Повний текст джерелаAdvancement in education has ensured that there is parity in terms of enrolment for 
both females and males at tertiary institutions. However, women students continue to face challenges to advancing in education. Given that South African society remains highly gendered and that universities are historically male-dominated sites that do not necessarily cater for the particular 
needs of women (or children), one area of challenge may relate to having to balance parenting roles with the demands of being a student. For example, at the University of the Western Cape 
(UWC), students with children are prohibited from access to the residences, leaving them with no option but to seek alternative accommodation, where they can remain with their babies or look for childcare support from their relatives. While there is a growing body of work on the experiences of school-going pregnant and parenting learners, there is little work in the South African context of the experiences of women who are both parents and students at tertiary institutions. Since the national education system clearly supports and encourages life-long learning, an investigation into the conditions and experiences of learning for parenting students is important. The focus on women students was motivated by existing findings that show how normative gender roles persist and that women continue to be viewed as the primary nurturers with respect to the care of children. The purpose of this study was to explore the experiences of motherhood among young female students at UWC. The study was situated within a feminist social constructionist framework and a feminist qualitative methodology was employed. Two or more interviews were conducted with a group of eight participants, selected by convenient sampling, and aged between 18 and 30 years, each with a child or children under the age of five 
years. Interviews were conducted at the participants&rsquo
choice of location and at a time that was convenient to them. All interviews were audio-recorded and the tapes were kept safely in the 
researcher&rsquo
s home. All standard ethical procedures for research with human subjects were followed. Data was transcribed verbatim and a qualitative thematic analysis was conducted. Key 
themes 
were elucidated and data presented thematically. The key challenges cited included time management, self motivation and the social demands of being a mother. These tend to have adverse repercussions on academic excellence. The analysis revealed that though the young women are allowed to return to universities after becoming mothers, they face many challenges in trying to balance motherhood and the demands of schooling. Furthermore, the findings highlight the tension and ambivalence experienced by participants as they negotiate the social and cultural expectations of motherhood and their personal reality, in meeting the demands of motherhood as student mothers. In their struggle to meet the social and cultural expectations of motherhood, they placed tremendous emotional and physical stress upon themselves which manifested as guilt, physical exhaustion, psychological stress, physical illness and the desire to leave studies notwithstanding the value they attached to it. Although the participants challenged these expectations in various ways, the underlying nuances when they recounted their experiences, remain embedded in these societal and cultural expectations. However, in voicing their experiences, it was clear that they were not always simply accepting the status quo but at times challenging it, and thereby deconstructing the myths of motherhood that are so salient in current social and cultural contexts. The study also found that student mothers at UWC, at least on the basis of this small sample - do not appear to receive sufficient support on campus (physically, materially and emotionally). The study concludes that this group of 
student mothers face serious challenges as mothers and students and, further, that these challenges are exacerbated by the continued social expectations of women to be &lsquo
perfect&rsquo
mothers which, together with the material gender inequalities in sharing parenting care, could impede effective academic studies. The study recommends that universities play a stronger role in alleviating the challenges for such students. In addition, it recommends that more research be conducted in the area, possibly longitudinal studies, as well as studies that may be more generalisable.
Lynch, Jacqueline S. "A study of the relationships among parents' reading beliefs, parents' gender, grade three students' reader self-perceptions, reading achievement and gender." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42409.pdf.
Повний текст джерелаMuasya, Juliet Njeri. "Exploring discourses of access and sexual harassment in higher education A study of students' perceptions of University of Nairobi's Institutional Culture, Kenya." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/3593.
Повний текст джерелаBeaver, Kevin M. "The Intersection of Genes, the Environment, and Crime and Delinquency: A Longitudinal Study of Offending." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1161004246.
Повний текст джерелаTitle from electronic thesis title page (viewed Jan. 26, 2007). Includes abstract. Keywords: Crime, Delinquency, Genes, Dopamine, Serotonin, MAOA, Add Health Includes bibliographical references.
Mbengo, Ivy. "The role of information, communication and technology in promoting gender equality in the workplace: a study of a University in the Western Cape." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3016.
Повний текст джерелаVarious efforts have been made to address the issue of gender equality at the workplace. It can be noted that even though equal opportunities between men and women may exist, the discrimination of women is still immanent in the workplace for example gender bias, unequal opportunities and underrepresentation. Previous research has failed to give a clear picture on the impact of information, communication, and technologies on gender gaps. It is mostly generalised. This study evaluates the role of Information Communication Technologies (ICTs) in promoting gender equality in the workplace. The research explores different theoretical perspectives namely Gender Glass Ceiling, Equity Theory, Technology Acceptance Model, Gender Inequality and Discrimination, Critical Information Systems Theory and the Feminist Theory. The study used a qualitative research method and a case study design in order to fulfil the study’s objectives and aim. It was carried out at a selected higher education institution in South Africa. Purposive sampling was used and 19 research participants were interviewed both men and women. The data that was collected was transcribed, coded using open coding, analysed and interpreted using thematic analysis to make sense of the findings. Ethical codes of conduct such as truthfulness, confidentiality, anonymity, beneficence and data protection were employed due to the sensitive nature of the study. Results show that ICTs play a vital role in promoting gender equality. ICTs enable employees to become educated, skilled and knowledgeable becoming aware of their rights and fair practices in the workplace. ICTs also enhance both men and women empowerment in independency, decision making and self-actualisation. Fundamental recommendations are given by the researcher regarding ICTs and the promotion of gender equality in the workplace to enhance organisational performance. Organisations need to view ICTs as an integral part of business and enhance its use to promote gender equality.
Min, Emmy Jungwon. "Authority, gender and language a qualitative study of a college-preparatory, English-medium high school in South Korea /." Diss., UC access only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3357003.
Повний текст джерелаIncludes abstract. Includes bibliographical references (leaves 265-274) Issued in print and online. Available via ProQuest Digital Dissertations.
Nguyen, Thi Ngoc Bich. "Gender equity in the higher education of Vietnam : a case study of women faculty at Vietnam National University (VNU)-Ha Noi /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.
Повний текст джерелаTypescript. Includes vita and abstract. Includes bibliographical references (leaves 185-196). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9978593.
Ahl, Therese. "Sexual behavior among Chinese male and female medical university students in Chongqing, China." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-14683.
Повний текст джерела性行为是生活中最基本最重要的要素之一,它影响着我们的行为,思想及情感。年轻人是一个特别有必要促进健康性行为的群体。这项研究的目的是为了检测中国的重庆医科大学的男性,女性大学生对于性行为相关知识的认识及看法。于是在重庆进行了这项探索性的定量的调查研究。这项调查研究的结果表明被调查群体的性行为看似是以爱和自由为基础的,当然双性恋及同性恋也是被广泛接受的。性相关知识的大多数来源于网络,书籍以及朋友,而不是来自于学校。被调查的样本中大多数样本提示他们缺少对性病的认识,以及认识到在安全期保护自己是一项非常重要的避孕手段。所以他们对避孕以及保护自己远离性病之间的关系看起来是比较模糊的。
Sexualitet utgör en av de mest grundläggande värden i livet då de påverkar såväl våra beteenden, tankar som känslor. Unga utgör en viktig grupp för främjande av sexuell hälsa då det är under denna tid grunden för vår sexualitet skapas. Studiens syftade till att undersöka manliga och kvinnliga kinesiska medicinstudenters kunskap och idéer om sexuellt beteende vid Chongqing Medical University i Chongqing, Kina. En explorativ enkätstudie genomfördes på plats i Chongqing. Studien visade på att idéer om sexuellt beteende verkar vara tillåtande och kärleksbaserande, med en övervägande acceptans för bi- och homosexualitet. Internet, böcker och vänner verkade utgöra viktiga källor till kunskap gällande sex samt preventivmetoder då få ansåg sig ha fått tillräcklig kunskap från skolan. Det verkade även finnas en stor brist gällande STD kunskap och hur man skyddar sig då ”safe periods” ansågs vara en viktig preventivmetod. Relationen mellan preventivmedel och skydd mot STD’s verkar vara otydlig.
Janoris, Dhiviya, and Paula Prela. "Gender Equality in Higher Education : A Comparative study of Sweden and India." Thesis, Högskolan i Gävle, Företagsekonomi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30027.
Повний текст джерелаAbu-Khalid, Fowziyah Abdullah. "Exploration of the discourse of Saudism : gender relations and relations of power (case study of the Women's Center of King Saud University)." Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395840.
Повний текст джерелаNaholi, George. "A Study of Current and Former Women in Faculty and Administrative Leadership Positions at East Tennessee State University." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1927.
Повний текст джерелаHunt, Sally Ann. "An investigation into patterns of interaction in small teaching groups at Rhodes University, with particular emphasis on the effect of gender, mother-tongue and educational background." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002632.
Повний текст джерелаBardill, Lindiwe. "'Feminisation and outsourced work' : a case study of the meaning of 'transformation' through the lived experience of non-core work at the University of Cape Town." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10085.
Повний текст джерелаThis dissertation examines the meaning of university 'transformation' from the perspective of workers in 'non-core' zones of work. Mergers, outsourcing, retrenching and rightsizing, have become features of the post-apartheid higher education landscape; and they seem set to remain. Through higher education restructuring work has been divided into 'core' and 'non-core' zones of work and 'non-core' work has largely been outsourced. The men and women working in the outsourced zones of 'non-core' work engage in the 'reproductive work' of the university and yet they largely remain hidden from institutional debates of transformation.
Adhyatman, Alexandra Anggraini. "Investigating the aptitude treatment interaction: Age, gender, computer self-efficacy and computer training." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/998.
Повний текст джерелаLanyon, Andrea J. "Job tournaments, gender and organisational career outcomes for women : a case study of the dynamics of the internal labour market of an Australian bank between 1950 and 1993 /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19675.pdf.
Повний текст джерелаPhillips, Jennifer E. "A study of the relationships among reader self-perceptions, early reading ability and gender in grade-one students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ34218.pdf.
Повний текст джерелаTjabane, Masebala. "Education policy and social justice in higher education : a South African case study." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04242010-194940.
Повний текст джерелаNadjafi, Samantha, and Olivia Murdock. "”A compliment immediately becomes a harassment” : A qualitative study of young male university students’ perceptions on the #metoo movement and the changes in their attitudes." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40449.
Повний текст джерелаVan, Niekerk A., and M. Conradie. "Literary genres as points of interest in print advertising." Journal for New Generation Sciences, Vol 12, Issue 2: Central University of Technology, Free State, Bloemfontein, 2014. http://hdl.handle.net/11462/665.
Повний текст джерелаThe article focuses on the interplay between print advertisements and literary genres such as poetry, drama, folklore, etc. This interplay may be used to develop an advertisement's point of interest to attract attention from a specific target audience. Based on previous research we hypothesise that literary genres are exploited as a means to engage audiences. The study aims to give a description of the typical genre characteristics of modern literary genres in SA print advertising. It also endeavours to do a pragmatic analysis of these advertisements against the background of the specific literary genre category and the genre qualities of advertisements to identify the implied marketing message.
Granlöf, Sofia, and Idah Orebrand. "Bangladeshi women breaking societal norms : A field study of women who are attending engineering and science educations at Bangladesh University of Engineering and Technology." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353887.
Повний текст джерелаFerris, Fiona Severiona. "Appraisal, identity and gendered discourse in toilet graffit : a study in transgressive semiotics." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4020_1299050042.
Повний текст джерелаThis research is interested in the linguistic choices people use to express and negotiate subjective, inter-subjectiveand ideological positions through the graffiti within the confines of selected men's and women's toilets on the UWC main campus. The focus is on attitudes, one aspect of appraisal theory. The aim of investigating the attitudes inherent in the toilet graffiti is to obtain an insight into the evaluative discourse of men and women with regard to their emotional, judgmental and evaluative stance in their writings. This form of analysis is on the level of meaning. Differences with regard to the attitudinal content in terms of occurrence (quantitative) and content (qualitative) are investigated. The data shows that &lsquo
male&rsquo
(gender) are implicit when expressing emotions, whereas female is explicit in its expression of emotions. In addition, in terms of the evaluation of emotions, the data indicates that &lsquo
females&rsquo
are insecure in terms of their emotional disposition, whereas males mostly express emotions of unhappiness in the toilet graffiti analysed. Both males and females have a tendency to judge each other with regard to their capacities. In terms of judgement of behaviours and things, males can be said to have interesting and even creative ways of evaluation, which include punctuation, taboo varieties and pictures.
Mulamba, Nshindi Germain. "Students' making of genres in linguistics and literature : writing dissertations at Lubumbashi University." Thesis, Lancaster University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239819.
Повний текст джерелаRobertson, Megan Aimee. "“Real men”, “Proper ladies” and mixing in-between : a qualitative study of social cohesion and discrimination in terms of race and gender within residences at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97085.
Повний текст джерелаENGLISH ABSTRACT: My research is motivated by concerns with promoting „transformation‟ in Stellenbosch University, a formerly white Afrikaans University which is still predominantly white in terms of numbers and proportions of students attending the institution. While I argue about the importance of taking measures to promote more „diverse‟ student populations, I am critical of discourses which equate transformation with „improving‟ demographic profiles defined in terms of numbers of black, white, coloured and Indian students. I argue that understandings of transformation and diversity need to engage with the students‟ views and experiences of the university in order to make meaningful change with regard to social cohesion and integration, which goes beyond statistical change. My research does this by exploring how students from particular residences, in Stellenbosch University, construct and experience university and residence life and their own identifications. The students were interviewed in friendship groups, selected by the students themselves, and a key concern of mine was to facilitate conversations with them on broad themes relating to their reasons for coming to Stellenbosch and their interests, aspirations, motivations, identifications and disidentifications as particular students in particular residences in Stellenbosch. I was particularly concerned to pick up on issues which the students raised in these „focus group discussions‟ so that the students, themselves, played a key role in setting the agenda in the discussion and they and their reflections on their experiences and constructions of themselves and others became the topic of discussion. Rather than taking the group interview as an „instrument‟ (as interviews, like questionnaires, are often described in methods texts in the social sciences), I write about it as ethnographic encounter involving them and myself as participants, and I explore insights about the nature of their friendships and relationships derived from first-hand experience, of how they engage with their selected friends and with me in the research group. Furthermore, by engaging with them as authorities about their lives and identifications as particular kinds of students at Stellenbosch, and posing questions which encouraged them to reflect on these. I argue that this kind of research can itself become a model of good pedagogic and „transformative‟ practice.
AFRIKAANSE OPSOMMING: Nie beskikbaar
Wagener, Emma Faye. "Exposure to trauma and self-esteem as predictors of normative beliefs about aggression: A study of South African young adults." University of the Western Cape, 2018. http://hdl.handle.net/11394/6413.
Повний текст джерелаAggressive behaviour is prevalent in the South African context. This is evident in the high rates of interpersonal violence including rape, intimate partner violence and homicide. Young adults appear to be both the main perpetrators and victims of aggressive behaviour. Normative beliefs about aggression have been identified as a central factor underlying aggressive behaviour. Normative beliefs refer to an individual's cognitions about the acceptability of specific behaviours and serve to regulate actions. Despite the identified salience of normative beliefs in influencing aggressive behaviour, limited research has been conducted within South Africa on this topic. This study thus investigated normative beliefs about aggression held by young adults attending university. The study also aims to investigate whether prior exposure to trauma, self-esteem and demographic factors (e.g. age, gender and family size) predicted normative beliefs about aggression. Results indicated that exposure to traumatic events, as well as state self-esteem significantly predicted normative beliefs about aggression. Gender differences were evident in various subscales. Ethical approval to conduct this study was obtained by the Senate Higher Degrees Committee of the University of the Western Cape, as well as the University of the Western Cape registrar.