Готові списки джерел за темами / Master’s discourse

Добірка наукової літератури з теми "Master’s discourse"

Автор: Grafiati

Опубліковано: 22 червня 2024

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Статті в журналах з теми "Master’s discourse":

CLÉMENT, JÉRÉMIE. "THE “DISCOURSE OF NEOLIBERALISM” AS A NEW READING OF THE CAPITALIST’S DISCOURSE." Ágora: Estudos em Teoria Psicanalítica 22, no. 3 (December 2019): 264–72. http://dx.doi.org/10.1590/1809-44142019003001.

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ABSTRACT: In this article we aim at updating the status of the capitalist’s discourse as first introduced by Jacques Lacan in the early 1970s, in light of the permeating trend of neoliberalism towards unlimited extension in our present-day societies. After examining the written logic of discourses proposed by Jacques Lacan, we will present the four discourses and their latest corollary: the capitalist’s discourse. We will then submit and discuss the syntagm of “discourse of neoliberalism”, by comparing it as a variant of the capitalist’s discourse. Finally, we will present neoliberalism as a reinforced Master’s discourse, so as to call it the “hypermodern Master’s discourse”.

Butenko, Ludmila. "Continuity of General Training of Future Teachers and Academics in the Context of a Three-level System of Education." Education and Pedagogical Sciences, no. 1 (176) (2021): 22–31. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-22-31.

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The author has analyzed the term ‘general teachers’ training’ in modern scientific discourse. Peculiarities of general training of future teachers and academics in the context of a three-level system of higher education (Bachelor’s course, Master’s course and post-graduate course) have been disclosed. The researcher has substantiated the need for contiguity of general training of future teachers, Master’s students and postgraduate students who have teaching as their major. The ways, the content and the peculiarities of the methodological support for providing contiguity of general training of future teachers and academics at university have been described. General teachers’ training of future specialists in the field of education (bachelor's, master's, postgraduate) should provide conceptual-target continuity; content and information continuity, technological and activity continuity.

PRYDOLOBA, ANASTASIIA. "PECULIARITIES OF PROFESSIONAL TRAINING IN APPLIED LINGUISTICS AT CANADIAN UNIVERSITIES (CARLETON UNIVERSITY)." Comparative Professional Pedagogy 12, no. 2 (December 29, 2022): 100–105. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-11.

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The article describes the history of Applied Linguistics development. It is noted that the field of Applied Linguistics not only focuses on native, foreign and second language acquisition, but also examines how language interacts with other areas such as the media and legislation. The programs for training specialists in Applied Linguistics in the leading institutions of higher education in Canada are analyzed. In particular, attention is focused on Carleton University. Bachelor's and Master's programs in Applied Linguistics are studied. A special feature of Carleton University Bachelor’s degree program is that students have the opportunity to choose between a 4-year or 3-year program of study to obtain a degree. In addition, at Carleton University, you can combine a specialization in Applied Linguistics and Discourse Studies with an additional one in modern language studies: American Sign Language, German, Italian, Japanese, Chinese, and Spanish. A feature of Applied Linguistics programs for third- and fourth-year students is the option to choose an accelerated study program at Carleton University. Master’s degree program in Applied Linguistics, conditions and criteria for admission are described and analyzed. It is found out that there are three possible ways to complete the Master's program in Applied Linguistics and Discourse Studies: writing a thesis, a research essay or a coursework paper. It is noted that students are first registered for coursework, but at the end of the first year of the master's program they must submit a proposal for writing a research essay or thesis. It is determined that after completing a master’s level of education, a student has the opportunity to continue their studies by enrolling in Carleton University PhD program, which is unique in North America due to its innovative combination of Applied Linguistics and Discourse Studies.

Załęska, Maria. "Pratiche di stesura della tesi di laurea in italiano LS." Studia Romanica Posnaniensia 49, no. 2 (June 22, 2022): 21–33. http://dx.doi.org/10.14746/strop.2022.492.002.

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In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic approaches are discussed in the paper. In the didactics of content the supervisors emphasize knowledge, i.e. linguistic concepts expected to be applied in a Master’s thesis. In the didactics of forms, the supervisors focus on the linguistic code, that is, on grammatical and lexical correctness of the Master’s thesis. In the didactics of forms of content the supervisors use regularities observed in academic discourse, such as genre and rhetorical structures, as valuable teaching resources likely to help students develop metacommunicative awareness.

Schroeder, Jeanne L. "His master’s voice: H.L.A. Hart and Lacanian discourse theory." Law and Critique 18, no. 1 (March 20, 2007): 117–42. http://dx.doi.org/10.1007/s10978-006-9005-z.

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Banini, Shirley, Ernest Kwesi Klu, and Ramos Asafo-Adjei. "An analysis of reporting verbs in master’s dissertations." ELT Forum: Journal of English Language Teaching 12, no. 3 (November 30, 2023): 229–42. http://dx.doi.org/10.15294/elt.v12i3.71292.

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This study was purposed on analyzing reporting verbs in the Literature Review sections of some master’s dissertations in the field of Government and Leadership at the University of Professional Studies Accra (UPSA) in Ghana from the 2017/2018 to 2021/2022 academic year. The study sought to answer the main research question – what is the nature of the reporting verbs used in some master’s dissertations of students of the UPSA in the field of Government and Leadership? 20 dissertations were conveniently selected, and the Literature Review sections were analysed for reporting verbs using Hyland’s (2002) taxonomy which involves Research Acts, Cognition Acts and Discourse Acts as the analytical framework. These dissertations altogether contained 1,044,076 words. Results showed that students used various reporting verbs belonging to – Research Acts (observe, find), Cognition Acts (believe, conceptualize) and Discourse Acts (report, discuss) in their dissertations. Discourse Act reporting verbs were predominant compared to Cognition Acts and Research Acts, implying that the students used more of the reporting verbs associated with their mental processes. It is concluded that lecturers using English language and Research Methodology need to train students more in the use of reporting verbs in order to have their writing more impactful.

Wirenfeldt Jensen, Tine, and Helle Merete Nordentoft. "Academic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies." Journal of Academic Writing 12, no. 1 (December 23, 2022): 50–67. http://dx.doi.org/10.18552/joaw.v12i1.840.

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This article provides insights into how writing a Master’s thesis in pairs affects students’ development and identity construction as academic writers (Burgess & Ivanič’s, 2010). Data consist of self-recorded dialogues between four pairs of Danish Master’s thesis writers at the start, middle and end of their thesis writing process. Data were coded thematically using grounded theory methods (Charmaz, 2006) and the resulting empirically grounded themes informed a discourse analysis of the material (Laclau & Mouffe, 2001). The findings suggest that those writing a Master’s thesis in pairs negotiate and assign largely fixed writing identities at an early stage that serve as a way of creating boundaries and building trust, allowing the students to write, provide feedback and revise text in shared documents. Each pair develops a set of writing strategies focused on setting and maintaining boundaries, thereby ensuring that the joint pair writer identity is not threatened. The article discusses how this strategy is embedded in a wider Master’s thesis discourse that draws heavily on concepts such as autonomy and independence and thus might not lend itself easily to the articulation of a joint identity as a writing pair.

Kharlamova, N. S., and I. J. Frolova. "Forming Foreign Language Competences in Teaching Political Discourse (Master’s Degree)." Вестник Московского государственного лингвистического университета. Образование и педагогические науки, no. 3 (2022): 100–105. http://dx.doi.org/10.52070/2500-3488_2022_3_844_100.

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Carlson, Licia. "Why Does Intellectual Disability Matter to Philosophy?: Toward a Transformative Pedagogy." Research Articles 28, no. 2 (October 25, 2021): 72–82. http://dx.doi.org/10.7202/1082916ar.

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This article explores what it means to include intellectual disability (ID) in philosophical discourse and in the philosophy classroom. Taking Audre Lorde’s claim that “the master’s tools will never dismantle the master’s house” as a starting point, it asks how certain forms of cognitive ableism have excluded ID from the “philosopher’s house.” Drawing upon Michel Foucault’s work as a theoretical framework, part one critically examines the ways that ID has been included, excluded, and constructed within philosophical discourse. Part two then considers what it would mean for ID and people with an ID to be included in the philosophy classroom. It offers some examples of how the work in disability studies, philosophies of disability, and philosophy of art can lead to a more inclusive and transformative pedagogy that will generate new critical questions and expand our philosophical dwelling places.

Tilli, Jouni. "Preaching as master’s discourse. A Foucauldian interpretation of Lutheran pastoral power." Critical Research on Religion 7, no. 2 (May 23, 2019): 113–29. http://dx.doi.org/10.1177/2050303219848059.

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Дисертації з теми "Master’s discourse":

Evetovics, Arion. "Media portrayal of a Swedish 'Crime Capital' - A master’s thesis focusing on newspapers’ depictions of shootings in Malmö." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25835.

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During the past couple of years, shootings in Malmö have been given considerable amount of attention and not the least by the news media. The tabloids have often been dominated by headlines which indicate an increase of violent shootings in Sweden’s third largest city. Comparing shootings in Malmö to other cities in Sweden is a difficult task as the local police collects data based on different criteria, nevertheless comparisons are frequently made. The objective of this project is to examine how newspapers portray shootings in Malmö by analyzing articles from major newspapers in Sweden. This thesis focuses on the language that is used and in the light of moral panics theory it is discusses whether the news articles in question are instigating moral panics. It is evaluated what discourses are produced and reproduced by the language used in the context of shootings in Malmö through critical discourse analysis (CDA). The main findings reveal that news media tend to promote certain ideas about the severity and the circumstances regarding shootings in Malmö that are symbolic for the instigation of moral panics. In the context of shootings in Malmö the most frequent points that are raised is that shootings are “symptomatic”, shootings are becoming normalized and shootings pose a threat to “normal people” as well. The main implications from this project is that future research is needed on the subject of how data regarding shootings is collected by to police in order to conduct research similar to this. There is a need of a uniformity within the police regarding the definition and classification of shootings in order to facilitate research that compares shootings across the nation. As a follow up to the current project it would be beneficial to investigate the social reactions to the style of journalism discussed in this paper.

Nascimento, Matheus Monteiro. "Análise de produtos educacionais desenvolvidos no âmbito de um mestrado profissional em ensino de física." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/139386.

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Nesta dissertação de mestrado investigamos a influência do contexto de formação do Mestrado Profissional em Ensino de Física (MPEF) da UFRGS no desenvolvimento dos produtos educacionais. A pesquisa consiste de duas etapas de análise: uma quantitativa, com foco no universo total de trabalhos concluídos, e uma análise discursiva dos textos de apoio de Física clássica, em interação orgânica com o dialogismo proposto pelo Círculo Bakhtin/Volochinov/Medvedev e com as racionalidades profissionais de Contreras. A partir da análise quantitativa percebemos que a maneira como os autores dos produtos educacionais, juntamente com seus orientadores, encaram os referenciais teóricos sinaliza um descrédito em relação a necessidade dessa fundamentação. Ocorrem diversas incoerências como a adoção de duplas de autores quase antagônicos como Vygotsky e Piaget, ou Vygotsky e Ausubel, sem uma mínima reflexão a respeito dos pressupostos teóricos defendidos por esses autores. Essa ingenuidade gera uma concepção utilitarista no uso dos referenciais, estritamente relacionada com a metáfora do mercado. Percebemos ainda a utilização de teóricos simpáticos aos orientadores, reforçando a significação social e hierárquica do contexto extraverbal no qual os enunciados foram produzidos. A escolha desses aportes teóricos possivelmente serve como estratégia discursiva para estreitar a relação entre o aluno-professor, o professor orientador e os avaliadores. A análise discursiva evidenciou que os autores utilizam os referenciais apenas porque é uma exigência formal em um trabalho de conclusão. Poucas vezes identificamos uma articulação entre o aporte teórico, as questões-foco, desenvolvimento, aplicação e avaliação produto. Notamos que o racionalismo técnico propagado pelo MPEF da UFRGS influencia diretamente no desenvolvimento dos produtos, refletindo na direcionalidade, responsividade, expressividade e gênero discursivo dos trabalhos. Os produtos educacionais desenvolvidos nesse tipo de contexto de formação tendem a ser pouco relevantes frente às necessidades escolares.
In this dissertation, we investigate the influence of the training context of the Professional Master’s degree in Physics Teaching (PMPT) at UFRGS on the development of educational products. The reaserch consists of two stages of analysis: a quantitative, focusing on total universe of completed works, and a discursive analysis of Classical Physics didactical texts (called support texts)in strong interaction with the dialogism proposed by Bakhtin/Voloshinov/Medvedev’s Circle and the professionals rationalities of Contreras. From the quantitative analysis, we realized that the way the authors of educational products, along with their advisors, treat the theoretical frameworks points toward an unbelief on the need of a solid theoretical foundation. Several inconsistencies occur as the joint adoption of almost antagonistic authors such as Vygotsky and Piaget, Vygotsky and Ausubel or without a minimum reasoning about the theoretical principles defended by these authors. This naive approach leads to an utilitarist conception of the theoretical framework, strictly related to what we call metaphor of market. Moreover, we see the adoption of scholars in a way that it is advisor’s friendly, strengthening social and hierarchical significance of extraverbal context in which the utterances were produced. The choice of these theoretical contributions possibly acts as a discursive strategy to develop the relationship between the student-professor, advisors and evaluators. The discursive analysis showed that the authors use the theoretical frameworks as if they are simple requirements to be fulfilled by their dissertations. In a few times we identified links between theoretical contribution, focus-issues, development, implementation and evaluation of educational product. We note that the technical rationality disseminated by UFRGS PMPT directly influences the development of educational products, reflecting the directionality, responsiveness, expressiveness and speech genre present on these works. Educational products developed in this kind of training context tend to be of little relevance concerning the school needs.

Rugeles, Schoonewolff Mauricio. "Hégémonie, populisme, rhétorique : Ernesto Laclau et la psychanalyse." Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080104.

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Ce travail est une lecture critique de l’œuvre d’Ernesto Laclau axé sur ses trois concepts fondamentaux et sa lecture de la psychanalyse. À fur et à mesure que Laclau développe sa proposition théorique la psychanalyse devient centrale. Laclau étudie le phénomène du populisme en même temps qu'il propose une stratégie pour les mouvements émancipateurs contemporains. Étudier l’œuvre de Laclau est d’autant plus d'actualité qu'on assiste à la montée de mouvements politiques populistes dont certains se réclament de sa théorie. Dans cette thèse, nous reconstruisons la lecture et l’usage que Laclau fait de la psychanalyse, avec ses rapprochements et écarts, ses analogies et contradictions, ses accords et désaccords. Structurée chronologiquement, c’est-à-dire critiquant l’œuvre de Laclau selon sa logique interne de développement et explicitant ses liens avec la psychanalyse, la thèse se termine par un chapitre dans lequel les développements théoriques de Laclau sont analysés à la lumière des critiques de deux de ses interlocuteurs les plus proches, Jorge Alemán et Slavoj Žižek.Laclau montre en quoi le populisme est structurel et constitue la règle de la structuration des gouvernements démocratiques. Le rapport entre la théorie de Laclau et l’émancipation, la jouissance et l’économique étant cependant problématique, sa critique du néolibéralisme reste du coup limitée
This thesis is a critical reading of the works of Ernesto Laclau based on three of his fundamental concepts and his understanding of psychoanalysis. As Laclau develops his theoretical position, psychoanalysis becomes a central reference. Laclau studies the phenomenon of populism, and at the same time proposes a strategy for contemporary emancipatory movements. Studying Laclau's works is opportune because of the rise of populist political movements, some of which reclaim Laclau’s theories.In this thesis we reconstruct Laclau's reading and use of psychoanalysis, to counterpoint it with the original psychanalytical works (Freud, Lacan and even Miller,) and in this way contrasting Laclau’s theory with psychoanalysis, with their similarities and differences, analogies and contradictions, agreements and disagreements. The text is structured chronologically, and also it criticizes Laclau’s works according to their internal logic by explaining the links with psychoanalysis, and the text ends with a chapter in which the theoretical developments of Laclau are analyzed at the light of two of his closest interlocutors, Jorge Alemán and Slavoj Žižek.Laclau proves the structural unavoidability of populism: he demonstrates how populism is always present in democratic governments. However, the relationship between Laclau's theory and emancipation, jouissance and economics remains problematic. Thus, Laclau’s criticism of neoliberalism remains limited

Calvo, Clara. "Power relations and fool-master discourse in Shakespeare : a discourse stylistics approach to dramatic dialogue." Thesis, University of Nottingham, 1990. http://eprints.nottingham.ac.uk/11387/.

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This study undertakes an examination of fool-master discourse in Shakespeare with the help of discourse stylistics, an approach to the study of literary texts which combines findings from the fields of discourse analysis, conversation analysis and pragmatics. The analysis aims to show how the relations of power which exist between dramatic characters are manifested by the linguistic organization of the dialogue as interactive process. Fool-master discourse in Shakespeare is analysed from three different perspectives: the use of the pronouns of address (you/thou); the organization of the discourse as a whole; and the politeness strategies used by fools and their employers in face-to-face interaction. With regard to the pronouns of address, it is shown that neither a structural model nor a sociolinguistic one are sufficient per se to satisfactorily explain the constant shift of pronoun which occurs in Early Modern English dramatic texts. It is suggested that a model of analysis rooted in discourse analysis and pragmatics ought to be developed. Burton's framework is used to study the conversational structure of fool-master discourse, and to show how the power relations obtaining between dramatic characters are manifested by the internal organization of dramatic dialogue. Politeness phenomena in fool-master discourse are studied following Brown and Levinson's model and it is shown that both the fools and their employers orient to face in interaction. Finally, this study of power relations in fool-master discourse shows that, contrary to much current critical opinion, the fools in Shakespeare are not licensed jesters who enjoy unlimited freedom of speech. Feste, Lavatch and Lear's Fool need to resort to complex linguistic strategies if they want to make their criticisms and, at the same time, avoid being punished.

Doezema, Jo. "Sex slaves and discourse masters : the historical construction of 'trafficking in women'." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409963.

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Contreras, Omel Angel. "How a Master Teacher Uses Questioning Within a Mathematical Discourse Community." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/789.

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Recent scholarly work in mathematics education has included a focus on learning mathematics with understanding (Hiebert & Carpenter, 1992; Hiebert et al., 1997; Fennema & Romberg, 1999; National Council of Teachers of Mathematics, 2000). Hiebert et al. (1997) discussed two processes that they suggested increase understanding and that are central to this study: reflection and communication. Learning mathematics with understanding requires that the students create a deeper knowledge of mathematics through reflection and communication. The environment in which such learning can take place must include patterns of behavior, known as social norms that promote deeper thinking. When the social norms encourage reflection and communication among the members of the classroom community, or supports learning with understanding, it becomes what I term a productive discourse community. The purpose of this study is to find out what a teacher does to create and maintain a productive discourse community where students can reason and learn with understanding. To accomplish this purpose, this research asks the following question: In what ways does the teacher in the study direct mathematical discourse in order to facilitate understanding? To answer this research question, data was gathered from eight class periods. The classroom discourse was analyzed and six discourse generating tools were found to be used by the teacher: (1) using lower-order questions to engage students, (2) persisting in eliciting students' reasoning, (3) encouraging as many student participations as possible, (4) encouraging students to analyze and evaluate each other's comments, (5) encouraging students to share as many strategies as possible and (6) using a focusing discourse pattern. There were also three social norms found to be established in the classroom at the time of the data collection. These norms are: all students are expected to (a) participate (b) share their reasoning when called upon, and (c) listen to, analyze, and evaluate each other's comments. Through further analysis, it was found that the six discourse generating tools reinforced the social norms, while the social norms supported the six discourse generating tools. Thus creating an environment where reflection and communication occurred in a way that promoted learning mathematics with understanding.

Hopkins, Susan. "The selling of the corporate consensus : a discourse analysis of "Education: have your say"." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36706/1/36706_Hopkins_1994.pdf.

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This study examines the "Focus on Schools" [FOSJ model for state education reform and the "Education: Have Your Say" [ EHYS J discussion paper from whence it came. Both documents provide the same guiding framework of "organisational principles" for a restructured Queensland Education Department. These principles and the "Model for the Future" they suggest, will be investigated in Part 4 of the study. Utilising the methods of critical policy analysis, this investigation develops the argument that the EHYS/FOS model is corporate managerial and as such it reproduces a market-oriented value structure. The more interesting aspect of the EHYS product and process is not so much its corporate nature but rather the means by which that corporate agenda was "sold" to the education community as progressive reformism. The EHYS text is of interest is so far as it employed the social democratic ideals of community participation to render corporatisation "rational" and even desirable. Hence if the state Labor government's reform program is a market-oriented design, EHYS is its marketing strategy. At least that is the conclusion presented by the discourse analysis of part 5. Part 5 emerges from an understanding that the l anguage of the EHYS response sheet i s the starting point for an official constructi on of reality and meaning making. The language of the text is the means by which a rati onal isation program is depol iti cised and normalised. It is the means by which "consultation" becomes a closed process. While the later stages of the study will expl ore and explain these complicated relations between language and politics, at this point it is suffi cient to note that the EHYS exercise was not about changing the corporate agenda as much as it was about manipulating the public percepti on of it. Of course, and a place in this corporate consensus has a time political and policy history. Thus Part 3 will trace the discursive history of concepts central to EHYS/FOS: concepts of "devolution" and "participation." Moreover, the politics of EHYS/FOS will be examined in the context of the rise of neoliberalism and the eclipse of a social democrati c alternative. The relevance of this effort will be advanced in part 1 and the method by which I hope to achieve it, will be explained further in part 2.

Contreras, Omel A. "How a master teacher uses questioning within a mathematical discourse community /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1469.pdf.

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Young, Nora. "Mastery and enslavement as themes in modern discourses on technology." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59822.

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The author calls into question the primacy of the optimism/pessimism split within modern discourses on technology and suggests rather that the dominant thematic division in these discourses is that between mastery over and enslavement to technology. Each of these is criticized with respect to the faulty conception of control it implies. The author concludes with a view of technology as a social practice in order to move beyond mastery or enslavement.

Burris, Jessica Margaret. "Finding Feminism in American Political Discourse : A Discourse Analysis of Post-Feminist Language." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/395.

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The term “feminist” is a widely used label that is often embraced by women who do not advocate feminism. The wide use of the feminist label in contrast to the declining presence of feminist activism indicates a problem with the development of a third wave of feminism in the United States. In this study, I evaluated trends in feminism in the United States through an analysis of public political discourse. A semantic discourse analysis of political discourse from 1870 to 2011 evaluated a shift in the use of inclusive and exclusive pronoun usage by female political speakers. Speeches compiled for this study were obtained from internet sources such as NPR, C-Span and CNN, and evaluated the oratory of Victoria Woodhull, Geraldine Ferraro, Hillary Clinton, Sarah Palin and Michelle Bachmann. The results of this study indicated that there was not a strong shift in the use of inclusive and exclusive pronouns overtime, but there was a large growth in both population and diversity of the targeted audience, and this growth was often not accommodated for in the discourse of contemporary female political candidates. The slow shift in inclusive discourse indicated a post-feminist line of thought that questioned the validity of an argument for a third wave of feminist activism in the United States. Political discourse cannot define a cause for post-feminism, but can indicate a downward trend in the influence of feminism as a contemporary cultural movement.

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Книги з теми "Master’s discourse":

Wilkinson, William Cleaver. Modern masters of pulpit discourse. New York: Funk & Wagnalls, 1990.

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Great Cosmic Being Beloved Mighty Victory (Spirit). The " I AM" discourses (original). Schaumburg, Ill: Saint Germain, 1986.

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1878-1939, King Godfré Ray, ed. Ascended master discourses. Chicago: Saint Germain Press, 1986.

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1878-1939, King Godfré Ray, ed. Ascended master discourses. Schaumburg, Ill: Saint Germain Press, 1986.

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Purdie, Susan. Comedy: The mastery of discourse. Hemel Hempstead: Harvester Wheatsheaf, 1993.

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Purdie, Susan. Comedy: The mastery of discourse. New York: Harvester Wheatsheaf, 1993.

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Purdie, Susan. Comedy: The mastery of discourse. Toronto: University of Toronto Press, 1993.

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Klein, Eric. The inner door: Channeled discourses from the Ascended Masters on self-mastery and ascension. Livermore, Calif., USA: Oughten House Publications, 1993.

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Doezema, Jo. Sex slaves and discourse masters: The construction of trafficking. London: Zed Books, 2010.

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Trix, Frances. Spiritual discourse: Learning with an Islamic master. Philadelphia: University of Pennsylvania Press, 1993.

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Більше джерел

Частини книг з теми "Master’s discourse":

Brinch, Iben, and Siri Nergaard. "Sheep, Watch Dogs and Wolves: How the Master in Non-Fiction Writing Formed Actors for the Field of sakprosa in Norway." In Nordic Perspectives on the Discourse of Things, 93–115. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33122-0_5.

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AbstractThe chapter concerns a master’s programme in non-fiction writing as part of the development of the field of sakprosa (non-fiction) in Norway. The chapter is based on experience from teaching at a master’s programme in non-fiction writing (Master i faglitterær skriving) at the University of South-Eastern Norway 2007–2020. The programme developed along with the growing field of sakprosa in Norway, a field of institutions and actors from the traditional literary field as well as dedicated policy makers and academic scholars. Our claim is that the programme was embedded in the evolving episteme of sakprosa in Norway while teaching and practicing understandings of non-fiction. The chapter forms a case study of the programme in terms of its position in the literary, cultural and academic field of non-fiction. We explore the ideas and pedagogy adopting an ethnographic approach using our own experiences as teachers and administrators and by the analysis of student texts from the programme. The purpose is to clarify how the programme contributed to the development of the episteme of sakprosa and what kind of agents (or authors)—sheep, watch dogs and wolves—the programme has made for the greater field of non-fiction in Norway.

Herbert, Anna. "The Master discourse." In Didactics, Learning and Leadership in Higher Education, 126–42. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315294773-5.

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Cercel, Cosmin. "The discourse of the master." In Towards a Jurisprudence of State Communism, 121–50. Abingdon, Oxon ; New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315544113-6.

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Faiq, Said. "1. Through the Master Discourse of Translation." In New Insights into Arabic Translation and Interpreting, edited by Mustapha Taibi, 7–21. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095254-003.

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Brodzki, Bella. "2. “Changing Masters” : Gender, Genre, and the Discourses of Slavery." In Borderwork, edited by Margaret R. Higonnet, 42–60. Ithaca, NY: Cornell University Press, 2018. http://dx.doi.org/10.7591/9781501723025-004.

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Smith, Michael Peter. "“The global cities discourse: a return to the master narrative?”." In The Globalizing Cities Reader, 399–406. 2nd Edition. | New York : Routledge, [2018] |: Routledge, 2017. http://dx.doi.org/10.4324/9781315684871-58.

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McCambridge, Laura, and Anne Pitkänen-Huhta. "7 Discourses of Literacy on an International Master’s Programme: Examining Students’ Academic Writing Norms." In Literacy Practices in Transition, edited by Anne Pitkänen-Huhta and Lars Holm, 165–86. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698414-010.

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Obdalova, Olga A., Olga V. Kharapudchenko, Aleksandra V. Soboleva, and Ludmila Y. Minakova. "Interactive Technology in Teaching English Oral Academic Discourse to Master Students." In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives, 54–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11435-9_6.

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Nyström Höög, Catharina, Henrik Rahm, and Gøril Thomassen Hammerstad. "Introduction." In Nordic Perspectives on the Discourse of Things, 1–15. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33122-0_1.

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AbstractThis book deals with the Nordic tradition of sakprosa studies, and the role of complex written texts in an increasingly diverse and dynamic society. Since 2009, the journal Sakprosa—a Nordic publication based in Oslo—has been publishing articles on different aspects of applied linguistics, rhetoric, textual studies, discourse analysis, literature studies, educational studies, communication and adjoining disciplines. The word sakprosa is a compound noun, where the first part sak is a rather polysemic word which means ‘thing’ (or ‘issue’, ‘case’, ‘subject’) and the second part means ‘prose’. Thus, the literal meaning is prose (texts) about things. Common translations are non-fictional prose, subject oriented texts or subject-oriented prose as well as non-literary prose. We use the Scandinavian noun sakprosa as it incorporates all these meanings. The six chapters of this book bring forth different aspects of the concept sakprosa—the text-theoretical framework for Scandinavian sakprosa research, CSR-reporting, changes of sakprosa culture because of the digitizing of communication, a study of a master programme for sakprosa writing, crisis information from a public authority and a concluding summary which re-visits all the chapters and reflects on their contributions to the field of sakprosa studies.

Du, Bingxuan. "Research on the Evaluation of Students’ Collaborative Problem-Solving." In Perspectives on Rethinking and Reforming Education, 275–94. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7386-6_11.

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AbstractIn this chapter, I made use of PISA 2015’s assessment framework of collaborative problem-solving to analyze students’ discourse and evaluate students’ collaborative problem-solving abilities in both quantitative and qualitative methods. I analyzed the tasks applied in the current study and combined them with PISA 2015’s framework to formulate a detailed framework for the current study. 41 pairs and 21 groups from the project were selected as participants for the current research. Through evaluating the ability by analyzing discourse with the framework, the following results are obtained: Students’ cognition and mastery of dimensionality ability in the process of collaborative problem-solving is insufficient; students’ performance of “collaboration” in the process of collaborative problem-solving is insufficient, and there are problems such as low-level of relevant abilities and disordered discourse; students’ ability of collaborative problem-solving in peer collaboration is higher than that in group collaboration. According to the conclusion of the study, this chapter gives some suggestions and strategies to train the students’ collaborative problem-solving abilities.

Тези доповідей конференцій з теми "Master’s discourse":

Mouton, Marnel, and Ilse Rootman-Le Grange. "Scientific Discourse: Can Our First-Year Students Express Themselves in Science?" In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11110.

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Scientific discourse is a specialized, semantically dense language used to formulate clear, objective arguments around experimental results. However, science classrooms are practically void of scientific argumentation and this important skill is rarely modelled or developed in these spaces. Yet, students are expected to engage with complex disciplinary texts and then demonstrate their mastery of scientific subject matter using appropriate scientific discourse. Students find this extremely challenging and many are implicitly excluded from successful engagement with the subject. The aim of our study was the assessment and development of first-year biology students’ scientific discourse skills through collaborative pedagogy, to make aspects of biology discourse explicit to all students. We drew on Legitimation Code Theory’s concept of semantic density, which considers complexity of meaning, to design a learning opportunity and then analyzed selections of students’ summative assessments. Results showed profound variation in the proficiency of the students’ scientific vocabulary and language functions, and the discourse of the school and first-year biology textbooks. We therefore argue for science pedagogy that would allow students time and opportunities to mindfully engage with complex disciplinary text and then demonstrate their mastery of their learning using appropriate scientific discourse.

Makarova, Inna S. "BUSINESS DISCOURSE IN TEACHING FOREIGN LANGUAGES TO MASTER STUDENTS, OR BUSINESS WRITING CHALLENGES." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.17.

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Ting, Y. L. Teresa, and Maria Pia Bernasconi. "HELPING STUDENTS MASTER HIGHLY COMPLEX DISCOURSE IN INSTANCES VOID OF CONCEPTS: MAKING “FOSSIL ANATOMY” LEARNABLE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0749.

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CHEN, WEI. "IDEOLOGICAL AND POLITICAL THEORIES TEACHING IN COMPREHENSIVE BUSINESS ENGLISH TEACHING." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35735.

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Comprehensive Business English course is a comprehensive language practice skills course, which integrates English language knowledge, communication ability, cultural background knowledge and business knowledge. By imitating English materials in different kinds of business and cultural scenes, students can get familiar with English expression habits, cultivate English critical thinking and master fundamental English oral expression ability; by learning different subjects, students' vocabulary and discourse reading comprehension ability are to be enhanced and the basic discourse expression ability and a good foundation for the third and fourth grade English learning are to be improved. Our university, Shandong Institute of Business and Technology, is a university of finance and economics with the striking characteristic of wealth management. We have the integration and development of students’ business English. Comprehensive business English is a compulsory course for the first and second year of business English majors, with small classes about 30 students in each. The courses for English majors are all business-related, most of them aim to work in business-related fields or study for master degree domestically or overseas after graduation. Business-English teaching aims to cultivate students with strengthened basic English listening, speaking, reading, writing and translation skills, relevant theories and knowledge of linguistics, economics, management and other studies, business operation mode and norms, good moral cultivation, social adaptability and innovation ability, and finally and most possibly the Applied Business English professionals. This paper, designed on the study and introduction of the present ideological and political theories teaching of Comprehensive Business English, is to discuss about the application of ideological and political teaching in the very basic course for Business English majors. By finding the ideological and political teaching topics and resources, it is to discover the proper, positive and critical means of applying theories in practice.

Fenice, Andrea, and Renzo Mocini. "The search for values as a didactic tool - An interdisciplinary perspective." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16248.

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The present article explores the didactic potentialities of an interdisciplinary approach intended for university, master or doctorate courses where the development of professional strategies and the acquisition of English for Specific Purposes (ESP) are the main target. By exploiting a heuristic method provided by semiotics, namely Floch’s Axiological Square, students can acquire the toolkit that permits them to analyse the process of value creation as well as the discursive procedures and lexical peculiarities typical of corporate communication. Although the focus is on pharmaceutical discourse, we are convinced that the methodological apparatus illustrated here is potentially applicable to other ESP domains and that it highlights the importance of dialogue between apparently distant disciplines for better educational outcomes.

Armand, Edwige, Anne Asensio, and Don Foresta. "Art, Science and Industry: A symbiotic milieu to rethink visions of the world." In 28th International Symposium on Electronic Art. Paris: Ecole des arts decoratifs - PSL, 2024. http://dx.doi.org/10.69564/isea2023-2-short-armand-et-al-art-science-industry.

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SHORT PAPER. How do art and science participate in writing a world of signs and symbols? What do these two human faculties and capacities seek and how do they differ radically? Science has progressively freed itself from its purpose (the search for the why) to model, imitate and master a world in an increasingly abstract manner. If science and art are performative, what world do they draw and what do they tell us (in terms of discourse) about the human? As science gradually becomes techno-science and produced by industries, does art have a singular role to play in the interrelation of these two poles, science and industry, in order to re-inhabit the ethical questions and meanings that were originally in these other two creative capacities? Can it and should it?

Winkens, Ann-Kristin, Clara Lemke, and Carmen Leicht-Scholten. "Mind the gap - students’ perspective on relevant competencies needed and gained in engineering education." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1122.

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There are numerous discourses about competencies of future engineers as well as the challenge to learn, teach and assess them. In particular, this applies for the question of which competencies – besides technical knowledge and understanding – are relevant for future engineers in order to responsibly address the needs of society. This paper contains the initial results of an ongoing research project which aims to investigate engineering students’ competencies and their perception thereof. In the context of a recurring engineering master's seminar at RWTH Aachen University the participants conducted interviews with a total of 41 students from outside the course. The interview subjects were themselves master's students from diverse engineering programs. In the interviews, the subjects were asked by their peers, among other things, which competencies they consider relevant for engineers and to what extent they have acquired these in their studies. The answers to those questions are evaluated and discussed in this work. The results show gaps in the acquisition of competencies – from the students' point of view – and in particular a discrepancy between the perceived relevance of competencies and the acquisition of these in the study programs. Besides problem solving, and technical knowledge and understanding, students pointed out that social competencies, such as communication and teamwork are particularly relevant. At the same time, they saw a lack of acquisition of these competencies in their study. The same applies for missing integration of knowledge into practical application.

Vlahos, Ekaterini. "Cultural Heritage: Educating the Next Generation Case Study Analysis of the Center of Preservation Research." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15669.

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University Centers combined with specialized degree programs may provide a framework for faculty and students to engage in traditional and applied research and hands-on learning across disciplines. This paper will present a case study of the Center of Preservation Research development and its connection to students in the Master of Science in Historic Preservation program to create an experiential learning model. The focus is on educating the next generation of preservation practitioners, fostering an understanding of the region's historic environments and cultural landscapes, and becoming a resource for addressing preservation needs throughout the American West. Emphases are on the organization's development, structure and administration, areas of research activities and funding, and examples of projects that emerged from regional needs, classroom pedagogy, and partnerships with a broad external constituency in the public and private sectors, creating a nexus for discourse around heritage and historic preservation.

Mustata, Cristian, Sissi elisabeth Closs, Ioana raluca Guica, Elena laura Trifan, Elisabeth Lazarou, Catalin george Alexe, and Catalina monica Alexe. "MASTER EDUCATION EXCELLENCE IN ENGINEERING AND MANAGEMENT THROUGH THE USE OF TECHNOLOGY BUSINESS SIMULATIONS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-142.

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In the actual context of rising complexity, the interface between engineering and management becomes more relevant in the industry as well as subsequently on the labour market. Training the right competencies to deal with highly complex systems is beneficial but also very challenging, as classical courses are usually not designed interdisciplinary. At master level disciplinary thinking it not enough anymore, for shaping the leaders of tomorrow in the interdisciplinary field of engineering and management. Thus the easy way of mixing courses from the field of engineering and of management is not sufficient. To address the requirements of complexity and interdisciplinary orientation the paper is analyzing the potential of inserting technology business simulations in master level education. The use of e-Learning and ICT tools next to the professor-student interaction is potentially enhancing the capability of the students to deal with high complexity and many variables that interact deterministic or stochastic. This situation can either discourage the students, or boost their motivation, when engaging with high complex technology business simulations, a fact that is also analyzed within the paper. Thus the paper uses the experience of the authors' team in order to establish if technology business simulations can contribute to master excellence in the field of engineering and management and if it diminishes or boosts the motivation of students in the process. It also analyzes how the students interact with different components of such technology business simulation in order to develop competencies that can be use in high complexity and interdisciplinary oriented environments.

Kim, Jeong Geun, Benedikt Haus, Brit-Maren Block, and Paolo Mercorelli. "An introductional lecture on chaotic systems through Lorenz attractor and forced Lotka Volterra equation for interdisciplinary education." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1457.

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Is it possible to predict the future? How accurate is the prediction for the future? These questions are fascinating and intriguing ones in particular for young generations who look at their future with curiosity. For a long time, many have tried to quantitatively predict future behavior of systems more accurately with techniques such as time series analysis and derived dynamical models based on observed data. The paper proposes a lecture structure in which elements of chaos, which greatly impacts the predictive capabilities of dynamical models, are introduced through two classical examples of nonlinear dynamical systems, namely Lorenz attractor and Lotka-Volterra equations. In a possible lecture, these two structures are introduced in a basic and intuitive way, followed by equilibria analyses and Lyapunov control approaches. The paper intends to give a possible structure of an interdisciplinary lecture in chaotic systems, for all students in general and non-engineering students in particular, to kindle students’ interest in challenging ideas and models. By presenting an intuitive learning-based approach and the results of the implementation, the paper contributes to the discourse on interdisciplinary education. The lecture is a part of a course within a Complementary Study at Leuphana Unversity of Lüneburg. The material which inspired the proposed lecture structure is taken from the scripts of the Master Complementary Course titled Modelling and Control of Dynamical Systems using Linear and Nonlinear Differential Equations held at Leuphana University of Lüneburg.

Звіти організацій з теми "Master’s discourse":

Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.