Дисертації з теми "Oral and written history"
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Arazi, Noemie. "Tracing history in the inland Niger Delta of Mali : archaeology, oral traditions and written sources." Thesis, University College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426077.
Повний текст джерелаTotelin, Laurence M. V. "Hippocratic recipes : oral and written transmission of pharmacological knowledge in fifth- and fourth-century Greece /." Leiden : Brill, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9789004171541.
Повний текст джерелаSobrinho, Marcelo Barros. "Evidência oral, evidência escrita e conceito de ciência: estudo de casos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-03122015-141856/.
Повний текст джерела52 interviews and a workshop were performed in a period just over a year as part of a 50-year history project of a research funding agency. This material (the oral evidence) is the primary material used in the present study. 17 interviews of a 40-year history project of the same agency were also used. The material was read and excerpts were extracted related to a possible concept of science which could be abstracted from such oral evidence. Moreover, the concepts of science of some authors were studied (Donald Stokes, Francis Bacon, Karl Popper, Paul Feyerabend, Thomas Kuhn e Vannevar Bush). These concepts and quotations from their works were presented (written evidence). Next, similarities and dissimilarities of both evidences were presented. Finally, a resulting concept of science, or the path walked by the concept of science, was presented. Such concept is based primarily on the oral evidence. The possibility of formulating a concept of science not based only on this evidence, but using it primarily, was the main objective of this study.
Elmi, Elizabeth Grace. "Singing Lyric among Local Aristocratic Networks in the Aragonese-Ruled Kingdom of Naples| Aesthetic and Political Meaning in the Written Records of an Oral Practice." Thesis, Indiana University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13857081.
Повний текст джерелаIn this dissertation, I examine the predominantly oral practice of singing lyric poetry among members of the Neapolitan aristocracy in southern Italy during the late-fifteenth century. The tradition of singing Neapolitan lyric developed and gradually gained ascendancy in the Kingdom of Naples over the nearly sixty years of the Aragonese dynasty (1442–1501)—both in the capital city of Naples and at feudal courts throughout the Kingdom’s rural provinces. The surviving song repertory and its preservation in late-fifteenth-century musical and literary sources bear witness not only to these varied performance contexts, but also to the inherently communal aspect of the tradition as a whole.
Combining approaches in musicology, ethnomusicology, and literary theory, I question the fixity and purpose of this written repertory in preserving a fluid and dynamic oral practice that flourished as the artistic expression of a subjugated class—Neapolitan nobles and intellectuals living under Aragonese rule. The manuscript collections, historical descriptions, theoretical and literary works that preserve and transmit the records of this oral practice demonstrate how writing was used to record, recollect, recreate, and ultimately memorialize a communal practice of song-making—lending value and legitimacy to the Kingdom’s local aristocracy—during a tumultuous time in the history of southern Italy. Some copies, perhaps preserved on less durable media, have likely been lost while others preserve traces of orality with varying levels of fixity and transformation. How and why these records were created and preserved is the central question that this study seeks to answer.
Klaebe, Helen Grace. "Creative work: Onward bound: The first fifty years of Outward Bound Australia and Exegesis written component: Creatively writing historical non fiction." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16296/1/Helen_Klaebe_Thesis.pdf.
Повний текст джерелаKlaebe, Helen Grace. "Creative work: Onward bound: The first fifty years of Outward Bound Australia and Exegesis written component: Creatively writing historical non fiction." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16296/.
Повний текст джерелаRegalado, de Hurtado Liliana. "ADORNO, Rolena, ed., From Oral to written expression: Native Andean chronicles of the Early Colonial Period. Siracuse University, New York, 1982. 179 p." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/121843.
Повний текст джерелаKlaebe, Helen Grace. "Sharing stories : problems and potentials of oral history and digital storytelling and the writer/producer's role in constructing a public place." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16364/1/Helen_Klaebe_Thesis.pdf.
Повний текст джерелаKlaebe, Helen Grace. "Sharing stories : problems and potentials of oral history and digital storytelling and the writer/producer's role in constructing a public place." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16364/.
Повний текст джерелаLaroque, Aude. "Historiographie et enjeux de mémoires au Burundi." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2013. http://tel.archives-ouvertes.fr/tel-00823526.
Повний текст джерелаEllison, Robert H. (Robert Howard). "Orality-Literacy Theory and the Victorian Sermon." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279297/.
Повний текст джерелаParizotto, Rosangela. "Memórias para educação do munícipe: histórias do Portão do Ocoí por entre memórias escritas e memórias vividas." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3975.
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In the realization this research, I basically use two sources types: oral and written, that is, bibliographic research and field research, treated here as semi-structured interview. The intention is document these memories of the characters who helped in the formation (colonization) of the Portão do Ocoí District – Missal/PR, that even in the middle of the land tenure conflicts, caused the construction of the Church/School, which marks the creation and subsequent transition as Public institution, exploring the senses of space in four verbs: occupy, name, live and work. As it deals with research on memory history of local education, it was considered what already exists that is the didactic book, used as official source of the memory of the origin and plots of local education. Next to this official source, were recorded memories by oral history. We sought to understand and bring to writing the density of these memories and their conflicts at the same time demonstrate how they are articulated with the history education in Missal City and what the relationship of the school in the process of territorial occupation in the Portão do Ocoí, Territory of the municipality of Missal/ Paraná. I chose to research from the formation of the District in 1961 until 2017, since there are still many living inhabitants who helped in the formation of these communities and who are still part of it, thus helping to insert significant and new elements in the formation history of our municipality, in this case in the history of education
Na realização desta pesquisa foi utilizada dois tipos de fontes: orais e escritas, ou seja, realização de uma pesquisa bibliográfica juntamente com uma pesquisa de campo, ambas tratadas como entrevista semiestruturada, com o intuito de documentar as memórias dos personagens que auxiliaram na formação do Distrito do Portão do Ocoí, que, mesmo em meio aos conflitos da posse da terra, fizeram com que ocorresse a construção da Igreja/escola, edificação que marca a criação e a posterior transição como instituição pública, explorando os sentidos do espaço em quatro verbos: ocupar, nomear, morar e trabalhar. Considerou-se o que já existe que é o livro didático utilizado como fonte oficial da memória da origem e das tramas do ensino local. Ao lado dessa fonte oficial, foram expostas memórias registradas pela história oral. Buscou-se compreender e trazer para a escrita à densidade dessas memórias e seus conflitos e, ao mesmo tempo, demonstrar como elas se articulam com a história da educação no município de Missal e qual é a relação da escola no processo de ocupação territorial no Portão do Ocoí, território do município de Missal/Paraná. A opção foi pesquisar desde a formação do distrito administrativo em 1961 até 2017, pois ainda são muitos os moradores vivos que auxiliaram na formação dessas comunidades e que ainda dela fazem parte, auxiliando assim, para inserir significantes e novos elementos na história de formação do nosso município, no caso, na história da educação.
Terao, Yoshiko. "Le Fixe et le fugitif : thiphaigne, Diderot, Mical, Castel et leurs machines audiovisuelles." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2154.
Повний текст джерелаAfter the invention of the printing press in the Renaissance, knowledge became progressively based on the use of signs with no essential relation with things, spatially reconstructed with words on the page. The classical age in general and the eighteenth century in particular have often been characterized by the primacy of sight as a means of knowledge, at the expense of other senses. Such is at least one of Michel Foucault’s arguments in the Order of Things.Our thesis strives to qualify this perspective and show how, within the domination of the written culture, remnants of the traditional oral culture survived. Not only in the archaic forms of popular entertainment such as fairs, farces and fairy tales, but in what might be considered as the epitome of modernity: machines. The eighteenth century was a hot bed of contraptions aiming to produce sounds and images and to record them. Among these, our attention has focused on the real or imaginary inventions of Tiphaigne de La Roche (audio monitoring and fixation of images) Diderot (automatic production and conservation of musical pieces), Abbé Mical (reproduction of the human voice) and Father Castel (visual transposition of sounds). The careful examination of such machines as well as the ideological context of their emergence, enables us to show how the Enlightenment was open to forms of comprehension of the world much more varied than is often stated.Today the development of new media has made us familiar again with modes of representation which are more analogical than words. The tensions proper to the media system of the eighteenth century provide us with instruments to think about our relation to the world around us
Harris, Linda Kay 1966. "First grade children's oral and written retellings." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291885.
Повний текст джерелаLau, Arthur Chunip. "Written representation of oral features in Cantonese Chinese /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11791603.
Повний текст джерелаIncludes tables. Typescript; issued also on microfilm. Sponsor: JoAnne Kleifgen. Dissertation Committee: Clifford Hill. Includes bibliographical references (leaves 171-175).
Viera, Stella Maria Miranda. "The Oral/ written contrast in EFL learners' narratives." reponame:Repositório Institucional da UFSC, 1995. https://repositorio.ufsc.br/xmlui/handle/123456789/157972.
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O presente estudo examina as versões orais e escritas de narrativas pessoais produzidas em inglês por dois grupos de falantes não-nativos em dois níveis diferentes de proficiência, à luz de investigações anteriores do contraste oral/escrito em língua nativa. O objeto principal da análise são as dimensões 'integração x fragmentação' e 'envolvimento x distanciamento' propostas por Chafe (1982) como diferenciadoras da fala e da escrita. O atual contexto de teorias e pesquisas do uso da segunda língua é também levado em conta no que diz respeito à interação 'automatismo - controle". O que resulta das conclusões da análise é uma caracterização da interlíngua do aprendiz pré-intermediário de inglês como língua estrangeira em termos da distinção oral/escrito.
DeBoer, Angela. "Oral vs. written peer feedback in ESL students's compositions /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.
Повний текст джерелаBrockie, Clarena Mary. "Ah'ani'nin Oral History." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/283732.
Повний текст джерелаFederico, Jeanne E. "Oral/written contrast of mental state references in older children." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001056.
Повний текст джерелаThomas, Rosalind. "Studies in oral tradition and written record in classical Athens." Thesis, University College London (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314263.
Повний текст джерелаPalm, Tim, and Daniel Ulriksson. "Reducing the Gap Between Oral and Written Assessment : A Comparison of How Teachers Assess Podcasts and Written Solutions." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-296336.
Повний текст джерелаInnan vi skrev vårt examensarbete tillät en kurs vid Kungliga tekniska högskolan alternativa metoder för att presentera vår kunskap. Vi bestämde oss för att skapa en podcast. Under processen med att skapa podcasten började vi diskutera hur examinatorn skulle bedöma detta jämfört med våra kurskamrater som skapade skriftliga lösningar. Detta resulterade i tre frågor som senare blev våra forskningsfrågor: Hur påverkar skriftligt kontra podcast bedömningen från lärare och lärarstudenter? Hur kan en uppgift skapas för att fungera för både podcast och skriftlig bedömning? Vad är den allmänna uppfattningen bland lärare kring att använda elevgenererade podcasts? För att svara på dessa frågor skapade vi ett experiment och en enkät. Experimentet ämnade till att svara på de två första frågorna och gav oss följande resultat: genom att bara ändra formatet mellan podcast och skrift, hade våra deltagare som bedömde podcasten mer fokuspå att ge forward feedback och mer övergripande feedback, medan våra deltagare som bedömde skriftligt fokuserade mer på vad som saknades och kommenterade på smådetaljer. Den andra forskningsfrågan besvarades genom att analysera den uppgift vi skapade för vårt experiment. Vi fann att ett bättre arbetssätt gällande källor behövs för att minska förvirring. Enkäten antyder att inga lärare var emot att använda elevers genererade podcasts menSTEM-lärare var mer kräsna på hur och när det kan implementeras. Vi hoppas att detta examensarbete inspirerar till ytterligare forskning inom det relativt nya området: elev- och studentgenererade podcasts.
Parviainen, Jennie. "Oral or Written? : The feedback most preferred by students of EFL." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3257.
Повний текст джерелаThe aim of this investigation was to find out how students react to and make use of oral and written feedback given to them in class. Another aim was to find out if they preferred one form over the other and whether they make more use of that form. The investigation was conducted at a Swedish upper secondary school and consisted of a questionnaire survey and interviews with groups of students and with their teachers. The interviews with the students focused on clarifying some of the results from the questionnaire. The teacher interviews gave the teachers a chance to give their version of what they thought worked better and why they chose to work that way.
The results showed that students welcome feedback, especially positive feedback used for encouragement. However, they also thought that there was a higher limit to the amount of feedback they could benefit from. Too much of one sort could be ignored or perceived as discouraging. The feedback mostly used in class was oral feedback. This was also what the students thought they benefited from the most since it invited to discussion about their work. Most of the students thought the feedback should be delivered in private because it could be embarrassing to receive feedback in front of their peers. Nevertheless, feedback on pronunciation and smaller errors that could be of use for their peers as well was acceptable in front of the class.
Fey, Marc E., Hugh W. Catts, Kerry Proctor-Williams, J. Bruce Tomblin, and Xuyang Zhang. "Oral and Written Story Composition Skills of Children With Language Impairment." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/1776.
Повний текст джерелаDelgado, Godinez Esperanza. "Mexicanidad an oral history /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Повний текст джерелаBrantley, Kimberly Anne. "Oral and Written Symbol Comprehension Testing: The Benefit of Cognitive Interview Probing." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-10212005-101601/.
Повний текст джерелаAnanny, Michael J. (Michael Joseph) 1976. "Telling tales : a new way to encourage written literacy through oral language." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/61118.
Повний текст джерелаIncludes bibliographical references (leaves [160]-165).
This thesis presents a new approach and a new interface to let children practice written literacy skills using oral language. Specifically, I argue that language composition is learned by practicing a set of cognitive skills that are independent of the medium in which the linguistic meaning is represented. Furthermore, I claim that tangible, technology-enhanced toys with specific features can support the development of these skills through open-ended language play. To investigate this claim, I developed a new model of composition, called the TellTale Composition Model, to address aspects of both oral and written language. This model supports the following features of children's language play: voice; structure; reference; reflection and revision; and sharing and discussion. A new toy, called TellTale, was built to support this composition model. Three studies were conducted to evaluate both its usability and the model's validity. The findings indicate that a toy that lets children create, segment, organize and link oral language through play with a tangible toy in a social setting helps them practice important cognitive skills crucial for later literacy. Preliminary data also suggest that such a toy can help identify children's language learning disabilities and the linguistic strategies used by children of different socio-economic strata. Both TellTale and the composition model on which its design was based suggest several new ways digital media can let children become engaged and skillful authors.
Michael J. Ananny.
S.M.
Stonier, Janet Elizabeth Thornhill. "Oral into written : an experiment in creating a text for African religion." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16127.
Повний текст джерелаThis study is a description, from the vantage point of a participant observer, of the development of a new, and probably unique, method of writing, teaching and learning about an oral tradition - a method which is grounded in ways of knowing, thinking and learning inherent in that tradition. It arose in the course of a co-operative venture - between two lecturers in African Religion and myself - to write a text for South African schools on African Religion (sometimes called African Traditional Religion). Wanting to be true to our subject within the obvious constraints, we endeavoured to write within an oral mode. The product, African Religion and Culture, Alive!, is a transcript of taped oral interchanges between the three authors within a simulated, dramatised format. The simulation provided the context for using the teaching and learning strategies employed in an oral tradition, but within a Western institution. We hoped in this way to mirror and mediate a situation in which many South African students find themselves: at the interface between a home underpinned by an oral tradition, and a school underpinned by a written tradition. In the book, knowledge is presented through myth, biographical and autobiographical stories, discussion, question, and comment. The choice of this mode of knowledge-presentation has been greatly influenced by the work of Karen McCarthy Brown. A further important requirement for us was to produce a text that would be acceptable to all the particular varieties of African religious practice. This need was met in a way that became the most important aspect of the method - the device of setting, as a core part of the work for students, a primary research component. Students are required to seek out traditional elders within their community and learn from them, as authorities on African religion and culture, the details of particular practice. This is a way of decentering the locus of control of knowledge and education, as well as of restoring respect for African Religion and preserving information in danger of being lost. The primary research component highlights fundamental issues relating to the 'ownership' of religion, knowledge, power, reality which are explored in the study. Also considered are the implications of writing about an oral mode while trying to preserve as much of the character of that mode - writing by means of speaking. Text as a metaphor provides a frame for examining the process and the product - in terms of text as document, as score, as performance, as intertextual event, and as monument and site of struggle. Suggestions are made for further research, both on the particular method of text-production under consideration, and also on the approach to teaching and learning about African Religion. Also considered is the relevance of this particular learning and teaching approach to the values inherent in the proposed new curriculum for education in South Africa.
Garcia, Dru E. "Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759.
Повний текст джерелаChen, Xin S. M. Massachusetts Institute of Technology. "Lin Tongqi : an oral history." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90230.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 80-81).
In this thesis, I explore the life of Professor Lin Tongqi, a well-known scholar of American Chinese studies, by using an oral history methodology. This oral history is named "Suffering and Thinking," and my goal is to illustrate how a thoughtful soul developed. His life is a trajectory in which Western and Eastern cultures are integrated, a life that is full of confusions and reliefs, challenges and responses, twists and turns, and unexpected insights and transcendences. This oral history also illustrates in a microcosm the fate of intellectuals who lived during the approximately 100-hundred-year tumult and transformation that resulted in modern-day China. Looking back is one way to consider the future. A conversation with Lin Tongqi on Ancient Chinese thoughts follows, which touches on several factors: the dynamics of understanding the Chinese culture, comparative methods of culture study, the relationships between eternal issues and contemporary issues, as well as a brief discussion on the issues facing contemporary China, and the future of Chinese society.
by Xin Chen.
S.M. in Management
Rogers, Katherine, and Katherine Rogers. "Written Fragments of an Oral Tradition: "Re-Envisioning" the Seventeenth-Century Division Violin." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12433.
Повний текст джерелаConner, Sheri L. "The history of the world is written in art." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1313072.
Повний текст джерелаDepartment of Art
Oliver, Bonamy. "Oral and Written Language : genetic and environmental mediation of their predictors and correlates." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428769.
Повний текст джерелаGISH, SHIRLEY. "AN ORAL HISTORY OF SELECTED TWENTIETH-CENTURY TEACHERS OF ORAL INTERPRETATION OF LITERATURE." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184060.
Повний текст джерелаSinclair-Reynolds, Emma. "(Re)writing Pathways : Oral Tradition, Written Tradition, and Identity Construction in Kanaky/Nouvelle-Calédonie." Thesis, Nouvelle Calédonie, 2014. http://www.theses.fr/2014NCAL0066/document.
Повний текст джерелаHow might Kanak oral traditions move beyond their usual boundaries and influence identity construction processes in contemporary New Caledonian society? This thesis explores the interactions between Kanak oral tradition and New Caledonian written tradition, by examining the (re)writings that are places of encounter between these traditions, and thus constitute a space of shared heritage. This study traces the pathways taken by a story, Le Chef et le lézard, (a number of versions of which are found in different Kanak oral traditions), as it moves into and within written tradition. The historical, political, and literary contexts of the (re)writing processes that produce versions of Le Chef et le lézard are elucidated, to demonstrate the forces at work and shed light on how the representations that figure in the (re)writings might participate in identity construction processes. The conceptual tools used in the study include: rewriting; vā (the relational space of exchange and encounter found throughout Oceania); and literature as a means of building community. The original contribution of this thesis has been to demonstrate the degree and the extent of the integration of a Kanak story into the New Caledonian literary polysystem; to highlight the active role played by Kanak actors in the rewriting process; to develop anextended geographic metaphor for the New Caledonian literary landscape; to bear witness to the richness of oral and written traditions in Kanaky/Nouvelle-Calédonie; and to create a bridge between non-Francophone researchers/readers and New Caledonian literature (oral and written)
Mona, Godfrey Vulindlela. "Ideology, hegemony, and Xhosa written poetry, 1948-1990." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1002172.
Повний текст джерелаDjoumbé, Thoueïbat. "Un autre aspect de la francophonie, la littérature comorienne : société, histoire, culture et création." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030039.
Повний текст джерелаThis thesis questions the origins, interferences and the production of French-speaking Comorian literature. At the junction of literary criticism, anthropologic historiography of the source documents and thematic analysis within the creation, it also investigates the notion of reception in a minimalist editorial context where the written and the vernacular languages interfere with each other. For the past 30 years, the 160 publications that have been published, since 1985 to date, have shown slow and difficult beginnings. A trend that would be reversed from the late 1990s, where many publishing houses have emerged, even if it was quite briefly for some of them, with a shared goal: to promote Comorian literature. A new trend will then begin as proven by the number and variety of genres being published, the diversity of the themes discussed, and the direction of the literary assertions of an aesthetic angle in response to identity assertions. At the same time, a form of textual hesitation transpired, shedding a light on a narrative duality, from a narratologic and fictional organisation of the publications, highlighting a type of character-thought creating a form of literal hybridity. Therefore, As a consequence, this thesis proceeds a kind of statement from thirty years of writing according to two axis of analysis. A chronological axis matches elements which are linked to the peopling History with the establishment of a writing for the islands in order to grasp the original context of production; an analytic and hermeneutic axis matching historical and social facts related to subjects or sources of production and revealing the sources of French-speaking Comorian writers’ questionings
Weir, Rebecca Jane. "Written war : reportage and the literary, 1861-1866." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609236.
Повний текст джерелаHadzic, Sanja. "Oral and Written Teacher Feedback in an English as a Foreign Language Classroom in Sweden." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55719.
Повний текст джерелаTotelin, Laurence Marie Victoria. "Hippocratic recipes : oral and written transmission of pharmacological knowledge in fifth- and fourth-century Greece." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445128/.
Повний текст джерелаBlackwood, Hayley L. "A Comparison of Miranda Procedures: The Effects of Oral and Written Administrations on Miranda Comprehension." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11057/.
Повний текст джерелаBlackwood, Hayley L. Rogers Richard. "A comparison of Miranda procedures the effects of oral and written administrations on Miranda comprehension /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11057.
Повний текст джерелаBlake, L. J. "An oral history of British food activism." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21655/.
Повний текст джерелаMunz, Stevie M. "The Farmer's Wife: An Oral History Project." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1469038905.
Повний текст джерелаBrough, Mollie Paige. "A Large-Scale Clustered Randomized Control Trial Examining the Effects of a Multi-Tiered Oral Narrative Language Intervention on Kindergarten Oral and Written Narratives and Oral Expository Language." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8270.
Повний текст джерелаBarrett, Graham David. "The written and the world in early medieval Iberia." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:55845223-42de-49d0-b407-b25c88f367eb.
Повний текст джерелаKrumrey, Brett Alan 1968. "Japanese written language reforms during the Allied Occupation (1945-1952): SCAP and romanization." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/278364.
Повний текст джерелаMaxson, Brian Jeffrey. "Book Review of A Corresponding Renaissance: Letters Written by Italian Women, 1375–1650." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2656.
Повний текст джерелаKaiser, Edward C. "Leveraging multimodal redundancy for dynamic learning, with SHACER, a speech and handwriting recognizer /." Full text open access at:, 2007. http://content.ohsu.edu/u?/etd,218.
Повний текст джерелаZaytseva, Victoria. "Vocabulary acquisition in study abroad and formal instruction: an investigation on oral and written lexical development." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/387120.
Повний текст джерелаAquest estudi investiga l'impacte de dos contextos d'aprenentatge consecutius diferents, el de la instrucció formal al país d'origen i l'estada de 3 mesos a l'estranger, en l'adquisició de vocabulari de la segona llengua (L2) a la producció oral i escrita. Les dades s'han obtingut d'un grup de 30 estudiants bilingües català/castellà aprenents avançats d'anglès, abans i després de cada període d'aprenentatge mitjançant una entrevista oral i una redacció escrita. Aquestes mostres s'han analitzat amb mesures quatitatives de proficiència lèxica en les àrees de fluïdesa, densitat, diversitat, sofisticació i correcció, i també a través d'una anàlisi qualitativa de la idiomaticitat en la L2. Igualment, s'han recollit dades de 29 nadius d'anglès a efectes comparatius. Els resultats revelen que l'estada a l'estranger té un efecte de millora en el desenvolupament del vocabulari productiu escrit, però no tant en el vocabulari productiu oral, i afecta sobretot la fluïdesxa i diversitat lèxiques. El període d'instrucció formal, al contrari, té un efecte moderat en la millora de vocabulari productiu oral i és més notable en la sofisticació lèxica. També es troba que el nivell inicial de competència lèxica explica en gran part els guanys obtinguts.
Khalil, Alexander Konrad. "Echoes of Constantinople : oral and written tradition of the psaltes of the Ecumenical Patriarchate of Constantinople." Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3344581.
Повний текст джерелаTitle from first page of PDF file (viewed Mar. 16, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references: P. 228-240.