Classroom procedures for false cognates

Orientador: Otília ArnsDissertação (mestrado) - Universidade Federal do Paraná. Setor de Ciências Humanas, Letras e Artes. Curso de Pós-Graduação em Letras. Defesa : Curitiba, 1980Inclui referênciasÁrea de concentração : Língua inglesaResumo : Este é um experimento piloto realizado com o objetivo de encontrar um método adequado para o ensino de falsos cognatos a alunos brasileiros de língua inglesa. Testes de eliciação foram conduzidos usando-se um grupo homogêneo de estudantes brasileiros de inglês de nível intermediário superior da Sociedade Brasileira de Cultura Inglesa em Curitiba, Paraná. Os resultados do 19 teste foram analisados e os cognatos estudados em profundidade, conduzindo-nos a nossa hipótese inicial de que os erros aumentam em proporção à similaridade de contexto mais a infreqüência de palavras. Dois métodos diferentes de ensino foram então, aplicados : um consistiu no ensino de palavras em isolamento e o outro no ensino de palavras num contexto significativo. Um teste neutro foi subseqüentemente dado aos alunos, sendo que os resultados favoreceram o grupo cujas palavras haviam sido ensinadas em contexto. Os dados estatísticos corroboraram as hipóteses do experimento, embora não se reinvindique absoluto rigor científico ao experimento.Abstract : This is a pilot-experiment carried out with the aim of finding a suitable method for teaching false cognate's to Brazilian learners of the English language. Elicitation tests were conducted using a homogeneous, group of upper-intermediate Brazilian learners of English fron, the Sociedade Brasileira de Cultura Inglesa, Curitiba, Paraná. The results of the fixst test were analyzed and the cognates were studied in depth, leading us to our initial hypothesis that errors increase in proportion to contextual similarity plus infrequency of words. Two different teaching methods were then applied: one consisted of teaching the words in isolation and the other of teaching the words in a meaningful context. A neutral test was subsequently given to the students., the results of which favoured the group who had been taught "the words in context. The statistical data corroborated the hypotheses of the experiment, although absolute scientific rigour is not claimed for the experiment

Realising the potential of community work in local government: a guide to evaluation

This thesis is a discourse on approaches and methods for reliably observing, recording and demonstrating the effectiveness of community work taking place in local government. Consideration is given to current trends in local government and several key issues facing community work in that setting. A definition of community work is proposed with relevant typologies of community work to establish the context for the remainder of the thesis. Relevant approaches towards evaluation are examined with ways in which those approaches can be converted into abstract evaluation models specific to the programme being evaluated. The discussion illustrates how these evaluation models can be adapted into evaluation designs, providing a practical framework for carrying out an evaluation and the methods that will be employed. The importance of theory is discussed together with the development of relevant, testable hypotheses. This is described as a thinking stage which precedes consideration of appropriate ways of assembling, analysing and reporting the evaluation findings. Evaluation is presented as an "improving" not a "proving" activity, an inventive not a routine process. The conclusions assert that evaluation is beneficial to community work by providing a collection of preferred approaches and methods that can reliably clarify the nature, purpose and outcome of community work. Moreover, evaluation is a collaborative, flexible and adaptive means of instilling the discipline of thinking about community work, and of fostering among community workers a desire to learn from contemporary practice in realising the full potential of their work

Adding Soul to the Message: Applying African American Jeremiad Rhetoric as Culturally Competent Health Communication Online

This study examines whether online health communications targeting African Americans could be more effective by structuring the message in the format of African American jeremiad rhetoric, a culturally unique version of the American jeremiad literary form. Health disparities (also known as health inequality) persist among African Americans despite increased health knowledge, improved communication practices, and access to health facts online. The problem is systemic, and thus a predictable outcome that requires change in societal structures that produce and maintain inequality. Individual behavior changes to improve health is also necessary. Information alone does not change behavior. Altering environmental factors is also vital to achieving behavior change. Health communications researchers widely accept that culturally appropriate messaging is key to improving health literacy and therefore, positive behavior change leading to changes that improve health outcomes. Language and spirituality are key characteristics of African American culture, though “culture” is complex term, encompassing not only race and ethnicity, but such elements as one’s region, and generational affiliation. Faith can have a positive influence on health outcomes. Historically, African American jeremiad (also known as Afro American jeremiad) rhetoric has been successfully applied to communicate to African American mass audiences, inspiring positive behavior change to advocate for systemic and individual action to confront major national crisis plaguing the group. Applying Bolter and Grusin’s theory of remediation, Ortiz’s theory of neoculturation, and McGuire’s communication/persuasion model, the study concludes by way of an A/B Test experiment that the African American jeremiad form, applied as a linguistic and sociocultural approach to culturally competent online health communications, could potentially inspire positive behavior change that could lead to action toward systemic and personal health changes. The study takes an initial step toward applying this hypothesis to a website of a documentary film project focused on informing and inspiring a movement among African American to overcome health disparities. Recommendations for future research are offered

A mixed methods study exploring organisational factors influencing the development of services for people with dementia in English hospices

Hospices are being challenged by changing demographics in the UK population. Originating from a response to cancer, hospices have struggled to diversify. As the population ages, dementia creates a particular challenge. A report by the Alzheimer’s Society predicts that one in three of us will die with or from it (Alzheimer's Society, n.d. i) making it difficult to see how hospices can avoid adapting their organisations to respond in some way. This research aims to understand hospices from an organisational perspective, considering what might be maintaining hospices in their current form and how they are responding to the changing environment in the context of dementia. The study hopes to contribute to discourse and knowledge around hospices as organisations and the use of institutional theory in practice.This mixed-method study takes an organisational perspective considering the hospice movement’s response to dementia and introduces theories such as organisational institutionalism and institutional work theory. The research provides a historical and interpretive analysis of the topic including a variety of literature and fieldwork collected from a survey, interviews and a focus group. The study highlights challenges of institutionalism such as legitimacy and how this impacts institutional change. Fieldwork indicated, despite significant barriers there was a real desire to support people with dementia. The study offers two models of institutionalism that might shed light on the challenges of change within the movement. The research concludes that despite some individual efforts, there is no viable model or coordinated attempt to shift the narrative of hospice care away from cancer towards dementia. The research offers some recommendations for consideration if the hospice movement wishes to respond to this population

A mixed methods study exploring organisational factors influencing the development of services for people with dementia in English hospices

Hospices are being challenged by changing demographics in the UK population. Originating from a response to cancer, hospices have struggled to diversify. As the population ages, dementia creates a particular challenge. A report by the Alzheimer’s Society predicts that one in three of us will die with or from it (Alzheimer's Society, n.d. i) making it difficult to see how hospices can avoid adapting their organisations to respond in some way. This research aims to understand hospices from an organisational perspective, considering what might be maintaining hospices in their current form and how they are responding to the changing environment in the context of dementia. The study hopes to contribute to discourse and knowledge around hospices as organisations and the use of institutional theory in practice. This mixed-method study takes an organisational perspective considering the hospice movement’s response to dementia and introduces theories such as organisational institutionalism and institutional work theory. The research provides a historical and interpretive analysis of the topic including a variety of literature and fieldwork collected from a survey, interviews and a focus group. The study highlights challenges of institutionalism such as legitimacy and how this impacts institutional change. Fieldwork indicated, despite significant barriers there was a real desire to support people with dementia. The study offers two models of institutionalism that might shed light on the challenges of change within the movement. The research concludes that despite some individual efforts, there is no viable model or coordinated attempt to shift the narrative of hospice care away from cancer towards dementia. The research offers some recommendations for consideration if the hospice movement wishes to respond to this population

Basic Communication Course Annual Vol. 13

Full issue (230 pages, 8.95 MB

PhD

dissertationCaring is central to the profession of nursing, and cross-cultural caring is central to the sub-field of transcultural nursing. This study is an analysis of the meaning of caring expressions and behavior, principally those which are related to nurses within a hospital culture in the United States. Caring was investigated by primarily an inductive research approach through participant observation techniques. Comparative data of different social units (persons, roles, clinical units, and documents) formed the basis from which conceptual categories of caring (a classification system), and theoretical frames of reference were discovered. A classification system founded on 1362 caring responses of 192 participants consisting of four categories with their respective subsets was developed. They are as follows: Psychological (Cognitive and Affective); Interactional (Social and Physical); Practical (Technical and Social Organization); and Philosophical (Spiritual, Ethical, and Cultural). The Psychological category received the largest number of responses, followed by the Practical, the Interactional, and lastly, the Philosophical categories. The classification system reflected the current shift from humanistic-religious dimensions of caring to practical dimensions influenced by the relationship of caring to the bureaucratic dominant American social structures. In an analysis of caring within the hospital clinical units, data reinforced the existence of a logical connection between caring behaviors and the bureaucratic social structure. Contrasting examples of differential caring patterns emerged. A substantive theoretical frame of reference of differential caring was identified. The pattern of differential caring, coupled with the patterns discovered in the cognitive analysis were abstracted into a formal theoretical frame of reference, bureaucratized caring. The theoretical frames of reference of differentiation and bureaucratization demonstrated the complex meaning and structure of caring in a contemporary hospital culture. Ideal nursing models of caring were replaced by a bureaucratic model which produced professional conflict for the majority of nurses. The future of nursing now depends on how well the nature of bureaucratic caring is understood. To help in the development of transcultural nursing awareness and caring knowledge, a list of recommendations for research, education, and practice was suggested

Understanding how improved feedback to architects can support the design of more adaptable buildings

Buildings will always need to change over time to accommodate the irresolute demands of its users. It is also suggested that the more conducive to change a building is, the longer it will remain useful, making it inherently more sustainable. The importance of designing buildings to be adaptable has been discussed for many years; however, this debate has had renewed significance given the emergence of the sustainability agenda and the need to extract additional value from built assets through life. However, buildings are usually designed and built to fit a specific purpose for a particular moment in time, defined in a financially strict brief, proposed by a client that is generally not an expert in the built environment and then infrequently analysed once in use. It is suggested that architect’s tend to ignore past buildings and the lessons that could be learnt from them, to concentrate on new projects, this is generally due to lack of time, financial constraints and that current forms of feedback are not conducive to architects learning. It is proposed that if architects were to learn about how buildings change over time, that they could make better informed design decisions with regards to the adaptability of buildings. [Continues.]</div

Citizenship, Othering and Learning: A Comparative Study with Groups of Young People from Pembrokeshire and Cardiff

What is the state of citizenship and citizenship education among the young people of Wales? Furthermore what are the understandings, thoughts, views and opinions of young people towards citizenship in a time of neo liberalism and neo communitarianism? A time when othering is found in countries policies, politics and media landscape that represents and powerfully defines immigration as a cause for fear and matter of security. This thesis uses academic research and theory in combination with youth work experience and the industrial expertise of Sazani Associates to develop and evaluate curriculum materials to engage young people in questions of citizenship and othering through the promotion of critical thinking and empathy. This begins with a thorough examination of literatures exploring citizenship, othering and empathy’s histories, developments and new and emerging categories and definitions. Analyses of key literatures include the works of Bauman, Isin, Painter and Jeffrey, Gregory, Katz and Rankine. These combine with practitioner skills to inform a participatory action research based approach including elements of play, imaginative reconstruction and board games. The result is a collection of materials which cover a range of citizenship and othering topics including how citizenship is gained, kept and lost and asking participants to explore their own experiences of micro and macro aggressions and othering. This thesis finds that the participants, who were all from a minority ethnic background enjoyed the opportunity to have fun, express themselves and participate in a mutually respectful learning partnership. The thesis argues that this kind of approach could have beneficial results on the development of young people but found initial opinions embedded in neo liberal attitudes leading to a neurotic form of citizenship. The conclusion argues that these can be positively challenged but a major obstacle to this comes in the form an educational system seen as the default provider and based upon valuation and producing essential citizens ready for work