This paper aims to create a better understanding for how executing private matters during work hours affect the individual worker. In todays world the access to social medias, the Internet and all your friends is easy to access due to smartphones and computers. Prior research as described this both as a threat against the productivity of the worker and the moral of the workplace. While others mean that it is a source of recovery and something positive. This thesis uses a qualitative method and fifteen interviews where conducted with people between 20-30 years, who where working and living in Sweden. The theory of this paper is built on following areas: Time, the line between work and private, together alone, the brain and the affect it has on the dialogue between colleagues. This paper confirms a lot of the theory previous conducted, that it can affect the productivity but that it is also a form of recovery. Also the moral dilemma that concurs when the respondents don’t approve surfing on the web or using the smartphone but still everybody does it. The main contribute of this paper is the affect on the dialogue at the workplace. The usage of smartphones in particular makes for fewer conversations between co- workers since a lot of people are using it during breaks and lunches. In the interviews it also came up that every respondent finds people looking at their phone during conversation as irritating and disrespectful, but still most commit to doing it themselves. We can see today that people let their smartphones come between their dialogues and making people less outgoing. In the traditional meeting places like the break room, the co-workers have stopped being social and instead sitting with a smartphone in front of them. The affects of this change are the lost opportunity to learn and come up with new innovating ideas for the company as well as the individual development.

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The present study looks at language use in the worship of the Religious Society of Friends (Quakers), especially that of two Indiana Monthly Meetings, one programmed and one unprogrammed, located within thirty miles of one another. This study discusses the juncture of language and religion studies, or theolinguistics. The study looks at the Meeting for Worship comprehensively in both settings as a performative event, i.e. at what constitutes error as well as good performance, and the written and unwritten rules for participation therein.A comparative ethnography was done on the two Monthly Meetings. A questionnaire was distributed in both Monthly Meeting populations and the results compiled. Meetings for Worship were taped and transcribed at both sites, and the frequency of Quaker Plain Speech items counted. Monoconc keyword searches of important texts for each branch of Quakerism were done and compared. A glossary of these terms was compiled and Friends' speechways analyzed.Many commonalities emerged in the underlying structure of the Meeting for Worship as an event at both sites, but a divergence in belief influences the religious language items and style used at each site. A model for this divergence, the QPS Continuum, containing the six traditions of Quakerism was constructed, describing the variations as a matter of degree rather than completely separate types. / Department of English

This thesis explores the concept of dialogue, and of reading as a dialogue, in relation to Sarraute's novels. Its view of dialogue draws on various theories of (spoken and written) communication which see dialogue as transcending the limits of linguistic expression (Ch.l). This transcendence of language through language is epitomised by the ironic exchange, where communication succeeds in spite of the utterance which is openly recognised to be defective. Full participation in dialogue entails ironically recognising the inadequacy of one's discourse; if the subject's language constitutes his identity, then engaging in dialogue further involves acknowledging one's lack of authority as a subject. However, reading Sarraute complicates this idealistic notion of dialogue: despite her writing's formal dialogism, it not only represents but also enacts aspects of communication which oppose rather than promote consensus. The way the authorial voice inevitably reasserts an initially renounced unitary identity (something her fiction condemns), demonstrates how speaking always unifies the subject despite itself, reaffirming that authority which the aspiration to dialogue should reject (Chs.3 and4). Secondly, reading as a form of dialogue raises the question of the relationship of writing to speech: their structural identity means that spoken communication cannot offer mutual presence but always involves alienation (Ch.2). Thus Sarraute's attempt to counter the alienation of writing by simulating speech cannot succeed, and so she replays a conversational strategy of her characters to control the distant reader's response she defines him (as passive and assenting) in her address. But the mediation of writing preserves the reader from this definition, and so Sarraute finally rejects this uncontrollable other (Ch.5). However, spoken dialogue also illuminates the text-reader exchange: its reciprocity, which counters the alienation of writing, indicates how the text too can "answer" the reader by resisting his interpretation and making him revise it. Some text-reader communication is possible, for the text's language exceeds both its author's intention and its reader's interpretation, uniting them in the symbolic universe within which they define themselves (Ch.6). But their linguistic selfdefinition means that their dialogue around the text will always be oppositional as well as consensual.

This dissertation used an original fable to explore how the humanities might be used to inform readers about educational issues and promote dialogue among groups of educational stakeholders. Along with the fable, The Foal and the Ranch, I have described tools with which to recognize and overcome policy fallacies. Additionally, I have provided evidence to support the events represented in the fable and to further enhance the conversation about justice, fairness, and equity in public education as purported in Saskatchewan public education documents. The purpose of this study was to explore the use of a fable as an instrument of the humanities towards creating personal transformation of understanding and meaningful dialogue on educational issues. For this study, 11 participants were divided into three relatively homogeneous discussion groups. The first group was comprised of three teacher candidates, the second group was made up of five experienced educators who were also doctoral candidates, and the third group consisted of three parents who each had children attending public schools. Participants read the fable individually, completed a pre-discussion survey, engaged in a group discussion, and then completed a post-discussion survey. The findings indicated that perceived individual transformation related to understanding as a result of reading and discussing the fable varied greatly and seemed to be inversely related to the amount of experience that the participants had had with educational systems. Those with vast experience (administrators/teachers) felt they had experienced minor transformation, those with moderate experience (teacher candidates) showed moderate transformation, and those with little experience (parents) indicated considerable transformation. The experienced teachers felt affirmed by the fable, the teacher candidates felt frustrated, and the parents said they simultaneously felt validated, outraged, and overwhelmed. All groups felt that the fable would be beneficial toward engaging stakeholders in productive dialogue concerning educational issues. The dialogue among participants was measured according to Bloom’s Taxonomy for affective learning and all three groups stayed primarily in the lower three levels of affective learning: receiving, responding, and valuing. Research findings corroborated existing theories advocating the usefulness of the humanities to function as both a mirror to see one`s self as well as window through which to view the world. The stakeholders that were included in this study indicated a belief that there is a disconnect between educational policies and practices, implying that informed dialogue is necessary and that constructs such as the fable used in this study may support understanding. Implications relate to the usefulness of the humanities as a tool in supporting change in Education. Further research is necessary in exploring what actual change might transpire as a result of humanities-inspired dialogue.

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Many things can be communicated through dialogue, including information, thoughts, feelings, attitudes, beliefs and personal experiences. More recently, dialogues have been used in focus group research and in program evaluations. Despite the increasing prevalence of dialogue in research and evaluation, much is still unknown about dialogue, especially how dialogue emerges and occurs within a group setting. The aim of the current study was to describe and identify the various factors involved in a dialogue, examine the relationships among these factors, and conceptualize the process of dialogue within a multi-stakeholder participatory evaluation. A qualitative analysis of three focus groups, each comprised of eight to ten participants, yielded several findings. First, several factors were found to help facilitate the interactions between multiple stakeholders in dialogue, including the development of common ground and specific contributions made by participants. Secondly, communication within these multiple stakeholder groups was found to alternate between two individuals, a dyadic exchange, or between multiple participants, a complex exchange. Thirdly, the moderator and participants were found to take on each other roles. Finally, from these conversations, a model was developed to illustrate the progression of a dialogue in these groups. These results have many implications for program evaluators, focus group leaders, and other practitioners in the field.

Inaug.-Diss.--Giessen. / Lebenslauf.

Thesis (M.A.)--York University, 2004. Graduate Programme in French Studies. / Typescript. Includes bibliographical references (leaves 76-86). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99362