Submitted by Pedro Barros (pedro.silvabarros@ufpe.br) on 2018-11-30T21:21:14Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Jessica Flaíne dos Santos Costa.pdf: 1306202 bytes, checksum: 80d7c7a8c92512e713d028de87d2788b (MD5) / Approved for entry into archive by Alice Araujo (alice.caraujo@ufpe.br) on 2019-01-28T14:09:17Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Jessica Flaíne dos Santos Costa.pdf: 1306202 bytes, checksum: 80d7c7a8c92512e713d028de87d2788b (MD5) / Made available in DSpace on 2019-01-28T14:09:17Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) DISSERTAÇÃO Jessica Flaíne dos Santos Costa.pdf: 1306202 bytes, checksum: 80d7c7a8c92512e713d028de87d2788b (MD5) Previous issue date: 2017-08-22 / FACEPE / A intencionalidade desta pesquisa, intitulada “As contribuições do ENADE para o curso de Pedagogia da UFPE-CAA: um olhar para os percursos formativos de pedagogos/as”, centra-se em compreender de que formas os resultados do ENADE têm sido levados em consideração pela coordenação e equipe docente do curso de Pedagogia, bem como pelos membros da Comissão Própria de Avaliação (CPA) da UFPE, para aperfeiçoamento da formação oferecida aos licenciandos, tendo, assim, como objetivos específicos: Investigar como os resultados do ENADE têm chegado à UFPE-CAA, especificamente ao curso de Pedagogia; Analisar de que maneiras os resultados apontados pelo ENADE são considerados pelos/as coordenadores/as e pelos/as docentes do curso de Pedagogia, bem como pela Comissão Própria de Avaliação (CPA) da instituição. Diante disto, buscamos um aprofundamento epistemológico das questões relacionadas ao percurso histórico e as contribuições engendradas pela avaliação educacional e pelas políticas avaliativas do ensino superior no Brasil, lançando mão dos estudos de Vianna (1995; 2000), Gatti (2002; 2011; 2014), Sobrinho (2002; 2010), da lei do SINAES, 10.861/2004, entre outros. A UFPE-CAA, figura como nosso campo de pesquisa por ser uma IES pública, fruto da política do REUNI, uma das ações que integraram o Plano Nacional da Educação (PNE), instituído pela Lei nº 10.172/2001. Esta escolha caracteriza o nosso procedimento investigativo como Estudo de Caso, sob as óticas de Stake (1982), Yin (1994) e Mazzotti (2006). Para colaborar com a coleta de dados, elegemos 4 coordenadores do curso de Pedagogia, 7 docentes, por serem estes os que são responsáveis pelo recebimento dos resultados do ENADE em relação à apreciação, discussão e promoção de melhorias no currículo do curso. Escolhemos também 4 membros da CPA da instituição, por desempenharem funções referentes a autoavaliação, elaborando relatórios sobre as condições físicas-estruturais e pedagógicas, que se somarão a avaliação externa realizada pelo INEP. Utilizamos como fonte de coleta de dados, a entrevista semiestruturada, gravada em áudio. Estabelecemos enquanto Corpus documental, o PPC do curso de Pedagogia e o relatório do INEP, referente ao último ENADE. Para análise dos dados, adotamos a Análise do Discurso, na perspectiva de Orlandi (2013; 2016), afim de alcançarmos os sentidos atribuídos às repercussões da realização do ENADE pelos/as estudantes da IES. Ao nos debruçarmos sobre os dados, foi possível constatar que o curso de Pedagogia apresenta uma proposta avaliativa interna formativa em sua base documental, legal, no entanto os colaboradores da pesquisa desconsideram os resultados da avaliação de larga escala, proposta pelo Sistema Nacional de Avaliação do Ensino Superior (SINAES), enquanto possibilidade de aprimoramento da qualidade educacional, pois não chegam a promover momentos voltados à apreciação dos resultados do ENADE, por acreditarem na dispensabilidade destes e na descontextualização da política de avaliação externa, ao apontarem que esta deixa a desejar no que diz respeito a contemplação das características próprias e específicas que compõem a realidade do curso em questão, bem como as necessidades formativas de seus/as estudantes. / The intentionality of this research, entitled "The contributions of the ENADE to the course of Pedagogy of the UFPE-CAA: a look at the formative paths of Pedagogues / like", focuses on the enunciation of forms of ENADE results have been taken the considerations By CPA, of UFPE, for the improvement of the training offered to the graduates, having, as, specific objectives: To investigate how the results of ENADE have arrived at the UFPE-CAA, specifically to the Pedagogy course; Analyze of ways and results on behalf of ENADE are essential by the coordinators / as and by the teachers of the Pedagogy course as well as by the institution's own Evaluation Committee (CPA). The objective of the study is to evaluate, for example, the results of higher education and educational education and public higher education policies in Brazil, using the studies of Vianna (1995, 2000), Gatti (2002, 2011, 2014), Sobrinho (2002, 2010), of the SINAES law, 10,861 / 2004, among others. UFPE-CAA, figure as our field of research for being a public HEI, a product of the policy of REUNI, one of the actions that integrate the National Education Plan (PNE), instituted by Law 10,172 / 2001. Establish our study as a study (1982), Yin (1994), and Mazzotti (2006). In order to collaborate with a data collection, we chose 4 pedagogy course coordinators, 7 teachers, as they are responsible for receiving the results of ENADE in relation to the appreciation, discussion and promotion of improvements in the curriculum of the course. We also chose 4 members of the CPA, for performing functions related to self-assessment, elaborating information about the physical-structural and pedagogical conditions, which will be added to the external evaluation by the INEP. We used as a source of data collection, a semi-structured interview, recorded in audio. We established as documentary Corpus, the PPC of the Pedagogy course and the INEP report, referring to the last ENADE. To analyze the data, we adopted Discourse Analysis, from Orlandi's perspective (2013, 2016), in order to reach the senses attributed to the repercussions of ENADE's achievement by IES students. When we look at the data, it was possible to verify that the Pedagogy course presents a proposal of internal formative evaluation in its documentary, legal basis, however, the research collaborators disregard the results of the large scale evaluation, proposed by the National System of Evaluation of Higher Education (SINAES), Considering the possibility of improving educational quality, it is not an innovative method, but it is not an innovative method, but it is not an innovative method. It concerns the contemplation of the own and specific technologies that make up the reality of the course in question, as well as the formative needs of its students.

Hospitals and other health institutions around the world have begun to tie staff promotion and careers to publication; accordingly, an increasing number of medical journal articles are being written by non-native English speakers and novice writers. This work aims to analyse medical journal articles as a genre, and follows Swales’ (1990) framework for doing so, by interviewing a sample of the discourse community and finding the Rhetorical Moves that make up the genre, with additional investigation of stance, via selected reporting verbs, and cohesion, through selected discourse markers. I compiled one of the larger corpora of medical research articles (250), as well as one of the most recent (2001-2011). Previous studies reviewed 50 articles at most, drawn from earlier periods of time. As part of the examination of the genre, this study includes discussions with a sample of the discourse community, the users of the genre, with interviews from ten doctors and five editors from around the world who have a wide range of experience in writing, publishing and editing articles. In addition, I identified 17 Rhetorical Moves, with four considered optional, with the idea to identify a sequence that writers and educators can use to see how the medical article may be written. I also examined 13 reporting verbs to determine if it is possible to identify authorial stance regarding the information being reported, and were coded as being factive (the authors agreed with the information), non-factive (the authors conveyed no judgement on the information) and counter-factive (the authors disagreed with the information being reported). Finally, the study looked at how cohesion is maintained through examples of the five types of discourse markers. This study presents the most comprehensive examination of the genre to date, which, through the utilization of corpus analysis techniques, allows a more in-depth analysis than previous studies.

By examining language simultaneously along the paradigmatic and syntagmatic axes, Sinclair (2004a) identified the lexical item as an object of the discourse comprising an obligatory core and semantic prosody, and optional collocates, colligates and semantic preferences. This research investigates Sinclair’s theoretical model by locating the lexical items that are associated with the complementary verbs come and go in the spoken and written discourses in a selection of the International Corpora of English (ICE). The corpora selected are ICE-Canada, -GB, -India and –Jamaica. This research is innovative in that it adapts Sinclair’s methodology to examine high frequency lexical items across different discourses and different World Englishes It establishes that there is a significantly greater difference in frequency of the lexical items associated with come and go within the different discourses of the ICE corpora in comparison to between the ICE corpora. It replaces the core with the node, it introduces structural preference and discourse preference as co-selection components of the lexical item, and it substitutes semantic force for the term semantic prosody as defined by Sinclair: the ‘reason why [the item] is chosen’ (Sinclair 2004a: 144). Thus the lexical item comprises an obligatory node and semantic force, and optional collocates, colligates, structural preferences, semantic preferences and discourse preferences. As a consequence of these theoretical and methodological adaptations, this research shows that semantic forces with the associated co-selection components can function in tandem and that semantic forces, again with the associated co-selection components, can function in layers. The research concludes that the lexical item is not an identifiable object in the discourse, but it is the syntagmatic realisations of a paradigmatic choice.

This thesis examines the intellectual history of male friendship through its articulation in non-Shakespearean early modern drama; and considers how dramatic texts engage with the classical ideals of male friendship. Cicero’s \(De amicitia\) provided the theoretical model for perfect friendship for the early modern period; and this thesis argues for the further relevance of early modern translations of Aristotle’s Nicomachean Ethics, and in particular, Seneca’s De beneficiis, both of which open up meanings of different formulations and practices of friendship. This thesis, then, analyses how dramatists contributed to the discourse of male friendship through representations that expanded the bounds of amity beyond the paradigmatic ‘one soul in two bodies’, into different conceptions of friendship both ideal and otherwise. Through a consideration of selected dramatic works in their early modern cultural contexts, this thesis adds to our understanding of how amicable relations between men were arranged, performed, read and understood in the early modern period.

As cognitive linguistics argues, the meaning construction processes that we employ to understand and interact with the world around us are dynamic processes and are highly metaphorical. Conceptual Metaphor Theory proposed by Lakoff and Johnson appears to be insufficient to explain the fuzziness in categorization and the emergence of mixed metaphors. Categorization theory indicates that meaning construction processes are not fixed while the presence of mixed metaphor casts doubt on the idea whether metaphor production is simply a cross domain mapping. Moreover, metaphor is also cultural-cognitive that it is a good tool to explore the ways of thinking, evaluations, values and attitudes of the people speaking the metaphor. On the pragmatic level, the choice of metaphor helps deliver the stance and achieve the persuasive ends of the writers. In my study, I compare how the commonly used word ‗economy‘ is construed with metaphors in the economic discourse in two locations, Britain and Hong Kong, in an attempt to illustrate the above mentioned ideas. Firstly, on the cognitive level, I compare the conceptual metaphors manifested in shaping the concepts concerning ‗economy‘. I argue that primary metaphors are near-universal across cultures. Moreover, I discuss some of these mixed metaphors observed in my corpora in order to illustrate that meaning construction processes is dynamic processes. I also suggest observing cross-cultural differences in conceptual metaphor by looking at the change of image schema. Then, I further investigate these conceptual metaphors on the cultural-cognitive level, in an attempt to explore the ideas attached with the word ‗economy‘ in these two locations. Finally, I attempt to illustrate the pragmatic functions of metaphors, that is, how the choice of metaphors helps achieve the persuasive ends of the writers.

In this study, proton-exchanged (PE) waveguides in Z-cut LiNbO3 and 36¢X-Y LiTaO3 have been fabricated using octanoic acid. The XRD analysis shows that the proton-exchange mechanism is different for LiNbO3 and LiTaO3 substrate, which results in a different variation of SAW velocity. For the temperature coefficient of frequency (TCF) and insertion loss (IL), the absolute values of both increase with the depth of proton-exchanged LiNbO3 and LiTaO3 substrates. In addition, the rf magnetron sputtering method is adopted to deposit SiO2 thin films on LiNbO3 and LiTaO3 piezoelectric substrates. Then the interdigital transducers (IDTs) were fabricated on the bi-layer structure. The film thickness of SiO2 was varied in order to investigate its effect on SAW devices. From the experimental results, TCF of SAW filters increase with the increased thickness of SiO2 thin film. At last, SiO2 thin films were deposited on proton-exchanged LiNbO3 and LiTaO3 substrates, respectively. From the experimental results for the SAW properties on the SiO2/PE-LiNbO3 and SiO2/PE-LiTaO3 structures, it reveals that the TCF of SAW filters increases with the increased thickness of SiO2 thin films. And we can conclude that SiO2 thin films can compensate the TCF of proton-exchanged LiNbO3 and LiTaO3

No description available.

This research concerns the development of Syrian undergraduates' writing ability in English. The aim of the research was to establish whether students' writing improved during their period of study, and to identify the nature of any changes that occurred. Secondary objectives concerned how previous research and current theories can help us understand and offer explanations for progress or lack of progress. In addition, students were consulted about their attitudes to writing through a questionnaire and interviews. Written data was obtained by sampling first and final year examination scripts, which were (1) objectively analysed for linguistic features to establish measurable characteristics and (2) subjectively evaluated by native speaker teachers of English to take account of factors such as discourse structure and organisation. The thesis consists of nine chapters. Chapter 1 describes the setting of the current research. Chapter 2 describes the data collection and introduces research methods, and this followed in Chapter 3 by a survey of relevant literature on non-native speaker writing. The main body of the linguistic research is reported in Chapter 4 (sentence length and syntactic structure), Chapter 5 (grammatical features and spelling) and Chapter 6 (lexis). The subjective assessment of samples of student writing by native teachers of English is reported in Chapter 7, and the results of the survey into students' attitudes to writing are also reported in Chapter 8. Chapter Nine concludes the thesis with a summary of the findings, implications for teaching and suggestions for further research. The analyses revealed improvements in almost all aspects of students' writing on both objective and subjective measures but particularly in syntactic complexity and vocabulary.

This is a study of how teachers, students and administrators in a particular university's language department in Guanajuato, Mexico, construct the English teachers' professional image. The experiences of ten teachers, fourteen students, and two administrators at the Language Department of the University of Guanajuato in Mexico are explored through data obtained from conversations, narratives, critical incidents, e-mail correspondence and field-notes. This thesis began as an investigation of the construction of the 'native/non-native' debate. However, it arrived at a final point which is concerned about the ways in which individual perceptions are constructed and affected through historical or social pressures. From the data collected key areas emerged, such as: identity, labelling and the socio-political relationship between Mexico and the United States and its consequences. The data shows the polarization that exists between 'native speakers' and 'non-native speakers' themselves concerning aspects such as birthplace, ethnicity and nationality. In order to make sense of this data, I decided to employ the concept of spin to explain how images of the English teacher and speaker are constructed and maintained (or rejected) by participants. This is used as a lens to understand the evolution of the creation of the 'native speaker' image and labels. This helps understand how the 'native speaker' image came to play such a critical —and sometimes apparently harmful— role in the construction of the Other and the Self. Specifically, the 'native speaker' spin was not a point of investigation, but emerged as a significant tool for the discussion of the data as the analysis progressed. Overall this study seems to set a precedent that there is no clear-cut division between 'native' and 'non-native speakers'. Rising awareness of how complex labels operate through discourses, institutions and hiring policies may help to bring about more recognition of commonalities of English teachers as professionals.

This thesis examines the deeper nature of sustainability, through the study of an English language curriculum development project for the creation of a self-access language learning resource centre at a Mexican public university. The research methodology follows broadly qualitative and ethnographic research principles and was influenced by post modern, heuristic and interpretative thought. The overall process has been heuristic, involving extended self-search, self-dialogue and self-discovery through on-going interaction with the context, the collaborators and other types of data. Some aspects of my own journey towards becoming a qualitative researcher arealso described, since this also formed an integral part of the research process. I aimed to create a thick description, through the collection and interrelation of a range of data types. During the interpretation process, numerous concepts and categories emerged as apparently having been closely interconnected during the evolution of the respective project processes, states, behaviours and artefacts. With frequent reference to the data, I will attempt to show that the deeper nature of project sustainability is perhaps more complex than existing descriptions may imply and that therefore existing definitions may be limited. I conclude by suggesting new ways of conceptualizing factors involved in the achievement of project sustainability and some approaches to implementing research in the area. I also suggest that the term “sustainability” may need to be redefined in the discourse of development project managers. Dynamic durability is suggested as a possible alternative, since it includes the attribute of being able to adapt to changing circumstances (Dynamic) yet can still embrace concepts and categories commonly associated with sustainability (Durability). The overall aims of this study are: to push forward the boundaries of existing knowledge and understanding of project sustainability, to stimulate further research and discussion among project managers and collaborators and to support more context-sensitive and Dynamically durable English language curriculum projects (and other development projects) in the future.