In text analysis, authorship attribution occurs in a variety of ways. The field of computational linguistics becomes more important as the need of authorship attribution and text analysis becomes more widespread. For this research, pre-existing authorship attribution software, Java Graphical Authorship Attribution Program (JGAAP), implements a named entity recognizer, specifically the Stanford Named Entity Recognizer, to probe into similar genre text and to aid in extricating the correct author. This research specifically examines the words authors use around named entities in order to test the ability of these words at attributing authorship / McAnulty College and Graduate School of Liberal Arts; / Computational Mathematics / MS; / Thesis;

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Originally presented as the author's thesis (doctoral)--Universität Würzburg, 2008. / Includes bibliographical references.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 158-166).

Thèse (M.A.)--Université Laval, 2000. / Comprend des réf. bibliogr.

This thesis argues in favor of an instrumental approach to Intellectual Property (IP). I begin by reviewing justifications for IP that have been offered in recent literature, including Lockean labor theory, Hegelian personality theory, Kantian property theory and utilitarianism. Upon a close and careful analysis, I argue that none of these justifications suffice to ground contemporary IP practice. I review some recent works that offer `pluralist' justifications for IP, which draw from multiple theories in order to account for the diverse field of IP-related laws and practices in existence. I argue that these pluralist theories are also insufficient, because there is no principled reason why one theory is adopted over another in any particular case. In conclusion, I show that an instrumentalist attitude can best explain and justify IP laws and practices.

The most prolific woman writer of belle époque Brazil, Júlia Lopes de Almeida is remembered chiefly for her proto-feminist novels like A Falência (1901). This essay extends critical analysis to the heretofore overlooked Livro das Noivas (1896), a domestic manual once reprimanded by Jeffrey Needell as counterproductive to the feminist cause. With theoretical references to Genette, Agamben, Butler, Woolf, Ludmer, and others, it contextualizes Noivas within late 19th-century discourse on women’s education and the tradition of conduct literature, ultimately determining that Almeida subverts the conventions of the latter in defense of the former. Like João Luso, who declared Noivas a “curso” for soon-to-be-married women, this essay reads the book as a remedial addendum to the superficial education that left women unprepared to confront what Almeida and her liberal contemporaries deemed their responsibility to ensure the nation’s future by supplying it educated and healthy sons. In a deep analysis of the author’s extended dedication to her husband, Filinto, this essay moreover redresses Needell’s division of Noivas from Almeida’s novels. Rather than an aberration, the manual is a companion piece to the author’s fictional corpus. As a performative dissimulation of moral femininity, it compensates for Almeida’s unorthodox and, for the time, questionably “feminine” career. / text

This transformative participatory study was designed to address the issue of limited culturally relevant Spanish or bilingual mentor texts for use in writing workshop. The researcher references critical pedagogy theory, writing instruction theory and transformative education theory to set a theoretical framework. In the study 2 Dual Language teachers currently implementing a Two-Way Dual Language program engaged in a six session book study and article discussion using Alma Flor Ada’s and Isabel Campoy’s book Authors in the classroom: A transformative Education Process (2004). Sessions were audiotaped, reflections were collected, and a pre and post questionnaire was used to gather data. Using grounded theory the data was coded and findings are included in this report. / text

Section A consists of a review of the literature relating the therapeutic use of creative writing. It highlights gaps in the literature and suggesting potential avenues of further research. Section B presents the findings of a phenomenological study which aimed to explore the experience and significance of creative writing at times of personal difficulty through the analysis of written accounts. Method. Twenty one people who had personal experience of creative writing in the context of difficult life experiences submitted written accounts. These were analysed using Interpretative Phenomenological Analysis (IPA) (Smith, Larkin & Flowers, 2009). Results. Four main themes were identified: 1) Struggle with a difficult experience, 2) Turning to creative writing, 3) Dealing with it ‘as a matter of words’ and 4) Rejoining the world. A conceptual model illustrating how these master themes are related is presented. Conclusion. Creative writing was deemed to have played an important and meaningful role in helping participants to integrate and move beyond difficult life experiences. Limitations and clinical implications of the study are discussed and suggestions are made for future research. Section C involves a critical appraisal of the study presented in Section B. Reflections on the process of the study, as well as further implications and clinical applications are discussed.

There is limited research concerning the sharing of writing associated with times of personal difficulty. This study aimed to explore the experience and significance of this process with a focus on the interpersonal factors involved and how the potential benefits could be conceptualised. Eight participants were recruited through purposive sampling and interviewed regarding their experiences. Interpretative Phenomenological Analysis was used to analyse the transcripts. Four superordinate themes of ‘Putting the self into the world’; ‘Taking ownership of the process’; ‘Making connections with others’; and ‘Moving beyond surviving to thriving’ were interpreted from the data. Interpersonal factors were of great significance and were discussed in connection with a range of theorists including those from fields of psychoanalysis, phenomenology and humanism. The overall findings were conceptualised through identified links with Ryff’s (1989) multidimensional model of well-being. The findings suggest that the sharing of creative writing associated with times of personal difficulty may be a valuable activity in promoting well-being in both clinical and non-clinical populations. It may be particularly helpful for people who have experienced, or are at risk of social isolation given the experiences that first led the participants to creative writing, and the centrality of ‘connection within others’ within their accounts.