"A comparative study of the inclusion or non-inclusion of selected abstracts and the priority of their publication, found in twelve areas of physiology chosen from Biological Abstracts and British Abstracts for the year 1946, is believed to be effectively useful (1) in giving librarians and specialists in this field an indication of whether or not both abstracting services are needed, and, if both are not, which is to be preferred in various types of research or university libraries; (2) in suggesting to the publishers some of the strengths and weaknesses of the general features of each of these two journals; and (3) in determining from the standpoint of the user, the relative merits of their systems of classifying and indexing science articles. The analysis of these differences should be of value to the publishers of any scientific journal"--Introduction. / Typescript. / "June, 1965." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Louis Shores, Professor Directing Study. / Includes bibliographical references (leaves 41-42).

No description available.

Abstract The subject of this study is the content description of fictional works, especially novels. Study is divided into two sections. In the first part of it the aim is to investigate the communicative process of fiction, the previous studies on the content description of fiction and the making of thesauruses for fiction. In the second part the aim is to create means for the analysis of fictional content description (based on the first part's theoretical discussion) and to make a general model for fiction search and retrieval system. The material for the empirical part of the study was gathered in Finnish public libraries. The aim of the empirical part of the study is to find out how the clients and the library professionals of public libraries describe novels by indexing and abstracting them - what differences they have and what is the consistency between them. The basic theoretical approach in this study is qualitative and specifically as seen within the grounded theory. The corpus of this study was analyzed both with qualitative and quantitative methods. Qualitative methods were mainly used when analyzing the abstracts and the indexings were analyzed with the the basic statistical methods as well as with the calculated consistency values for indexers. The main finding was that the abstracts and indexings were very unconsistent. One could also typify the abstracts in four categories: plot/thematical abstracts, cultural/ historical abstracts, abstracts that describe the reading experience and critical abstracts. Also, with the aid of statistics one could make a typical indexing string of each novel that consisted about 10-15 indexing terms which described the basic contents of each novel. In the end of the study a model for search and retrieval system for fiction is presented. Methodologically, the triangulative approach with different kinds of methods turned out to be fruitful. Especially when studying the human behaviour, both quantitative and qualitative methods are needed. When used together they test the findings and results and thus give more validity to the final results.

The completion of the dissertation certifies the completion of the academic rigors of the doctoral degree and verifies the candidate's achievement of independent scholarship. The Carnegie Project on the Education Doctorate was a 5-year effort to define the distinct purpose of the Ph.D. and Ed.D. in education. The Carnegie Project sought to ensure that the academy moved forward on two fronts: rethinking and reclaiming the research doctorate, the Ph.D., and developing the distinct professional practice doctorate, the Ed.D. The project determined that there has been a blurring of the distinctions between these two degrees over the past half-century which invites examination of their purpose and their content. Given this, this qualitative study examined Ph.D. and Ed.D. dissertation abstracts to determine if abstracts differ in terms of these selected factors: research design, data analysis, use of theoretical frameworks, subjects or participants, the setting or context of the study, and to compare Ph.D. and Ed.D. abstracts to the abstract format recommended in literature to explore if there are differences in the abstracts and to determine to what extent abstracts in either degree are congruent with the recommendations. This study used a digital dissertation database to study 100 Ed.D. dissertation abstracts and 100 Ph.D. dissertation abstracts on the topic of higher education. The design was qualitative and used a frequency of terms and an accepted understanding of concepts between two researchers to reach a conclusion regarding the contents of the abstracts. Two researchers separately coded a selection of dissertations for each degree to establish an acceptable level of credibility for the coding of the abstracts. Multiple findings describe similarities and differences between these two degrees and the extent of the convergence of Ed.D. and Ph.D. abstracts with recommended abstract components in the literature. The study concludes that many dissertations do not include all eight of the criteria of an ideal abstract and many are not likely to include five of the items. Dissertation abstracts, as they currently exist, are not good tools for use of dissertations as a resource for ongoing research. The study recommends that a national norm for dissertation abstracts would be helpful in improving the ability to use dissertations as a resource for future research.

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Thesis (Ph. D.)--University of Toronto, 2007. / Includes bibliographical references (leaves 166-196).

These are the abstracts of the oral and poster presentations of the 4th PhD conference held on 06. June 2019 in Freiberg.

<p><strong><p>Sammanfattning</p></strong></p><p>Syftet med vår uppsats är att med en komparativ ansats studera hur integrerings- och</p><p>normaliseringsmål uppnås för personer med intellektuella funktionsnedsättningar inom den</p><p>dagliga verksamheten i Polen. Vi vill även se hur personalen upplever att de uppnår dessa</p><p>mål. Huvudmetoden för studien var kvalitativ intervju. I vår analys har vi valt att använda oss</p><p>av KASAM-teorin som kan förklara hur personalen på den dagliga verksamheten upplever att</p><p>integrerings- och normaliseringsmålen uppnås. Vi använder oss av begrepp som</p><p>empowerment, normalisering och integration. Vad som framkommer är att personalen</p><p>upplever att deras integrerings- och normaliseringsmål i verksamheten uppnås, men att det</p><p>finns brister som gör att man inte når ända fram. För att uppnå målen behövs mera resurser</p><p>och en annan syn på människor med intellektuella funktionsnedsättningar.</p>

Sammanfattning Syftet med vår uppsats är att med en komparativ ansats studera hur integrerings- och normaliseringsmål uppnås för personer med intellektuella funktionsnedsättningar inom den dagliga verksamheten i Polen. Vi vill även se hur personalen upplever att de uppnår dessa mål. Huvudmetoden för studien var kvalitativ intervju. I vår analys har vi valt att använda oss av KASAM-teorin som kan förklara hur personalen på den dagliga verksamheten upplever att integrerings- och normaliseringsmålen uppnås. Vi använder oss av begrepp som empowerment, normalisering och integration. Vad som framkommer är att personalen upplever att deras integrerings- och normaliseringsmål i verksamheten uppnås, men att det finns brister som gör att man inte når ända fram. För att uppnå målen behövs mera resurser och en annan syn på människor med intellektuella funktionsnedsättningar.

Submitted by Anna Luisa Lopes Alves (annalopes.alves@gmail.com) on 2018-06-08T22:15:57Z No. of bitstreams: 1 Dissertação de mestrado Anna Luisa Lopes Alves.pdf: 2081259 bytes, checksum: 32e721e4f4fb4a131e1c4124214549e2 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-06-11T13:12:04Z (GMT) No. of bitstreams: 1 alves_all_me_sjrp.pdf: 2081259 bytes, checksum: 32e721e4f4fb4a131e1c4124214549e2 (MD5) / Made available in DSpace on 2018-06-11T13:12:04Z (GMT). No. of bitstreams: 1 alves_all_me_sjrp.pdf: 2081259 bytes, checksum: 32e721e4f4fb4a131e1c4124214549e2 (MD5) Previous issue date: 2018-04-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A escrita de abstracts tem sido estudada por pesquisadores de diferentes áreas (BATHIA; 1993; SWALES; FEAK, 2009; DAYRELL, 2011) para que seja possível observar quais padrões são mais utilizados por autores de revistas de impacto internacional a fim de preparar pesquisadores para a escrita deste gênero textual. Nesta dissertação, objetivamos analisar como a Linguística de Corpus e o Corpus de aprendizes (DUTRA, et al, 2016), composto por textos de alunos brasileiros de universidades públicas, e o Corpus MICUSP (RÖMER, 2012), contendo textos de alunos nativos e não-nativos de língua inglesa da Universidade de Michigan, podem ser utilizados no desenvolvimento da escrita acadêmica de abstracts (BIBER, 2007; SWALES e FEAK, 2009; GLASMAN-DEAL, 2010) e como alunos universitários utilizam as that-clauses para reportarem as descobertas, resultados e conclusão de seus trabalhos em abstracts. Após coleta e compilação dos nossos corpora de análises, utilizamos o programa linguístico e computacional Sketch Engine (KILGARRIFF, et al, 2014) para criar linhas de concordância com a palavra that e, a partir dos resultados, foi possível observar que tanto na escrita de abstracts de alunos de universidades brasileiras, quanto na escrita de abstracts de alunos da Universidade de Michigan, as estruturas mais utilizadas no desenvolvimento da escrita das descobertas, resultados e conclusões, foram as seguintes: sujeito + verbo no passado simples + that e sujeito + verbo no presente simples + that, respectivamente, se alinhando com resultados de pesquisa de autores como Biber, et al. (2007) e Glasman-Deal (2010). O resultado final demonstrou que é possível utilizar a Linguística de Corpus para o ensino e aprendizagem de Inglês com Fins Acadêmicos e obter um desfecho positivo na escrita acadêmica de abstracts, de acordo com a verificação das estruturas utilizadas pelos alunos em seus resumos e, também é possível desenvolver atividades didáticas utilizando Corpus de aprendizes para que a autonomia do aluno como pesquisador seja desenvolvida. Ademais, notamos com esta pesquisa que a LC é uma área muito abrangente que permite diversos tipos de trabalhos e aplicações, visando análises de dados linguísticos para os mais diversos fins, e, ressaltamos, de acordo com Berber Sardinha (2004), que a utilização de corpus no ensino de línguas estrangeiras é uma maneira de auxiliar o ensino e aprendizagem de uma segunda língua tornando seu aprendiz mais autônomo. / The writing of abstracts has been studied by researchers from different areas (BATHIA, 1993; SWALES e FEAK, 2009; DAYRELL, 2011) so that it is possible to observe which standards are most used by authors of international impact journals in order to prepare researchers for the writing of this textual genre. In this dissertation, we aim to analyze how Corpus Linguistics and Learner Corpus (DUTRA, et al., 2016), composed of texts by Brazilian students of public universities, and Corpus MICUSP (RÖMER, 2012), with texts written by native and non-native speakers of English can be used to help academic writing (BIBER, 2007, SWALES and FEAK, 2009; GLASMAN-DEAL, 2010) and how college students use that-clauses to report discoveries, results and conclusion of their researchs in abstracts. After collecting and compiling our corporus of analysis , we used the linguistic and computational program Sketch Engine (KILGARRIFF, et al, 2014) to generate concordance lines with the search word “that” and, based on the results, it was possible to observe that in both, writing abstracts of students of Brazilian universities, as well as in the writing of abstracts of University of Michigan students, the most used structures in the development of the writing of discoveries, results and conclusions, were the following structures: subject + verb in past simple + that, and subject + present simple + that, respectively, aligning with search results of authors such as Biber, et al. (2007) and Glasman-Deal (2010). The final result showed that it is possible to use Corpus Linguistics for teaching and learning English for Academic Purposes and to obtain a positive result in the academic writing of abstracts, according to the verification of the structures used by the students in their abstracts. It is also possible to develop teaching activities using Learner Corpus so that the autonomy of the student as a researcher is developed. In addition, we observed with this research that Corpus Linguistics is a very broad area that allows different types of works and applications, aiming at analysis of linguistic data for the most diverse purposes, and, according to Berber Sardinha (2004), that the use of corpus in the teaching of foreign languages is a way of helping the teaching and learning of a second language making learners more autonomous.