Thesis (Ph. D.)--University of Canterbury, 2006. / Typescript (photocopy). "June 2006." Includes bibliographical references (leaves 211-235). Also available via the World Wide Web.

Esta dissertação analisa as articulações da disputa por hegemonia com julgamentos sobre o significado de qualidade da educação de alunos de uma escola municipal e de uma escola privada de Porto Alegre. O trabalho vincula-se ao campo da Sociologia da Educação na medida em que se interessa pelo estudo da estabilidade e da mudança da hegemonia e suas relações com a realidade educacional. Para tal estudo, considera-se necessária a operação de complexa teoria, utilizando-se os conceitos de ideologia, articulação e hegemonia, além de complexa metodologia, optando-se por uma análise relacional. Este estudo toma alunos como público de pesquisa para incluir julgamentos daqueles que são atendidos pela educação no debate sobre a educação. Estes são julgamentos sobre um tema específico: a qualidade. A opção por estudar os julgamentos dos alunos sobre esta palavra decorre de que ela tem sido considerada o eixo fora do qual não tem sido possível o diálogo sobre avanços educacionais, independentemente do que signifique. A partir do entendimento bakhtiniano de que a disputa pelo significado da palavra é o indicador preciso da disputa pela ideologia, analisa-se como se articulam os julgamentos dos alunos sobre o que é qualidade, para que se possa compreender então a ideologia. Relaciona-se, assim, a ideologia presente nos julgamentos dos alunos com a hegemonia, e se a relaciona com as condições sociais específicas dos alunos. Neste sentido, a opção por alunos de uma escola privada e de uma escola municipal advém do interesse de entender como a questão de classe, bem como os projetos pedagógicos das escolas, influencia nos seus julgamentos. Os dados obtidos apontaram como os alunos, ao mesmo tempo que interagem com as influências de seus contextos específicos e com a hegemonia, ativamente rearticulam sentidos e constituem julgamentos ideológicos sobre o que é qualidade. As diferentes formas como a noção de qualidade é interpretada, nos cenários pesquisados, e as possibilidades de confronto a noções vinculadas à hegemonia de mercado, articuladas nos julgamentos, apontam para o caráter histórico e instável da hegemonia na educação. / The present thesis aims at analysing the articulations of the dispute for hegemony with judgements about the meaning of quality in education from students from a municipal and a private school in Porto Alegre. This research is linked to the field of Sociology of Education in that it is interested in the study of stability and change of hegemony and its relations to educational reality. For this task, complex theory operation is required, and, in this sense, ideology, articulation and hegemony are key concepts here. Also, complex methodology is important for this complex enterprise, and relational analysis is also basal in this study. This investigation takes students as its research public, in order to include judgements of those who are the target in education in the debate of education. These are judgements about a specific matter: quality. The option for studying student’s judgements about this particular word stems from the fact it has been considered an axis outside which it has been impossible a dialogue about educational improvements, despite what it means. Based on the bakthinian understanding that the dispute for the meaning of a word indicates precisely the dispute for ideology, it is analysed how student’s judgements about quality are articulated, in order to understand ideology. So, ideology in their judgements is related to hegemony, and also to student’s specific social conditions. In this sense, the option for students from a private and a municipal school comes from an interest in understanding how the matter of class, as well as the pedagogic projects from each school, influences their judgements. Data obtained indicates how, at the same time students interact with the influences of their specific contexts and with hegemony, they actively rearticulate meanings and constitute ideological judgements about quality. The different ways the notion of quality is interpreted, in the research field, and the possibilities of confrontation to notions linked to the hegemony of market, articulated in their judgements, point to the historic and unstable properties of hegemony in education.

Esta dissertação analisa as articulações da disputa por hegemonia com julgamentos sobre o significado de qualidade da educação de alunos de uma escola municipal e de uma escola privada de Porto Alegre. O trabalho vincula-se ao campo da Sociologia da Educação na medida em que se interessa pelo estudo da estabilidade e da mudança da hegemonia e suas relações com a realidade educacional. Para tal estudo, considera-se necessária a operação de complexa teoria, utilizando-se os conceitos de ideologia, articulação e hegemonia, além de complexa metodologia, optando-se por uma análise relacional. Este estudo toma alunos como público de pesquisa para incluir julgamentos daqueles que são atendidos pela educação no debate sobre a educação. Estes são julgamentos sobre um tema específico: a qualidade. A opção por estudar os julgamentos dos alunos sobre esta palavra decorre de que ela tem sido considerada o eixo fora do qual não tem sido possível o diálogo sobre avanços educacionais, independentemente do que signifique. A partir do entendimento bakhtiniano de que a disputa pelo significado da palavra é o indicador preciso da disputa pela ideologia, analisa-se como se articulam os julgamentos dos alunos sobre o que é qualidade, para que se possa compreender então a ideologia. Relaciona-se, assim, a ideologia presente nos julgamentos dos alunos com a hegemonia, e se a relaciona com as condições sociais específicas dos alunos. Neste sentido, a opção por alunos de uma escola privada e de uma escola municipal advém do interesse de entender como a questão de classe, bem como os projetos pedagógicos das escolas, influencia nos seus julgamentos. Os dados obtidos apontaram como os alunos, ao mesmo tempo que interagem com as influências de seus contextos específicos e com a hegemonia, ativamente rearticulam sentidos e constituem julgamentos ideológicos sobre o que é qualidade. As diferentes formas como a noção de qualidade é interpretada, nos cenários pesquisados, e as possibilidades de confronto a noções vinculadas à hegemonia de mercado, articuladas nos julgamentos, apontam para o caráter histórico e instável da hegemonia na educação. / The present thesis aims at analysing the articulations of the dispute for hegemony with judgements about the meaning of quality in education from students from a municipal and a private school in Porto Alegre. This research is linked to the field of Sociology of Education in that it is interested in the study of stability and change of hegemony and its relations to educational reality. For this task, complex theory operation is required, and, in this sense, ideology, articulation and hegemony are key concepts here. Also, complex methodology is important for this complex enterprise, and relational analysis is also basal in this study. This investigation takes students as its research public, in order to include judgements of those who are the target in education in the debate of education. These are judgements about a specific matter: quality. The option for studying student’s judgements about this particular word stems from the fact it has been considered an axis outside which it has been impossible a dialogue about educational improvements, despite what it means. Based on the bakthinian understanding that the dispute for the meaning of a word indicates precisely the dispute for ideology, it is analysed how student’s judgements about quality are articulated, in order to understand ideology. So, ideology in their judgements is related to hegemony, and also to student’s specific social conditions. In this sense, the option for students from a private and a municipal school comes from an interest in understanding how the matter of class, as well as the pedagogic projects from each school, influences their judgements. Data obtained indicates how, at the same time students interact with the influences of their specific contexts and with hegemony, they actively rearticulate meanings and constitute ideological judgements about quality. The different ways the notion of quality is interpreted, in the research field, and the possibilities of confrontation to notions linked to the hegemony of market, articulated in their judgements, point to the historic and unstable properties of hegemony in education.

Esta dissertação analisa as articulações da disputa por hegemonia com julgamentos sobre o significado de qualidade da educação de alunos de uma escola municipal e de uma escola privada de Porto Alegre. O trabalho vincula-se ao campo da Sociologia da Educação na medida em que se interessa pelo estudo da estabilidade e da mudança da hegemonia e suas relações com a realidade educacional. Para tal estudo, considera-se necessária a operação de complexa teoria, utilizando-se os conceitos de ideologia, articulação e hegemonia, além de complexa metodologia, optando-se por uma análise relacional. Este estudo toma alunos como público de pesquisa para incluir julgamentos daqueles que são atendidos pela educação no debate sobre a educação. Estes são julgamentos sobre um tema específico: a qualidade. A opção por estudar os julgamentos dos alunos sobre esta palavra decorre de que ela tem sido considerada o eixo fora do qual não tem sido possível o diálogo sobre avanços educacionais, independentemente do que signifique. A partir do entendimento bakhtiniano de que a disputa pelo significado da palavra é o indicador preciso da disputa pela ideologia, analisa-se como se articulam os julgamentos dos alunos sobre o que é qualidade, para que se possa compreender então a ideologia. Relaciona-se, assim, a ideologia presente nos julgamentos dos alunos com a hegemonia, e se a relaciona com as condições sociais específicas dos alunos. Neste sentido, a opção por alunos de uma escola privada e de uma escola municipal advém do interesse de entender como a questão de classe, bem como os projetos pedagógicos das escolas, influencia nos seus julgamentos. Os dados obtidos apontaram como os alunos, ao mesmo tempo que interagem com as influências de seus contextos específicos e com a hegemonia, ativamente rearticulam sentidos e constituem julgamentos ideológicos sobre o que é qualidade. As diferentes formas como a noção de qualidade é interpretada, nos cenários pesquisados, e as possibilidades de confronto a noções vinculadas à hegemonia de mercado, articuladas nos julgamentos, apontam para o caráter histórico e instável da hegemonia na educação. / The present thesis aims at analysing the articulations of the dispute for hegemony with judgements about the meaning of quality in education from students from a municipal and a private school in Porto Alegre. This research is linked to the field of Sociology of Education in that it is interested in the study of stability and change of hegemony and its relations to educational reality. For this task, complex theory operation is required, and, in this sense, ideology, articulation and hegemony are key concepts here. Also, complex methodology is important for this complex enterprise, and relational analysis is also basal in this study. This investigation takes students as its research public, in order to include judgements of those who are the target in education in the debate of education. These are judgements about a specific matter: quality. The option for studying student’s judgements about this particular word stems from the fact it has been considered an axis outside which it has been impossible a dialogue about educational improvements, despite what it means. Based on the bakthinian understanding that the dispute for the meaning of a word indicates precisely the dispute for ideology, it is analysed how student’s judgements about quality are articulated, in order to understand ideology. So, ideology in their judgements is related to hegemony, and also to student’s specific social conditions. In this sense, the option for students from a private and a municipal school comes from an interest in understanding how the matter of class, as well as the pedagogic projects from each school, influences their judgements. Data obtained indicates how, at the same time students interact with the influences of their specific contexts and with hegemony, they actively rearticulate meanings and constitute ideological judgements about quality. The different ways the notion of quality is interpreted, in the research field, and the possibilities of confrontation to notions linked to the hegemony of market, articulated in their judgements, point to the historic and unstable properties of hegemony in education.

Despite the fact that speech-language pathologists do not develop the theories underlying the principles and procedures used in the clinic, speech and language clinicians are ethically obliged to apply the "best" possible theory in their practice. Recently phonologists have been developing a theory of nonlinear phonology. Application of this theory to cross-linguistic data and to child language data has shown that what appeared to be idiosyncratic or difficult to account for using previous theoretical formulations can be neatly explained using a nonlinear phonological explanation. The purpose of this study was to investigate the possibility of further extending the application of nonlinear phonological principles to the field of speech-language pathology. Two levels defined by the theory, segmental and prosodic, were investigated in a six-month-long intervention programme with a set of phonologically delayed twins (aged 5;6 at the outset of the project). Each twin was assigned to an experimental condition motivated by one of these levels, or tiers. In each condition, intervention goals were determined by parameters of the theory; the segmental condition contrasted features "higher" versus "lower" in the feature hierarchy, while the prosodic condition contrasted moraic with onset-rime descriptions of syllable/word shape. Using twins as subjects also allowed the twin aspect of language acquisition and speech-language intervention to be explored. Results of the phonological intervention study revealed that nonlinear phonology provides a viable framework for assessing and determining goals for phonological remediation. A comparison of progress in therapy indicated that one twin acquired therapy goals faster than the other. An investigation of the differential progress of the twins allowed conclusions to be drawn regarding social awareness and success in phonological therapy. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

abstract: This paper closely examines the performance practice regarding articulation of the preludes from Bach’s Well-Tempered Clavier Book I. Recordings by five pianists are studied: Vladimir Feltsman, Glenn Gould, Angela Hewitt, Andras Schiff, and Rosalyn Tureck. The recordings reveal certain recurring articulation patterns which are categorized into six articulation techniques: short slurs, long slurs, detached upbeat, accented downbeats, changing articulation, and rolled chords. The author has divided the preludes into four groups: preludes with continuous running figuration, lyrical preludes, lyrical preludes with distinct melody and accompaniment, and preludes with non-lyrical themes. Analysis reveals that for each group of preludes, there are a set of principles that these pianists follow. Overall, for non-lyrical preludes, the running sixteenth notes are played legato, staccato, or a short slur followed by staccato. The slower moving quarter and eighth notes stay mostly detached or staccato. For lyrical preludes, the melody remains largely legato. Articulation techniques are used more extensively in non-lyrical preludes than lyrical ones, and more often in the slower moving eighth notes than running figuration. Articulation techniques are often used as means of embellishment. They enhance the individual character of each piece and generate Baroque attributes. Despite the principles observed in the recordings, many isolated performances are found which do not conform to any of them, suggesting that there is no authoritative rule when articulating Bach’s works on piano. / Dissertation/Thesis / Doctoral Dissertation Music 2020

The purpose of this study was to determine the relationship between articulation ability and reading ability, between articulation ability and language development, and between language development and reading ability. This study examined children with minor difficulties and children with a history of more severe articulation problems separately in order to determine whether severity of articulation disability is related to reading ability.

The thesis is exploring the potential of the ornament conceived as inhabitable space, exuberant, blissfull in opulence, flamboyant. The coexistence of opposite elements sensations that are overlapping, intertwining and blurring, generates a space that breathes, perspires and froths, exceeding in its blossom.

Contrairement à la volonté affichée du Conseil constitutionnel, ses offices ne sont pas étanches. La Haute instance est saisie sur le fondement de divers articles de la Constitution qui déterminent quel office est sollicité. Le Conseil constitutionnel ne dispose pas de marge de manœuvre puisqu’il ne peut s’évader de l’objet de la saisine. Plusieurs compétences se regroupent dans un office. Quatre offices sont identifiés : l’office de juge de la constitutionnalité protégeant le texte constitutionnel ; l’office de juge électoral chargé de statuer sur les réclamations relatives aux scrutins nationaux ; l’office de juge de la répartition des compétences normatives déterminant si la compétence relève du législateur ou du pouvoir réglementaire et l’office de conseiller devant aviser les pouvoirs publics.Conçu pour lutter contre l’hégémonie parlementaire, l’office du juge de la répartition des compétences normatives du Conseil constitutionnel devait être sa principale raison d’être.Or, le juge de la constitutionnalité a volontairement affaibli cet office pour que la Haute instance ne soit plus assimilée à un auxiliaire du Gouvernement.De plus, l’office de juge de la constitutionnalité s’est immiscé dans les décisions du juge électoral. Ce dernier peut désormais contrôler la constitutionnalité d’une loi a posteriori. De même, les avis, émis par le conseiller, contiennent des examens de constitutionnalité.Le Conseil constitutionnel articule ses offices de façon à favoriser l’un d’eux. L’office de juge de la constitutionnalité a été utilisé pour assurer l’avenir du Conseil constitutionnel en facilitant son intégration dans le paysage juridictionnel français. / Despite the French Constitutional Council intents, its roles are not airtight. The highest constitutional authority can be seized based on various articles of the Constitution which determine which jurisdiction is in fact solicited. The Constitutional Council has no leeway since it can’t evade the subject of the referral. Multiple functions can be grouped in a role. In fact, four roles can be identified: the role of constitutional Judge which consists of protecting the constitutional text; the role of electoral Judge responsible for ruling on claims related to national elections; the role of Judge of distribution of normative powers determining whether jurisdiction falls within the legislator or the regulatory power; and the role of adviser of the public authorities.Originally designed to tackle parliamentary hegemony, the role of Judge of the distribution of the normative powers was the main purpose of the French Constitutional council. However, the Judge of constitutionality has voluntarily weakened this role in order for the High Authority to no longer be assimilated as an auxiliary of the Government.In addition, the role of constitutional Judge interfered with the decisions of the electoral Judge. The latter can now perform a posteriori control of the constitutionality of a law. Similarly, the opinions issued by the advisor-Judge can also contain constitutional examinations.The French Constitutional Council articulates its roles so as to favour one of them. The role of Constitutional Judge has been used to ensure the future of the Constitutional Council by facilitating its integration into the French jurisdictional landscape.

This dissertation explored the ways faculty at two- and four-year institutions with articulation agreements collaborate to improve the retention rates of transfer students, using the Wilder Collaboration Factors (WCF) as a theoretical lens. This research was conducted to analyze the level of collaboration, and differentiate among the perceptions of collaboration among university and community college faculty. The purpose of the study was to build upon the limited amount of research on postsecondary collaboration. Nonparametric statistical analyses were performed to provide answers to the research questions. Analysis of the data revealed that the participants demonstrated strength in 18 of the 20 WCF. The analysis also indicated that there was no statistically significant difference between the perceptions of collaboration among university and community college faculty. A principal components analysis led to the development of a modified conceptual framework joining the WCF and stages of collaboration that may be used to inform practice and policy. Recommendations include allocating faculty release time or incentives for collaboration, expanding articulation agreements to include K-12 alignment and policies on faculty collaboration, and using the Wilder Collaboration Factors Inventory (WCFI) as a tool to continue to assess the strengths, weaknesses, and differences in perception among university and community college faculty as they advance in collaborative stages.