Diss.--Philosophie--Saarbrücken--Universität des Saarlandes, 1988.

Luke Bloomfield received his BA in French and Philosophy from the University of Massachusetts Amherst in 2007. We Came and We Brought Our Own Furniture is a collection of poetry that represents the accumulation of three years of writing in Amherst and Northampton, Massachusetts.

En central del av den svenska självbilden och därmed även av landets strategiska kultur härstammar från rikets ställning som militärt alliansfritt. Tydliga uttryck för denna ställning borde således kunna återfinnas i officiella svenska utrikes- och säkerhetspolitiska dokument. Under en period på 2000-talet faller emellertid uttryck som förkunnar denna ställning bort från nämnda dokument, närmare bestämt från Utrikesdeklarationerna och Försvarsbesluten. Den militära alliansfrihetens ”bortfall” innebär således att ett svensk säkerhetspolitiskt strategiskifte under denna tid blir skönjbart. Det strategiska skiftet hamnar vidare, ofrånkomligen, i strid med landets strategiska kultur och utgör ett fenomen som existerande modeller inom nämnda teoribildning har svårt att ”acceptera”. I denna undersökning har syftet varit att genom en relativt ny modell inom teoribildningen strategisk kultur, hämtad från Alan Bloomfield, studera om, och i sådana fall varför, ett svenskt strategiskifte ägt rum och hur detta kan ske utan att det står i strid med rikets strategiska kultur. Undersökningen utgör även, ofrånkomligen, en teoriprövning av den nämnda teorimodellen. Studien utgör en enstaka fallstudie vilken sträcker sig över tid där författaren genom en kvantitativ innehållsanalys, i samverkan med en enklare textanalys, mäter korrelationen mellan variabler och därigenom undersöks vilken inverkan dessa har på att det urskiljbara svenska strategiskiftet äger rum. I studiens påvisas att tre faktorer, vilka hämtats ifrån det teoretiska ramverket, i samverkan med en politisk vilja medför att ett skifte avseende vilken ”subkultur” som dominerar Sveriges strategiska uppträdande är det som medför att den militära alliansfriheten, tillfälligt, avskaffas. Det subkulturella skiftet är vidare det som möjliggör att den i studien identifierade förändringen i rikets strategiska uppträdande inte bryter mot rikets strategiska kultur varvid även den prövade teoretiska modellen kan hävdas ha fyllt sitt syfte.

Thesis (Ed.M.)--Boston University / Literature makes the broad generalization that youth today is in dire need of guidance and direction in the field of Social Relations. It does not take into consideration community differences. The matter of community differences has led directly to the following problem: "A survey of the students of Bloomfield High School Connecticut to determine whether or not there is need for a course in Social Relations." PURPOSE AND SCOPE: The survey is designed to discover by use of a problem check list what the problems of the 170 Bloomfield High School pupils may be. Analysis of the list may show whether or not there is a need for a course in Social Relations.

Thesis (D. Min.)--McCormick Theological Seminary, 1995. / Includes bibliographical references.

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-26T18:07:34Z No. of bitstreams: 1 TeseDBC.pdf: 7839048 bytes, checksum: c3d0fceda336ef65dd4a1d6cf7e4f6e0 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:02:22Z (GMT) No. of bitstreams: 1 TeseDBC.pdf: 7839048 bytes, checksum: c3d0fceda336ef65dd4a1d6cf7e4f6e0 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T20:02:30Z (GMT) No. of bitstreams: 1 TeseDBC.pdf: 7839048 bytes, checksum: c3d0fceda336ef65dd4a1d6cf7e4f6e0 (MD5) / Made available in DSpace on 2016-09-27T20:02:37Z (GMT). No. of bitstreams: 1 TeseDBC.pdf: 7839048 bytes, checksum: c3d0fceda336ef65dd4a1d6cf7e4f6e0 (MD5) Previous issue date: 2015-12-15 / Não recebi financiamento / In a literate society like ours there are many advantages for both the individual and for the community in knowing how to read and write. Brazil's high illiteracy rates are well known, and eradicating functional illiteracy is a major ethical and political goal that studies and researches can help to reach. The present dissertation is an attempt to advance in this direction. We conducted a comparative analysis of the concept of reading and the method for teaching to read from the viewpoints of Leonard loomfield's structural linguistics and of B. F. Skinner's behavioral analysis. We worked on representative texts about the concept of reading and teaching to read by these two scholars. In behavior analysis, as a result of the findings of this research, we went beyond Skinner's texts, and entered the field of errorless learning. Leonard Bloomfield (1887-1949), one of the most important linguists of the twentieth century, was a behaviorist and influenced many aspects of B. F. Skinner’s work. In the 1930s Bloomfield developed a method for teaching reading, which culminated in the publication of “Let’s Read” in 1961. B. F. Skinner (1904-1990), the founder of behavior analysis, has been considered by many as the most prominent psychologist of the twentieth century. In the 1950s Skinner published "Verbal Behavior" (1957/1992), in which he addressed the study of language conceived as verbal behavior. Bloomfield considered the basic repertoire of reading as alphabetic habit, which consists in emitting vocal verbal responses corresponding to the printed text, a concept that is compatible with the design of Skinner's concept of textual (one of the units of analysis of verbal behavior). Both Bloomfield and Skinner considered the basic repertoire of reading, the alphabetic habit or textual behavior, as a prerequisite for reading comprehension. Teaching grapheme-phoneme correspondences as an essential part of a reading instruction program was advocated by Bloomfield and is nowadays widely accepted by researchers in the field of reading instruction. The fundamental principle that guides Bloomfield's reading instruction method is the systematic organization of the words presented for reading, based on the degree of regularity of grapheme-phoneme correspondences, from the alphabetic principle to reaching correspondences that deviate far from this principle. The basic teaching procedure is to present pairs of words that contrast in just one or a few letters. This procedure is compatible with differential reinforcement of responses in the presence of specific stimuli procedures used in establishing discrimination in Skinner's behavioral analysis. In addition, we identified in Bloomfield's reading instruction method principles of programmed instruction, which Skinner formulated in the 1950s. For example, requiring the learner to present at least one active response in every step of teaching, reinforcing correct answers immediately after their emission and preparing teaching materials in a gradual progression to enhance the learner's performance in every step of the teaching program. We identified that in Bloomfield's method he advocated errorless learning or learning with few errors, an element that appears in Skinner's behavioral analysis. We concluded that Bloomfield and Skinner's reading concepts are very similar and that Bloomfield's reading instruction method is compatible with behavioral analytical teaching procedures. Bloomfield designed a behavioral reading instruction method, advocated errorless learning or with a minimum of errors and attributed the emission of wrong answers by the learner to teaching method, as supported by the field of errorless learning. It should not be considered that Bloomfield's reading instruction method has actually been tested. Skinner's behavior analysis can contribute to refinements in Bloomfield's reading instruction method, for example, by systematizing the use of extrinsic reinforcers. The adaptation of Bloomfield's reading instruction method to the Portuguese language and its systematic combination with principles and procedures of behavior analysis require the collaborative work of linguists and behavior analysts (at least) and would have great potential, as shown by our analysis, towards solving the problem of Brazil's high rates of functional illiteracy. / Numa sociedade letrada como a nossa, saber ler e escrever traz muitas vantagens tanto para o indivíduo quanto para a comunidade. Os elevados níveis de analfabetismo no Brasil são bem conhecidos e erradicar o analfabetismo funcional é uma importante meta ético-política, que estudos e pesquisas podem ajudar a alcançar. A presente tese é uma tentativa nesta direção. Realizamos uma análise comparativa das concepções de leitura e método preconizado para seu ensino na perspectiva da linguística estrutural de Leonard Bloomfield e da análise comportamental de B. F. Skinner. Trabalhamos com textos representativos da concepção de leitura e de ensino de leitura desses dois autores. Na análise comportamental, como consequência dos próprios achados da pesquisa, avançamos além dos textos de Skinner, ingressando no campo da aprendizagem sem erros. Leonard Bloomfield (1887-1949) foi um dos mais importantes linguistas do século XX, era behaviorista e influenciou vários aspectos da obra de B. F. Skinner. Na década de 1930, Bloomfield elaborou um método de ensino de leitura, culminando na publicação de “Let’s Read” em 1961. B. F. Skinner (1904-1990), o fundador da análise do comportamento, tem sido considerado por muitos como o psicólogo mais proeminente do século XX. Na década de 1950, Skinner publicou "Verbal Behavior" (1957/1992) em que abordou o estudo da linguagem considerada como comportamento verbal. Bloomfield concebeu o repertório básico de leitura como hábito alfabético, consistindo na emissão das respostas verbais vocais correspondentes ao texto impresso, conceito compatível com a concepção de Skinner de textual (uma das unidades de análise do comportamento verbal). Tanto Bloomfield quanto Skinner consideram o repertório básico de leitura (o hábito alfabético ou o comportamento textual) como um pré-requisito para a leitura com compreensão. O ensino das correspondências grafema-fonema como parte essencial de um programa de ensino de leitura foi defendido por Bloomfield e é, hoje em dia, amplamente aceito por pesquisadores no campo do ensino de leitura. O princípio fundamental que norteia o método de ensino de leitura bloomfieldiano é a organização sistemática das palavras apresentadas para leitura em função do grau de regularidade das correspondências grafemafonema, partindo do princípio alfabético até serem atingidas correspondências que se afastam muito deste princípio. O procedimento de ensino básico consiste em apresentar pares de palavras que cotrastam em apenas uma ou algumas letras. Este procedimento é compatível com procedimentos de reforçamento diferencial de respostas na presença de estímulos específicos, empregado no estabelecimento de discriminações numa análise comportamental skinneriana. Além disto, identificamos no método de ensino de leitura bloomfieldiano a presença de princípios da instrução programada, que Skinner formulou na década de 1950. Por exemplo, exigir que o aprendiz emita ao menos uma reposta ativa a cada passo do ensino, reforçando as respostas corretas imediatamente após sua emissão, e elaborar materiais de ensino, numa progressão gradual, que fomente o desempenho preciso do aprendiz a cada passo do programa de ensino. Encontramos no método de Bloomfield a defesa do ensino sem erros ou com poucos erros, um elemento que também aparece na análise comportamental skinneriana. Concluímos que as concepções de leitura de Bloomfield e de Skinner são muito semelhantes e o método bloomfieldiano para seu ensino é compatível com os procedimentos de ensino utilizados na análise do comportamento. Bloomfield elaborou um método comportamental de ensino de leitura, defendeu a aprendizagem sem erros ou com um mínimo de erros, e relacionou a apresentação de respostas erradas pelo aprendiz ao método de ensino, tal como se defende no campo da aprendizagem sem erros. Não se pode considerar que o método de ensino de leitura elaborado por Bloomfield tenha sido efetivamente testado. A análise do comportamento skinneriana pode contribuir para refinar o método de ensino de leitura bloomfieldiano, por exemplo, pela sistematização do uso de reforçadores extrínsecos. A adaptação do método de ensino de leitura bloomfieldiano à língua portuguesa e sua combinação sistemática com princípios e procedimentos analítico-comportamentais requer o trabalho colaborativo de linguistas e analistas do comportamento (no mínimo) e tem grande potencial, como mostram nossas análises, para participar do enfrentamento do problema dos altos índices de analfabetismo funcional no Brasil.

Thesis (Ph. D.)--University of Oklahoma, 1997. / Includes bibliographical references (leaves 190-201).

This project argues that by examining how non-indigenous individuals such as American scientists and Euro-American explorers thought and formulated ideas about indigenous mounds proves that their construction of racial identities is inextricable from their understanding of the landscape. The mounds proved to be “mysterious” man-made features to non-indigenous people who interacted with these places in the decades and centuries after they were constructed. The mystery behind the mounds stemmed from a general lack of written record about the mounds, giving non-indigenous individuals a “free hand” to offer theories about their original purpose. Each chapter of this project examines a window in time, beginning with early European exploration and continuing through the twentyirst century, which reveals the changing role the mounds played in understanding North America’s indigenous past. This project builds upon theories of landscape history and intellectual environmental history, demonstrating that the mounds challenge preconceived notions about regional definitions and the Euro-centric divide between what is labeled North American “pre-history” and “history.” For example, mounds exist in the American South, but they also exist in places such as Michigan, Massachusetts, Ohio, and Oklahoma. Additionally, the presence of large American Indian urban centers built around mound structures that rivaled European cities at the time, challenging Euro-centric definitions about North American “pre-history.” Although this project is not an indigenous history, it is important to recognize the significance of mound structures for American Indian people overtime. By unpacking some of the history of important sites such as the Nanih Waiya mound near Philadelphia, Mississippi, and the Kituwah mound near Bryson City, North Carolina, this project acknowledges a long cultural connection to specific mound sites for some modern American Indian people. The fact that in 1996 the Eastern Band of Cherokee purchased the Kituwah mound, and in 2008 the state of Mississippi gave Nanih Waiya to the Mississippi Band of Choctaw Indians, dramatically alters the end of this story. Thus by tracing this story through the twentyirst century, this demonstrates the complexity of repatriation and contemporary issues of “who speaks for the tribe” remains, offering a different direction in which the story of American Indians is told.