The study develops an interpretative theory to explain the communicative processes underlying the Discussion Meetings of a Buddhist group, SGI-UK, in Aberdeen, using the inductive strategies of grounded theory. The primary data comprised recorded interactions among group members in the meetings. In the process of the analysis, conceptual codes and categories emerged from the data, and the relationships between them were established, thereby creating the theory. After further elaboration, the theory identified the underlying dynamic process: the continuous interaction between ritualised discourse and religious schemata. Ritualised discourse signifies convergent communicative tools and behaviours that centre on narratives. Religious schemata are individual members' mental representations which construct event in a range of social, ideological and cultural ways. Ritualised discourse both maintains and, in turn, is shaped by, these schemata, and thus manifest the ecological nature of the linguistic interactions

Following the loss of a loved one, grief is a near-universal experience. While most grieving individuals are able to cope effectively and return to baseline functioning over time, some develop persistent complex bereavement disorder (PCBD). This dissertation aims to elucidate the ways in which cognitive and emotional processing go awry in the context of PCBD. More specifically, it examines the relationship between the types of language that bereaved individuals use and their trajectories of adjustment in the first year following a loss. In particular, this dissertation examines context sensitivity in word use. Context sensitivity describes the degree to which an individual is attuned to the particular demands of a given task or situation. In the present study, linguistic context-sensitivity was measured by analyzing the use of words pertaining to certain categories within specific contexts (e.g., participants were asked to discuss a recent positive event, and the use of positive emotion words within their responses was analyzed). Results indicated that, among those individuals who display high levels of grief immediately following the loss of their spouse, the use of context-sensitive language predicted a favorable course of adjustment in the first year of bereavement with low levels of grief at one- year post-loss. Conversely, the use of context insensitive language predicted high levels of grief at one-year post-loss. These findings indicate that context sensitivity may instrumental in the development of PCBD and, as such, may help predict an individual’s course of adjustment immediately following a significant loss. A better understanding of these early signs of PCBD may greatly assist in the timely detection of the disorder so that intervention may be most effective. Furthermore, this field of inquiry also has the potential to deeply inform treatment modalities designed to help individuals cope in the wake of bereavement.

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 185-189).

Thesis (doctoral)--Ruprecht-Karl-Universität zu Heidelberg. / Includes bibliographical references (p. 199-212).

Thesis (doctoral)--Ruprecht-Karl-Universität zu Heidelberg. / Includes bibliographical references (p. 199-212).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 116-121).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 116-121). Also available in print.

Thesis (Ph.D.)--Bowling Green State University, 2005. / Document formatted into pages; contains ix, 139 p. Includes bibliographical references.

Acompanha: Sequência de ensino contemplando a estatística nos anos finais do ensino fundamental segundo pressupostos da contextualização / O presente trabalho teve como objetivo analisar as contribuições que uma sequência de ensino pautada nos pressupostos da contextualização poderá trazer para o ensino e aprendizagem de Estatística nos anos finais do Ensino Fundamental. A revisão de literatura referente ao ensino de Estatística apoia-se em Cazorla (2002), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Andrade (2008), Cazorla, Kataoka e Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki e Jacobini (2011), dentre outros. Quanto a contextualização, a revisão de literatura apoia-se em Brasil (1998b, 1999), Tufano (2001), Pais (2002, 2010), Ramos (2004), Mello (2005), Sadovsky (2007), Luccas (2011), além de outros. Com a intenção de alcançar o objetivo proposto, foi desenvolvida no ano de 2011 uma pesquisa aplicada, qualitativa com análise interpretativa e, descritiva em uma turma de alunos do 7° ano do Ensino Fundamental de um colégio público estadual do município de Ponta Grossa, Paraná. A revisão de literatura referente às características da pesquisa fundamenta-se em Gil (1991, 2006), Chizzotti (2003, 2008), Silva e Menezes (2005), Moreira e Caleffe (2008), Alves-Mazzotti (2011), Sarmento (2011), Teixeira (2011), dentre outros. Primeiramente foi realizada uma análise do desempenho prévio dos alunos em relação a conteúdos básicos de Estatística, tendo como base um instrumento diagnóstico chamado pré – teste. Depois foi aplicada uma sequência de ensino direcionada a conteúdos básicos de Estatística, por meio da utilização de dados coletados na própria turma, ou seja, por meio da contextualização. Verificou-se durante a aplicação da sequência de ensino, um maior interesse e motivação dos alunos para as aulas, além de um maior envolvimento dos educandos com os conteúdos estudados. Os resultados da análise do desempenho dos alunos após a aplicação da sequência de ensino mostraram que essa contribuiu para que houvesse um ganho significativo quanto à aquisição de conteúdos básicos de Estatística por parte de educandos dos anos finais do Ensino Fundamental. Considera-se que as atividades realizadas com os educandos, contribuíram para o desenvolvimento das competências de raciocínio, pensamento e, letramento estatísticos desses, formando a base necessária para que futuramente esses alunos possam atingir o nível de letramento estatístico que a sociedade contemporânea exige. Como produto final deste trabalho foi elaborado um material didático de apoio ao professor contendo uma sequência de ensino contextualizada sobre conteúdos básicos de Estatística voltada ao Ensino Fundamental, o qual se encontra anexado a esta dissertação. / The present study aimed to examine the contributions that a sequence of teaching based on assumptions of contextualization can bring to the teaching of statistics in the final years of basic school. The literature review concerning the teaching of statistics relies on Cazorla (2002), Lopes (2003, 2008, 2010a, 2010b), Silva (2007), Andrade (2008), Cazorla, Kataoka and Silva (2010), Jacobini et al. (2010), Campos, Wodewotzki and Jacobini (2011), among others. As for context, the literature review supported by Brazil (1998b, 1999), Tufano (2001), Pais (2002, 2010), Ramos (2004), (2005), Sadovsky (2007), Luccas (2011), among others. With the intention of achieving the proposed goal, was developed in the year 2011 a applied research, interpretive analysis and qualitative, descriptive in a batch of students of 7° year of basic school to a State public College of the city of Ponta Grossa, Paraná. The review of literature pertaining to the search features based on Gil (1991, 2006), Chizzotti (2003, 2008), Silva and Menezes (2005), Moreira and Caleffe (2008), Alves-Mazzotti (2011), Sarmento (2011), Teixeira (2011), among others. First was conducted an analysis of previous performance of the students on the basic content of statistics, based on a diagnostic instrument called pre-test. Then it was applied a sequence of teaching directed to basic statistical content, through the use of data collected in their own class, i.e. through contextualization. It emerged during the implementation of education, a greater interest and motivation of students to classes, as well as greater involvement of learners with the contents. The results of the analysis of the performance of the students after teaching sequence showed that this contributed to a significant gain on the acquisition of basic statistical content by students of the final years basic school. It is considered that the activities undertaken with learners, contributed to the development of the skills of reasoning, thinking, and statistical literacy of those forming the necessary basis for that in the future these students can reach the level of statistical literacy that contemporary society requires. As the final product of this work was to elaborate a courseware to support teacher education sequence containing a contextualized on basic statistical content aimed at the basic school, which is attached to this dissertation.

Thesis (DPhil)--University of Stellenbosch, 2009. / This study about formality in business texts is situated within the field of document design. For this reason, the definition of formality and the operasionalisation thereof in business texts are approached from a functional framework, which can lead to the realisation of useful guidelines to text producers based on the conclusions drawn from the research. With these guidelines, informed decisions can be made about formality in texts. In this study formality is defined and operasionalised in terms of the two notions context (in)dependency and deixis. Formality and deixis both involve distance. Greater distance between die text/writer and the reader or interlocutors mutually is associated with a higher degree of formality. On the other hand, a higher frequency deictic referential words such as personal pronouns (you, he, we, they), adverbs of place (here, there), direction (forwards, outside) and time (just now, only just, at present) implies a shorter social and spatio-temporal distance, and therefore a higher degree of informality. The reason for this is that deictic referential words (you, here, outside, now) and the reference to which such words refer should be deduced from the context immediately in order for the message to be understood unambiguously. For this reason, deictic referential words are context dependent in this study and because the context is immediately available and the distance thus shorter, these words are markers of informality. On the other hand, nondeictic referential words imply a greater distance and therefore a higher degree of formality. Grammatical variables that possibly have an effect on the degree of formality in annual reports and brochures, such as nouns, objective and subjective adjectives, verbs and pronouns, are divided in terms of their context dependence or context independence into one of two categories, namely a nondeictic category that is associated with context independence and formality, or a deictic category that is associated with context dependence and informality. Based on the frequencies of the various language variables in the two categories (context independent, nondeictic category and context dependent, deictic category) an empirical measure of formality is proposed with which formality (F-index) can be measured in Afrikaans business texts. Although the proposed measure should be refined, the study illustrates, among others, that the measure exhibits the capacity to point out variation based on differences in formality between the text types. The study further indicates that advice based on intuition should be regarded with caution. A survey aimed at readers showed that variables such as subject, tone, style, word choice and language usage play a greater role in the evaluation of the degree of formality of texts than grammatical variables such as the passive voice. In conclusion, the study gives clear guidelines as to how the language variables that were part of this study should be dealt with and in a sense be manipulated to ensure a suitable degree of formality of a text and thus the effective transfer of communication.