Na década de 80, um programa intitulado Language Awareness (Conscientização Linguística) surgiu na Inglaterra a fim de contribuir com a aprendizagem da língua materna. Porém, logo em seguida, passou a ser integrado também no ensino de L2. O termo “Conscientização Linguística”, de acordo com Donmall (1985, p. 7) refere- se à sensibilidade e à consciência do individuo sobre a natureza da linguagem e seu papel na vida humana. O presente estudo visa a discutir o conceito de Conscientização Linguística (CL) como uma possível prática de ensino em aulas de alemão como língua adicional em contextos bilíngues. Através de embasamento teórico, foram desenvolvidas e adaptadas atividades pedagógicas com foco na promoção da conscientização e da pluralidade linguística, para, em seguida, testá-las em duas escolas de comunidades bilíngues português-hunsrückisch da região serrana do Rio Grande do Sul. Além da própria testagem, foram instrumentos metodológicos da pesquisa: observações em sala de aula, realizadas previamente, para uma sondagem do contexto pesquisado e entrosamento com os participantes e questionários, para a coleta de dados, a fim de traçar um perfil dos alunos e professores envolvidos na pesquisa, observar os efeitos imediatos das aulas de CL, bem como envolver a participação da família, tendo em vista que foi solicitado aos alunos o preenchimento do questionário em casa. O objetivo deste trabalho é apontar caminhos que contribuam para o desenvolvimento de atitudes positivas do aluno diante da diversidade linguística em que se encontra (incluindo, neste caso, as línguas minoritárias) e para a formação de uma pedagogia de conscientização linguística, que permita se partir das línguas e culturas locais, para alcançar o aprendizado de outras línguas que lhes venham a despertar interesse. / In the 1980's, a program entitled Language Awareness emerged in England in order to contribute to the learning of the mother tongue. However it began shortly thereafter to be integrated also in L2 teaching. The term "language awareness" (LA), according to Donmall (1985, p. 7) refers to the individual’s sensitivity and awareness about the nature of language and its role in human life. The present study aims at discussing the concept of Language Awareness as a possible practice of teaching German as an additional language in bilingual contexts. Based on theoretical grounding, educational activities focusing on promoting awareness and linguistic plurality have been developed, adapted and tested in two bilingual schools of Portuguese-Hunsrückisch communities in the mountain region of Rio Grande do Sul. Besides the testing itself, the following methodological tools of research were employed: previously conducted classroom observations, in order to assess the context researched and rapport with participants, as well as questionnaires to collect data in order to draw a profile of the students and teachers involved in the research, observe the immediate effects of LA classes and engage family participation, given that students were asked to complete the questionnaire at home. The objective of this paper is twofold: to present ways that contribute to the development of positive attitudes of students with linguistic diversity (including, in this case, minority languages) and the formation of a pedagogy of language awareness which, starting from the local languages and cultures, enables the learning of other languages that might arouse their interest.

A partir de um apanhado bibliográfico sobre os modelos possíveis de educação bilíngue, bilinguismo, língua, linguagem, aquisição de linguagem, identidade, cultura e identidade cultural na pós-modernidade, a pesquisa aqui apresentada investiga e discute evidências da identidade cultural de crianças que estudam em escolas bilíngues, evidências essas encontradas em suas composições musicais. Recebe de Bloomfield (1933) e Thiery (1978) uma visão do bilinguismo que leva em consideração o sujeito inserido em uma sociedade e detentor de cultura. Apresenta os modelos de educação bilíngue com o aporte de Fishman e Lovas (1970) e Hamers e Blanc (2000) e faz uso de um estudo realizado com escolas bilíngues por meio de questionário, para constatar que o modelo de imersão é o mais comum na educação infantil enquanto o ensino fundamental tem o modelo de enriquecimento com grande presença. Busca-se aqui conceituar língua e linguagem para entender como música pode ser considerada uma linguagem, e apontar que, pelo uso de símbolos e potencial de comunicação, e por ser conhecida por todos os indivíduos, a música é sim uma linguagem, passível de interpretação subjetiva. A identidade é ponto fundamental na pesquisa, na especificidade de cada sujeito, sua formação e entendimento de cultura (Hall, 1997, 2000, 2006) identificáveis nas composições musicais. A metodologia adotada é de cunho etnográfico, em que as composições coletadas durante as aulas de música dadas pela pesquisadora são tratadas como evidências que auxiliam em responder qual papel as aulas de música podem ter na formação de identidade cultural e aprendizagem de linguagem. O presente estudo também visa compartilhar algumas sugestões de atividades de música, tanto em português como em inglês, oferecendo conteúdos de linguagem musical, apreciação, escuta, composição e improvisação, e diminuir o espaço entre prática e pesquisa, que há na educação musical, especificamente no contexto bilíngue. / Through a literature review on bilingual education models, bilingualism, language and its acquisition, identity, culture and cultural identity in postmodern societies, this research investigates and discusses the cultural identity evidences on musical compositions from students in a bilingual school. Takes from Bloomfield (1993) and Thiery (1978) a bilingualism vision that considers the subject inserted in a society and culture owner. Elaborates on bilingual education models with inputs from Fishman and Lovas (1970) and Hamers and Blanc (2000) and draws upon a questionnaire research with bilingual schools to state that immersion is the most common model in pre-K schools while additive models in elementary schools are the main actor. Aims to conceptualize language to understand how music can be considered a language and points out that due to its use of symbols and communication potential, and for being known by all individuals, music is indeed a language, subjected to interpretation. Identity is one main support for the research, either on the specificity of each subject, his formation and cultural understanding (Hall, 1997, 2000, 2006) seen on musical compositions. Embraces an ethnographic methodology where the compositions recorded during musical classes given by the researcher are evidences that help to answer the role that music classes might have in the cultural identity formation and language learning. Shares some suggestions of musical activities both in Portuguese and English with musical language, appreciation, listening, composing and improvising contents. It also aims to close the gap between practices and research today in music education, specifically in a bilingual context.

Submitted by Lea Larsen Volay (larsenvolay@gmail.com) on 2014-01-06T13:16:46Z No. of bitstreams: 1 Thesis_MPGI_Lea Larsen Volay_pdf.pdf: 47135669 bytes, checksum: c1d884a10cdfa74721eb5a450ff02250 (MD5) / Approved for entry into archive by Luana Rodrigues (luana.rodrigues@fgv.br) on 2014-01-06T14:22:27Z (GMT) No. of bitstreams: 1 Thesis_MPGI_Lea Larsen Volay_pdf.pdf: 47135669 bytes, checksum: c1d884a10cdfa74721eb5a450ff02250 (MD5) / Made available in DSpace on 2014-01-06T15:05:25Z (GMT). No. of bitstreams: 1 Thesis_MPGI_Lea Larsen Volay_pdf.pdf: 47135669 bytes, checksum: c1d884a10cdfa74721eb5a450ff02250 (MD5) Previous issue date: 2013-12-05 / The present research was conducted in the form of a multiple-case study of the two cultural institutions in the French and the Brazilian contexts. The Pompidou Center is a State-funded presidential museum project, with the mission to make modern art in all its expressions accessible to the wider public. The Sesc Pompeia is a multidisciplinary center for culture and sports financed by tax-money and managed by the Commerce Federation. The Sesc Pompeia is dedicated to the provision of informal education through the cultivation of the mind and the body. The study examines whether resource- and power-dependence theories can be used to conceptualize the relationship that the Pompidou Center & the Sesc Pompeia have with their financial stakeholders. More specifically it will be discussed to what extent the degree of power-dependence in the relationship influences the management strategy of the institution. The objective is to answer the question: what strategies do the institutions adopt to reduce their power-dependence on their main financial stakeholders? Finally some practical management implications will be drawn from the parallel between the strategies of the two institutions. / A presente pesquisa foi conduzida na forma de um estudo de caso de duas instituições culturais no contexto francês e brasileiro. O Centro Pompidou é um projeto presidencial de museu financiado pelo Estado, com a missão de tornar a arte moderna em todas as suas expressões acessíveis ao público em geral. O Sesc Pompeia é um centro multidisciplinar de cultura e esporte - financiado pelo dinheiro dos impostos e administrado pela Federação do Comércio. O Sesc Pompéia é dedicado à oferta de educação informal através do cultivo da mente e do corpo. O estudo examina se as teorias de dependência de recursos e de poder podem ser utilizadas para conceituar a relação que o Centro Pompidou e do Sesc Pompéia tem com seus stakeholders financeiros. Mais especificamente, será discutido em que medida o grau de dependência influencia a estratégia de gestão das instituições. O objetivo é de responder a pergunta seguinte: quais são as estratégias que as instituições adotam para reduzir sua dependência com relação a seus principais stakeholders financeiros? Finalmente algumas implicações práticas de gestão serão elaboradas a partir do paralelo entre as estratégias das duas instituições.

Submitted by Edson Gonçalves Lopes (celglopes@gmail.com) on 2014-01-08T19:30:55Z No. of bitstreams: 1 Conexão entre estratégia e conhecimento na criação de valor adicional para stakelholders expressivos - uma nova forma de organizar os contextos capacitantes.pdf: 1795661 bytes, checksum: 358d23b2871d911179a45d1df402614b (MD5) / Approved for entry into archive by ÁUREA CORRÊA DA FONSECA CORRÊA DA FONSECA (aurea.fonseca@fgv.br) on 2014-01-28T18:25:35Z (GMT) No. of bitstreams: 1 Conexão entre estratégia e conhecimento na criação de valor adicional para stakelholders expressivos - uma nova forma de organizar os contextos capacitantes.pdf: 1795661 bytes, checksum: 358d23b2871d911179a45d1df402614b (MD5) / Approved for entry into archive by Marcia Bacha (marcia.bacha@fgv.br) on 2014-02-03T15:52:38Z (GMT) No. of bitstreams: 1 Conexão entre estratégia e conhecimento na criação de valor adicional para stakelholders expressivos - uma nova forma de organizar os contextos capacitantes.pdf: 1795661 bytes, checksum: 358d23b2871d911179a45d1df402614b (MD5) / Made available in DSpace on 2014-02-03T15:52:48Z (GMT). No. of bitstreams: 1 Conexão entre estratégia e conhecimento na criação de valor adicional para stakelholders expressivos - uma nova forma de organizar os contextos capacitantes.pdf: 1795661 bytes, checksum: 358d23b2871d911179a45d1df402614b (MD5) Previous issue date: 2013-12-19 / This work deals on strategy and knowledge, asking why organizations fail to leverage the knowledge assets that go beyond those defined by the organizational strategy and can generate additional value for its stakeholders expressive. These knowledge assets that are beyond those required by the roles and functions, here called 'cognitive surplus', could induce strategic flexibility, create distinctive intangible assets and generate additional value. However, the logic of the traditional strategy based on efficiency and rationality defines the demanded knowledge and creates a rule, a strategic rigidity that limits the space for contributions arising from the cognitive surplus that may not be directly related to the goals and targets established in the strategic plan. Another logic based in the cultures of participation, abundance and generosity is brought to account , in which the following boundary conditions can be observed: (i) cognitive surplus can be identified as rare, valuable, non substitutable, difficult to imitate and derived from long processes of development, therefore, they can distinguish the organization from the others of the sector; (ii) the cognitive surplus can induce new dynamics of operation for enabling contexts, and (iii) enabling contexts can act as potential places for disclosure, mobilizing and use of these surpluses. The research used, predominantly, the method, procedures, and qualitative techniques. Specialists who work as researchers and consultants with recognized projection in Strategy, Knowledge Management and People Management were interviewed. The results showed how organizations deal with the cognitive surplus; what organizations could do with the cognitive surplus; barriers that rise to the disclosure, mobilization and use of these surpluses; which governs the creation of current contexts; the existence or no interaction spaces intentionally constructed by organizations; the attitudes of members of organizations in relation to cognitive surplus; and, the perceived benefits which cognitive surplus can bring to the significant stakeholders of the organization. / Este trabalho tratar sobre estratégia e conhecimento, questionando o porquê das organizações deixarem de aproveitar os ativos de conhecimentos que transcendem aos definidos pela estratégia organizacional e que podem gerar valor adicional para seus stakeholders expressivos. Esses ativos de conhecimentos que estão além dos exigidos pelos cargos e funções, aqui denominados de 'excedentes cognitivos', permitiriam induzir flexibilidade estratégica, criar recursos intangíveis distintivos e gerar valor adicional. Entretanto, a lógica da estratégia tradicional, baseada na eficiência e na racionalidade, define os conhecimentos demandados e cria, via de regra, uma rigidez estratégica que limita o espaço para as contribuições decorrentes dos excedentes cognitivos que poderão não estar relacionados diretamente aos objetivos e metas estabelecidas no plano estratégico. Outra lógica baseada nas culturas da participação, abundância e generosidade é trazida à consideração, na qual as seguintes condições de contorno podem ser observadas: (i) os excedentes cognitivos podem ser identificados como raros, valiosos, não substituíveis, de difícil imitação e decorrentes de longos processos de desenvolvimento, logo, podem distinguir a organização das demais do setor; (ii) os excedentes cognitivos podem induzir novas dinâmicas de funcionamentos para os contextos capacitantes; e, (iii) os contextos capacitantes podem atuar como locais propícios à evidenciação, mobilização e uso desses excedentes. A pesquisa valeu-se, predominantemente, do método, procedimentos e técnicas qualitativas. Foram entrevistados especialistas que atuam como pesquisadores e consultores, com reconhecida projeção nas áreas de Estratégia, Gestão do Conhecimento e Gestão de Pessoas. Os resultados evidenciaram como as organizações lidam com os excedentes cognitivos; o que as organizações poderiam fazer com os excedentes cognitivos; as barreiras que se erguem à evidenciação, mobilização e uso desses excedentes; o que rege a criação dos atuais contextos capacitantes; a existência ou não de espaços de interação construídos intencionalmente pelas organizações; as atitudes dos integrantes das organizações em relação aos excedentes cognitivos; e a percepção dos benefícios que os excedentes cognitivos podem trazer para os stakeholders expressivos da organização.

O estudo analisa alguns discursos da Igreja Universal do Reino de Deus (IURD) no sul de Moçambique e problematiza os diálogos desta igreja com aspectos de diferentes contextos religiosos e com o poder político. A inspiração teórica está nos autores que apontaram as implicações políticas de diversas práticas religiosas e dos discursos sobre feitiçaria em contextos africanos (P. Geschiere, H. G. West, e outros) e nos autores que apontaram as dificuldades para designar algo como estritamente político ou estritamente religioso (T. Asad, e outros). Neste sentido, o estudo não partiu de uma definição de religião, mas busca identificar o lugar que a religião ocupou e ocupa em Moçambique. Além da utilização de fontes secundárias, o estudo analisa alguns materiais escritos produzidos pela IURD em Moçambique, alguns programas televisivos, algumas reuniões da IURD em Moçambique, e entrevistas com líderes religiosos moçambicanos. Sem ignorar as continuidades em relação à IURD no Brasil, o estudo aponta que diversas práticas de outros contextos religiosos, principalmente tradicionais e zionistas do sul da África, criaram e criam condições para que os discursos da IURD sejam significativos no sul de Moçambique. / The study analyzes some discourses of the Universal Church of the Kingdom of God (UCKG) in southern Mozambique and problematizes the dialogues of this church with aspects of different religious contexts and with political power. The theoretical inspiration lies in the authors who pointed out the political implications of various religious practices and witchcraft discourses in African contexts (P. Geschiere, H. G. West, and others) and in the authors who pointed out the difficulties to designate something as strictly political or strictly religious (T. Asad, and others). In this sense, the study did not start from a definition of religion, but seeks to identify the place that the religion occupied and occupies in Mozambique. In addition to the use of secondary sources, the study analyzes some of the written materials produced by UCKG in Mozambique, some television programs, some cults of the UCKG in Mozambique, and interviews with Mozambican religious leaders. Without ignoring the continuities in relation to the UCKG in Brazil, the study points out that several practices in other religious contexts, mainly \"traditional\" and Zionist in southern Africa, have created and created conditions for the UCKGs speeches to be significant in southern Mozambique.

本文以敘事研究的方式，透過深入訪談，探討一位台灣語言學習者的自主動能（learner agency）與其學習環境之互動。經由敘事訪談（narrative interview）、開放式訪談、半結構訪談以及分析受訪者社群網站發表之文章，本論文意圖呈現台灣語言學習者在不同學習環境中如何表現自主動能。 本研究以受訪者Erin出國留學為分界，共三個階段：第一階段為受訪者出國前（2014/08/25），以敘事訪談（narrative interview）的方式，Erin完整呈現自我對英語的認知與語言學習歷程之掙扎。第二階段為Erin出國以後，藉由開放式與半結構訪談，描繪出Erin在國外求學的經驗，並更深刻探討過去的語言學習歷程。第三階段為Erin回國後(2015/09/17)，再次以敘事訪談的方式，Erin反思英國求學的經驗以及英語在其人生中扮演的角色。 本研究以vam Lier所提之自主動能的三個特色為分析框架，並推衍出兩項申明：其一，台灣英語學習者在正式的語言學習環境中面臨許多挑戰，但學習者仍有表現自主動能的空間，表現方式包括逃避或拒絕學習；其二，學習者若能沈浸於語言習得的環境（foreign language acquisition environments），極有可能脫離正式語言學習環境的框架而成為一個不同於以往的自己。本研究檢視學習者在不同的學習環境中如何展現自主動能，筆者期望研究結果可提供語言教師看待語言學習者一個新視角。 / Drawing on the concept of learner agency, a narrative inquiry was conducted in order to achieve an in-depth, qualitative understanding of the interplay between a Taiwanese learner's exert of agency and various contexts. The study was developed in three phases, and multiple number of interviews were the main instrument for data collection. The first interview was conducted in August, 2014, before the participant, Erin, headed for England to pursue a Master's degree. The following interviews documented her life experiences abroad and further explored her past language learning history. The final interview was conducted in September, 2015 after she came back to Taiwan, in which she reflected on her overall study abroad experiences and the role of English in her life. The findings delineated Erin's English learning story and her agency domestically and internationally. van Lier's proposal of core features of learner agency was used as the analytic framework to discuss Erin's story, and later two assertions were derived from the discussion: (1) Being an EFL learner in the Taiwanese formal educational context may involve many challenges, but the learner still has room to exercise his or her agency-even though this could mean avoiding or rejecting learning, and (2) Fully engaged in a foreign language environment, the learner is likely to break away from the limitations of formal English learning system. The study delineates a close examination on how the language learner interacted with various contexts and demonstrates several considerations TESOL practitioners can take. Based on the findings and the discussion, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

Abstract: ***************************************************** There are several challenges to bridge when designing useable software for mobile devices. The information devices of tomorrow are going to be used in constantly changing contexts and they are going to be designed to enable a mass market for mobile communication. In the software industry the "time to market" factor, which sets firm deadlines for developers, is also important. In such a landscape of complexities is it very important to have design methods that afford the work in an effective way without giving up the impact of potential user. This thesis is the outcome of twenty weeks? research in the field of mobile computational artefacts in relation to developing design methods that will help designers focus on real world use situations. I will examine the opportunity to use the Personas concept [Cooper, A. 1999] in relation to ethnography as a method to afford the design process. I point at how long term work with background field studies in various ways can afford the design process in specific projects and how the traditionally usability work mostly built up around scenario based tests can be helped of the same. I will base my analyses on empirical data from my research site, Symbian. The primary method in my research is participation and observations in the daily work within a design team consisting of eight people. I will show how they work with design today and which methodological directions I think should develop their design work in the future. My research question is, put simply, how background fieldwork and Personas can afford design work. I hope readers of this thesis will gain useful insights and ideas concerning developing design methods in a commercial context for wireless information devices. / Hur kan personas kopplas till etnografi för att göra designarbete mer kopplat till riktiga personer och situationer i verkliga livet.

Fondée sur le postulat qu’en didactique des langues, les pratiques pédagogiques se trouvent profondément marquées par la variation, la présente recherche pose que ces variations et leurs facteurs s’expliquent par des cultures éducatives et linguistiques divergentes en présence. A travers l’analyse comparée de textes officiels, de manuels et de témoignages d’enseignants au Canada, on se propose d’illustrer la thèse selon laquelle des traditions d’enseignement différentes pour le français et l’anglais enseignées comme langues secondes peuvent émerger dans les discours sur l’enseignement des langues secondes dans ce pays. Ces traditions viendraient ainsi y poser la question d’une culture éducative et didactique commune et partagée. / Starting from the premise that practical language teaching is deeply characterized by variations,this research suppose that face to face and divergent educational and linguistic cultures canexplain these variations and their factors. Through a comparative analysis of Canadian officialtexts, textbooks and teachers’ discourses, we aim to show that divergent teaching traditionsbetween French and English as second language can appear in the discourses about secondlanguage teaching in this country. In this way, these traditions could ask the question about acommon and shared educational and teaching culture in Canada.

You just kind of write. Writing and writing contexts in the years 7 and 8 of the compulsory school. This thesis deals with writing and writing contexts in the latter part of the Swedish compulsory school and with the interrelationship between the individual and the context, between the pupil, the teacher, the instruction of writing in the short and long perspective and the school as organization and institution. The general aim of the study is to deepen the understanding of school writing and its conditions by describing, analysing and interpreting the writing instruction from the teachers’, the pupils’ and my own perspectives. Fieldwork for my ethnographic study was conducted in two parallel classes, 36 pupils in all, over three terms in which all texts written during Swedish lessons were gathered. The theoretical framework is the sociocultural approach based on research by Vygotsky and Bachtin. Six texts written by three pupils regarding structure, style and teacher’s written response and the instruction in connection with the writing are analysed. The instruction in the long perspective is analysed with regard to what extent it offered the pupils coherence in their studies. To analyse the instruction in an organizational and institutional view concepts from Berg’s studies on school cultures and Langer’s research on effective American schools are used. One major result is that the task, the receiver, the teacher’s response and the non-dialogic classrooms are factors with great impact on the pupils’ texts. Most tasks require that the pupil’s private, personal life and experiences are focused, e.g. in the many narrative texts, whereas discursive texts are not represented at all in the material. The instruction in the long perspective can in the main be characterised as catalogues, i.e. it does not lead to knowledge-in-action and is similar to Swedish as a proficiency subject. As to teacher response it is not possible to see any progression during the three terms but the same aspects are commented on in most texts in both classes and do not improve the texts. The culture and traditions of the school are important influencing factors in the teaching. One reason for this is the lack of in-service training of the teachers when the new steering system of the Swedish school was introduced in the middle of the 1990’s. When organizations undergo fundamental changes traditions seem to exercise greater influence on actors than otherwise. Time has great impact on school activities and three conflicting concepts of time are present at school: the pupil’s activity time, the teacher’s linear time and the institutional time. The work teams play a vital role for the teachers but the care of the pupils take most of their time. Pedagogic and didactic discussions are rare and subject matters have no forum at all. Many of the factors in the writing contexts are institutionally influenced and hence difficult to change but teachers and pupils are actors in school as organization and institution. This means that they can reproduce or transform the structures. In this there are developmental potentials.

Conventional hearing aid circuitry is often unable to provide children with hearing loss with sufficient high frequency information in order to develop adequate oral language skills due to the risk of acoustic feedback and the narrower frequency spectrum of conventional amplification. The purpose of this study was to investigate word recognition abilities of children with moderate-to-severe hearing loss using hearing aids with linear frequency transposition. Seven children with moderate-to-severe sensorineural hearing loss between the ages of 5 years 0 months and 7 years 11 months were selected for the participant group. Word recognition assessments were first performed with the participants using their own previous generation digital signal processing hearing aids. Twenty-five-word lists from the Word Intelligibility by Picture Identification (WIPI) test were presented to the participants in three test conditions, namely: at 55 dB HL in quiet, 55 dB HL with a +5 dB signal-to-noise ratio (SNR) and at 35 dB HL. The participants were then fitted with an ISP-based hearing aid without linear frequency transposition, and the word recognition assessments were repeated with different WIPI word lists under the same conditions as the first assessment. Linear frequency transposition was then activated in the ISP-based hearing aid and different WIPI word lists were presented once more under identical conditions as the previous assessments. A 12-day acclimatization period was allowed between assessments, and all fittings were verified according to the DSL v5 fitting algorithm. Results indicated a significant increase of more than 12% in word recognition score for some of the participants when they used the ISP-based hearing aid with linear frequency transposition. A significant decrease was also seen for some of the participants when they used the ISP-based hearing aid with linear frequency transposition, but all participants presented with better word recognition scores when they used the ISP-based hearing aids without linear frequency transposition compared to their previous generation digital signal processing hearing aids. This study has shown that linear frequency transposition may improve the word recognition skills of some children with moderate-to-severe sensorineural hearing loss, and more research is needed to explore the criteria that can be used to determine candidacy for linear frequency transposition. / Dissertation (MCommunication Pathology)--University of Pretoria, 2010. / Speech-Language Pathology and Audiology / Unrestricted