This project relies on two main bodies of work: the text and reception history of Moby-Dick. I argue that the novel’s prophetic insights unfold in its failure and resurrection. The reception history consists of early reviewers, biographers, and critics both hailing and discounting Moby-Dick’s literary value. The first section, “Proto-Modernist Melville: Specific Difficulty in Moby-Dick,” explores the peculiar difficulty inherent in the text of Moby-Dick, namely its divergent, evasive, and hieroglyphic properties. Chapter 2, “Reception: Nineteenth-Century Failure and Modernist Success,” chronicles the novel’s reception history, focusing largely on the critics of twentieth-century modernism. In “Moby-Dick as Prophetic Anticipation and Fulfillment,” I examine the link between the inherent difficulty found within Moby-Dick and its reception history. I propose that Melville’s novel theorizes its prophetic anticipation of literary modernism as well as Melville’s own authorial failure and redemption narrative.

In response to uncertainty imposed on ITO business environments, it is reported that relational and structural embeddedness play an important role in safeguarding against opportunistic behaviour and improving long-term performance. A firm can outsource its IT services to a partner who is believed to be reliable and competent among existing parties for whom it has the outsourcing histories in the perspective of relational embeddedness. In contrast, from the viewpoint of structural embeddedness, a firm can collect information on multiple alternative candidates through the observation of their network linkages and the information transmission via third parties although it has no outsourcing histories for them. Also, based on this information, it can outsource its IT services to a new partner who could make better performance as well as who is considered reliable. However, the building and maintenance of new outsourcing relationships require resources which could be better used for the refinement of existing outsourcing relationships. Therefore, a firm faces the tension between the two types of embeddedness. Prior studies addressing relational and structural embeddedness in the context of ITO are mainly based on relational exchange theory and social capital theory respectively. They also provide a body of empirical evidence rooted in these theories. However, each ITO research stream on relational or structural embeddedness has mainly focused on its own advantages in response to uncertainty. That is, the conditional superiority of each type of embeddedness has not been investigated in ITO studies. Furthermore, although they have been compared in other research contexts, the main research focus has been on which is preferred at the high level of uncertainty rather than which leads to better performance according to the type and level of uncertainty. Therefore, this research aims at answering the following research question in the context of ITO: which of the two types of embeddedness is more appropriate in improving long-term performance in the presence of uncertainty of which the type and level are not uniform across a wide range of outsourced IT services? In particular, the following uncertainties from two different sources are introduced for the comparison between the two types of embeddedness: the uncertainty stemming from the unpredictability of technological requirements and the uncertainty originating in the difficulty in measuring performance. In this research, they are called “technological unpredictability” and “measurement difficulty” respectively. It is widely accepted that the two uncertainties discovered from transaction cost theory and agency theory increase the possibility of opportunism and threaten performance. Therefore, the different levels of technological unpredictability and measurement difficulty can create an ideal platform to investigate the conditional superiority of relational or structural embeddedness.In order to address the research question, an ITO network is simulated. Firms in this network perform the role of a coordinator or a partner in establishing ITO consortia to respond to outsourcing opportunities with the different levels of the two uncertainties. As coordinators, firms take the partner selection and control strategy based on relational or structural embeddedness, which is called “the relational strategy” or “the structural strategy” in this research. They also compete with each other to maximise their longterm profits. As partners, firms behave cooperatively or opportunistically. Their decision-makings and payoffs are modelled through a game-theoretic method. In addition, a full factorial design of experiments is applied for efficient simulation experiments and systematic analyses. Consequently, the simulation results show that the superiority of each type of embeddedness is different according the type and level of uncertainty. The research on relational embeddedness emphasises the advantage of trust and commitment generated by the repetition or long-term maintenance of outsourcing relationships with reliable partners as shown in the literature on long-term cooperative ITO relationships. The findings in this research support this argument when measurement difficulty is at the high level and technological unpredictability is at the low level. On the other hand, the study on structural embeddedness focuses on the use of (potential) partners’ network positions and information transmitters as revealed in the literature on network-based ITO relationships. The simulation results support this claim when technological unpredictability is at the high level regardless of the level of measurement difficulty. Especially, at the high levels of both uncertainties, structural embeddedness enables better performance. This research contributes to the literature in three research areas: (1) IT outsourcing, (2) network dynamics and (3) environmental adaptation. Firstly, this research examines the conditional superiority of each type of embeddedness at the different levels of technological unpredictability and measurement difficulty. Therefore, the findings resolve the tension between the two types of embeddedness in ITO studies. Especially,this resolution can provide possible theoretical answers to why an ITO partnership based on relational embeddedness fails in spite of its popularity in the industry and academia, and in which condition structural embeddedness is preferred in ITO business environments. Secondly, the simulation results reveal that some coordinators preferring relational embeddedness consolidate their existing network ties while others favouring structural embeddedness increase the number of network ties. Therefore, this research improves an understanding of how the strength and structure of network ties at the egocentric level can be changed by the type and level of uncertainty. Thirdly, the relational and structural strategy in this research focus on the utilisation of present partners and the search for alternative partners respectively. Therefore, the concepts underlying the two types of embeddedness are in line with those underlying exploitation and exploration. The examination on the relative advantage of each type of embeddedness can extend the general argument that more resources should be invested in exploration than in exploitation to adapt to uncertain business settings.

This project sought to find a rigorous and manageable method for measuring the difficulty of texts in te reo Māori written for children, beyond junior reading material in Māori-medium educational settings. The project examined a range of readability measures based on semantic and/or syntactic features of text, following the work of Warwick Elley (1969) and Richard Benton et al. (1995). Features such as the difficulty of content words, average sentence length, standardised type:token ratios and the use of function words were used in different combinations to create seven methods to measure text difficulty. Teachers’ and students’ ratings of text difficulty, and students’ scores on reading comprehension tasks related to the texts were used as criteria to examine the validity of the readability methods. The findings revealed that indices of either vocabulary load or lexical density when used in combination with the number of function types in the text, produce statistical significance with the criterion measures. Further research is needed to confirm their validity for use in Māori –medium classroom settings. The Māori word lists developed for this project as the basis of the readability approaches have the potential for more widespread analyses of language proficiency measures for students in Māori-medium settings.

Made available in DSpace on 2015-05-07T15:09:47Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 448956 bytes, checksum: 4d9050e1022b9694c1d5e237350e7e50 (MD5) Previous issue date: 2007-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / With the intention to reflect on the difficulties of learning and the pedagogical practical that has been developed in the educational context, we carry through in this research, some reflexes regarding the learning difficulties, in special, the dyslexia. We opt, for an educational question, in presenting problematical of the phenomenon of the dyslexia, through of approaches of the difficulties of reading and writing that even so separate, the texts meet articulated and supplements. We carry through a case study, therefore we perceive between the childs taken care of in the NEDESP, our field of research, this pupil headed for the Aconhego school, that passing for one period of observation and assessment psychotherapist demonstrated to present dashes of dyslexia. Such in case that, we start to follow, to interview the mother and to analyze the educational material used by it in the school. Being able itself to conclude that the case study, it made possible I construct it of a critical, reflective and innovative work in the educational context, that certainly, to contribute for the deepening of studies on the dyslexia. / Com o propósito de refletirmos sobre as dificuldades de aprendizagem e as práticas pedagógicas que têm sido desenvolvidas no contexto educacional, realizamos nesta pesquisa, algumas reflexões a respeito das dificuldades de aprendizagem, em especial, a dislexia. Optamos, por uma questão didática, em apresentar a problematização do fenômeno da Dislexia, através de enfoques das dificuldades de leitura e escrita que embora separado, os textos encontram-se articulados e intercomplementares. Realizamos um estudo de caso, pois percebemos entre as crianças atendidas no Núcleo de Educação Especial (NEDESP), nosso campo de pesquisa, este aluno encaminhado pela Escola Aconchego, que passando por um período de observação e avaliação psicopedagógica demonstrou apresentar traços de dislexia. Tal caso, passamos a acompanhar, entrevistar a mãe e analisar o material didático utilizado por ele na escola. Podendo-se concluir que o estudo de caso, viabilizou a construção de um trabalho crítico, reflexivo e inovador no contexto educacional, que certamente, contribuirá para o aprofundamento de outros estudos sobre a Dislexia.

Orientador: Maria Irma Hadler Coudry / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-17T08:54:43Z (GMT). No. of bitstreams: 1 Baradel_RobertaRoque_M.pdf: 22076541 bytes, checksum: aca967c950602eca6e20658e8159be25 (MD5) Previous issue date: 2010 / Resumo: As dificuldades de aprendizagem são temas de estudos há muitos anos e muitos pesquisadores têm se dedicado a estudá-las e analisá-las. No século XIX, uma série de pesquisas se dedicou a analisar dificuldades relacionadas à leitura e à escrita, criando a necessidade de classificar e reconhecer sistematicamente suas características. Nesse contexto, o conceito de Dislexia surge e é estudado como uma nomenclatura específica à dificuldade com a linguagem escrita. Desde então diferentes análises e definições para este possível tipo de patologia co-existem e buscam-se diferentes teorias que deem conta de analisar as mais diversas manifestações das dificuldades de aprendizagem. No entanto, para este trabalho e para as perspectivas teórico-metodológicas aqui assumidas, orientando a análise de dados de linguagem, elege-se a perspectiva da Neurolinguística Discursiva (Coudry, 1986/1988), como pressuposto metodológico desta pesquisa, defendendo-se assim que "a língua resulta da experiência e do trabalho dos falantes com e sobre a linguagem". Com base nessa perspectiva, a dissertação de Mestrado em questão é resultado da análise de estudos longitudinais feitos com duas crianças que apresentam dificuldades relacionadas à leitura e à escrita. Por meio desse estudo longitudinal, dois respectivos conjuntos de dados foram reunidos a partir dos laudos clínicos (emitidos por neurologistas, fonoaudiólogos, psicólogos e psicopedagogos) que assumiriam possíveis déficits e das análises tecidas ao longo do acompanhamento individual dessas crianças. A partir disso, pretende-se, discutir e analisar quais são as diferentes definições e as principais práticas clínicas utilizadas para avaliar/identificar o que seria a Dislexia; a sustentabilidade dos laudos emitidos; as práticas e atitudes escolares frente ao diagnóstico, bem como a relação das crianças que apresentam este tipo de laudo com a leitura e a escrita / Abstract: Learning disabilities are study themes for many years and a large number of researchers have been dedicated themselves to study and analyze them. During the XIX century, several studies were developed to analyze disabilities related to reading and writing, creating the need to classify and recognize systematically their characteristics. In this context, the concept of dyslexia arises and it is studied as a specific term to the writing language disability. Since then, distinct analysis and definitions to this possible deficit coexist and different theories are then researched to analyze quite a few different learning disabilities manifestations. Nevertheless, for this piece of work and for the perspectives theoretic-methodological assumed inhere, by orienting the language data analysis, the perspective of the discursive neorolinguistic is chosen (Coudry, 1986/1988), as a methodological conjecture for this research, defending then that "the language is a result of the experience and also of the performance of the speakers with and about the language". Base of this perspective, this master's dissertation is a result of long run study analysis done with two children that present disabilities related to the reading and writing. By using this long run study, two sets of data were grouped from clinic reports (issued by neorologists, phonoaudiology, psycologists and psychopedagogs) that had assumed possible deficits and from the analysis discussed during the period when both children were accompanied. Besides that, it is the intent of this dissertation to discuss and analyze which are the different definitions and main clinic practices utilized to evaluate/identify what Dyslexia is; sustainability of the clinic reports; scholarship practices and attitudes based on diagnostics, as well as the relation between the children that present this disability with reading and writing / Mestrado / Linguistica / Mestre em Linguística

Syftet med denna uppsats är att försöka undersöka vad det finns för olika undervisningsmetoder som underlättar för elever som är i matematiksvårigheter. Studien är en systematisk litteraturstudie från begränsade sökningar i Web of Science. Studien har visat på att det finns en rad olika orsaker till varför elever hamnar i matematiksvårigheter, men att det finns olika åtgärder som läraren kan göra för att underlätta för dessa elever som till exempel att använda sig av tallinje, strategier för självreglering eller illustration. / The purpose of this essay is to examine different kinds of teaching methods and what they can do to help students who are in difficulties in mathematics. The study is a systematic literature study based on Web of Science. The study has shown that there are a variety of reasons why students have difficulties in mathematics, but there are also many teaching methods that a teacher can use to help and make it easier for these students like to use number line, self-regulation strategies and illustration.

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Vi har i vår kunskapsöversikt valt att undersöka frågan Hur påverkas förmågan att producera text hos elever med ADHD i årskurs F-6? Med hjälp av väl valda sökord och urvalskriterier genomförde vi sökningar i olika databaser (ERIC ProQuest, Google Scholar och Primo) för att identifiera vetenskapliga artiklar med studier som berör skrivprocessen och barn med ADHD. Då det valda området inte är så väl beforskat var det svårt att hitta vetenskapliga artiklar som berörde detta. Vi hittade sammanlagt åtta artiklar som vi valde att kartlägga för att få en övergripande bild av dess innehåll, metoder och resultat. Flera av artiklarna använde sig av liknande metoder, där eleverna under studierna fick skriva egenproducerade texter som forskarna sedan analyserade utifrån olika kriterier. De kom alla fram till liknande resultat i de olika studierna, att elever med ADHD uppvisar svårigheter att producera kvalitativa texter. Flera av forskarna bakom dessa studier belyser att vidare forskning är nödvändig för att utvidga kunskaperna kring detta område. Vi har vidare också analyserat styrkor och svagheter kring valet av metoder i studierna för att därmed kunna värdera kvaliteten på forskningen i de artiklar vi valt att arbeta med. Vi har, efter att vi läst och analyserat de åtta artiklarna som vi valt till denna kunskapsöversikt, konstaterat att problematik kring att producera texter inom svenskämnet generellt är ett problem för många elever med ADHD.Trots vetskapen om detta är området fortfarande mycket lite beforskat och de studier som gjorts påtalar att mer forskning krävs för att kunna påvisa vilka svårigheterna är för dessa elever och hur vi därefter kan stötta upp de behov detta medför.

Cette thèse étudie les processus d’écriture sous une perspective métacognitive et métasubjective à partir de la théorie des opérateurs constructifs de Pascual-Leone (1976, 1984, 1987, 1989, 1995, 1997, 1998, 2000, 2001, 2012, 2013) et d’Efklides (2001, 2002, 2006, 2008, 2011, 2013). Il s’agit ici de comprendre quel pourrait être l’apport de cette théorie à l’écrit. Les chercheurs considèrent qu’à cause de sa capacité limitée la mémoire de travail soit responsable des difficultés à l’écrit (cf. Alamargot & Chanquoy, 2001 pour une revue complète de la littérature ; Olive, 2012). À partir d’un autre concept de base de la théorie des opérateurs constructifs, celui d’entraînement guidé (guided training, Pascual-Leone & Johnson, 2011), cette thèse suggère que l’intervention explicite de la métacognition – penser la pensée selon Flavell (1979) – sur le fonctionnement de l’attention mentale devrait contribuer à améliorer la performance en mémoire de travail et, par conséquent, la performance en production écrite. La question se pose alors de savoir : entraîner le développement des connaissances et des capacités métacognitives chez les enfants de l’école primaire pourrait-il contribuer à l’activation (inhibition) spontanée des connaissances (non) pertinentes et détourner ainsi le sentiment de difficulté des écoliers au profit de leur performance ? Les études expérimentales réalisées au sein de cette thèse se basent sur les trois systèmes du système métaconstructif de la théorie des opérateurs constructifs: le système d’apprentissage, le système attentionnel et le système personnel. Les recherches décrites dans la partie expérimentale ont été réalisées auprès d’enfants de CE2, CM1 et CM2. Les résultats montrent que les enfants sont en mesure de développer de nouvelles compétences métacognitives et qu’ils parviennent à déclencher des capacités appropriées à mieux gérer les ressources cognitives exigées par la tâche. / This dissertation studies writing under the metacognitive and metasubjective perspectives from Pascual-Leone’s Theory of Constructive Operators (1976, 1984, 1987, 1989, 1995, 1997, 1998, 2000, 2001, 2012, 2013) et d’Efklides (2001, 2002, 2006, 2008, 2011, 2013). Research on writing emphases the role working memory plays on the processes underlying it (cf. Alamargot & Chanquoy, 2001 for a review of the literature ; Olive, 2012), namely how the limited capacity of working memory affects children’s difficulties in writing. The notion of guided training (Pascual-Leone & Johnson, 2011) is here adopted suggesting the explicit implementation of metacognition, generally defined as thinking about thinking (Flavell, 1979), to manage mental attention resources while enhancing working memory performance, and as a consequence, written performance.This being said, the following questions apply: does training primary school children to develop metacognitive knowledge and abilities contribute to activate (inhibit) (non)pertinent knowledge while dispelling their feeling of difficult about writing?The experimental studies conducted within this research focus on the metaconsctructive system of the theory of constructive operators: the learning system, the attention system and the personal system. Results show that 3rd, 4th and 5th graders are able to develop new metacognitive knowledge about writing, furthermore, primary school children succeed in better handling the cognitive resources required by the task.