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Educational development - A way of coping with globalization?Sterner, Caroline January 2012 (has links)
The purpose in this study is to investigate how the educational system in Tanzania is seen to enable the transformations of globalization in order to develop the economy, society and individuals. I look at how educational development in Tanzania is described, what the purpose of educational development is and under which conditions educational development is seen to enable global transformations. The main perspectives of this study are globalization and governmentality to highlight global transfers and governance of the individual. I interview ten people and scrutinize policies and vision from the area of education. The analyze method is critical discourse analysis to highlight the transferring of ideas or discourses. From the results the purpose with educational development is to develop the individual, the social welfare and the economy to be a part of a competitive and global world but there are a lot of limitations such as poverty, a lack of resources and lack of motivation.
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Critical Analysis of “At-Risk” Policy Discourse: Implications for Administrators and TeachersHemmer, Lynn 2009 August 1900 (has links)
While No Child Left Behind (NCLB) provides a mechanism for holding states,
local education agencies (LEA), and schools accountable to improve academic
achievement for all students, policy itself has done little to include students from
dropping out of school. Rather, dropout prevention/recovery schools/programs such as
alternative schools of choice are recognized and relied upon as a means to reduce the
number of students dropping out of school. These schools seek to re-engage the student
who is at-risk to dropping out of school through nontraditional means and strategies. As
more and more students become disenfranchised and drop out of school, these schools
grow in importance. To ensure that all students have equity in education, regardless of
educational setting, these schools warrant further attention and consideration. Therefore,
two questions become evident: (a) How do educators in alternative schools interpret and
implement policy such as NCLB? and (b) How do they define their role and
responsibility? This case study examined the socio-legal discourse applied when seven
administrators and 15 teachers administered policy as a response to an at-risk student
population in five demographically diverse alternative education settings in California
and Texas. A critical discourse analysis of text, interviews, and observations was used to
reveal administrator and teacher assumptions and motivations of policy and risk. The
data analysis revealed three dominant discourses of risk compliance and policy
knowledge that were notable forces in the policy implementation of NCLB at these
schools. Themes that emerged from the data included responsibility, dissociation,
success, and equity.
The findings from this study have demonstrated that a moment-by-moment
process shapes the construction of role, responsibility, success, and equity as defined by
the teachers and administrators. Furthermore, the discourse of risk and policy converged
as ideological and political conceptions that perpetuate the notion that educating
disadvantaged children as a process of demonstrating a particular level of knowledge
and/or acquitting what it means to be considered at-risk. The implication for these
educators is that the risk discourse that was engaged influenced their sense of
responsibility, practice, and thus may counter policy intent.
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Making Sense of Judicial Sensemaking: A Study of Rhetorical Discursive Interaction at the Supreme Court of the United States.Malphurs, Ryan Allen 2010 May 1900 (has links)
This dissertation engages previous research in political science and psychology by arguing for the importance of oral arguments from a communication perspective, examining justices' rhetorical discursive interaction in oral arguments, introducing Sensemaking as a new model of judicial decision making, and discussing the legal and cultural impact of justices' rhetorical discursive interaction in Morse v. Frederick, Kennedy v. Louisiana, and District of Columbia v. Heller. In contrast to the aggregate behavioral models and longitudinal studies conducted by political scientists and psychologists, this study examines these specific cases in order to gauge each justice's individual interaction in oral argument and to determine how certain justices may have controlled the discursive flow of information within oral arguments, which in turn may have influenced the Court's decision making ability.
The dissertation begins with an introduction, providing an overview of the development and study of legal rhetoric from the Greeks to present day. A review of prior literature in law, political science, and psychology displays how fields outside of communication view oral arguments and reveals where communication may provide valuable contributions to the study of Supreme Court oral arguments. Theoretical and methodological approaches adopted for the study of oral arguments are discussed. Analysis within the dissertation begins with an overview of the inherent complexity found within oral arguments and applies the previously discussed theoretical and methodological approaches to the case of Morse v. Frederick as a means of determining theoretical and methodological validity. Following analysis of Morse v. Frederick, a second case, Kennedy v. Louisiana is analyzed to determine if similar results will occur. Final consideration is given to a third case, District of Columbia v. Heller, to understand whether justices' behavior may deviate in more socially and politically sensitive cases. The dissertation concludes with suggestions for lawyers and judges based upon this study's findings and makes recommendations to scholars for further areas of research.
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Peripheral subjectivity and English-language Hong Kong literatureBrearey, Oliver James. January 2007 (has links)
Thesis (M.A.)--California State University, Long Beach, 2007. / Includes bibliographical references.
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Exploring the discourse and social behaviors of frontotemporal dementia how patients and caregivers manage interaction /Mikesell, Lisa. January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 295-309).
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"Learning discourse" : learning biographies, embedded speech and discoursal identity in students' talk.Evans, Rob. January 2001 (has links)
Thesis (EdD)--Open University. BLDSC no. DX220430.
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The technology-mediated worlds of American familiesPigeron, Elisa, January 1900 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 230-245).
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Socioemotional and task based communication in massively multiplayer online role playing games (MMORPGs) revisited : an account of nonnative speaker discourse /Bennett, Scott G., January 2009 (has links)
Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Matthew Ciscel. "... in partial fulfillment of the requirements for the degree of Master of Science in Teaching English to Speakers of Other Languages (TESOL)." Includes bibliographical references (leaves 47-48). Also available via the World Wide Web.
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Canadian neo-conservative discourse a critical discourse analysis /Lillian, Donna L. January 2001 (has links)
Thesis (Ph. D.)--York University, 2001. Graduate Programme in English. / Typescript. Includes bibliographical references (leaves 230-245). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ66355.
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Narrative coherence in brief good-outcome client-centered psychotherapyKorman, Yifaht. January 1998 (has links)
Thesis (M.A.)--York University, 1998. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 253-263). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://wwwlib.umi.com/cr/yorku/fullcit?pMQ27360.
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