Made available in DSpace on 2017-06-01T18:24:49Z (GMT). No. of bitstreams: 1 vilma_valentim_oliveira.pdf: 8441023 bytes, checksum: a7ec4f28af5f0d3578a8250f0e9d9505 (MD5) Previous issue date: 2013-06-14 / This study aims to analyze the narratives of professionals and students with special needs enrolled in a federal educational institution, in order to verify the implementation of actions, which warrant the disclosure of the institution adopts the inclusive model. We hope to verify the actual conditions of inclusion offered as well as the development of strategies to facilitate the implementation of this proposal. The theoretical featured contributions from Cavalcanti, Carvalho, Mantoan, Mazzota, Sassaki, Warnock, Laplane, Vygotsky and other authors working with the theme. The research was qualitative, and had as a research field one federal educational institution, which in its institutional mission has as its motto "be committed to the practice of citizenship and inclusive." Participated in this research professionals and students with special needs enrolled. The collection of data was obtained by conducting semi-structured interviews, transcribed in full. The contents of the narratives of the subjects involved in the process led us to reflections indicated today that the institution intends to include students with special needs who seek it, however there are still many challenges to be overcome in order for these students can actually enjoy the rights as guaranteed to them by law. Hopefully, with this work, contribute to new thinking can help the research institution to reach new heights in the process of educational inclusion / social these students. / O presente trabalho teve como objetivo analisar as narrativas de profissionais e de estudantes com necessidades especiais matriculados em uma instituição federal de ensino, no intuito de verificar a implementação de ações que justifiquem a divulgação de que a instituição adota o modelo inclusivo. Esperamos verificar as condições reais de inclusão oferecidas, bem como o desenvolvimento de estratégias que facilitem a implementação desta proposta. A fundamentação teórica contou com as contribuições de Cavalcanti, Carvalho, Mantoan, Mazzota, Sassaki, Warnock, Laplane, Vygotsky além de outros autores que trabalham com o tema. A pesquisa realizada foi de caráter qualitativo, e teve como campo de pesquisa uma instituição federal de ensino, que, em sua missão institucional tem como lema estar comprometida com a prática cidadã e inclusiva . Participaram desta pesquisa profissionais e estudantes com necessidades especiais, regularmente matriculados. A coleta de dados foi obtida através da realização de entrevista semiestruturada, transcrita na sua íntegra. Os conteúdos das narrativas dos sujeitos envolvidos no processo nos levaram a reflexões que indicaram, hoje, que a instituição tem intenção de incluir os estudantes com necessidades especiais que o procuram; no entanto, ainda existem muitos desafios a serem superados a fim de que esses alunos possam usufruir de fato dos direitos que lhes é assegurado por lei. Esperamos, com esse trabalho, contribuir para que novas reflexões possam ajudar a instituição pesquisada a alcançar novo patamar no processo de inclusão educacional/social desses alunos.

Stefan Zweig et l’Histoire, Stefan Zweig et l’Humain. Le rapport de Zweig à l’Histoire est en corrélation permanente avec l’être humain. Le collectif et l’individuel sont liés dans ses œuvres. Ses récits de vie au tournant des années 1920-1930, ses ouvrages marquant un certain engagement après l’arrivée d’Hitler au pouvoir ou encore le récit de sa propre vie et de son monde, une fois exilé : autant d’œuvres littéraires qui témoignent de l’intérêt de Zweig pour l’Histoire et pour son monde. Zweig s’identifie souvent aux personnages sur lesquels il écrit, retrouvant en eux des similitudes avec sa propre personne, ou bien admirant les qualités de l’un, enviant le courage d’un autre. Les qualités humaines priment à ses yeux, les héros peuvent être de nature différentes ; les héros ne sont pas seulement ceux dont se souviennent les livres d’école. L’intérêt de Zweig pour l’Histoire passée s’explique par son intérêt pour l’époque dans laquelle il vit. Toutefois, Zweig regrette son propre passé et semble également chercher dans les figures de l’Histoire un lien avec le monde perdu, le monde d’hier. Zweig dit avoir eu trois vies. La dernière se termine dans l’exil. Mais comment vivre loin de son monde, de son histoire, de son passé ? / Stefan Zweig and History, Stefan Zweig and Human. The relationship between Zweig and History is in permanent correlation with the human being. The collective and the individual are linked in his works. His stories of life at the turn of the years 1920-1930, his works which mark a certain engagement after the arrival to power of Hitler or the story of his own life and of his world, after his exile: so many literary works that testify of the interest of Zweig for History and for his world. Zweig often identifies himself with the characters about whom he writes, finding in these characters similarities with his own person, or admiring the qualities of some, and envying the courage of others. The human qualities are more important to his eyes, the heroes could be of different nature; heroes aren't only those about whom the school books speak. The interest of Zweig for History is explained by his interest for the time in which he lives. However, Zweig regrets his own past and seems to search, in the characters of History, for a link with his lost world, the world of yesterday. Zweig says that he has had three lives. The last life ends in exile. But how is it possible to live away from our world, from our history, from our past?

Thesis (M. A. (English)) -- University of Limpopo, 2011. / In 2008, the National Department of Education in South Africa introduced a new curriculum known as the National Curriculum Statement (NCS) in the Grade 12 classes. Prior to the introduction of this new curriculum, the writing of essays in Grade 12 classes was treated as a once-off activity. The focus on essay activities was mainly on the product and after the assessment of such product-driven essays, teachers had no further interest in them except for recording marks when necessary. The paucity of interaction between teachers and learners may have contributed to the majority of learners writing incoherent essays and achieving low marks. This research study investigates whether teachers in the Moroke Circuit understand and implement the process approach in the writing of English essays in rural Grade 12 classes as prescribed by the NCS. The NCS advocates the use of the process writing approach in essay writing. The process writing approach encourages a partnership between teachers and learners. Teachers are expected to treat learners’ essays as improvable objects through pre-writing activities, self and peer assessment which Kasanga (2004:64) refers to as “multiple-draft multiple-reader writing instruction”. To achieve the aim of the study, learners’ essays were checked against the process writing checklist and the teachers’ responses in the questionnaire they were requested to complete as part of the study. The findings revealed that teachers in the Moroke Circuit do not fully understand the process writing approach and thus they do not fully implement it as advocated. There are various factors which may contribute to the learners’ poor writing skills, the main of which appear to be the teachers’ inadequate training and poor understanding of the process writing approach. Some teachers attended short training courses on NCS and others did not attended any. Based on the findings, it is recommended that teachers should receive adequate training in the process writing approach for it to be implemented as effectively as the NCS prescribes. / National Research Foundation (NRF)

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Dans l’univers intellectuel de Siegfried, les hommes ne connaissent plus de certitudes. Les mots de sa première leçon inaugurale au Collège de France, permettent de saisir l’essence de son œuvre et d’établir une hiérarchie de ses thèses. Siegfried a fait de la métamorphose de l’Occident, de son extension coloniale le point de départ et d’arrivée d’une réflexion toute empreinte d’une dualité dont les termes généraux sont : la civilisation et son destin.Pour Siegfried, la singularité de l’Occident est irréductible, et il n’a de cesse de mettre en garde contre le caractère mesurable et irréversible de son affaiblissement. Le propos consiste dès lors, en suivant un mouvement à sens unique, à déceler ce que pourraient être les solutions de continuité propres à conserver à l’Occident sa primauté. Son intelligence du monde conjugué à un talent d’écrivain, a consisté à défendre la possibilité d’une connaissance objective du monde, tout en revendiquant une lecture morale de ce dernier. / In Siegfried's intellectual universe, mankind no longer has certainties. The words of his first inaugural lecture at the Collège de France allow us to grasp the essence of his work and to establish a hierarchy of his essays. Siegfried has made the metamorphosis of the Occident, of its colonial expansion, the starting point and the point of arrivai of a reflection imbued with a duality whose general terms are: civilisation and its destiny. For Siegfried, the singularity of the Occident is irreducible, and he has ceaselessly warned against the measurability and irreversibility characteristics of its weakening. The discourse then intents, following a one-way movement, to discover what could be the appropriate solutions of continuity for the Occident to withhold its primacy. lis understanding of the world combined with his literary talent, consisted in defending the possibility of an objective knowledge of the world, while claiming a moral reading of the latter.

Margaret Oliphant's fiction has generated some interest in recent years, but her prose essays have been ignored. Critics contend her essays are unimportant and dismiss Oliphant as a hack writer who had little sympathy with her sex. These charges are untrue, however, because many influences complicated Oliphant's writings on the Woman Question. She suffered recurring financial difficulties and gender discrimination, she lacked formal education, and most of her work was published by Blackwood's, a conservative, male-oriented periodical edited by a close personal friend. Readers who are aware of these influences find Oliphant's earliest three essays about the Woman Question especially provocative because in them Oliphant explored the dichotomy between the perceived and the real lives of women. Oliphant refined her opinions each time she wrote on the Woman Question, and a more coherent, more clearly feminist, perspective emerges in each succeeding article. In "The Laws Concerning Women," despite Oliphant's apparent position, pre-feminist markers suggest that she is tentative about feminist ideas rather than negative towards them. "The Condition of Women" offers even more prefeminist markers, Oliphant's ostensible support of the patriarchal status quo notwithstanding. In "The Great Unrepresented," an article cited by some as proof that Oliphant was against women's suffrage, she argues not against enfranchising women, but against the method proposed for securing the vote. In this article, many pre-feminist markers have become decidedly feminist. Scholars may have overlooked Oliphant's feminism because her rhetorical strategies are more complicated than those of most other Victorian critics and invite her audience to read between the lines. Although her writing sometimes lacks unity and focus, and her prose is often turgid, convoluted, and digressive, she creates elaborate inverse arguments with claims supporting patriarchy but evidence that supports feminism. A rich feminist subtext lies beneath the surface text of Oliphant's essays, demonstrating that her perspective on the Woman Question is far more complex than it initially appears.

An essay and short story collection about rebirth and being trans and neurodivergent. The essays and stories cover the entire length of my MA, but are mostly written before I came out as trans and edited after. The arc follows this discovery as well as the discovery of my writing following more experimental means including the twisting and playing with the braided essay, the introduction of essaying moves to fiction forms, and moving from what I thought was about death to what I realized I was writing all along about rebirth.

The aim of this study is to examine argumentative writing produced by students of differing language backgrounds and skill level to inform future instructional approaches and program design. An archival corpus of opinion essays written by native Spanish speaking students and native English speaking students enrolled in community college developmental education courses was utilized. The essays consisted of one to two paragraphs expressing an opinion on a controversial topic. In the study, the essays were assessed for the overall persuasiveness of the text, the use of academic words, the incorporation of connectives as a measure of lexical cohesion, the use of argumentative structural elements, and the inclusion of functional elements within the text produced. The relationship between native language and six structural and lexical features were examined utilizing a one-way Multivariate Analysis of Covariance (MANCOVA). After controlling for paragraph length and reading ability, results indicated that native Spanish speaking students produced more standpoint structural elements than English speaking students. None of the other dependent variables were significant. A Multiple Linear Regression (MLR) was employed to explore the variability in the persuasiveness of the opinion writing. Utilizing this mode of analysis, it was revealed that overall persuasiveness in the students’ opinion writing was mainly a function of higher word counts, a higher percentage of academic words, more standpoint structural elements, and being a native English speaking student. Finally, pedagogical implications are discussed.

This dissertation examined the theoretical foundations of an individual's labor force participation decision. Further, this dissertation provided empirical analysis of the impact of state tax rates, the duration of unemployment, and household size on male, female, and combined labor force participation rates of the fifty states from 1985 to 1990. Empirical tests showed that: 1) no significant relationship existed between tax variables and participation rates; 2) the duration of unemployment was positively related with participation rates while unemployment was negatively related; 3) service sector growth was positively correlated with longer durations of unemployment; and 4) household size was negatively related with female participation, although no significant relationship existed between household size and male participation rates.