In a counter-argument to the invisibility of translators and of women in the history of science, this dissertation asserts the presence and examines the influence of a set of 5 female translators of scientific materials in England from 1650 to 1850. The translators are Aphra Behn, Elizabeth Carter, Mary Somerville, Ada Lovelace, and Elizabeth Sabine. The source languages are French, Italian, and German. These five portraits (each of which includes biographical information on the translator and source text author, contextual features, and translation samples and commentary) are considered against two main backdrops: first, the image of the "invisible translator" prevalent in modern Anglo-American translation studies, and its superimposition on historical expectations of the translator for the period 1650--1850, and second, the changing face of science in the broad wake of the Scientific Revolution (i.e., the modernization and professionalization of science, the increased use of vernaculars in science communication networks, the rise of (scientific content in) the London periodical industry, topic shifts---from heliocentric cosmology, to applied and industrial processes, to the Earth-based sciences, and language shifts---from Latin to French and English, to German). In addition, two through-running translation phenomena are highlighted and discussed: translation as repatriation, and concurrent translation. Overall, the dissertation demonstrates that female translators of scientific materials have in fact existed in history, despite modern perception to the contrary, and despite a number of historical disadvantages against their rise to visibility and influence. On these two points, a rise, peak, and fall of translator visibility is seen, especially in line with changing opportunities for learned women, yet the influence of these translators in the dissemination of scientific thought remains clear throughout. Further strengthening these portrait findings, and encouraging future research, is an appendixed set of 20 additional women (translators and authors) in science.

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This thesis focuses on multiple identity constructions and symbolic uses of language among Mexican-Americans in Arizona. The concept of a homogeneous "Mexican-American community" is shown to be a construct--an imagined community. Building on anthropological conceptualizations of identity, and studies in language and identity, a framework of the simultaneity of experience focuses the analysis in terms of ethnicity, class, and gender, framing a discussion of the emotional dimension of minority status and the symbolic function of language in identity. Rather than offer a comprehensive analysis of a bounded Mexican-American identity, this paper offers insight into the construction of multiple identities, through the analysis of discourse from a small group of people; individual voices are highlighted through the use of case studies. Conceptualizations of identity construction are problematized, including the common expectation of heterogeneity in ethnic groups such as those of Mexican heritage.

<p>This dissertation provides a description of aspects of the phonology, morphology, and morphosyntax of Bangime. Bangime is a language isolate spoken in the Dogon language speaking area of Central Eastern Mali. Although the Bangande, the speakers of Bangime, self-identify with the Dogon, their language bears practically no resemblance to the surrounding Dogon languages. Bangime has limited productive morphological processes whereas Dogon languages are agglutinating, with productive morphemes to indicate inflectional and derivational verbal and nominal processes. </p><p> Bangime has a complex tonal system. General tendencies of the tonal patterns are described, with the many exceptions which frequently occur also outlined. Nominal tonal melodies are apparent in plural forms. Objects in verb phrases receive tonal agreement with tones on the verb in accordance with the subject of the sentence. </p><p> The tense, aspect, and mood system of the language is also complicated. Inflectional marking on the verb, auxiliaries, and the word order all contribute to the indication of the tense, aspect or mood of the sentence. An overview of these multifaceted phonological and morphological processes is provided in this dissertation with hypotheses as to how the language might have evolved. </p>

This project investigates the extent to which personality type theory merits attention as a useful lens through which to examine teacher responding practices. It also suggests directions for further study utilizing personality type theory as a way to help better understand teacher and student attitudes and practices in the composition classroom. After explaining personality type theory in general and reviewing recent scholarship on personality type and teaching, I consider possible connections between selected personality type preferences and teacher attitudes and responding practices. / The project consists of two phases: the first uses a survey and a correlational study to examine the connections between the personality preferences of 28 composition teachers and their attitudes and responding practices, and the second uses a case-study approach to look more closely at the attitudes and practices of four of those 28 teachers. Based on an analysis of the data generated by this project, I conclude that while type preferences may not be predictive of specific kinds of teacher responses, preferences are sufficiently related both to teaching styles in general and to teacher responding practices in particular to merit additional study by composition researchers. / Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 0850. / Major Professor: John Fenstermaker. / Thesis (Ph.D.)--The Florida State University, 1993.

The current study was designed to investigate the influence of guided imagery on written occupational narratives produced by university students. A sample of 75 undergraduate students (42 females and 33 males) who were self-declared occupationally undecided students participated in this study. / Students were randomly assigned to one of three conditions: audio-taped guided occupational imagery followed by the task of writing a narrative describing a typical day on the job in an occupational aspiration; audio-taped guided vacation imagery followed by the task of writing a narrative describing a typical day on the job in an occupational aspiration; or the task of writing a narrative describing a typical day on the job in an occupational aspiration preceded by no imagery. / Hypotheses postulated that guided occupational imagery would facilitate the written articulation of a significantly greater number of stimulus propositions and response propositions about a typical day on the job in an occupational aspiration than non-occupationally related guided imagery (vacation imagery) or the no imagery control. Further hypotheses postulated that subject task enjoyability ratings in the occupational imagery condition would be significantly greater than subject task enjoyability ratings in the non-occupationally related imagery (vacation imagery) condition or no imagery control condition. / Group comparisons were also analyzed concerning the usefulness of the experience, necessity of seeing a follow-up career counselor, and usefulness of peer sharing of the experience. / Using the Wilks' Test within the MANOVA analyses, it was found that F(14,132) = 1.14, p =.33, suggesting that there was no overall significant group difference. Therefore, at the p $<$.05 level of significance, the null hypotheses were not rejected. It was also found that 92% of the students in the occupational imagery condition, 76% of the students in the vacation imagery condition, and 64% of the students in the no imagery control condition were in agreement (Likert ratings of 5, 6, or 7 on a scale of 1-7) with the statement that they obtained additional insights while writing the narrative about their occupational aspiration. / Source: Dissertation Abstracts International, Volume: 50-03, Section: A, page: 0675. / Major Professors: Robert C. Reardon; E. Jane Burkhead. / Thesis (Ph.D.)--The Florida State University, 1989.

This study explores linguistic production of male and female political candidates in two debates in the 1995 Louisiana Governor's race. Various manifestations of the linguistic features of proforms, topic shifts, hedges and colophons (dependent variables) are examined to test if previously established relationships between these features and gender and power (independent variables) hold in an electoral arena. Each linguistic feature was coded using The Ethnograph computer program and the frequencies of each feature were then translated into a data base in order to conduct statistical testing. Statistical tests were conducted, using the Statistical Package for the Social Sciences (SPSS 8.0) computer program, to determine if any of the linguistic features were in a significant statistical relationship with gender or with power. Exclusive proform. use was found to be in a statistical relationship with gender (males); while meta-topic shifting was also found to be in a significant relationship with gender (females). A critique of the two main theoretical approaches to language and gender research, the difference (genderlect) approach and the dominance approach, was conducted. Suggestions for future research and an expanded language and gender research agenda are included / acase@tulane.edu

The Roman de Renart, probably composed between 1174 and 1205, has been rewritten many times in many different languages over the centuries. The Renart itself is made up of sixteen poems or 'branches' written by different anonymous authors. These branches recycle material from earlier texts and the stories within the Renart repeat each other. In my dissertation I examine the whole of the Renart as a repetition of earlier texts and stories within the Renart as repetitions of one another. I also survey briefly the imitations of the Renart appearing for centuries throughout Western Europe. I find that each time a story is retold, the author appropriates and manipulates it for his own purposes making it new and original In this dissertation, I study the material process of repetition and appropriation in the Renart and its imitations in order to show that the same material is recycled for very different literary purposes. This is accomplished by examining the Latin sources of the Renart stories and the activity of rewriting in the fourteen manuscripts of the Renart. More important, I also show how the narratives in the French branches borrow and appropriate material from each other in order to demonstrate that the authors of the foreign imitations are engaged in the same appropriative processes as the authors of the French branches. I argue that what Jean Scheidegger calls muance is present not only in the copying of the fourteen manuscripts of the Renart (as Scheidegger argues), but also in the recycled stories in the French branches and their foreign imitations. By the end of my dissertation, I Hope to show that the foreign imitations of Renart material should be considered no differently from the 'original' French branches of this work / acase@tulane.edu

This study assessed the attitudes of ESL secondary school teachers who are non-native speakers of English toward particular aspects of the notional-functional syllabus in the hope that it will add to our understanding of the relevance of this approach in a second or foreign language situation. This study also sought to determine whether the views that teachers hold regarding language teaching issues are related to their formal training and their previous experience as language learners, as measured by age. / This study utilized a self-developed questionnaire to assess the teachers' attitudes toward the Malaysian KBSM English Language Syllabus. A questionnaire was utilized as a means of gathering the data because the researcher was interested in determining the attitudes of a large number of respondents who are distributed over a large area. The teachers' responses to the open-ended questions were also used in the description of their attitudes. / The subjects for this study were randomly selected from a complete and current listing of all the ESL teachers teaching in the state of Selangor. Of the 600 questionnaires sent, 435 were returned but 419 were usable for the study, representing a return rate of 70%. / The results of the study indicate that the teachers placed a great deal of importance on the teaching of grammar. 90% of the teachers urged that the syllabus place greater emphasis on grammar, and many viewed that teaching toward communicative competence will not enable the student to become proficient in the language. / Results of the chi-square test suggest that the teachers' formal training may have made an impact on their views toward these syllabus issues: (1) the integration of language skills; (2) the organization of the syllabus according to themes and functions and (3) the emphasis to be placed on accuracy in students' compositions. The results, however, do not give us enough evidence to conclude that the teachers' previous experiences as language learners made a difference in teachers' attitudes. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0812. / Major Professor: Elizabeth Platt. / Thesis (Ph.D.)--The Florida State University, 1995.