Thesis (M.A.)--University of Central Florida, 2008. / Adviser: Madelyn Flammia. Includes bibliographical references (p. 178-187).

published_or_final_version / Chinese / Master / Master of Philosophy

Zugl.: Diss.

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. Mike Burmester, Florida State University, College of Arts and Sciences, Dept. of Computer Science. Title and description from dissertation home page (viewed June 13, 2005). Document formatted into pages; contains viii, 35 pages. Includes bibliographical references.

Thesis (M.Ed.)--Kutztown University of Pennsylvania, 1980. / Source: Masters Abstracts International, Volume: 45-06, page: 2795.

This thesis deals with the human rights of children living in families and children in foster education accordance with the legislation in the Czech Republic. In this thesis I present the structure and evolution of socio-legal protection of children and the laws that govern it. In this thesis my aim was to make comparison with selected European states and the countries of the European Union and propose recommendations de lege ferenda protection of human rights of children in accordance with Czech law and in accordance with international legal standards. To achieve this, I used the analysis of these documents. Based on the comparison and based on the data have been proposed recommendations leading to the observance and respect for the rights of children in the Czech Republic.

Este artículo tiene como objetivo principal perfilar la biografía de un indio bilingüe —Juan de Albarado, natural de Chachapoyas— a través de los datos de la experiencia de vida de quien a la manera del más alto ideal renacentista destacó en el ejercicio de la espada y la pluma, es decir, como soldado indioa favor de la Corona y como lengua oficial de la Audiencia de Lima. Las fuentes documentales revisadas (una memoria y una probanza) contienen además muestras ilustrativas de la competencia lingüística y jurídica de un indiolengua de esa época.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-05-08T17:56:55Z No. of bitstreams: 1 Soraia Tomasel_.pdf: 1472802 bytes, checksum: e2eb21c6d10a052becee8702940e08d6 (MD5) / Made available in DSpace on 2017-05-08T17:56:55Z (GMT). No. of bitstreams: 1 Soraia Tomasel_.pdf: 1472802 bytes, checksum: e2eb21c6d10a052becee8702940e08d6 (MD5) Previous issue date: 2017-02-22 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / PROEX - Programa de Excelência Acadêmica / Esta dissertação investiga de que modo(s) a docência de Língua Inglesa é produzida em documentos legais que regem a elaboração dos currículos de formação inicial e a prática pedagógica do/a professor/a de Língua Inglesa. O estudo se inscreve nos campos dos Estudos em Docência de Língua Inglesa e do Pós-Estruturalismo, com contribuições específicas de Michel Foucault. O conceito de discurso é utilizado como ferramenta teórico-metodológica para tratar, organizar e analisar o volume de informações produzidas a partir do exame dos seguintes documentos legais: Parâmetros Curriculares Nacionais – Língua Estrangeira (1998), Orientações Curriculares Nacionais – Conhecimentos de Línguas Estrangeiras (2006), Base Nacional Comum Curricular – Língua Estrangeira Moderna (proposta preliminar, 2016), Diretrizes Curriculares Nacionais para os cursos de Letras (2001), Diretrizes Curriculares para a Formação de Professores da Educação Básica (2002), Referenciais Curriculares Nacionais – Letras – Língua Estrangeira – Licenciatura (2010) e Diretrizes Curriculares Nacionais para a Formação Inicial e Continuada de Profissionais do Magistério para a Educação Básica (2015). Articulando docência e discurso, busquei mostrar como os documentos legais descrevem, orientam e instituem uma forma de ser e de fazer do/a docente de Língua Inglesa. As análises demonstraram que: 1) a ênfase nos conhecimentos específicos que o/a docente de Língua Inglesa deve desenvolver no âmbito dos cursos de formação inicial é bastante naturalizada pelos documentos legais que acabam por regular a formação docente do/a professor/a de Língua Inglesa, sem fazer uma distinção clara entre conhecimentos, conteúdos e saberes, sugerindo que, de alguma medida, tais conceitos estão dados; 2) ao abordar a responsabilização do/a professor/a de Língua Inglesa pela sua formação, os documentos interpelam o/a docente de Língua Inglesa a produzir a sua subjetividade motivado/a por aspirações de autorrealização, fazendo com que o/a docente tome para si, como algo naturalizado, a responsabilidade pela sua formação profissional; 3) os documentos legais apresentam um panorama que coloca o ensino de Língua Inglesa nas escolas públicas em um lugar desprivilegiado do currículo escolar e reforçam que os objetivos de aprendizagens nas escolas públicas são diferentes dos objetivos de ensino dos cursos de idiomas. A ênfase nos interesses do/a aluno/a como ponto de partida para o ensino faz com que o ensino/aprendizagem passe por um processo de redução de conteúdo, que foca somente nos contextos que cercam o/a aluno/a, que acaba por conformar o ser e o fazer do/a docente de Língua Inglesa. / This dissertation investigates how English language teaching is produced in legal documents that govern the elaboration of curricula of initial formation and the pedagogical practice of English Language teacher. The study is inscribed in the fields of English Language Teaching and Post-Structuralism, with specific contributions by Michel Foucault. The concept of discourse is used as a theoretical-methodological tool to treat, organize and analyze the volume of information produced from the examination of the following legal documents: National Curricular Parameters - Foreign Language (1998), National Curriculum Guidelines - Foreign Language Skills ( 2006), National Curricular Framework for Modern Languages (preliminary proposal, 2016), National Curricular Guidelines for Language Courses (2001), Curriculum Guidelines for Basic Education Teacher Education (2002), National Curricular Reference - Language - Foreign Language - Bachelor's Degree (2010) and National Curricular Guidelines for the Initial and Continued Training of Teaching Professionals for Basic Education (2015). Articulating teaching and speech, I tried to show how the legal documents describe, guide and institute a way of being and making the English Language teacher. The analyzes showed that: 1) the emphasis on the specific knowledge that the English Language teacher should develop in the course of the initial training courses is very naturalized by the legal documents that end up regulating the English Teacher's training without making a clear distinction between knowledge, content and expertise, suggesting that in some measure such concepts are given. 2) when approaching the responsibility of the English Language teacher for his/her training, the documents ask the English Language teacher to produce his/her subjectivity motivated by aspirations of self-realization, causing the teacher to take it as something naturalized, responsibility for his/her professional training; 3) legal documents present an overview that places English language teaching in public schools in a poor place in the school curriculum, and also reinforces that learning objectives in public schools are different from the teaching objectives of language courses. The emphasis on the interests of the student as a starting point for teaching means that teaching/learning undergoes to a process of content reduction, being focused only on the contexts that surround student the English Language Teacher being and making are conformed.

Zugl.: Salzburg, Univ., Diss., 2008

This thesis discusses the benefits of using plain language in legal documents and the role technical communicators can play to help implement plain language. Although many definitions for plain language exist, it is best described as reader-focused communication that presents information in a manner that makes it easy for a reader to find, understand, and use the information. Plain language facilitates comprehension by using shorter, less complex sentences; active voice; and common words. All these elements aid in processing and understanding information, especially unfamiliar concepts. Laypeople, unversed in the law, frequently have difficulty understanding traditional legal writing. The complex sentences, wordiness, and redundancy that characterize traditional legal writing often inhibit comprehension and become barriers to understanding. To demonstrate how plain language can improve legal writing, this thesis reviews before-and-after versions of documents that were revised to incorporate plain language as well as common documents that laypeople might encounter. The studies and research discussed in this thesis demonstrate that readers achieve greater comprehension with plain language documents. Technical communicators, the language experts, can work with legal professionals, the content experts, to help encourage plain language use in legal writing. By emphasizing plain language use in legal formbooks, law school courses, and continuing legal education courses, plain language will become more dominant. Technical communicators can work with governments and law firms to develop and run in-house writing programs. When organizations realize how plain language can benefit them, both economically as well as in improved consumer relations, they will be motivated to adopt plain language into their legal writing.