Thesis (M.A.)--University of Texas at Arlington, 2009.

Thesis (J.D.)--Columbia University, 1930. / Vita. Published also without thesis note. "Table of cases": p. 335-359.

Thesis (J.D.)--Columbia University, 1930. / Vita. Published also without thesis note. "Table of cases": p. 335-359.

Thesis (M.A.)--Indiana University, 2007. / Title from screen (viewed on July 20, 2007) Department of English, Indiana University-Purdue University Indianapolis (IUPUI) Includes vita. Includes bibliographical references (leaves 63-66)

Orientador: Cesar Apareciddo Nunes / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-09T10:29:05Z (GMT). No. of bitstreams: 1 Baczinski_AlexandraVanessadeMoura_M.pdf: 850975 bytes, checksum: 86c68f1ddbf0b6b2d8e913123d0a8b86 (MD5) Previous issue date: 2007 / Resumo: Esta pesquisa tem por objetivo investigar, analisar e contextualizar a iniciativa do estado do Paraná em otimizar seu sistema educacional pela implantação oficial da pedagogia Histórico Critica nos anos 1980 e compreender as contradições e conseqüências dessa política educacional. Podemos conjunturalmente entender que a transição iniciada nos anos 1980 ainda não foi completada. Encontramo-nos no meio de um processo político de sistematização de novas práticas, instituições e concepções políticas, culturais, sociais e, especialmente educacionais. Por isso buscamos estudar a primeira implantação oficial, desvendar suas intrincadas contradições e identificar suas potencialidades, para então analisar os reais motivos da implantação dessa pedagogia, e investigar se de fato a Pedagogia Histórico-Crítica se materializou enquanto proposta educacional no estado do Paraná. Desenvolvemos este trabalho tendo como ponto de partida o contexto político e econômico nacional e paranaense, contextualizando historicamente a organização da política educacional notadamente na esfera estadual, subsumida na dimensão nacional, no período de 1983 a 1996. Em seguida apresentamos a história das idéias pedagógicas no Brasil que antecederam a Pedagogia Histórico-Crítica, assim como analisamos a matriz política e teórica da Pedagogia Histórico-Crítica. Finalizamos o trabalho mediante uma análise crítica a respeito dos processos, contradições e perspectivas quanto a implantação oficial da Pedagogia Histórico-Crítica no estado do Paraná. Para a realização deste estudo utilizaremos, como procedimento metodológico, levantamento bibliográfico, além de entrevistas e análise de documentos. Fundamentando-nos a partir dos pressupostos teóricometodológicos do materialismo histórico dialético / Abstract: The objective of this research is to investigate, analyze and contextualize the initiative of Parana State on improving the Educational System on the official implantation of Historic Critical Pedagogy in the 1980s also understanding the contradictions and consequences of the educational policy. We can understand conjecturally that the transition began in the 80s was not completed yet. We are in the middle of political process of institutions, conceptions, social, cultural and especially social of a new systematization practices. Thus we try to study the first official implantation, to find out its intricate contradictions and identify its potentialities so that analyze the real reasons of the implantation of the new pedagogy, besides we will investigate if the Historic Critic Pedagogy has been materialized as an educational proposal of Paraná State. We develop this work having as point of departure the political and economical context of the country and the state. Following we present the history of pedagogy ideas in Brazil that preceded the Historic Critic Pedagogy, as well as we have analyzed the political and theoretical matrix of Historic Critic Pedagogy. We conclude the study through a critical analysis on the process, contradictions and perspectives about the official implantation. For this study it will be used as methodological procedure, bibliography, besides the interviews documental analysis. Our fundaments are theoretical and pedagogical presupposition of the dialectic historical materialism / Mestrado / Historia, Filosofia e Educação / Mestre em Educação

Le problème de la communication, et pas seulement du danger des liaisons, est au cœur du roman épistolaire de manière générale et de Clarissa de Samuel Richardson en particulier. Sans cesse menacée d'interruption, la communication représentée dans la diégèse du deuxième roman de Richardson influe également sur le sens et relève à ce titre de ce que Janet Altman a appelé l'épistolarité. Cette étude se concentre sur le code de la communication représentée dans l'œuvre et saisit la lettre dans l’économie de l’information toute particulière dont elle participe, à la croisée d'une communication interne entre ses personnages et des exigences d'une communication externe qui voit le matériau épistolaire affluer vers le Lecteur. Elle s'efforce de souligner à quel point le scénario romanesque est informé par la nature des communications au travers desquelles il s’exprime ainsi qu'à travers les communications auxquelles il donne lieu (Clarissa étant l'objet d'âpres négociations entre son auteur et ses lecteurs), tout comme il informe à son tour la nature de ces communications. L'examen de la communication dans et autour du roman de Richardson met en évidence l'existence d'une poétique qui est aussi une économie. L'histoire de Clarissa n'est pas tant l'histoire de ses lettres que celle de ses communications. / The problem of communication, and not only that of the danger of the liaisons, is at the heart of the epistolary novel in general and of Samuel Richardson's Clarissa in particular. Constantly threatened with interruption, the communication represented in the diegesis of Richardson's second novel also informs meaning and thus belongs to what Janet Altman called epistolarity. This study concentrates on the code of communication represented in the work and endeavors to grasp the letter in its particular economy of communication, at the crossroads of internal communication between its characters and the demands of an external communication that requires that the epistolary material be oriented towards the reader. This study strives to underline to what extent the novelistic scenario is informed by the nature of the communications through which it expresses itself as well as by the communications it produces among its readers in the shape of letters to the author. The examination of communication in and around Richardson's novel bears witness to the existence of a poetics that is also an economy. The history of Clarissa is not so much that of its letters as that of its communications.

First person plural in letters to the editor in two post-colonial contexts In writing letters to the editor, speech community members position themselves in a way that simultaneously helps construct both the public discourse on certain issues and the writer’s identity. An important tool in such identity construction in various contexts has been shown to be the first-person plural pronoun. The purpose of this study is to explain writers’ uses of first-person plural pronouns to construct identity in letters to the editor in the 21st-century post-colonial context in a Kenyan and a Sri Lankan newspaper. Assuming a variational pragmatics perspective, we analyze the pronouns to determine the intended reference and the relation to structural features of the letter and assigned responsibility for situational problems and solutions. The results indicate that despite marked variation between the Kenyan and Sri Lankan letters in how explicitly solutions are called for and responsible actors are named, first-person plural pronoun usage exhibits strong similarity. In both datasets, slightly over half the pronouns reference a national identity, which accords with the most prominent topic area by far being government form, policy, and services and the behavior of politicians and government officials. Among the other half, ambiguous reference is the most prominent category. Ambiguous and shifting use can mitigate directness in assigning blame and expectation, thus avoiding the construction of an identity judged unacceptable confrontational by local norms. Moreover, since interpretation of ambiguous language requires more participation from the reader, the assignment of responsibility becomes a more collaborative activity, reinforcing the community membership of the writer.

<p> This dissertation consists of a scholarly edition of Bertrand Russell's letters to Helen Thomas Flexner and Lucy Martin Donnelly. Although Russell's reputation as a writer of voluminous letters is well-known, to date there are no collected editions of his personal correspondence. As an editorial project this thesis is very much concerned with the problematic and often controversial methods of editorial procedure. Another major concern is the assessment of a set of letters that span nearly half a century of riveting social upheaval.</p> <p>Russell's letters to Helen Flexner and Lucy Donnelly convey the personal and public sides of his life. The correspondence with them provides biographical information for the reader who is unfamiliar with Russell's life and thought as well as for the specialist. The letters, however, represent more than just an account of one man's life. As historical documents they recount major world events such as the Great War and discuss significant issues such as political elections and women's suffrage. Thus, in its scope, this thesis embraces various disciplines that reflect the multifarious aspects of Russell's activities and writings.</p> <p> Undoubtedly, the editor's role in the preparation and transformation of private documents to public ones is a crucial part of any editorial undertaking. The strategies employed in this edition involve techniques of selecting and presenting annotative material in the most comprehensive manner. The purpose of such notes is to provide the reader with a sense of the historical, sociological and literary themes in Russell's correspondence.</p> / Thesis / Doctor of Philosophy (PhD)

Sentiment analysis is a burgeoning field in natural language processing used to extract and categorize opinion in evaluative documents. We look at recommendation letters, which pose unique challenges to standard sentiment analysis systems. Our dataset is eighteen letters from applications to UMass Worcester Memorial Medical Center’s residency program in Obstetrics and Gynecology. Given a small dataset, we develop a method intended for use by domain experts to systematically explore their intuitions about the topical make-up of documents on which they make critical decisions. By leveraging WordNet and the WordNet Propagation algorithm, the method allows a user to develop topic seed sets from real data and propagate them into robust lexicons for use on new data. We show how one pass through the method yields useful feedback to our beliefs about the make-up of recommendation letters. At the end, future directions are outlined which assume a fuller dataset.

This study contains a thick description of the early Christian communities in Corinth and Ephesus, demonstrating the unique context of each. It explores the Greco Roman context, the historic context of the emergence of Christianity in each city, and the immediate context of the writing of each of the Pauline letters under investigation. It then uses those descriptions as a lens through which to examine the discussion of Christian leadership functions in 1 Cor 12:27-31, Eph 4:1-16, and 1 Tim 3:1-13. By employing methods of social description in an analysis of the Christian communities in Corinth and Ephesus, this study has demonstrated that Paul's discussion of specific leadership functions with respect to each city is rooted in the historical context of each Christian community and therefore Paul mentions leadership functions and promotes attitudes concerning leadership which are in keeping with the circumstances of each community and does not necessarily promote uniform practice in all places. Ultimately, 1 Cor 12:27­ 31 discusses the primary importance of the leadership functions of apostle, prophet, and teacher in building up the Christian church, rather than the gifts of tongues that the Corinthians had been elevating to the highest positions. Ephesians 4:1-16 describes the leadership functions of apostle, prophet, evangelist, and pastor and teacher as gifts from God whose purpose is training the saints, doing works of service, and building up the body of Christ. These leaders are to promote unity in a divided Ephesian church. Finally, 1 Tim 3:1-13 describes qualities for those wishing to fulfill the leadership functions of overseer and deacon (men and women). These qualities are designed to combat false teachers in the midst of the Christian community in Ephesus which had a long history of difficulties. / Thesis / Doctor of Philosophy (PhD)