Thesis (Doctor of Physic) -- Colombia College, 1804. / Film 633 reel 5 is part of Research Publications Early American Medical Imprints collection (RP reel 5, no. 129). DNLM Includes bibliographical references.

Thesis (Honors)--College of William and Mary, 2009. / Includes bibliographical references (leaves 46-48). Also available via the World Wide Web.

Orientadora : Profª. Drª. Lígia Negri / Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Letras. Defesa: Curitiba, 22/02/2017 / Inclui referências : f. 68-70 / Área de concentração: Estudos linguísticos / Resumo: Analisamos artigos de opinião publicados na revista americana The New Yorker a fim de investigar estratégias de interação discursiva na modalidade escrita da língua inglesa. A análise se concentra em elementos metadiscursivos que explicitam a influência da audiência imaginada na construção dos efeitos de sentido no discurso (Thompson, 2001; Hyland, 2004; 2005). O principal elemento é a inclusão da voz do destinatário no texto ("the reader-in-the-text", Thompson e Thetela, 1995), que revela a projeção do ethos discursivo do enunciador (Maingueneau, 2011) em relação ao pathos de seu interlocutor presumido. As evidências linguísticas que fundamentam nossa pesquisa apontam para a recorrência de traços interacionais no discurso argumentativo, entre os quais se destacam perguntas retóricas, dirigidas ou atribuídas ao interlocutor; estruturas concessivas; e o uso argumentativo de pronomes. Por meio da análise de nosso corpus, propomos que o metadiscurso interacional (Hyland, 2005) deve informar o desenvolvimento do conhecimento necessário à recepção e à produção de textos argumentativos, o que discutimos à luz de estudos do discurso. Palavras-chave: Metadiscurso interacional. Ethos. Língua inglesa. Análise do discurso. / Abstract: We analyze opinion articles published in The New Yorker magazine in order to investigate discursive interaction strategies in written English. The analysis focuses on metadiscursive elements that make explicit the influence of the imagined audience on the construction of meaning in discourse (Thompson 2001; Hyland 2004, 2005). The main element is the inclusion of the reader's voice in the text (Thompson and Thetela, 1995), which reveals the projection of the writer's discursive ethos (Maingueneau, 2011) in relation to the pathos of its presumed reader. The linguistic evidence on which our research is based points to the recurrence of interactional traits in argumentative discourse, among which are highlighted rhetorical questions, addressed or attributed to the interlocutor; concessive structures; and the argumentative use of pronouns. Through the analysis of our corpus, we propose that interactional metadiscourse (Hyland, 2005) should inform the development of the necessary knowledge for the reception and production of argumentative texts, which we discuss in the light of discourse studies. Key words: Interactional metadiscourse. Ethos. English language. Discourse analysis.

There has been an upward trend of construction injuries and fatalities in the recent decade. Regulatory agencies, such as the NYC Department of Buildings, exist to create and modify construction safety laws, review construction projects, and enforce these laws through site inspections, and often make the data they collect available to the public. However, there is a lack of predictive modeling and a lack of research regarding how to make a proactive prediction of potential injuries and fatalities on construction sites. This study uses public data to predict future construction incidents using leading indicators from information gathered from the NYC permits-issued and complaints-received databases. Results indicate that it is possible to predict future construction incidents over multiple forecast windows using a logistic regression and zero-inflated Poisson model. While previous site incidents alone are significant in predicting future incidents, adding permit and complaint related information increased the true positive rate and decreased the false-negative rate.

"The greater the variety of people who succeed in unlocking the store-house to their intellectual heritages, the greater the bounty of the librarian. It is with these thoughts in mind that the present study is undertaken, the analysis and evaluation of the contribution of a single publishing house in the production and promotion of books characterized as 'the classics which are our heritage from the past in editions which are the heritage of the future.' The firm is the Heritage Press and its outlet, the Heritage Club, an organization which may well be studied to ascertain its contributions to some readers' intellectual heritage. The first step will be to relate the history, purpose, and organization of the club. Next, by making use of the publisher's statements in the house organ, the Prospectus for the Eighteenth Series, 1953, the publications will be analyzed"--Introduction. / Typescript. / "May, 1955." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Robert G. Clapp, Professor Directing Paper. / Includes bibliographical references (leaves 49-52).

This dissertation explores the intangible cultural heritage of the collection of musical instruments from the Mandé region of West Africa (present-day Senegal, Mali, Guinea, Guinea-Bissau and the Gambia) currently held at the Metropolitan Museum of Art in New York City. It uses the geographical shadow of the Mandé empire—once the locus of economic power globally—to circumscribe a collection of twenty-three instruments at the museum that share historical and socio-cultural characteristics, although the ruptures between them are also illustrated through individual analysis of each. It then considers their significance over time at the museum, in current debates concerning African cultural heritage and in terms of community access. The culmination of eleven years of musical study and practice in and out of Senegal, the U.K. and the U.S., this dissertation argues for a practice-oriented rather than object-oriented analysis of cultural heritage.

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New York City: A Collage of Cultures is a single-movement programmatic orchestral work that features polytonality, prallelism, sound-mass, micro-tones, polychordal rhythmic ostinato, neo-impressionism, and folk themes and anthems from sundry cultures and nationalities. The simultaneity of contextual material at one point necessitates the employment of three conductors. The composition portrays America as a "melting pot" through its busiest immigration center, itself a microcosm of diverse international elements. This is achieved by the depiction of three different settings: a boat sailing from a foreign port, bound for New York Cty; New York itself in all of its awesome fury; and a capsule image of a conglomerate of turn-of-the-century emigrants and their interaction throughout the voyage.

Schools are remarkably resilient institutions, with the core of instruction and the dynamics between teachers, students, and school leaders remaining largely unchanged despite a churn of reforms efforts. To move away from “tinkering” around the edges of the system, reach deeper into classrooms, and mitigate the effects of policy churn, teacher-driven approaches to organizing school improvement have been promoted. One such approach is teacher leadership. Teacher leadership seeks to position teachers as decision makers in their school communities, so that they might influence their fellow teachers, school leaders, and other stakeholders to improve teaching and learning practices, subsequently improving school quality and, ultimately, student achievement. While teacher leadership initiatives have been popular with school leaders, policymakers, funders, and advocacy organizations since the 1980s, researchers and evaluators have struggled to quantify the impact of teacher leadership, thus leading to questions about the viability of programs to move the proverbial needle on student achievement and other measures. This dissertation explores how the New York City Department of Education (NYCDOE) attempted to impact instruction and school quality, and institute distributed leadership practices through Teacher Career Pathways (TCP), a teacher leadership program. My investigation examined four questions: 1) Do stakeholders in schools with teacher leaders experience changes to organizational processes and relational dynamics over time?; 2) Do schools participating in TCP show greater improvement in school quality compared to schools that do not participate?; 3) Do TCP-participating schools show greater gains in student achievement scores than schools that do not participate?; and 4) Do schools implementing TCP under centralized oversight from the district observe different outcomes than schools that are entirely self-directed and implemented under decentralized control? To answer these questions, I use quantitative data collected by the NYCDOE, including TCP annual survey results, School Quality Review (SQR) ratings, and student achievement outcomes for ELA and math in grades 3 through 8. I apply descriptive and inferential statistics to examine changes in survey responses and SQR ratings, and difference-in-difference and event study approaches to analyze student achievement. I find that where school leaders staff teacher leaders into formal roles with defined responsibilities, positional authority, and commensurate salary increases, schools show improvement in the experiences of stakeholders, school quality, and student achievement. In the case of student achievement, this improvement compounds over time, with schools exhibiting increasing gains in each year following the initial introduction of teacher leaders. Schools that have qualified teacher leaders who are never staffed see no changes in any areas examined. Finally, schools that staffed teacher leaders with funding and implementation support from the district experience even more improvement than schools staffing teacher leaders but with no district oversight. These findings offer crucial insight for districts and schools, making the case for increased teacher empowerment and teacher contributions to school-level policymaking, and highlighting the influence centralized governance at the district level can have on the success of initiatives aimed at decentralizing authority within schools.

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