While there exists substantial research on struggling and developmental readers, few research-practitioners have sought to examine the histories and circumstances that result in strong readers. This study drew upon the reading autobiographies of doctoral students in an English Education program at an Ivy League institution, in order to discover what can be learned from first-hand narrative accounts of their reading lives about the early literacy experiences, reading practices, family, community, school and cultural influences of a group of “strong” adult readers. Also examined for comparative and contrasting data are the reading lives of remedial and honors first-year college composition students at a 2-year community college. An understanding of how the environments, people, institutions, circumstances, and texts encountered in the literacy lives of the three different groups studied here can assist literacy educators in bridging theory with practice for the teaching of reading in early grades and for the teaching of college-level reading in first-year college writing classes. A central term and concept to help explain the trajectory of the reading lives of the populations studied here was Deborah Brandt’s (1998) theory of “sponsors of literacy.” Brandt’s terminology and the notion of sponsorship along with a sociocultural theoretical framework are used to interpret the reading autobiographies in this study. Methods employed were based on Connelly and Clandinin’s narrative inquiry approach, a methodology steeped in the richness of the storied lives of the participants. The three patterns that emerged in the strong readers’ memories were: (a) being read to in the home prior to school age; (b) dichotomous attitudes toward in-school and out-of-school reading, especially around the middle school years; and (c) evidence of firm productive habits of mind toward complex reading that extends into the higher education years. The early literacy sponsorship and productive habits of mind were less evidenced in the remedial population. The findings of certain common characteristics and practices in the backgrounds of strong readers, many of which were not present at the same level in the remedial readers, can help literacy educators and caregivers re-examine their role as literacy sponsors and offer approaches for how we might sponsor literacy differently to create strong readers at any stage of their education.

Título original: O que dizem famílias homoparentais sobre as relações estabelecidas com a escola de seus filhos : aceitação ou discriminação? / Orientador: Marilda da Silva / Banca: Leila Maria Ferreira Salles / Banca: Anna Paula Uziel / Resumo: Trata-se de uma pesquisa exploratória no âmbito da violência da/na escola contra a família homoparental de abordagem, majoritariamente, qualitativa. O objetivo é apreender o que dizem pais e mães homossexuais sobre as relações estabelecidas com funcionários, docentes e discentes das escolas de seus filhos/as; suas expectativas e avaliações gerais sobre as instituições são igualmente apreendidas. A revisão bibliográfica resultou em 54 obras: 35 artigos; sete pesquisas em âmbito nacional; seis dissertações; quatro livros e duas teses. As fontes são entrevistas semiestruturadas, realizadas com três mães e sete pais- representantes de dez famílias homoparentais das regiões Sudeste e Centro-Oeste. Além das entrevistas, aplicou-se um instrumento denominado Ficha de Identificação que possibilitou dados socioeconômicos sobre os sujeitos. A coleta dos dados foi amparada por autores como Thompson (1992), Woods (1999) e Bourdieu (1999), em triangulação com os autores da revisão bibliográfica focada na temática Família Homoparental. A análise dos dados foi realizada por meio de uma aproximação à Análise de Conteúdo (BARDIN, 1977). A partir de Núcleos Informativos produzidos com as entrevistas, temos os seguintes resultados: 60% dos sujeitos afirmam não ter sofrido homofobia devido à homoparentalidade por parte de funcionários escolares. Todavia, identificamos situações de preconceito por uma criança portar necessidades especiais e um caso de bullying. Em 40% dos relatos encontramos as se... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is an exploratory research in the scope of violence of/at school against the homoparental family of approach, mainly, qualitative. The objective of this research is to understand what homosexual parents say about the relationships established with employees, teachers and students in their children's schools; their expectations and general assessments of institutions are equally apprehended. The bibliographic review resulted in 54 works: 35 articles; seven national surveys; six dissertations; four books and two theses. The sources are semi-structured interviews, carried out with three mothers and seven fathers - representatives of ten homoparental families from the southeastern and center-western regions. In addition to the interviews, an instrument called Identification Card was applied to collect socioeconomic data of the subjects. The data collection was supported by authors such as Thompson (1992), Woods (1999) and Bourdieu (1999), in triangulation with the authors of the bibliographical review focused on the theme Homoparental Family. Data analysis was performed by means of a Content Analysis approach (BARDIN, 1977). From the Information Centers produced with the interviews, we have the following results: 60% of the subjects affirmed that they did not suffer homophobia due to homoparentality by school officials. However, we identified situations of prejudice agaisnt a child with special needs and a case of bullying. In 40% of the reports we found the following forms of... (Complete abstract click electronic access below) / Mestre

Corporate diversification is a core topic in Financial Economics. The desire to better understand why a firm elects to diversify as opposed to increase in scale is the motivation of this dissertation. To accomplish this goal I test a number of dynamic models of corporate diversification, with similar predictions, to better understand the dynamic choice to diversify. I find that several previously untested models do indeed provide insight as to why a firm would diversify (Essay One). In particular two firm traits, firm talent which I use the proxy of organization capital and asset specificity which I use the proxy of asset tangibility, are strongly related to propensity of the firm to engage in corporate diversification for the first time. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Made available in DSpace on 2016-07-27T13:49:01Z (GMT). No. of bitstreams: 1 NORMA MOREIRA DE MORAIS.pdf: 457871 bytes, checksum: eef721a2f0b1830b6f07ed9f0763dd65 (MD5) Previous issue date: 2006-02-22 / The dominant society forces have always destroyed the messianic social movements. The messianism almost ever originates the same way as priest Cícero in Juazeiro do Norte, Ceará did or even be extinguished as it happened to Antônio Conselheiro in Bahia. The massacre of Canudos movement is directly related to clash with current dominant society. Why some messianic/millennialism movements can subsist while others were massacred was the issue in this analysis. It can be recognized that anomie (sociology subject) has participated in both evaluated circumstances. Furthermore, these messiahs could practice both sacred and profane leadership in their follower groups. Thus, it was possible to report that Northeast Brazilian people s imaginary has been influencing by popular Catholicism religiosity. Phenomena like these can be explained by the psycho-sociological theory. It is important to notice that both events studied here were circumstantial because they would be related to the privation of possessions, economical crises and the intercultural clash that occurred especially after Republic proclamation in 1889. / Movimentos sociais messiânicos acabam sempre destruídos pelas forças das sociedades envolvente e dominadora. O Messianismo sempre pode recomeçar como aconteceu com Padre Cícero, em Juazeiro do Norte, Ceará, ou pode extinguir-se como ocorreu com Antônio conselheiro em Canudos, no sertão baiano. A cidade de Canudos sucumbiu porque enfrentou o poder hegemônico. A questão analisada é: porque alguns messianismos/milenarismos ainda subsistem e outros foram massacrados? O fator anomia aparece em todos eles. Outro fato é que esses Messias exercem uma chefia sagrada e profana em seus redutos. Ambos tinham e têm seu imaginário impregnado pela religiosidade do catolicismo popular. A teoria psicossociológica vem sobremaneira corroborar para explicar os fenômenos. Outra questão levantada: os fatos ocorridos com os dois messianismos estudados foram mais circunstanciais, por causa das privações de bens causadas pelas crises econômicas, devido ao choque intercultural do povo nordestino advindo da proclamação da República em 1889.

by Yeung Wing Tsui, Lisa. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1993. / Includes bibliographical references (leaves 156-167). / Abstract --- p.i / Acknowledgements --- p.ii / Contents --- p.iii / Introduction --- p.1 / Chapter I. --- Professionalism as Cognition in a Discursive Society --- p.11 / The Taxonomical Approach: Reappraisal --- p.11 / The Power Paradigm: Room for Improvement --- p.18 / "Cognition, Professional Discourse and Society" --- p.23 / Chapter II. --- Foucault's Theoretical Contributions to the Study of Professions --- p.37 / """Power/Knowledge"": Archaeology and Genealogy" --- p.39 / """Disciplines"" and ""Disciplinary Society""" --- p.49 / """Disciplinary Apparatus"" and Arenas of Jurisdictional Claims" --- p.56 / Chapter III. --- The Hong Kong Western and Chinese Medical Professions --- p.66 / The General Scenario and Some Theoretical Highlights --- p.67 / The Medical Attitude of Hong Kong People --- p.75 / Chapter IV. --- The Production of the Hong Kong Western- Chinese Medical Discourse in Historical Context --- p.83 / The Social Organization of Health Care Service --- p.84 / Chinese Medicine as a Rational System --- p.89 / The Importance of the Establishment of Tung Wah Hospital to the Production of the Local Medical Discourse --- p.94 / The 1894 Bubonic Plague: Consolidation of the Western-dominant Medical Cognitive Structure --- p.102 / Chapter V. --- "Institutions, ""Disciplinary Power"" and Dissemination of Social Knowledge: Further Medical Discourse" --- p.110 / The Educational and Credential Arena --- p.111 / The Public Arena --- p.118 / The Political Arena --- p.122 / The Legal Arena --- p.128 / The Workplace Arena --- p.132 / Conclusion --- p.138 / Notes --- p.146 / References --- p.158

by Chun-wai Chan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 62-66). / Abstracts in English and Chinese. / Acknowledgments --- p.i / Abstract --- p.ii / Table of Contents --- p.iv / List of Tables --- p.v / List of Figures --- p.vi / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Data Source --- p.4 / Chapter Chapter 3 --- Methodology --- p.11 / Chapter Chapter 4 --- Empirical Analysis --- p.13 / Chapter Chapter 5 --- Conclusion --- p.34 / Appendix --- p.36 / References --- p.62

本文提出「影像/形象資本」作為考察影像/形象、資本及權間關係的工具。「影像/形象資本」發展至自布爾迪卮的文化資本，但「影像/形象」資本把焦點放在視覺或形象資源如何在文化/經濟、生產/消費以及上層建築/下層建構界線越趨模糊的符號空間經濟主導代，成為文化場域中新的權資源。 / 透過考察橫店影視城一個結合影視生產及遊的中國影城生產地域化及經濟符號化的過程，本文嘗試對「影像/形象資本」的概作深入的分析。沿著布爾迪卮的框架，影視城被視為一個由擁有同影像/形象資本的能動者構成的場域，而這些能動者自在地及跨境的生產及消費網絡。在橫店影視城生產、積與轉換的過程的探中，本文嘗試回答：一)影像/形象在文化場域中的功能及其轉換為經濟或其他資本的條件；二) 影像/形象資本在國際文化分工成員中的分佈以及其結構對影像資本的價值及轉換的影響。第一條問題旨在闡釋經濟符號化的過程，第二條問題則希望剖析影像/形象與資本主義結下的地域分工以及動政治。作為一個可以同時探究影像帶的可能性及限制的概，影像/形象資本把媒介影像的研究，從批判學派對影像呈現的控制及霸權形成，展至影像對同能動者、以至在符號經濟時代中冒升的社會機構所產生的建設性及壓迫性的權的多重探索。 / This thesis develops the concept of image capital to investigate the relationship between image, capital and power. Image capital is built on Bourdieu's concept of cultural capital, but looks specifically into how visual and imagery resources becomes a power at stake in the cultural field at the juncture of the economies of signs and space featured by growing convergence of culture and the economy and subsequent blurring of the boundaries between base/superstructure and production/consumption. / The concept of image capital is examined through the case study of the spatialization and the semioticization processes of Hengdian World Studios, a China studio complex that serves domestic and international film and TV productions and operates film studio tourism. The studio, as a case, is theorized as a field which is constituted by different agents with various forms of image capital, including those embedded in local as well as transnational production and consumption networks. The processes of production, accumulation and conversion of image capital at the field of Hengdian World Studios are investigated to chart 1) how image functions as a form of capital at stake in the cultural field and how it can be converted into other forms of capital; 2) how the distribution of image capital is structured amongst agents in the field and how this structure influences the value and conversion rate image capital to other forms of capital. The first question aims at studying the semioticization process, whilst the second attempts to scrutinize the spatialization and the labor politics underpinning the alliance of image and capitalism. By theorizing image as Bourdieusean form of capital and examining both its enabling possibilities and constraints, this thesis sheds light on the study of media images by steering beyond ideological control to both the productive and repressive power of images onto different agents as well as the social intuitions of the up and rising economies of sign and space. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chow, Pui Ha. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves [419-439]). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / ABSTRACT / 摘要 / ACKNOWLEDGMENTS / TABLE OF CONTENT / Chapter CHAPTER I --- Introduction --- p.1 / Chapter CHAPTER II --- Image and Capitalism --- p.21 / Marx's capital and critical media theories on image studies --- p.21 / Political economies of signs and the media --- p.26 / Implications of the political economy of signs on critical Marxist media theories --- p.31 / Alternative frameworks for the study of image and capitalism: End of Production and Labor or NICL? Or Bridging capital and labor in image production and consumption? --- p.38 / Chapter CHAPTER III --- Bourdieu's Capital, Field and Habitus --- p.51 / Bourdieu's concept of Capital --- p.52 / Field and Habitus --- p.63 / Theoretical implications of habitus and field of Bouredieusean capital --- p.71 / Chapter CHAPTER IV --- Field Theory of Cultural Production and the Political Economy of Signs --- p.76 / The field of cultural production --- p.77 / The field of cultural production and the political economies of signs and space --- p.91 / Image Capital and the political economies of signs and space --- p.105 / Chapter CHAPTER V --- Image Capital, Field and Film Studio --- p.112 / Intercontextuality: Contextual knowledge, globalization and field --- p.113 / Film Studio, image capital and field --- p.117 / Research question, design and method --- p.124 / Chapter CHAPTER VI --- The Development of Film Studio Complex --- p.135 / The emergence of film studio complex in the global field --- p.135 / Transformation of China's National Field of Cultural Production --- p.144 / Conclusion: Studio complex, image capital, and field of cultural production --- p.170 / Chapter CHAPTER VII --- Spatialization: Hengdian as a Field of Cultural Production --- p.176 / Iron Road: co-production, image capital, and boundaries negotations --- p.179 / Hengdian World Studios as Image Factory --- p.192 / Conclusion: the image factory flying beyond the place --- p.219 / Chapter CHAPTER VIII --- Semioticization: Capitalizing Image and the Mediation of Production and Consumption --- p.227 / Image capital and film-induced tourism --- p.228 / Capitalizing image at Hengdian World Studios --- p.237 / Key Image Labors --- p.252 / Chinese Hollywood: the negotiations and struggles in the capitalization of the global and the national imagination --- p.261 / Conclusion --- p.271 / Chapter CHAPTER IX --- Image Capital and Tourist Consumption: Gaze, Class and Prosumption --- p.275 / Image capital and tourist consumption --- p.276 / Tourist gaze at Hengdian World Studios --- p.284 / Image Capital, class and prosumption --- p.314 / Chapter CHAPTER X --- Image Capital and Place-Making --- p.339 / Hardware make-up: physical infrastructure engineering --- p.341 / Software make-up: lifestyle formation --- p.345 / Place branding --- p.365 / Chapter CHAPTER XI --- Conclusion: Image, Capital and Power --- p.372 / Image as capital --- p.374 / Forms of image capital --- p.376 / Functions of image capital --- p.382 / Image capital: semioticization and spatialization --- p.400

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-25T11:59:51Z No. of bitstreams: 1 Tex Jones Correia Lopes.pdf: 687179 bytes, checksum: d80bc1a2c153b7c7a761c9513e5268b1 (MD5) / Made available in DSpace on 2015-04-25T11:59:51Z (GMT). No. of bitstreams: 1 Tex Jones Correia Lopes.pdf: 687179 bytes, checksum: d80bc1a2c153b7c7a761c9513e5268b1 (MD5) Previous issue date: 2013-06-27 / The master dissertation has proposed a reflection on the school routine, its organizational climate and culture, from the phenomenal representations of their practices and inter actions that occur day by day in the school producing some resistances that may obstruct changes. For such investigation the guiding question of the research was: how organizational climate and school culture can be elements of resistance to changes in daily school life? Conducted in a unit of a municipal school in the city of Santos, which offer the regular basic education (1st to 5th grade) and EJA (Education for Youth and Adults)the investigation was based on the observation, analysis and reflection, reported in experience of the manager and the social practices of everyday school life, including the period from 2010 to 2012. This is a qualitative research, which the methodological foundation is the historical-materialist dialectics, that sought to bring a sociological and philosophical conception about the school, as well as on its daily practices. Starting from the literature to reflect the theme, the theoretical framework was based on Julia (2001), and Forquin (1993) who focus their studies in the school culture as a historical object and the practices and school experiences; Nóvoa (1992), Glatter (1999), Libâneo (2004), Luck (2010) suggest a investigative analysis on the school as an organizational space; Heller (1992) and Kosik (199) by the reflective and philosophical analysis about man and everyday life by exposing the dialectic of cultural phenomena as objects of practical activity of man in history. The reflections pointed to the fact that without building awareness of the historical subject, who is able to overcome the world of appearance, the phenomenal reality isn´t manifested in all its dimensions. The ancient practices, not reflective, immersed in everyday life, manifested in resistance, often did not allow a dialogue and construction of a more complex and critical consciousness about the reality between subjects. / A dissertação de mestrado propôs uma reflexão sobre o cotidiano escolar, sua cultura e clima organizacional, partindo das representações fenomênicas de suas práticas e ações intersubjetivas que ocorrem no dia a dia da escola, produzindo campos de resistências que podem inviabilizar mudanças. Para tal investigação, a questão norteadora da pesquisa foi: como o clima organizacional e a cultura escolar podem ser elementos de resistências para as mudanças no cotidiano escolar? Realizada em uma unidade de ensino municipal na cidade de Santos, onde são oferecidos o ensino fundamental regular (1º ao 5º anos) e a modalidade EJA (Educação de Jovens e Adultos), a investigação ocorreu a partir da observação, análise e reflexão, relatada na vivência e na experiência do gestor com as práticas sociais do cotidiano escolar, compreendendo o período de 2010 a 2012. Trata-se de uma pesquisa qualitativa, de fundamentação metodológica materialista-histórico-dialética, que buscou trazer uma leitura filosófica e sociológica sobre a escola, assim como sobre suas práticas cotidianas produzidas em seu interior. Partindo da pesquisa bibliográfica para a reflexão do tema, o aporte teórico fundamentouse em Julia (2001) e Forquin (1993) que centram seus estudos na cultura escolar como objeto histórico e as práticas e as vivências escolares; Nóvoa (1992), Glatter (1999), Libâneo (2004), Lück (2010) que propõem uma análise investigativa sobre a escola como espaço organizacional; Heller (1992) e Kosik (1989) pela análise reflexiva e filosófica sobre o homem e a cotidianidade, expondo a dialética dos fenômenos culturais como objetos da atividade prática do homem histórico. As reflexões apontaram para o fato de que sem a construção da consciência do sujeito histórico, capaz de superar o mundo da aparência, a realidade fenomênica não se manifesta em toda sua dimensão. As antigas práticas não reflexivas, imersas no cotidiano, manifestada na resistência, inviabilizava muitas vezes um diálogo e construção de consciência mais crítica e complexa da realidade entre os sujeitos.

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Though many studies address the issue of immigrants in schools, relatively little research attention has been given to the education experience of immigrants who have migrated from one developing country to another (or "South-South" migration), although this accounts for about half of all migration worldwide. The studies that do exist in this realm tend to focus on the classroom experience of immigrant students without due consideration of the policy context that influences the immigrant students' school experience. Consequently, although we are learning more about immigrant student experiences in classrooms in developing countries, to date, we lack information about the policy context in which educational stakeholders in developing countries find themselves when attempting to incorporate immigrant students into an education system that, more often than not, is struggling with issues of poverty and lack of resources. This is especially true in the African context where continental migration rates continue to increase yet immigration education policies tend to be unclear, if not altogether absent. Using the case of South Africa, an African country beset by xenophobia--most notably, the infamous xenophobic riots of 2008, this exploratory baseline sociological study sought to document how the social context of a developing country nfluences educational policy implementation and interpretation with regard to access for immigrant students. This qualitative study, which took place from December 2010 to November 2011, employed semi-structured interviews with 17 educational stakeholders at both the meso and the micro organizational levels of the educational bureaucracy as well as NGOs to better understand how policy was interpreted and implemented for immigrant students. Additionally, this study employed a reviewof existing policy documents as well as a qualitative case study using tenets of ethnographic observation. Data analysis for this study employed methods of themed coding and frequency identification. The data analysis revealed little consensus on how education policy regarding access for immigrant students should be applied, leading to disparate understandings and lack of access for some immigrant students depending on country of origin. The data also revealed that immigrant education policy interpretation was heavily influenced not only by organizational type and role, but personal experience of the actor as well. Additionally, the findings indicated that the role of the principal was paramount in how education policy was applied in schools, and because of the policy confusion, principals in some cases were able to employ innovative methods to obtain resources that aided the immigrant learners in their school. The findings also revealed that although xenophobia does exist in the South African socio-cultural fabric, it was not the primary determinant used to grant or deny access to immigrant students. The institution of South African schooling, centered around success on a final qualifying exam, emerged as the driver of educational stakeholder policy interpretation and implementation regarding immigrant student access. Overall, the data revealed that the education situation in Cape Town was the result of a combination of which policies actors used as their interpretive framework, the specialized demographics of the Western Cape polity, and the interactions and politics between the organizations of the educational institutions and immigrant service organizations in Cape Town. Study findings are discussed in detail with reference to agenda for future research and actionable recommendations for policymakers.