This essay uses social constructionism and intersectionality to argue that the narrator in The Woman Warrior is experiencing feelings of identity confusion due to the different stereotypes of femininity that American and Chinese culture hold. The experiences are caused mainly by Chinese society, American society, her mother, and the talk-stories told in the book. She also establishes her identity through all four of these categories and comes to the conclusion that the concept of femininity is a stereotype and should not be adhered to as it furthers the patriarchal view of women.

This work deals with irony in popular television genre, entertaining talk show. The first partdefines the basic concepts which we work with (public communication, cooperative principle, politeness, irony). In the second part there is characterized the media dialogue, specifically talk show. The third part deals with particular public television's talk show - Všechnopárty. This thesis examines, on selected examples, how irony works in the show, how it manifests itself and how it is used by participants in talk show. The main finding is that irony in Všechnopárty is used as a communication game, mostly as a specific variant of irony called teasing (banter). It is a communication acting describable as pretended threatening of face of communication partner or of your own face, resp. communication which intentionally and transparently for the viewer violates Leech's courtesy maxima (most often tactfulness and modesty maxima).Teasing irony in Všechnopárty is used as a fun element increasing attractiveness of the show for spectators and participants of the talk show are usually knowingly involved in it. KEYWORDS communications, media dialogue, talk show, cooperative principle, politeness, irony, teasing

The work of Humanities & Social Sciences students involves learning to express disciplinary content in essay assessment to disciplinary norms. Though tutors use a genre for professional writing, literacy is often not part of the classroom discussion. Therefore, many students have difficulty appropriating the communicative tools of that disciplinary genre. This may be solved by a turn in pedagogy towards tutors’ awareness of students’ processes (Hornsby & Osman, 2014) which may, in turn, improve tutors’ feedback. Ethnography has provided insights into students’ attitudes, their impressions of feedback and experiences, largely through interview methods, and classroom observation (Saville-Troike, 1989), but assessment writing does not typically occur in class. What was needed was a closer examination of students’ literacy processes. This study looked at literacy work through Activity Theory (Leont’ev, 1978) which represents human activity as a contextualised system where a group works together towards an object. Group collaboration allows for concepts to be negotiated and for interpretations to be shared, which can aid understanding (Mercer, 1995). This cross-sectional study examined three L2-English Business Studies student groups’ collaborative writing with observation of activity as its primary instrument for capturing student literacy work. Using an Educational Talk framework (Mercer, 1995) to examine the qualities of negotiation, this study offers a new understanding of students’ processes of literacy work and their possible effect on literacy appropriation. The results showed how the task and other structural tensions drive literacy work, and how the particular attributes of Educational Talk, in a tertiary context, contribute to the negotiation of meaning in the resolution of tensions. It also showed how literacy work involves the inter-mingling of textual work, subject content (Tardy, 2006, 2009) and contextual factors. These indicate the importance of group literacy activity for students, and the importance of understanding group discussions involving literacy work.

Made available in DSpace on 2015-03-05T18:11:56Z (GMT). No. of bitstreams: 0 Previous issue date: 3 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A concepção de identidade pós-estruturalista, não mais entendida como estática, pré-discursiva e natural, e não mais centrada nos argumentos do déficit, dominância e diferença, postula que existem inúmeras possibilidades identitárias que emergem em contextos socioculturais situados e de forma negociada (BUCHOLTZ e HALL, 2005; WENGER, 1998; ECKERT e McCONNELL-GINET, 1992; OSTERMANN, 2003, 2006; BUTLER, 1999, 2003; SPEER, 2005). As pessoas aprendem a fazer parte de um grupo social dentro das comunidades de prática (WENGER, 1998; LAVE e WENGER, 1991), através das práticas compartilhadas e negociadas, principalmente na fala-em-interação, aprendendo, portanto, a ser homem e mulher, o que é um processo contínuo e por toda a vida. Trancar a pessoa em categorias fixas e binárias acaba por retirar-lhe a agentividade no mundo (BUTLER, 1990 e 1993), limitando-a às determinações biológicas e culturais. A grande narrativa (CAMERON, 2005) que posiciona homens e mulheres como categorias universais, sofre, na perspectiva pós / The poststructuralist conception of identity, no longer seen as static, pre-discursive and natural, nor centered in the arguments of deficit, dominance and difference, proposes that there are several identities negotiated in situated sociocultural contexts (BUCHOLTZ and HALL, 2005; WENGER, 1998; ECKERT and McCONNELL-GINET, 1992; OSTERMANN, 2003, 2006; BUTLER, 1999, 2003; SPEER, 2005). People learn to be part of a social group within communities of practices (WENGER, 1998; LAVE and WENGER, 1991), through shared and negotiated practices, mainly in interaction, thus learning to be females and males within a continuous and life-long process. Locking up a person in fixed and binary categories ends up removing their agency in the world (BUTLER, 1990, 1993), restricting them to biological and cultural determinations. The big narrative (CAMERON, 2005) that positions men and women as universal categories suffers a shift within the poststructuralist perspective, since there is no ontological essence in gender identitie

Esta pesquisa investiga como os participantes da fala-em-interação de uma sala de aula de Educação de Jovens e Adultos (EJA) se orientam sequencialmente para o gerenciamento de categorias de pertencimento institucionais (professor, aluno) assim como para outras categorias emergentes na realização do trabalho de avaliação pedagógica coletiva. O exame sustenta-se na perspectiva dos estudos da Análise da Conversa e da Etnometodologia e busca analisar e articular o entendimento de como os participantes demonstram uns aos outros suas orientações no que tange aos dispositivos de categorização de pertencimento na produção e manutenção sequencial e local da realidade social do evento. Os dados consistem em 50 minutos de registros audiovisuais gerados no início do ano letivo de 2009 em uma turma do quinto ciclo de ensino da Educação de Jovens e Adultos de uma escola municipal de Porto Alegre, os quais foram segmentados, posteriormente transcritos e submetidos à análise sequencial. O tratamento procedimental interpretativo dado aos segmentos sob análise revela a orientação dos participantes na tentativa de restaurar a normalidade dos cursos de ação, de acordo com as suas expectativas, informadas pelo conhecimento de senso comum e demonstradas situadamente no que se refere aos direitos e obrigações moralmente aceitáveis ligados às categorias onirrelevantes no evento (professor e aluno). Diante do entendimento partilhado e situado de que avaliar consiste em atribuir uma nota e de que esta ação está ligada às obrigações da categoria de professor, os participantes resistem à implementação da ação de avaliar formalmente, destacando as obrigações dos participantes e desenvolvendo sequências de responsabilização. Por fim, este trabalho posiciona-se diante da divergência metodológica de Análise de Categorização de Pertencimento (MCA), apontando para o caráter sequencial, local, ordenado, emergente, intersubjetivo e dinâmico do trabalho de categorização, e propondo uma distinção entre projeção de um item categorial e trabalho de categorização. Além disso, aponta para o caráter potencialmente conflituoso e delicado da ação de avaliar sendo implementada por outros participantes que não o professor, mas ao mesmo tempo para a relevância da atividade de avaliação pedagógica coletiva, na medida em que, se tratando de uma atividade que abarca o gerenciamento de categorias relacionadas ao saber, ao conhecimento, e à experiência, se repete em outras esferas de atuação social e se reflete nas decisões práticas dos cidadãos na sociedade. / This research investigates how participants of an EJA classroom talk-and-interaction are sequentially oriented to the management of institutional membership categories (teacher, student) such as other emergent categories in the accomplishment of the collective pedagogical assessment work. Analysis is grounded on Conversation Analysis and Ethnomethodology studies and attempts to understand how participants orient to each other through membership categorization device sequentially and locally producing and maintaining the social reality of the event. The data consists of 50 minutes of audiovisual recorded interactions generated in early 2009 in a fifth period classroom of EJA in a public school in Porto Alegre, which were segmented, transcribed and sequentially analysed. The procedural and interpretative treatment of data displays the participants orientations in an attempt to restore the normal courses of actions according to their expectations, informed by the common sense knowledge and manifested here and now regarding the morally accountable rights and obligations bounded to the omnirelevant categories in the event (teacher and student). In face of the shared and situated understanding that assess consists in to ascribe a grade and that this action is bounded to the teacher category obligations, participants resist to implement this action, highlighting the participants obligations and developing accountability sequences. At last, this research stands with respect to the methodological divergence in MCA studies, pointing to the sequential, local, orderly, emergent, intersubjective and dynamic character of categorization work, and offering a distinction between the projection of a categorical item and the categorization work. Moreover, it points to the potentially conflictual and delicate character of the action of assess being implemented by other participants than the teacher, but at the same time to the relevance of the collective pedagogical assessment activity, as being an activity that includes the management of categories related to knowledge and to experience, it repeats in other social action spheres and reflects on the practical decisions of the citizens in society.

Excerpt: I am wearied by sexual repression in the family. I find parental obsession with virginity for its own sake tiresome. I am troubled by the neighbour boy who, when playing some form of truth or dare, dared my daughter, twice his age, to jump in the air and grab her penis; she says, “That’s going to be tricky, since I don’t have one.” He says, “Really? Why not?” He was seven. My own son figured this out in the bathroom with me at around two.

The purpose of this study was to examine students' understanding of argumentation when talk and writing were provided as learning tools, as well as to explore how talk and writing can best support students' construction of scientific knowledge. Most current studies have examined discourse patterns over a short interval of only a few class periods or compared only the students' initial and final products to assess the quality of their argument structure. Few studies have examined how students develop their understanding of argumentation over time and how their understanding might result in overcoming those challenges. Moreover, talk and writing have been offered as two critical learning tools to support students' argumentative practice. So far, few studies have explored how those two learning tools could be combined to better support students in constructing scientific knowledge. The research questions that guided this study were: (1) How do students develop an understanding of the components of argumentation for public negotiations over time when participating in an argument-based inquiry classroom? (2) In what ways do talk and writing support scientific knowledge construction in an argument-based inquiry classroom? This sixteen-week study was grounded in interactive constructivism and utilized qualitative design to identify students' understanding of argumentation, trace their learning trajectories, examine potential use of the combination of talk and writing, and analyze the cognitive processes involved when talk and writing were used as learning tools. Due to the lack of studies that focus on the elementary level, this study was conducted in a fifth-grade classroom that used the Science Writing Heuristic (SWH) approach with 22 students participating. Six students were selected for interviewing intensively. Multiple sources of data were collected, including classroom observations, semi-structured interviews, students' writing samples, and the researcher's field notes. To strengthen the interpretations, data analysis was conducted using three different approaches: (1) the constant comparative method, (2) the enumerative approach, and (3) in-depth analysis of knowledge construction trajectory (KCT) episodes. The results showed that as fifth-grade students had more opportunities to practice, they could develop a more sophisticated understanding of argumentation, use talk and writing as learning tools to negotiate their ideas with peers, engage in more complex cognitive processes, and take ownership for their learning in science. Three major findings are discussed: (1) increased understanding of argumentative components in public negotiations, (2) increased ability to craft written arguments, and (3) five patterns in the use of talk and writing for knowledge construction and cognitive processes. The findings have informed theories about argumentative practice, the use of language as a learning tool, and science learning from six aspects: (1) understanding of argumentation, (2) ability to craft written arguments, (3) use of talk and writing, (4) cognitive processes, (5) meaning of negotiation, and (6) methodology consideration. This study provides insights into the design of an argument-based environment in which students can develop successful argumentative practices. A long-term professional development program in the support of teachers implementing argument-based inquiry is suggested.

<p>Medarbetarsamtal är en form av samtal på individnivå. Samtal kan vara en viktig arbetsform även för hälsopedagoger som arbetar med människor på individnivå. Att veta hur pedagogiken kan användas i samtal för att påverka individer blir därmed en stor tillgång.</p><p>Undersökningen syftar till att ta reda på om och i sådana fall hur pedagogiska ledare använder sig av pedagogik i medarbetarsamtal.</p><p>Uppsatsen bygger på en kvalitativ ansats och den metod som har använts är intervju. Fyra intervjuer har genomförts med en urvalsgrupp bestående av personer med pedagogisk högskoleutbildning och som arbetar som ledare på en pedagogisk arena.</p><p>Resultatet visade att medarbetarsamtalen till stor del är baserade på utveckling och utvecklingsinriktat lärande. Reflektion ses som det viktigaste verktyget man som pedagog har i samtal som syftar till utveckling hos en annan individ. Reflektionen kan leda till förståelse och därmed utveckling som kan leda till ytterligare reflektion och vidare utveckling. De tre begreppen reflektion, förståelse och utveckling utgör tillsammans en form av helhet.</p>

<p>The present dissertation is concerned with the social organization of emotions in talk-in-interaction. Conversation analytic procedures were used to uncover the practices through which participants in social interaction convey, understand, enact, and utilize emotions that are made relevant to the interaction. The central aim is to describe such practices and the contexts in which they are deployed, and to link emotions to the social actions that they perform or contribute to performing within situated activities. Conversation analytic work has generally not addressed emotions explicitly for reasons discussed in the dissertation, and a second aim was therefore to test the applicability of conversation analysis to emotion research, to theoretically bring together separate fields of inquiry, and to discuss advantages and limitations of a talk-in-interactional approach to emotions. Furthermore, the analytic approach to emotions is restricted to displays and orientations that are made relevant by participants themselves.</p><p>Data consists of video recordings of six graduate school seminars at a large university in the United States, as well as interviews with all 22 participants. From the analyses, three themes emerged; "frustration", "embarrassment", and "enjoyment", and within each, an assortment of practices for doing emotions were found. Frustration was primarily located in the context of violations of activity-specific turn-taking norms. Embarrassment was found to do multiple interactional work; for example, in contexts of repair, teasing, and culturally delicate matters. Enjoyment was found to be collaboratively pursued between and within institutional activities; for example, through reported speech dramatizations, utilization of activity-transitional environments, and playful 'mock' emotions. Timing of gaze aversion, laughter, and gestures were also found to be key to the display and perception of emotions.</p><p>The findings indicate that emotion displays can be viewed as transforming a situated action, opening up alternative trajectories for a sequences-in-progress, and also function as actions in themselves. Furthermore, it was concluded that conversation analysis is indeed a fruitful empirical route for understanding emotions and their role in social interaction.</p>

<p>The alpha-2 adrenergic receptor (α₂-AR) subfamily includes three different subtypes, α_2A-, α_2B- and α_2C-AR, all believed to exert their function through heterotrimeric G_i/o-proteins. The present study was undertaken in order to investigate subtype differences in terms of cellular response and to explore other potential signalling pathways of α₂-ARs.</p><p>Evidence is provided for a strong G_s-protein coupling capability of the α_2B-AR, leading to stimulation of adenylyl cyclase (AC). The difference between the α_2A- and α_2B-AR subtypes, in this respect, was shown to be due to differences in the second intracellular loops of the receptor proteins. Substitution of the second loop in α_2A-AR with the corresponding domain of α_2B-AR enrolled the chimeric α_2A/α_2B receptor with functional α_2B-AR properties. Dual G_i and G_s coupling can have different consequences for AC output. Using coexpression of receptors and G-proteins, it was shown that the ultimate cellular response of α_2B-AR activation is largely dependent on the ratio of G_i- to G_s-protein amounts in the cell. Also G_i- and G_o-proteins appear to have different regulatory influences on AC. Heterologous expression of AC2 together with G_i or G_o and the α_2A-AR resulted in receptor-mediated inhibition of protein kinase C-stimulated AC2 activity through G_o, whereas activation of G_i potentiated the activity. </p><p>α₂-ARs mobilize Ca²⁺ in response to agonists in some cell types. This response was shown to depend on tonic purinergic receptor activity in transfected CHO cells. Elimination of the tonic receptor activity almost completely inhibited the Ca²⁺ response of α₂-ARs.</p><p>In conclusion, α₂-ARs can couple to multiple G-proteins, including G_i, G_o and G_s. The cellular response to α₂-AR activation depends on which receptor subtype is expressed, which cellular signalling constituents are engaged (G-proteins and effectors), and the signalling status of the effectors (dormant or primed).</p>