A note from Pfau Library: We stumbled across this long-buried piece of underwater basket-weaving research during our digitization project and are now proud to present it to the world and the audience it deserves. The Journal of Irreproducible Results is doubtless disappointed they didn't get hold of it first. The origins of this monument of scholarship are unclear. It may been produced by an education professor as a model thesis structure for his grad students to follow, or it may be the work of a librarian with too much time on their hands one long hot summer in the late 1980's. So the identity of author Ima Pfoul must remain a mystery for now.

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The purpose of this study is to illuminate the presence and rhetorical effect of anecdotes in President Clinton's major health care address. It is the health care debate that shows most clearly how Clinton tries to direct a multi-level campaign that attempts to identify his interests (passage of the Health Security Act) with the interests of Congress and the American people. The analysis of his address and remarks during the week of his Joint Session of Congress appearance will demonstrate how Clinton uses anecdotes as a rhetorical tool to address different audiences, and will argue that this use of anecdotes functions to heighten emotional appeal while promoting identification with his audience. Clinton relies on the pathos of anecdotes to pass a health care bill, which will be analyzed according to Kenneth Burke's discussion of political rhetoric. This study adopts a Burkeian perspective on political rhetoric as a means for investigating the problems Clinton faced in confronting the complex and divisive issue of health care. / Graduation date: 1994

published_or_final_version / Language Studies / Master / Master of Arts

Cette étude est née de l’observation d’un décalage entre d’une part, l’êthos que l’on fabrique à Plutarque à la Renaissance et, d’autre part, les usages que l’on en fait : si Plutarque est considéré comme un auteur moral, voire moralisateur, comme une autorité, on peut constater, chez les auteurs humanistes objets de notre analyse, un usage volontiers hétérodoxe de son œuvre, qu’il s’agisse des Vies ou des Moralia. Ces déviances ou ces écarts par rapport à la doxa nous ont semblé favorisés, voire permis, par les micro-récits que l’on puise chez le Chéronéen et que l’on transplante en sol étranger. Aussi notre travail entreprend-il, à travers la réception de Plutarque à la Renaissance, de « réviser » la catégorie rhétorique de l’exemplum. Les micro-récits plutarquiens nous paraissent se constituer en structures de pensée qui font bouger les normes instituées et autorisent l’émergence d’anomalies. / This study arose from the observation of a gap between, on the one hand, the ethos Plutarch is endowed with in the Renaissance and, on the other hand, the uses that are made of it: if Plutarch is considered to be a moral, even a moralizing, author, and an authority, we can see in the authors of the Renaissance who are the subjects of our analysis a readily unorthodox use of his work, as regards the Parallel Lives or the Moralia. These deviations or discrepancies from the doxa seem to us to have been favored, even allowed, by the short narratives stories that one draws on the Chaeronean works and then transplant in a foreign soil. Therefore our work undertakes, through the reception of Plutarch in the Renaissance, to “revise” the rhetorical category of the exemplum. Plutarchian short narrative stories seem to us to gather structures of thought that change the established standards and allow the emergence of anomalies.

A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg in fulfillment of the requirements of the degree of Doctor of Philosophy. Johannesburg 2019 / The research explored in-service teachers’ classroom practices in teaching for conceptual understanding with a particular focus on the topic of Chemical Change. The topic is taught at different levels in the FET, being Reactions in aqueous solution at Grade 10; Redox reactions at Grade 11; and Electrolytic cell at Grade 12. The study was inspired by continual reports of South African Grade 12 learners’ failure to adequately answer examination questions that demand a conceptual understanding of scientific knowledge on the topic Chemical Change. The study aimed to understand current teaching and learning processes in real life classrooms as well as to evaluate the spiral nature of the Physical Science curriculum. Special focus was on how Physical Sciences teachers’ teaching approaches foster meaningful learning to enable learner conceptual understanding and access to scientific content. Physical Science curriculum documents were scrutinised for features of a spiral curriculum. The study followed an explanatory interpretative qualitative research paradigm with a case study methodology. The five participating in-service teachers, teaching a total of six classes were drawn from five different schools in three different districts of Gauteng province. Eighteen lessons were audio and video recorded, three lessons from each class and five teacher interviews we done. Scott, Mortimer and Aguiar’s model of pedagogical link-making (PLM) was used to analyse the lessons. PLM comprises three aspects, link making to support continuity, link making to support knowledge building and link making to promote emotional engagement. Pedagogical link-making to support continuity was used both to analyse the spiral nature of the Physical Science curriculum and to analyse how the teachers sequenced the scientific concepts during the teaching and learning process. Pedagogical link making to support knowledge building was used to evaluate how teachers used the five pedagogical teaching tools that enable learners to actively construct knowledge. The Physical Science curriculum was found to be limited in its claims to a spiral nature at least for the topic Chemical Change and its essential concepts from Grade 10 to 12. Fundamental concepts such as Oxidation numbers (Grade 10) and Electrolytes (Grade 11) were not included in the curriculum in the respective grades. The lesson presentations by the teachers showed challenges in macro and meso link-making especially in the introductory lessons which hampered continuity from related past and future chemistry topics. Link-making at the micro level was well executed by all participants while the use of meso link-making increased from the first lesson to the third lesson. As far as link-making for knowledge building is concerned, I found that four of the five teachers used integration more than differentiation between everyday ways and scientific ways of explaining. Also, the use of both integration and differentiation increased from Grade 10 to 12. Two findings emerged with respect to making links between scientific concepts. Firstly, teachers generally illustrated the links between connected concepts very well. However, the second finding was that teachers seldom involved their learners in the linking of scientific concepts. In other words, teachers tended to retain authority in terms of conceptual engagement thus, compromising learning of conceptual understanding. There was hardly any link-making between scientific explanations and real-world phenomena with only one out of five teachers managing this. In terms of modes of representation, teachers successfully got learners to use multiple modes of representation. Finally, there was variation in how teachers moved between different scales and levels of explanation within a continuum in the way the triangle of levels of thought was used by the participants. On the one extreme of the continuum, all 3 levels of explanation were used by both teachers and learners while on the other teachers only used one level of explanation, either the macroscopic or symbolic. For meaningful learning to be a reality in science classrooms, the findings of my study suggest a need for both in-service and pre-service teachers to be introduced to approaches that promote conceptual understanding. The findings of this study recommend that the policy-makers consider the revision of the topic Chemical Change and align it to the features of a spiral curriculum. / MT 2019

published_or_final_version / Education / Master / Master of Education

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A partir de algumas considerações sobre o humor e as narrativas jocosas na comunicação e na linguagem, esta pesquisa se concentra no estudo de um personagem folclórico misto de sábio e bobo largamente conhecido entre os falantes da língua árabe pelo nome Juha e de algumas anedotas por ele protagonizadas, pondo em foco as suas principais características e os temas relacionados: sociedade, política, miséria, entre outros; além de apontar a presença de algumas anedotas em diferentes livros, do século X ao XXI, inclusive numa coletânea editada por Mussa Kuraiem em São Paulo na década de 60 do século passado, o livro Giha, Hoja e Nasredin, que constitui o corpus desta dissertação. / Starting from some considerations about humor and playful narratives in communication and language, this research focuses on the study of a mix of wise and foolish folkloric character - widely known among the speakers of the Arabic language by the name Juha - and on some anecdotes played by him, bringing into focus their main characteristics and issues: society, politics, poverty, among others, while pointing out the presence of some anecdotes in different books, from X to XXI century, including a collection edited by Mussa Kuraiem in São Paulo in the 60s of the last century. This book, Giha, Hoja and Nasredin, forms the corpus of this dissertation.