The focus of the ethnographic diary study is introduced and contextualized in the opening chapter with a site description. The thesis examines the diaries written during a sojourn of over two years in Japan . and proposes to answer the question, "How did the sojourner's initial maladjustment subsequently develop into satisfactory adjustment?"

In recent years, many composition teachers and theorists have turned to the process approach to writing in an attempt to better understand both the act of writing and the writers themselves. Even though various theorists have made headway in the analysis of students' writing processes, further research is needed to explore whether college basic writers are aware of their own writing processes and whether this awareness can lead to discovery of the self as a writer and to diminished writing anxiety.One way for students to become aware of their composing processes is through process journals, in which they write about their actions in creating and revising their papers. Using process journals as an independent variable, this project studied differences among three groups of basic writers at Ball State University: those who wrote process journals frequently, infrequently, and not at all. I evaluated effects of process journals on self-reported awareness of process, as measured by a Writing Skills Questionnaire, and on writing apprehension, as measured by the Writing Apprehension Test (WAT). To measure changes among groups over two semesters, I analyzed students' questionnaire responses using mean scores and two Analysis of Variance (ANOVA) tests.Results showed that process journals did have a significant impact on students' attitudes about themselves as writers and on their awareness and control of writing processes. This study did not find, however, that process journals significantly decreased students' writing apprehension scores. In addition, it did not find Ball State University's basic writing students to be highly apprehensive writers. Although further research is needed to verify these results and expand the scope of research in process journals, the initial findings here suggest that process journals can be an important part of many students' writing experiences. / Department of English

This thesis is an exploratory case study that investigates a 'successful' pupil referral unit (PRU) for key stage 3 secondary school pupils located in the semi-rural southwest of England. The achievement of the PRU was externally acknowledged by the Office for Standards in Education (Ofsted) with a recently reported overall grade of 1 or ‘Outstanding’. This exploratory study took a social constructionist approach and was informed by the methodology of illuminative evaluation. This study explored the stories and experiences of pupils and staff using interviews, a focus group and video diaries for the pupils. The analysis of these data was from a socio-cultural theoretical perspective. The research data suggested that success was in a state of flux for all in the PRU. For pupils there were personal transformations in their attitudes, behaviours and values. Pupils’ social and emotional capital was increased by the ‘deep relationships’ that developed between pupils and staff. The innovative approach to the curriculum allowed pupils to engage positively with education and featured lessons that were routinely based upon experiential learning. This included weekly outdoor learning lessons which provided a rich context for informal learning to take place alongside the formal objectives. Leadership and management appeared to be the keystone of the PRU success. There was a clear well founded educational philosophy that was successfully articulated through the operational systems of the PRU. All of these parts contributed to the holistic success of the PRU. Findings from this case study are not generalisable due to its specificity to one particular setting and small number of participants. However, ‘naturalistic generalisations’ may be arrived at by the reader. For example, the reader may be able to apply some aspects of good practice, such as developing deep relationships, to their own context when working with those pupils who are, or have the potential to be, disaffected.

I den här uppsatsen undersöks hur vampyrer dör i TV-serierna True Blood (2008-2014), Vampire Diaries (2009-2017) och Buffy the Vampire Slayer (1997-2003). Genom närläsning och jämförelser mellan dessa olika sätt att skildra vampyrers död diskuteras vad detta innebär för den roll vampyren får i respektive serie, och vad det betyder för skildringen av kropp och kroppslighet. Jag använder mig av teorier kring skildringen av (mänsklig) död på film, samt för en diskussion i relation till bland annat Judith Butlers begrepp ”sörjbara kroppar” och Giorgio Agambens ”bare life”. Utifrån detta ställs frågor om hur vampyrer, deras död och skildringen av denna relaterar till de diskurser om mänsklighet som genomsyrar serierna och deras kontext.

This thesis asserts that Marcus Bruce Christian (1900-1976), a New Orleans, Louisiana, black poet, writer, and historian, used his diary and notes as a site of rhetorical education and as a space in which he constructed and reinforced a Duboisian ethos, a particular type of black identity and character shaped by the political rhetoric of W. E. B. Du Bois. Maintaining this ethos, Christian, an autodidact throughout most of his life, negotiated a society strangled by white supremacist ideology and resisted being interpellated into the negative black identity constructed by a hostile and stifling Jim Crow South.

A Research Report submitted in partial fulfilment of the requirements for the degree of Master of Arts in English Education at the University of the Witwatersrand Johannesburg, November 1998 / With the emergence of South Africa as a new democracy and the concomitant new constitution there has been interesting and subtle change in the context in which I teach. The composition of my classrooms has changed and thus I have used journal writing by the students to try to deal meaningfully and transformatively with these changes. My classroom had within a relatively short space of time, become a multi-cultural one in which silences, different from those I had previously noticed, emerged. [No abstract provided. Information taken from introduction]. / MT2017

Nessa pesquisa analisamos os diários de campo de Georg Heinrich von Langsdorff, naturalista, médico, diplomata e chefe da expedição russa que esteve no Brasil na primeira metade do século XIX. De 1824 a 1829, Langsdorff realizou uma ampla viagem científica pelo interior do Brasil, desde o Rio de Janeiro até o Amazonas, passando por Minas Gerais, São Paulo e Mato Grosso. Tais diários formam um inigualável tesouro sobre o Brasil. Devido ao caráter exploratório da viagem, os diários do chefe da expedição se estabelecem como um lugar privilegiado na constituição das paisagens geográficas. Dessa forma, foi realizada uma análise que cotejou tais diários de modo interdisciplinar. Para tanto, aproximamos os estudos da paisagem geográfica e os parâmetros teóricos da Semiótica de linha francesa, tendo como convergência o estudo da paisagem. Perscrutamos as representações simbólicas da paisagem que emergem dos relatos, constatando que tais representações se constituem em um legado de sensíveis e perspicazes registros sobre as diferentes porções do território brasileiro. Por fim, constatamos que essas representações exerceram significativa contribuição para a formação de uma identidade nacional. / We analyse in this research programme the field diaries of Georg Heinrich von Lagnsdorff. He was a Prussian naturalist, physician, diplomat and leader of a Russian scientific expedition launched in Brazil in the first half of the 19th century. From 1824 to 1829, Langsdorff went on a long scientific expedition into the interior of Brazil, travelling from Rio de Janeiro to Amazonas, including Minas Gerais, São Paulo and Mato Grosso. Langsdorffs diaries constitute an unparalleled treasure about Brazil. Mainly because of the exploratory character of the journey, the diaries of the expedition leader act as a privileged spot in the constitution of geographic landscapes. As a result, a careful analysis was performed through the interdisciplinary comparison of such diaries. For this reason, we brought together the studies of geographic landscapes and the theoretical parameters of French semiotics, having the landscape study as a convergence point. We closely scrutinized the symbolic representations of the landscapes that emerged from Langsdorffs accounts, and concluded that such representations comprise legacies of sensitive and shrewd records from different parts of the Brazilian territory. Finally, we have observed that those representations made a significant contribution towards the development of a national identity.

Thesis advisor: Heather Rowan-Kenyon / Much of the research about college student engagement is based upon self-reported surveys, but little is known about how students formulate responses to these instruments. The purpose of this study was to specifically address this dearth of knowledge by deepening our understanding of how students’ perceptions of their environments and demographic characteristics influenced their response patterns on self-reported surveys. Bronfenbrenner’s (2005) human ecology model of development, Bourdieu and Passeron’s (1990) theory of social reproduction, and Tourangeau, Rips, and Rasinski’s (2000) four phase survey response process were used, as the theoretical framework to better understand this phenomenon. This was an explanatory sequential mixed methods study, and the participants were first-year undergraduate students at a four-year, private institution in New England. Students completed the College Student Report (CSR) as well as a series of time-use diaries, and the results of the instruments were compared using descriptive and multivariate analyses. Finally, semi-structured individual interviews were conducted, which included aspects of retrospective cognitive interviewing, with twenty-seven (27) students to understand how their experiences and response processes were shaped by their individual campus experiences and identities. Findings from this study suggest the construct validity of self-reported survey data measuring behavioral frequency patterns is questionable, as students statistically significantly under reported time spent preparing for class, engaging in co-curricular activities, commuting to campus, and relaxing and socializing. Furthermore, student characteristics such as racial/ethnic identity and satisfaction with college choice statistically significantly explained some of the variance in the reporting behaviors of students after controlling for other factors. This information coupled with the data gleaned from the semi-structured individual interviews indicate factors related to how students differentially experience the campus environment based upon their unique ecological niches affects how they respond on self-reported surveys, which means the data provided by such instrumentation is likely providing substantively different information than how it is most commonly interpreted and applied. / Thesis (PhD) — Boston College, 2016. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Esta tese explora o conteúdo dos chamados diários de Juca Teles, figura folclórica da cidade de São Luiz do Paraitinga (SP), possuidores de características que refogem ao que tradicionalmente se espera do gênero literário diário pessoal. Esses diários consistem num misto de agenda de trabalho, relatos de fatos da cidade e caderno de poesia, que, unidos, parecem conduzir a uma espécie de caleidoscópio de pessoas e circunstâncias, que se sucedem de forma aparentemente caótica e sem lógica. Dizemos aparentemente, porque os cadernos são bem cuidados, a letra é de bom traçado e praticamente não há borrões ou rasuras. Focado em apenas um dos diversos cadernos existentes, o estudo pretendeu, em primeiro lugar, avaliar se o caleidoscópio de que falamos consistiria em uma unidade, apesar da aparente fragmentação; em seguida, procurou-se avaliar se ele seria uma espécie de obra coletiva, evocativa da memória de toda a cidade, uma vez que há poucas referências pessoais ao autor e muita ênfase no cotidiano e na enumeração das pessoas; e, ao final, procurou-se confirmar se realmente se está diante de um \"diário\" ou se o material estaria enquadrado em gênero textual distinto. Concluído que se trata de um diário, traçou-se um estatuto mínimo do gênero diário, pouco estudado em termos constitutivos. Tal estudo foi desenvolvido com recursos da teoria do texto de linha bakhtiniana, da psicologia moderna, mais especialmente da abordagem integrativa transpessoal (o que, como se procurará demonstrar, não tem contradição com a adoção da linha de pensamento de Bakhtin), e da teoria existente sobre o gênero diário. Procedeu-se também à edição do caderno escolhido, de forma que se pudesse verificar o estilo do autor e ter contato mais próximo com as personagens e fatos que compõem o conteúdo do corpus. / This thesis explores the content of the so-called Juca Teles diaries. Juca Teles was a folkloric character from São Luiz do Paraitinga (São Paulo State, Brazil), and his notebooks have specific details that dont follow the expected lines in a personal diary. The diaries contain work notes, a description of some city events and poetry together, as a kaleidoscope of people and facts, apparently chaotic and without logic. We say apparently, because the notebooks are in good state, the handwriting is clear and there is almost not a single erasure in them. The study focuses in only one of the various notebooks, intending to analyse if this kaleidoscope could be a single unite, nonetheless its apparent fragmentation. It will also aim to prove this corpus consists in a collective writing, containing the citys memoir, as there are little personal references to Juca Teles and too much emphasis on day-to-day life and lists of people. Also, it will try to prove if this corpus is a real diary. If we can prove that this corpus is really a diary, we will define this gender, due to the lack of studies regarding the subject. We will develop this study with resources from Bakhtin\'s theory, modern psychology (which can be combined with Bakhtinian theory, as it will be proven later) and pre-existent theory on diaries. Also, we will edit the notebooks content, to verify the authors style and to have a closer contact with characters and facts that are inside the diary.

Investigou-se com esta pesquisa, o processo de reflexão, sobre a prática pedagógica, de quatro professoras de uma Escola Municipal de Educação Infantil (EMEI) de São Paulo que participaram de um curso de educação continuada em educação física mediado pela técnica dos diários de aula. Realizou-se a análise de padrões, tarefas e dilemas dos diários e a análise de conteúdo das entrevistas. Nos primeiros diários, as professoras avaliavam aspectos não relacionados aos objetivos e conteúdos da aula, deixando-se envolver pelas emoções que compõem a reflexão na ação. Quando a escrita dos diários e as discussões coletivas passaram a fazer parte de sua rotina de trabalho, observaram as principais dificuldades de seus alunos em relação às habilidades fundamentais, ao trabalho com ritmo, circuitos, estafetas, tarefas. O jogo contribuiu para discussões sobre compreensão, construção e respeito a diversas regras. Houve dificuldades externas à aula que mostraram a importância do apoio pedagógico e material, tais como: a jornada completa do professor que supõe tempo suficiente para todas as atividades, sem sobrecarga de trabalho, e a valorização salarial. A participação das crianças nas decisões durante a aula possibilitou compreender seu modo de pensar, fez com que contribuíssem para atingir os objetivos da aula e facilitou os planejamentos e as reflexões. / With this work, it is investigated the reflexion process, upon the pedagogical practice, of four teachers from a public preschool (EMEI) at São Paulo during continuing physical education course based on diaries writing interpretative research method. We analyzed diaries patterns, tasks and dilemmas and interviews content analyze. At the first diaries the teachers didn’t consider the objectives and content during class evaluation, keeping involved by “tangled emotions" that make up the reflexion in action. When the writing diaries and the collective discussions became part of their working routine, they could notice the main students’ difficulties related to fundamental skills and to the work with rhythm, circuits, file squads and learning centers (stations). The play contributed in discussions about understanding, building and respect many rules. There were difficulties outside the class that showed the material and pedagogical support importance, as to increase the salaries and to guarantee the full-time journey to the teachers. It supposes enough time for all activities without overburden work. With the children involvement in decisions, during the class, it became possible to understand their thinking way, to make them help with the class goal and to make planning and reflexion easier.