A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved.

Šiame magistro darbe siekiama parodyti lietuvių literatūrologo ir kritiko Vytauto Kubiliaus asmenybės sklaidos procesus dienoraščiuose bei laiškuose, taip pat išryškinti skirtumą tarp jo, kaip autoritetingo mokslininko, recepcijos literatūros kritikos bei mokslo darbuose ir tarp atsiveriančios psichologinės dramos asmeniniuose tekstuose. Pirmajame skyriuje aptarti svarbiausi veikalai, straipsniai, jau po autoriaus mirties reflektuojantys Kubiliaus kritinę bei mokslinę veiklą: E. Baliutytės, V. Daujotytės darbai, D. Saukos, V. Zaborskaitės straipsniai, J. Sprindytės, D. Mitaitės, D.Striogaitės pranešimų medžiaga, V. Sventicko, V. Žuko atsiminimų fragmentai. Antrojoje darbo dalyje, siekiant atskleisti V. Kubiliaus asmenybės dramatizmą, atsiskleidžiantį dienoraščiuose, akcentuojamas dualizmo aspektas, vienijantis skirtingas kritiko gyvenimo sritis: meilę, šeimą, Dievo paieškas, santykius su žmonėmis, literatūrą, pozicijos pasirinkimą bei akistatos su pačiu savimi momentus. Laiškuose labiau koncentruojamasi į autoriaus asmenybės niuansus skirtinguose socialiniuose vaidmenyse, atskirai aptariami laiškai jaunystės draugams, artimiesiems, pažįstamiems, oficialūs laiškai. Paliečiami ir istoriniai, kultūriniai, visuomeniniai aspektai, glaudžiai susiję su V. Kubiliaus asmenybe. Svarbus ir paminėtinas šios temos aktualumas, kadangi tik dabar išėję kritiko dienoraščiai (kurių pats autorius nespėjo sunaikinti prieš mirtį) ir laiškai suteikia mums galimybę pažvelgti į unikalų žmogaus... [toliau žr. visą tekstą] / In this master’s work is tried to show Lithuanian literature and critic Vytautas Kubilius’s personality spread processes in diaries and letters, also to highlight the difference between him as an authoritative scientist in reception literature critic and in scientific works, and him as opening psychological drama in private texts. In the first unit are discussed the most important works, articles, after author’s death reflecting Kubilius’s critic and scientific work: E. Baliutyte, V. Daujotyte’s works, D. Sauka, V, Zaborskaite’s articles, J. Sprindyte, D. Mitaite, D. Striogaite’s reports, V. Sventickas, V. Žukas’s memorials snippet. In the second part of work is tried to reveal V. Kubilius’s personality drama which is in diaries, emphasized dimension of dualism, unifying different critic’s ranges of life: love, family, searching for God, relations with people, literature, choosing position and moments of confrontation with himself. In letters is more concentred to nuances of author’s personality in different social parts, individually are discussed letters for youth and close friends, acquaintances, official letters. Affected and historic, cultural, social aspects closely linked with V. Kubilius’s personality. It is useful and worthy to make a mention an actuality of this topic because just now have been leaving critic’s diaries (which author didn’t catch to destroy before death) and letters give us opportunity to look at unique human’s internal world and historic, cultural... [to full text]

The sources of the theories underlying Czech Cubist architecture before World War I have been only sketchily studied to date. To analyze these theories and identify their sources, I focus on the work of architect and theorist Pavel Janak (1882-1956), an early proponent of Cubist architecture in Bohemia. The thesis incorporates my translation of Janak's unpublished journal for 1911-1914, the dominant years of Czech Cubism. Through this journal and Janak's published writings, together with an examination of his own readings, I trace the development of his theories, and situate his sources, within their historical context. Janak was no mere imitator of French Cubism but was concerned to develop innovative architecture that yet possessed both historical continuity and universal validity, thanks to its space-creating qualities. / The thesis includes a facsimile of Janak's journal with its numerous sketches, a translation en face, and a complete bibliography of his sources.

In this dissertation I conduct a feminist recovery of the baby book as one kind of ordinary women's domestic rhetoric. I analyze the ways in which the baby book's evolution reflects changes in cultural practices over time and the means by which the baby book constitutes acts of potentially subversive agency in its power to resist patriarchal structuring. I classify the baby book within the ancient rhetorical genre of encomium, allowing us to perceive how a culture, situated in time and place, values the perception and presentation of an infant and the culturally-assigned role of the mother in the formation of that presentation. The genre of encomium must be redefined as an ongoing, dynamic, adaptive genre.I conduct an interpretation of more than the mere artifact, but of the production and experience of that artifact as well. Thus, this study establishes a unique and significant role for a de-reading methodology as a viable introduction and theoretical foundation to approaching domestic texts, involving self figuration on the part of the researcher and an empathic approach to reading that privileges a loving, appreciative standpoint.My analysis of over fifty baby books from 1885 through 2007 reveals that the role of the baby books and the role of the mother are assigned, to a great extent, by the definition of "family" and shaped by socioeconomic forces. Mothers subvert or comply with the directives from the publishers, thereby implying rejection of or compliance with the maternal script through such strategies as appropriation of space, inclusion of artifacts, and omission. This discovery expands our notion of agency in terms of the power of form, the role of the audience, and the connections to material and symbolic cultural context.My research establishes a line of inquiry into the material practices of production and simultaneously brings into view an array of texts that have been outside the conventional purview of rhetorical scholarship. For those who want to recover women's rhetoric and to extend an understanding of rhetorical praxis, baby books are a valuable primary and, until now, untapped source, as well as a "new" type of rhetorical evidence. / Department of English

This dissertation demonstrates that the voices of children and the experiences of childhood provide important new perspectives about the settler societies in British Columbia and Alberta during the period 1860 – 1925. It employs a combination of direct quotations from individual children and analysis across the cohort of one hundred historical children as a means to explore both individual personalities and shared child perspectives of childhood. Child-created diaries and correspondence were selected as the principal documentation in this study as a deliberate strategy to privilege children and to enable clear child-centred voices unmixed with those of adults. The intent is to reveal child-centred understandings about the physical and emotional aspects of growing up in Western Canada that are set within the contexts of specific communities, of family life, of sibling relationships, of friendships and separations. Some significant findings include the phenomenon of boarding school within the childhood experience and the realization that many settler children spent childhoods away from family, the difficulty boys shared in achieving masculinity, and the importance placed by girls and boys on charting and comparing their physical growth and attainment of child-centred milestones of achievement. / Graduate

Thesis (Doctoral)--University of Freiburg (Breisgau), 2007. / Includes bibliographical references (p. 430-440).

Thesis (M. Ed.), Memorial University of Newfoundland, 1998. / Includes bibliographical references.

Thesis (M.F.A.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaf 29).

No description available.

In this collection of free verse lyric poems I have drawn inspiration from childhood memories, as well as from the natural world and encounters with the people around me. Each poem focuses on a small moment, presenting an emotive portrait of a memory or an experience. These small moments lead, cumulatively, to deeper insights into myself and the world around me. The collection is divided into four seasons, in part because the work is strongly influenced by the natural world, but also because the progression of the seasons mirrors something of the personal journey reflected in the poems.