Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 581-594).

Thesis--Tulane University. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 297-308).

Though it is important to establish the authenticity of Cooper's and Simm's thematic and historical Indians, it is more important to show that the writers were accurate in their delineation of the customs, personalities, and thoughts of the Indian tribes represented in the two books.

Thesis (Ed.M.)--Boston University

Made available in DSpace on 2016-03-15T19:45:24Z (GMT). No. of bitstreams: 1 Mainly Reinhardt Vieira dos Santos Ramalho.pdf: 2370241 bytes, checksum: 0f6a5822990ef31cfdf2f037d0450824 (MD5) Previous issue date: 2011-10-14 / This paper aims to study the usage of American TV series in English as a foreign language classes through the gathering of chunks of language. Though we start this dissertation from the description of the communicative and its innovative principles by presenting the communicative competence and its four divisions strategic, grammatical, discursive and sociolinguistic based on researches like Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986) and Savignon (1983; 1991). Besides we describe the importance of the realia in a communicative class. As well as we discuss the lesson of the communicative approach and the four abilities reading, writing, speaking and listening. Still talking about the communicative lesson we discuss about teaching grammar, vocabulary and culture. The choice of using TV series is justified because they are a rich source both linguistic and cultural of the English language (North American) and we can find a plenty of examples chunks of language, collocations, phrasal verbs, and idioms. In our analysis we gathered not only the linguistics but also the cultural references of the first episode of Gilmore Girls by using software known as Unitex® that searches the chunks in the script selected and finally we propose some activities based on the analysis. / Este trabalho tem como objetivo estudar o uso de seriados de televisão norte-americanos em aulas de inglês como língua estrangeira por meio do levantamento dos chunks da língua inglesa. Iniciamos, então, esta dissertação pela descrição da CLT e seus preceitos inovadores apresentando competência comunicativa e suas quatro subdivisões competência estratégica, gramatical, discursiva e sociolinguística com base nos estudos de pesquisadores como Hymes (1972), Brown (2000), Richards (2006), Richards e Roberts (1986), Savignon (1983; 1991). Além disso, em nossa pesquisa, descrevemos o uso de realia em sala de aula, e em nosso recorte optamos pelos seriados norte-americanos. Ainda falando sobre a CLT, discorremos acerca da aula comunicativa apresentando suas características, bem como discutimos as quarto habilidades linguísticas: a leitura (reading), a escrita (writing), a habilidade oral (speaking) e habilidade de ouvir (listening), tratamos, igualmente, do ensino de gramática (teaching grammar), de vocabulário (teaching vocabulary), e cultura acompanhadas de sugestões de atividades relacionadas ao uso de seriados. A justificativa da escolha de seriados norte-americanos deu-se por se tratar de uma rica fonte cultural e linguística e dos chunks da língua inglesa e suas subdivisões collocations, phrasal verbs e idioms está centrado na cultura americana. Em nossa análise, fizemos o levantamento das referências culturais e linguísticas de um episódio do seriado Gilmore Girls - Pilot (Episódio Piloto) - utilizando o programa de computador Unitex® que realiza uma varredura no texto e localiza os chunks of language no roteiro do episódio e, por fim apresentamos algumas atividades baseadas na análise feita.

<p>Register clashes are a linguistic phenomenon that occurs in both real and fictional interaction. This study, based on the theory of register as developed by Halliday, examines the functions of register clashes in the television drama series <em>Gilmore Girls</em>. It was hypothesized that the function of register clashes is to create humor, to characterize some characters on the show as sophisticated and witty and some others as lacking in communicative competence, or what is popularly referred to as <em>geeky</em> or <em>nerdy</em>, as well as to characterize the show. A total of 1,306 cases of register clashes were identified, of which 761 cases (58.3 percent) were clear cases and 545 cases (41.7 percent) were somewhat more doubtful. Nearly all cases of register clashes found were considered to have been used to create humor. Eight out of the ten most productive characters with respect to the utterance of register clashes were found to be characterized as witty; the other two characters produced register clashes in a way that characterized them as geeky. Each of the six episodes examined in this study was found to contain many instances of register clashes, regardless of the fact that each was written by a different author. The results thus suggest that the function of register clashes in <em>Gilmore Girls</em> is indeed to create humor, to characterize the characters, and to characterize the show.</p>

This thesis reports on a study which explored the experiences of teachers working at Gilmore Primary School in the Australian Capital Territory as they initiated the management philosophy known as Total Quality Management (TQM). The teachers' perceptions of key TQM ideas were obtained from staff meeting notes, interviews and a variety of questionnaires. The teachers' perceptions constituted the data for the study. The study utilised ethnographic methodology incorporating aspects interpretive and critical approaches. Participants in the study were actively engaged in the initiation project and as such were taking part, with the researcher, in a co-operative experiential enquiry. Key TQM ideas provided the themes for this study. These themes were; continuous improvement, shared vision, customer and process focus, teamwork, outrageous goals and systematic data gathering. Teachers' perceptions regarding each of these themes or key ideas were analysed by considering the effect on them of two sets of factors. The first set consisted of factors in educational change while the second was comprised of factors in the culture of teaching. TQM history, principles and practices as well as the two sets of factors related to educational change and the culture of teaching were discussed in a review of literature. From the analysis of teachers' perceptions a series of recommendations were developed for implementing TQM at Gilmore Primary School and for more general application of theory and practice.

Thesis (Ph.D.)--University of Alberta, 2010. / Title from pdf file main screen (viewed on April 28, 2010). A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy Elementary Education, University of Alberta. Includes bibliographical references.

Indiana University-Purdue University Indianapolis (IUPUI) / Between 1920 and 1940, South Carolina saw major changes in its education system both in response to low literacy rates in the state and as part of a national trend in education reform. The period also saw the emergence of one history textbook as the dominant history text for middle school students across the state. William Gilmore Simms and his granddaughter, Mary C. Simms Oliphant, the authors of this history text, had influence over middle school-aged children’s history education for over a century with their books being used in South Carolina schools in some capacity from around 1840 until 1985. These books exhibit strong influence from the Lost Cause Movement, as well as reconciliationist and white supremacist ideology, to present a more pro-southern point of view of the Civil War. Through heroification—the remaking of historical figures into heroes despite their flaws—revision/omission, and both implicit and explicit racism, Simms and Simms-Oliphant weaved narratives that twisted the facts of the Civil War era. These narratives implanted in the seventh and eighth grade students’ minds who typically read the textbooks’ false ideas about the events and people involved in the war. While research on history textbooks generally is widespread, there have been no in-depth studies of the influence of Simms and Simms-Oliphant on South Carolina’s education system. In the 1920s and 1930s, when students across the country on average completed eight to nine years of school, Simms’ and Simms-Oliphant’s books would have been the last history book many of those students would have read before ending their schooling. This gave these two authors immense power to influence public opinion in South Carolina. Ultimately, it appears that education is the primary tool through which South Carolina, and other southern states, have institutionalized Lost Cause, reconciliationist, and white supremacist narratives of the Civil War era that continue to influence public opinion in South Carolina and across the South.

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