This thesis embodies the results of an investigation of a residence exclusively devoted to those who r blind. Working within the theoretical perspective of symbolic interactionism, the primary focus of this study was to discover whether relationship existed between the pattern of group organization within the residence and the perception of the attitudes of the sighted towards the blind. Underlying its approach was the assumption that how the residents perceived the attitudes of the sighted was related to how they evaluated themselves. A second focus of this study was to determine the basis and extent of group formation within the residence. / Thesis / Master of Arts (MA)

The purpose of this qualitative ethnographic case study was to investigate how an adult agricultural educational program generates new learning spaces for military veterans. Utilizing Symbolic Interactionism and Cultural Capital Theories this study illustrates how military veterans use and making new meanings of military symbols in an agricultural educational context. After leaving their military service, veterans often discharge with not only the physical scars of battle, but sometimes harboring mental and emotional distress that can prevent their abilities to successfully reintegrate into a civilian setting. For several veterans, adult agricultural programs can provide a vital educational experience to help them address physical and mental challenges, launch a new career in agriculture, and form new civilian identities. Findings from this research indicate that participants of this study transformation of a civilian identity is positively impacted when familiar symbols of the military are used in the implementation of agriculture education and that these symbols then take on new meanings supporting Blumer (1969) Symbolic Interactionism Theory. Further, mutually beneficial experiences occurred between veterans and community members, allowing for the veteran to build positive connection with civilians and move up in civilian society. This supports the concept of Pierre Bourdieu (1986) Cultural Capital Theory. Further, these finding show that military veterans are employing this adult agricultural education program to transform their cultural identity and re-assign symbolic military meanings of objects and self. They connect with familiar military constructed language, behaviors, and physical symbolism to represent their identity, during and after their service. For them, it is important to be able to express their military identity to civilians and other veterans. It is also, vital for them to participate and express their military identities through symbolic military behaviors. This military symbolism is critical to their ability to socialize with others, acquire a civilian identity, and navigate social mobility. When the use of symbolism is not applied, or is not recognized by civilians, it influences their civilian identity and for some, creates transition challenges and challenges to their connection to civilian population. / Ph. D. / The United States has been engaged in a number of wars and conflicts throughout the world, including the more recent wars in Iraq and in Afghanistan. Military members returning from wars sometimes come home with not only the physical scars of battle, but many times harboring mental and emotional distress that inhibit their abilities to successfully reintegrate into civilian life. As such, adult agricultural education programs that serve veterans have grown in number to assist these service members as they transition back into the civilian society, face physical and mental challenges, begin a new career in agriculture, and construct new identities. This process is enticing veterans across the country to enter farming educational programs and many of those veterans are reporting transformations in their self-identity and quality of life. The purpose of this qualitative ethnographic case study was to investigate how an adult agricultural educational program generates new learning spaces for military veterans. Utilizing Symbolic Interactionism and Cultural Capital Theories, this study illustrates how military veterans use and make new meanings of military symbols in an agricultural educational context. Findings show that military veterans are employing this adult agricultural education program to transform their cultural identity and re-assign symbolic military meanings of objects and self. They connect with familiar military constructed language, behaviors, and physical symbolism to represent their identity, during and after their service. For them, it is important to be able to express their military identity to civilians and other veterans. It is also, vital for them to participate and express their military identities through symbolic military behaviors. This military symbolism is critical to their ability to socialize with others, acquire a civilian identity, and navigate social mobility. When the use of symbolism is not applied, or is not recognized by civilians, it influences their civilian identity and for some, creates transition challenges and challenges to their connection to civilian population

Hooking up can carry a vast array of definitions, embody a multitude of implications, and is still somehow an almost unavoidable part of college life. The present study applies identity theory to the relatively new culture of sex and dating at college, more predominantly known as hookup culture, in order to examine the types of identities that might affect hookup behaviors. Identity theory is a particularly useful framework to understanding hookup culture because of its ability to examine how the individual (college student) situates oneself in the larger social environment (college). This study also incorporates commitment to identity as well as how certain meanings reflect that identity. Utilizing two waves of data from the "College Identity Study"—collected between 2015-2016 and surveying college students at a large, southeastern public university, aged 18-24 (n=187). Regression analyses were run in order to predict hookup behaviors using the partier identity, commitment to partier identity, and partier identity meanings. Ultimately, the model supports the hypothesis that college students who claim the partier identity are more likely to hook up, though commitment to this identity is low overall. / Master of Science / Hooking up can mean many different things to different people, but is still somehow an almost unavoidable part of college life. This paper looks at this relatively new culture of sex and dating on campus, also known as hookup culture, in order to better understand who is more likely to hook up. By using survey data from a “College Identity Study”—collected between 2015-2016 at a large, southeastern public university, from students aged 18-24—the study analyzes what kinds of college identities are most likely to engage in hooking up behaviors. Ultimately, the hypothesis that college students who claim the partier identity are more likely to hook up was supported, meaning there is a positive relationship between partying and hooking up.

<p>Recent research in classrooms has often had its focus on the pupil, the individual, and not on the different groups of students that exist. In a classroom there are normally several different groupings, each one having its own personal attitude towards the current lesson. If there had been more research we would find it easier to understand why pupils sometimes behave the way they do.</p><p>The purpose of this essay is to analyze how pupils` social relations create groupings. Furthermore I intend to investigate how and why pupils show their belonging to a certain group.</p><p>The two questions of the essay are:</p><p>1. How pupils’ social relations appear in a classroom?</p><p>2. What strategies do the pupils use to indicate their belonging to a grouping?</p><p>My final conclusion is that the pupils’ social relations appear in groupings, in which a certain standard dominates how the pupil should behave during a lesson. The members of a group use the same strategies to show their group belonging. For example, it can be different attitudes to the teacher’s lesson that mark a grouping.</p>

(Teacher of the Deaf-Mute – Teacher of Special Education – Teacher of the Deaf and Hard of Hearing. The Content and Rationality Changes of a Teacher Education Program). This dissertation is a study of some aspects of Teachers of the Deaf (ToD) education programs using the theoretical perspectives of symbolic interactionism and concepts of rationalitites. Changes in Swedish ToD teacher education from 1873 to the 1990s are examined through the text analysis of documents such as government regulations and syllabi and other texts such as education journals. It is argued that, parallel with the dominant rationality of the period, strands of other rationalities are to be found. In an ongoing struggle for power, one dominant rationality is challenged and gradually replaced by another. The research indicates the dominance of a patriarchal values-rationality in the decades following 1873, an instrumentaltechnical rationality during the 1930s to the 1960s and a communicative rationality from the 1970s. Research was carried out at the National Upper Secondary School for the Deaf and Hard of Hearing in order to understand what characterizes Deaf education and the ToDs’ work, and what kind of professional skills are therefore required. The research was based on teacher interviews, student questionnaires and teaching observations in classes. Learning processes within a ToD teacher education course, as perceived by ToD students, are analysed by a study of written reflections, seminar observations and transcipts from tape-recorded seminars. ToD teacher education programs at universities in Washington D.C. and Edinburgh are also analysed. A model for ToD education is discussed. It is argued that even if the dimension of essentialism stressing ToD basic skills and knowledge is important, the main theories for understanding the ToD education process are communicative rationality and interactionism. It is further argued that, at societal level, the dominance of different rationalities implies different meanings of the ToD socialisation process, mediated through different historical and cultural contexts.

Magister Artium (Social Work) - MA(SW) / Heroin usage is on the increase in the Western Cape province of South Africa owing to globalization and to increased access to the drug in this province. The goal of this study is to explore the experiences of coloured heroin users in the Metro South area of , which stretches from Simons Town and Muizenberg to Retreat, Lavender Hill, Grassy Park, Parkwood and Wynberg. These individuals have been found to congregate in the Wynberg CBD. The overarching theoretical framework for the purpose of this research is social constructionism and symbolic interactionism, using a qualitative means of inquiry. Snowball sampling was used to recruit prospective participants and data was collected by means of in-depth interviews, with a semi structures interviewing schedule. The questions informed the subsequent themes and categories that arise from the data collection process. Snowball sampling was employed in this case, a non-probability sample, in which participants were recruited via key informants. The sample distribution included 13 participants, 10 of which were heroin users (5 female, 5 male) and the remaining 3 were key informants which contributed to triangulation of the data. In terms of the findings, participants spoke of mostly being involved in intimate relationships, which according to participants had dual benefits. For female participants intimate relationships offered a form of protection on the often dangerous streets of Wynberg and for certain males, intimate relationships offered an opportunity to fund their habit, by trading their female partners to perform sexual favors for money to acquire heroin. While the study found females were mainly involved in trading sexual favors for money, heterosexual males were also implicated in having sexual relations with homosexual men for money. Furthermore, the study found that heroin users in Wynberg represented a surrogate family, where, because of their lifestyle, they were disconnected from their own family. This family surrogate was found to be supportive, caring to a large extent, shared a living space, protective of each other and shared a common language and understanding.

La France de nos jours ne connait un moyen plus légitime de sélectionner le personnel que le concours public, et depuis 1958, le concours public est devenu aussi le moyen par excellence de sélection du corps de la magistrature. Cependant, l'état actuel d'une sociologie de ce groupe professionnel ne répond pas à la question « comment devient-on magistrat en France ? » en tenant compte du concours. Beaucoup de travaux ont été consacrés à la scolarisation au sein de l'ENM, ainsi qu'à la socialisation professionnelle des magistrats. Les réponses académiques expliquent plus largement les processus de sélection sociale. La réponse déterministe expliquera les processus de sélection sociale par des déterminations structurelles liées à l'héritage de compétences venues surtout de l'origine de classe et du parcours scolaire. La réponse compréhensive expliquera les compétitions et sélections par une sorte d'« effet miroir » existant entre sélectionneurs et sélectionnés. La première réponse institutionnelle consiste à dire que le concours est fait pour sélectionner les meilleurs étudiants sortants de l'enseignement universitaire. La seconde réponse, concurrente et simultanée à la première, dit que le concours doit chercher dans les candidats un profil taillé pour le métier de magistrat, du point de vue technique mais aussi psychologique. Croyant voir des insuffisances et même peut être des erreurs dans toutes ces réponses, ce travail sera consacré à l'élaboration d'une autre réponse. À travers l'usage d'une sociologie interactionniste, et d'une approche empirique multi-méthode, la recherche proposée ici essayera de valoriser l'interaction entre les préparateurs, les jurés et les candidats, ainsi que les contextes particuliers des différentes épreuves comme sources majeures d'une autre réponse possible à la question « comment devient-on magistrat en France ? ». Tout d'abord, au lieu de l'écarter, il faut s'attacher à la tautologie selon laquelle « les concours sélectionnent ceux qui se sont mieux préparés aux concours », car il n'est pas si futile qu'il y parait. / Contemporary France does not know a more legitimate mean of personnel selection than the public examination, and since 1958 it has become the means of magistrates recruitment by excellence. It is noteworthy, however, that the state of the art in the sociology of professional groups in France today does not take the examination into consideration when seeking an answer to the question “how does one become a magistrate in France today?” Instead, most work consecrates on the teachings at the National School of Magistracy (ENM) and on the magistrate's professional socialization. A variety of answers to the question of selection are proposed by contemporary scholarship. The determinist answer explains the social selection processes by the structural determination linked to the “competence heritage” coming above all from the social origin and the scholar's background. The comprehensive answer explains the competitions and selections by means of a “mirror effect” between jurors and candidates. A first institutional answer suggests that the examination is designed in order to select the best students finishing the university system. A second institutional answer, which is simultaneous and concurrent with the first, says that the examination must search in the candidates a suitable profile for the profession of magistrate from a technical but also a psychological point of view. Finding these explanations to be insufficient or even false, this work is dedicated to the formulation of a new one. Through the use of interactionnist sociology and an empirical multi-method approach, the research presented here seeks to revalue the interactions among jurors and candidates, and the peculiar context of the different exams as a major source of a new possible answer to the question “how does one become a magistrate in France?” For now, instead of ignoring it, it is necessary to reassess to the apparent tautology that says “the examinations selects those who are best prepared for the examinations,” because it is not as futile as it seems.

I create opportunities for nourishment that are physical, emotional and spiritual with my functional porcelain vessels. They reference the human body's sensual curves, dimples, and bulges, establishing the experience of eating as a metaphor for the sensual experience of human interaction. The tactility is heightened by the variety of glazes dancing around the vessels, from satiny smooth and skin-like, to wet and dripping. Handmade vessels connect the users not only more deeply to the food that provides them nourishment, but also connects them more deeply to one another, and to the maker of the work. The slow, deliberate work of making one-of-a-kind objects is similar to the act of carefully preparing a homemade meal, and in turn, dedicating time to the ritual of sitting down together to enjoy that meal. Whether I'm working in my studio creating vessels, or in my kitchen creating a meal, I derive the same experience of spiritual wellbeing. In these moments I am completely present and mindful. / by Alexandria Schwartz. / Thesis (M.F.A.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Made available in DSpace on 2015-03-05T18:10:46Z (GMT). No. of bitstreams: 0 Previous issue date: 19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Na área de ensino de língua materna, vários trabalhos vêm discutindo questões relacionadas à didatização do gênero. Um ponto, entretanto, pouco tem sido contemplado: a relação entre gênero e elementos de estruturação lingüística. Dolz e Schneuwly (2004) são bastante enfáticos a esse respeito ao afirmarem que uma seqüência didática não deve contemplar itens de estruturação de línguas, entre os quais está incluída a pontuação. Tais conhecimentos, segundo os autores, precisam ser construídos em outros momentos, tratando-se, nas seqüências, apenas das características específicas do gênero escolhido. Esta dissertação objetiva fazer avançar a reflexão sobre a possibilidade de um item de estruturação de língua como a pontuação, por ser necessário à constituição de determinado gênero, fazer parte da seqüência que o explore. Nesse sentido, este trabalho apresenta os resultados de uma proposta de ensino de língua materna que buscou incluir o estudo da pontuação em seqüência didática sobre o gênero textual conto humorí / In the research field of first language acquisition, several studies have discussed issues related to the approaching of genres in the classroom. One issue, however, has not completely been dealt with: the relation between genre and elements of the linguistic structure. Dolz and Schneuwly (2004) strongly claim that a didactic sequence does not have to embrace items of the linguistic structuring, within which punctuation is included. Such a knowledge, they argue, have to be constructed in different moments. In the sequences, only the specific features of the selected genre should be dealt with. This dissertation aims at advancing the reflection upon the possibility of an item of the linguistic structuring, such as punctuation, be part of the sequence that explores a certain genre, since punctuation is considered necessary for the constitution of the genre. In this way, this study presents the result of a proposal for the first language classroom that tried to include punctuation as an item to be studied in a d

Made available in DSpace on 2017-07-21T14:54:04Z (GMT). No. of bitstreams: 1 Andreia Rodrigues Zoelner Dallarosa.pdf: 6523030 bytes, checksum: e2205f9d041977d64b1369c2055f7b4f (MD5) Previous issue date: 2013-04-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this study I understand the language as an element constructed from the interaction, which is effective as a subjectin a linguistic-discursive movement, and the acquisition of writing asa process that occurs through out thelifeof the subject, given the graphical societywe live in.Although the teachingof the mother language-includingthe punctuation-is present throughout theschool lifeof the subject, and beyond, ison the Classes of Portuguese Language that has fallen all the responsibility on teaching issues involving, among other aspects,reading and writing texts. The punctuation, constituent elementof writing productions,is generally associated with speechand reading,even by under graduates in Letters, future teachers. These students come to University after,at least,eleven years ofbasic schooling, it is assumed, then, that have prior knowledge about the punctuation, which derive,a certain extent, the uses to which it does.However, through out the course, with the expansion of literacy, how to punctuate may change, so I try to analyzethe punctuationas a constituent elementof the construction of meaning in texts students a Letras teaching qualification, which occur by signs which I under standas markers elements syntactic, semantic, prosodicand discursive.Writing presupposes an Other, which one we wish create, and the punctuation is a mechanism that organizesandrelates this writing.From theseideas, we began theres earch project that led to this dissertation, whose questionis: during the production processof a text, as the punctuationis perceived and performed by students from the course of Letters and that Other interference involvedin this use,contributing to the constructionof themeaning of the text?Whereasthe writing process andtext producedfostera reflection onwhat is said, I recognize that the language intheirwritingachievementsurpassesthe functions assignedby the grammarrules,especially as it presentsasan element insocial relations, because it actson thesubject,meaning him. This study was basedonBernardes(2002, 2005), CláudiaLemos(1989,1995, 1998, 1999, 2001, 2002),proposesthatthe theoretical basis ofinteractionismadopted in this study; DahletVéronique(2002, 2007),Bernardes(2002, 2005), LawrenceChacon(1997, 2003), authorswho studythe punctuation andCarloGinzburg(1989) conceived theresearch methodused,calledevidential paradigm.The textsselected foranalysiswere produced bystudents from theLetras teaching qualification, during the firstgraduation year, time that the students begin tomake contactwithmoredirectedconceptions of languagedifferentfrom that foundin the manualsofgrammar. Wereselected to formthecorpusof this researchthirty-fivewritten textsproducedby threeacademics, analyzedunder themethodological approachofevidentiary paradigm. Regardingpunctuation, I understand that they do not representpausesin speech orreadingin the writing,butrelateto the rhythmof the writingitself, an organizer to the rhythmof writing(Meschonnic, 2006). Thepunctuationcollaborateto build the elaborationsyntactic, semantic, prosodicanddiscursive inthe text.Thesesigns constituteitself as asubjectivetraitthat emergesat the time of production, functioning asa mark, a signatureof the author. Key-words:Writing;Interactionism; Punctuation; Subject. / Neste estudo compreendo a língua como um elemento construído a partir dainteração, que se efetiva no sujeito como um movimento linguístico-discursivo, e a aquisição da escrita como um processo que ocorre em toda a existência do sujeito, dada a sociedade grafocêntrica em que vivemos.Embora o ensino da língua materna – incluindo os sinais de pontuação – esteja presente em toda a vida escolar do sujeito, e para além dela, é sobre a Disciplina de Língua Portuguesa que tem recaído toda a responsabilidade sobreo ensino das questões que envolvem, entre outros aspectos, leitura e produção de textos. A pontuação, elemento constituinte da produção escrita é, geralmente associada à fala e à leitura, inclusive pelos alunos de graduação em Letras, futuros professores. Esses alunos chegam à Universidade após cursarem, no mínimo, onze anos de escolaridade básica; presume-se, então, que detenham um conhecimento prévio sobre a pontuação, do qual decorrem, em certa medida, os usos que dela fazem.Entretanto, no decorrer do curso, com a ampliação do Letramento, a forma de pontuar pode alterar-se, por isso busco analisar a pontuação como elemento constituinte da construção de sentido em textos de alunos de um curso de Licenciatura em Letras, que se dá porsinais que eu compreendo como elementos marcadores sintáticos, semânticos, prosódicos e discursivos.A escrita pressupõe um Outro, para o qual se deseja criar, e a pontuação é um mecanismo que relaciona e organiza essa escrita.A partir dessas ideias, iniciou-se o projeto de pesquisa que deu origem a esta dissertação, cuja pergunta é: durante o processo de produção de um texto, como a pontuação é percebida e realizada por acadêmicos do Curso de Licenciatura em Letras e de que maneira a interferência do Outro intervém neste uso, contribuindo para a construção do sentido do texto? Considerando que o processo de escritura e o texto produzido favorecem uma reflexão sobre o que se diz, reconheço que a língua em sua realização escrita ultrapassa as funções atribuídas pela gramática normativa, especialmente por se constituir como um elemento presente nas relações sociais,pois atua sobre o sujeito, significando-o.Este estudo foi fundamentado em Cláudia Tereza Guimarães de Lemos (1989, 1995,1998,1999,2001, 2002), que propõe a base teórica do interacionismo adotada neste estudo; VéroniqueDahlet (2002,2007), Bernardes (2002, 2005), Lourenço Chacon (1997, 2003), autores que estudam a pontuação e Carlo Ginzburg (1989) idealizador do método de pesquisa utilizado, denominado paradigma indiciário. Os textos que selecionei para análise foram produzidos por acadêmicos do Curso de Licenciatura em Letras, durante o primeiro ano da graduação, período em que os alunos começam a tomar contato de forma mais dirigida com concepções de linguagem diferentes daquela presente nos manuais de gramática. Foram selecionados para compor o corpus desta pesquisa trinta e cinco textos escritos, produzidos por três acadêmicos, analisados sob o aporte metodológico do paradigma indiciário. Em relação aos sinais de pontuação, compreendo que eles não representam pausas da fala ou da leitura na escrita, e sim dizem respeito ao ritmo próprio da escrita, um ritmo organizador da escritura (Meschonnic, 2006). Os sinais de pontuação colaboram para a construção sintática, semântica, prosódica e discursiva do texto. Esses sinais constituem-se como um traço subjetivo que emerge no momento da produção, funcionando como uma marca, uma assinatura do autor.