Ethics and compliance training of sales managers in the U.S. pharmaceutical industry showed little evidence that eLearning interventions developed to address employees' (a) awareness of unethical sales practices, (b) ability to judge a selling practice as unethical, and (c) intentions to speak up about unethical sales practices have had the desired effects. The purpose of this study was to compare the effectiveness of an entertainment-education video to an eLearning course, to improve ethical issue awareness, ethical judgment, and speaking-up behaviors in the pharmaceutical sales profession. Social cognitive theory and the extended elaboration likelihood model provided a theoretical framework for studying the effects of entertainment-education. The primary research question was, if entertainment-education programs can be used as an effective methodology to improve ethical decision-making and increase intentions to speak up, compared to a narrative-style eLearning course. In this quantitative study, 64 sales professionals from a U.S.-based pharmaceutical company were randomly assigned to either an entertainment-education video or an eLearning group to compare the effects of intervention format on ethical issue awareness, ethical judgment, and intentions to speak up, measured using two ethical scenarios and surveys. Although both treatments had a significant effect on behavioral intentions to speak up, there was only a moderate difference between the two groups t(62) = 2.20, p = .032 when participants observed a patient safety issue. Results from this study may impact social change by providing compliance managers with evidence to evaluate the use of entertainment-education strategies to increase sales representatives' intentions to speak-up when they observe behaviors that may put patient safety at risk.

The aim of this essay is to critically consider Arundhati Roy’s novel The God of Small Things from a postcolonial feminist perspective, with a special focus on how she models different representations of women, taking as a background the discussions within postcolonial feminism about subalternity and the representations of women from the so-called Third World in theory and literature, as well as the concept of agency from Cultural Studies. This purpose is reached by studying and comparing three main female characters in the novel: Mammachi, Baby Kochamma and Ammu, centering on their different ways of relating to the male hero of the novel, Velutha, an Untouchable in the lingering caste system of India. The essay argues that Roy has contributed with diverse representations of subaltern women in the ‘Third World’ who—despite their oppressed and marginalized status—display agency and are portrayed as responsible for their own actions.

In this research, we trace the sociolinguistic profile of the speakers from the state of Alagoas concerning the variation of the verbs "ter" and "haver" in existential constructions, in order to analyse how that variation occurs and verify if the alternance of those verbs, in the alagoana speech, reflects either a process of stable variation or a change in progress. For the development of this work, we appeal to the Theory of Linguistics Variation (LABOV, 2008[1972]) which deals the variation and linguistics change and includes the variable use of the language in its social context. In this way, after the delimitation of the dependent variable and of the independent variables selected as potentially relevant in the variation under analysis, namely, animacity of the internal argument, nature of the internal argument, verbal tense, gender, age and scholarity, we stratify our sample and we did the gathering and transcription of data, as well as, the analysis and codification of all existential constructions formed with the verbs present in the corpus. For the quantitative analysis, we use the software VARBRUL, which delimited the variables statically nonsignificant and the variables statically significant in variation under study, showing not only that there is variation “ter” and “haver” existentials in the community studied and that the uses of “ter” existential is greater than the uses of “haver” existential, as well as that such variation is conditionated by the factor groups scholarity, verbal tense, age and nature of internal argument, leading us to argue that, in the alagoana speech, such variation reflects a process of change in cours in the direction of “ter” existential. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta pesquisa, traçamos o perfil sociolinguístico dos falantes alagoanos em relação à variação dos verbos ter e haver em construções existenciais, com o intuito de analisar como essa variação ocorre e de verificar se a alternância desses verbos, na fala alagoana, reflete um processo de variação estável ou de mudança em progresso. Para o desenvolvimento deste estudo, recorremos à Teoria da Variação Linguística (LABOV, 2008[1972]) que trata da variação e da mudança linguística e contempla os usos variáveis da linguagem em seu contexto social. Dessa forma, após a delimitação da variável dependente e das variáveis independentes selecionadas como potencialmente relevantes na variação em estudo, a saber, animacidade do argumento interno, natureza do argumento interno, tempo verbal, sexo, faixa etária e escolaridade, estratificamos nossa amostra e fizemos não só a coleta e a transcrição dos dados, mas também a análise e a codificação de todas as construções existenciais formadas com os verbos ter e haver presentes no corpus. Para a análise quantitativa dos dados, utilizamos o programa computacional VARBRUL, que delimitou as variáveis estatisticamente não significativas e as variáveis estatisticamente significativas na variação em estudo, mostrando não só que há variação ter e haver existenciais na comunidade estudada e que o uso de ter existencial é bem maior do que o uso de haver existencial, como também que tal variação é condicionada pelos grupos de fatores escolaridade, tempo verbal, faixa etária e natureza do argumento interno, levando-nos a argumentar que, na fala alagoana, tal variação reflete um processo de mudança em curso na direção de ter existencial.

The variation in the realization of phonemes /t/ and /d/ has been the subject of several studies in Brazilian Portuguese HORA, 1990; ABAURRE; PAGOTTO, 2002; PAULA, 2006; BATTISTI et al, 2007; PIRES, 2007; DUTRA, 2007; MATTÉ, 2009; SOUZA NETO, 2014, among others), that signal to diatopic conditioning phenomenon. This work aims to contribute to the description of the variety of speech of Sergipe. considering phonetic-phonological aspects of three language communities of the state of Sergipe. Therefore, let us take as an object of study the variation of the consonants /t/ and /d/ before the high front vowel not rounded /i/, which are produced as palate-alveolar affricates (/t/ e /d/) as [‘tia], [‘dent], [ci’dad], [i’dad] produced by informants of Aracaju, Itabaiana and lizard. For this study, 60 were taken sociolinguistic interviews of university's of Falares Sergipanos. The research builds on the Theory of Sociolinguistics variationist (LABOV, [1972]; 2008), and the Usage-Based Phonology (Bybee, 2001). ). For Labov, the language is assumed heterogeneous, conditional upon restrictions with regard to the linguistic context and social context. According to the Usage-Based Phonology, sound changes are phonetically and lexically gradual. The in-memory representation of individuals is affected by the tokens; the language goes through several reorganizations and changes according to the experiences and use. In the refers the process of varying the palatalization, that undergoes adjustments of phonetic properties and articulatory gestures. As results, the statistical selection referring to linguistic and extralinguistic variables in the order of relevance in conditioning was: Geographical Group, Context Phonological Precedent; Sex / Gender; Interviewer; sonority; and Position of Syllable Tonic. The geographic group is that most favors the palatalization of alveolar stops: Aracaju and Itabaiana were the most favored palatalization, which shows the variation diatopic. The consonant sibilant is the factor of the antecedent phonological context that most favors the palatalization of alveolar plosives consonant. As for the Sex / Gender, women palatalizaram more often than men, whereas women tend to use the prestige variant, it is possible to infer that women are leading change. The variable interviewer, this does not favor the trigger effect once the interviewer not palatalizam appear more enhancers of palatalization. And as the variable sound, the deaf factor was the most motivated palatalization in geographical groups analyzed. In both wheels this factor was more motivating for palatalization. And the position of the stressed syllable, expressed more favorable application of the palatalization of dental plosives not end postonic and pretonic. Data from the acoustic analysis revealed the existence of gradients between the production of the full form and the innovative pattern, suggesting a change in progress. / A variação na realização dos fonemas /t/ e /d/ tem sido objeto de diversos estudos no português brasileiro (HORA, 1990; ABAURRE; PAGOTTO, 2002; PAULA, 2006; BATTISTI et al, 2007; PIRES, 2007; DUTRA, 2007; MATTÉ, 2009; SOUZA NETO, 2014, dentre outros), que sinalizam para o condicionamento diatópico do fenômeno. O presente trabalho tem por objetivo contribuir para a descrição da variedade do falar sergipano, considerando aspectos fonético-fonológicos de três comunidades linguísticas do estado de Sergipe. Para tanto, tomamos como objeto de estudo a variação das consoantes /t/ e /d/ diante da vogal alta anterior não arredondada /i/, onde são produzidas como africadas palato-alveolares (/t/ e /d/) como [‘tia], [‘dent], [ci’dad], [i’dad] produzidas por informantes de Aracaju, Itabaiana e Lagarto. Para esse estudo, foram tomadas 60 entrevistas sociolinguísticas de universitários do banco de dados Falares Sergipanos, estratificadas quanto ao sexo/gênero e localidade. A pesquisa toma como base a Teoria da Sociolinguística Variacionista (LABOV, [1972]; 2008) e a Teoria de Uso (BYBEE, 2001). Para Labov, a língua é assumida como heterogênea, condicionada a restrições no que se refere ao contexto linguístico e social. Segundo a Fonologia de Uso, as mudanças sonoras são fonética e lexicamente graduais. A representação na memória dos indivíduos é afetada pelos tokens, a língua passa por diversas reestruturações, e muda de acordo com as experiências e com o uso. No que remete o processo de variação da palatalização, essa passa por ajustes fonéticos de propriedades e gestos articulatórios. Como resultados, a seleção estatística referente às variáveis linguísticas e extralinguísticas, por ordem de relevância no condicionamento foi a: Grupo geográfico, Contexto Fonológico Precedente; Sexo/Gênero; Entrevistador; Sonoridade; e Posição da Sílaba Tônica. O grupo geográfico é o que mais favorece a palatalização de oclusivas alveolares: Aracaju e Itabaiana foram os que mais favoreceram a palatalização, o que evidencia a variação diatópica. A consoante sibilante é o fator do contexto fonológico antecedente que mais favorece a palatalização das oclusivas alveolares. Quanto ao Sexo/Gênero, as mulheres palatalizaram com mais frequência que os homens, considerando que mulheres tendem a usar a variante de prestígio, é possível inferir que as mulheres estão conduzindo a mudança. Em relação à variável entrevistador, esse não favorece o efeito gatilho uma vez que os entrevistadores que não palatalizam aparecem mais favorecedores da palatalização. E quanto à variável sonoridade, o fator surdo foi o que mais motivou a palatalização nos grupos geográficos analisados. Em ambas as rodas tal fator mostrou-se mais motivador para a palatalização. E a posição da sílaba tônica, manifestaram mais favoráveis a aplicação da palatalização das oclusivas dentais a postônica não final e a pretônica. Os dados da análise acústica revelam a existência de gradientes entre a produção entre a forma plena e o padrão inovador, o que sugere uma mudança em progresso.

Gibbons (2015) writes that speaking is considered as the most important skill in language learning. However, Lundahl (2014) states that there are some pupils, in year 4-6, in Sweden who do not speak during the English lessons. Thus, the aim of this study is to find out what the reasons behind EFL pupils' unwillingness to speak English are. Furthermore, teaching strategies to overcome pupils' speaking anxiety are investigated. There are many studies that investigate the underlying reasons. The data collection, for this thesis, consists of interviews with some student-teachers at Malmö University. The results showed that traditional teaching methods along with fear of making linguistic errors are two of the main reasons. In addition, negative evaluation from peers and fear of producing grammatically incorrect sentences are also factors that contribute to some pupils’ anxiety over speaking English. According to our interviewees, the implementation of a safe, supportive and communicative environment in the classroom is crucial for encouraging and motivating pupils in language learning. Providing different authentic communicative tasks, songs, stories, and games that are related to pupils' lives and interests, as well as their needs and knowledge levels, are some of the strategies employed by some teachers.

The aim of this study is to investigate how the transition into remote education in Swedish upper-secondary schools due to the COVID-19 pandemic has affected the implementation of communicative tasks during lessons in English as a foreign language, and its consequences on students’ willingness to speak. For this purpose, the following three research questions were posed: 1. In which ways have communicative classroom activities in Swedish upper-secondary schools been affected by remote education according to English as a foreign language learners? 2. According to English as a foreign language learners, in which ways have their willingness to speak English been affected by remote education in Swedish upper-secondary schools? 3. What are some aspects that have influenced English as a foreign language learners’ willingness to speak English during remote education in Swedish upper-secondary schools? A total of 128 students from different upper-secondary schools and regions in Sweden were surveyed, after which three of them were interviewed. The data were then analyzed using a univariate and content analysis method. The results of the study suggest that remote education has entailed an immense impact on the communicative classroom. All studied communicative activities decreased in amount, as did the students’ willingness to speak English. This is a consequence of aspects such as technical complications, difficulties in reading others’ body language, locational restraints, and learning objectives.

Background: Previous research shows that openness in the Swedish public sector is limited and the social workers as a professional group rarely speaks out about their work situation. Aim: The aim of this study is to clarify which elements social workers experience enables and limits them to speak out concerning their work situation.  Methods: The study is based on seven individual qualitative interviews with social workers from different municipalities in Sweden. For analysis system theory and coping strategies are used. Results: Different factors are distinguished that both enables and limits social workers to use the coping strategie voice. The management style has been crucial and a democratic management style are preferred since they are more open to dialogue and were more encouraging to criticism. The openness between the levels at the workplaces turned out to be limited. The higher levels of management rarely included the social workers in dialogue and there were clear signs of a hierarchical view of communication.Conclusion: The social workers apply voice as a strategy to a greater extent than previous research shows. Despite the fact that the social workers are good at speaking out, the openness in the workplace turned out to be limited and this is something that needs to be developed and strengthened.

Although nearly every secondary school English teacher includes film as part of the English/language arts curriculum, there is, to this point, nothing published about effectively studying the relationship between film adaptations and their print source texts in secondary school. There are several important works that inform film study in secondary English classrooms. These include Alan Teasley and Ann Wilder's Reel Conversations; William Costanzo's Reading the Movies and his updated version, Great Films and How to Teach Them; and John Golden's Reading in the Dark. However, each of these mention adaptation briefly if at all. Rather, they approach film as a text that students need to learn how to “read." While I certainly agree with this position, I argue that students also must learn how to productively investigate the relationship between films and their literary source texts. To make this case, I survey the field of adaptation theory generally, beginning with George Bluestone's seminal Novels into Film and moving towards contemporary theory, like Robert Stam's work, which suggests theoretical paradigms beyond fidelity analysis. I rely, particularly, on Mikhael Bakhtin's dialogism as a theoretical frame for studying adaptations in school. I also suggest four specific areas that act as foundations for successfully approaching adaptations with secondary English students: (1) economic analysis, (2) intertextualities (the matrix of cultural influences on a text), (3) Gérard Genette's notion of transtextuality (the relationship of one text to others), and (4) an expansion of adaptation to include the relationships of print texts to new media adaptations. In order to further develop ways that secondary school English teachers can specifically approach adaptation in their classrooms, I include two case studies. The first focuses on pairing Laurie Halse Anderson's award-winning young adult novel Speak with Jessica Sharzer's film adaptation. The second suggests methods for teaching Mary Shelley's Frankenstein along with James Whale's film adaptation. Because so little has been written about effectively incorporating film adaptations into the secondary school English curriculum, this project seeks not only to analyze the theoretical foundation for adaptation study, but also to suggest specific methodology that can be utilized by teachers.

Die aufsteigende Kleinterzrückung des tonalen Zentrums stellt eine im amerikanischen Musical mittlerweile geradezu klischeehafte Wendung zur Erzeugung erhöhter musikalisch-espressiver Intensität dar, die in ungezählten Songs zu beobachten ist. Um ihre spezifische Qualität musiktheoretisch darzustellen, wird im vorliegenden Aufsatz auf das u.a. von Jacques Handschin und Hermann Pfrogner entwickelte Modell der ›relativen Helligkeitswerte‹ der Töne einer diatonischen Skala je nach ihrer Position in der als Quintenkette vorgestellten Diatonik zurückgegriffen. Anhand dreier Beispiele – Leonard Bernsteins Tonight (West Side Story, 1957), Kurt Weills Speak low (One Touch of Venus, 1943) und Alan Menkens Out There (The Hunchback of Notre Dame, 1996) – wird zudem untersucht, wie die Distanz der tonalen Zentren im Rahmen einer primär an diatonischen Verläufen orientierten Melodik im Einzelfall überbrückt wird. / In American musicals the shift of tonal center up by minor-third represents a downright cliché for heightening musical-expressive intensity that can be observed in countless songs. In order to illustrate the specific quality of this shift, the present article employs among other things the model of “relative brightness values” (relative Helligkeitswerte) developed by Jacques Handschin and Hermann Pfrogner, which describes the tones of a diatonic scale according to their position in a diatonic system understood as a chain of fifths. The examination of three examples—Leonard Bernstein’s “Tonight” (West Side Story, 1957), Kurt Weill’s “Speak low” (One Touch of Venus, 1943), and Alan Menken’s “Out There” (The Hunchback of Notre Dame, 1996)—will reveal how, within melodies confined primarily to diatonic processes, the distance between tonal centers can at times be spanned.

This dissertation critically evaluates the issue of the `silencing' of the subaltern woman in the 1988 version of Gayatri Spivak's essay `Can the Subaltern Speak?' The conclusions reached are then related to the novel The Purple Violet of Oshaantu by the Namibian woman writer Neshani Andreas. Chapter 1 deals with the essay `Can the Subaltern Speak?' and the `silenced' subaltern woman, examining both Spivak's theory on this issue as well as criticism of this theory by different postcolonial theorists. Chapter 2 presents aspects of both the creative and political practice of women, specifically the woman writer, in certain countries in Africa. Chapter 3 deals with the novel The Purple Violet of Oshaantu by Neshani Andreas and explores issues like the `silencing' of the subaltern women in the novel, opposition to patriarchal oppression and the engendering of agency by both the writer and the characters in the novel. / English Studies / M. A. (English)