subject:( Talk)

University of Debrecen

1. Farkas, Dóra. Features of Women and Men Talk .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

► In my thesis I would like to set the fundamental differences and their possible reasons in the focus of attention. I would like to find… (more)

Subjects/Keywords: socialisation; women talk; men talk

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APA (6^th Edition):

Farkas, D. (2013). Features of Women and Men Talk . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/161267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Farkas, Dóra. “Features of Women and Men Talk .” 2013. Thesis, University of Debrecen. Accessed January 24, 2021. http://hdl.handle.net/2437/161267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Farkas, Dóra. “Features of Women and Men Talk .” 2013. Web. 24 Jan 2021.

Vancouver:

Farkas D. Features of Women and Men Talk . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2437/161267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farkas D. Features of Women and Men Talk . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/161267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Edinburgh

2. Masterson Hally, Sarah. Tailoring your speech: awareness in native-nonnative discourse.

Degree: 2010, University of Edinburgh

URL: http://hdl.handle.net/1842/4967

► Speech production is a highly creative process, yet there are a number of subtle factors which influence how we speak in context. This study combines… (more)

Subjects/Keywords: psycholinguistics; Foreigner Talk

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APA (6^th Edition):

Masterson Hally, S. (2010). Tailoring your speech: awareness in native-nonnative discourse. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/4967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Masterson Hally, Sarah. “Tailoring your speech: awareness in native-nonnative discourse.” 2010. Thesis, University of Edinburgh. Accessed January 24, 2021. http://hdl.handle.net/1842/4967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Masterson Hally, Sarah. “Tailoring your speech: awareness in native-nonnative discourse.” 2010. Web. 24 Jan 2021.

Vancouver:

Masterson Hally S. Tailoring your speech: awareness in native-nonnative discourse. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1842/4967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Masterson Hally S. Tailoring your speech: awareness in native-nonnative discourse. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/4967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

York University

3. Shannon, Amy Marie. An Experimental Investigation of the Factors that Lead to Fat Talk.

Degree: PhD, Psychology (Functional Area: Clinical Psychology), 2018, York University

URL: http://hdl.handle.net/10315/35483

► Fat talk describes self-disparaging remarks made about ones weight or shape. Despite the fact that fat talk has been associated with a number of negative… (more)

▼ Fat talk describes self-disparaging remarks made about ones weight or shape. Despite the fact that fat talk has been associated with a number of negative outcomes including eating pathology, fat talk has become a social norm and many women engage in it on a regular basis. The factors that lead these women to engage in fat talk are currently unknown. As such, in a series of three studies, I sought to investigate what factors lead to fat talk. This research builds on displacement theory, which holds that experiencing negative affect will lead to increased fat talk. For Study 1, food-related guilt was investigated as a possible factor that leads to fat talk. It was found that undergraduate women were more likely to anticipate initiating a fat talk conversation after undergoing an induction in which they think about eating fattening food (i.e., food-related guilt), and this effect was unique to fat talk rather than other self-disparaging talk. Study 2 replicated and extended the findings of Study 1 by adding an academic-related guilt condition as well as exploring differences between restrained and unrestrained eaters. The findings for food-related guilt replicated and did not emerge for participants in the academic-related guilt condition. In addition, restrained eaters reported an increased likelihood of engaging in self-disparaging talk in general (i.e., they endorsed increased likelihood of initiating both fat talk and unproductive talk conversations) across experimental conditions. In Study 3 I added a sadness condition and explored interpersonal traits as possible predictors of fat talk likelihood. Experiencing decreased body image once again led to increases in anticipated fat talk but experiencing increased sadness did not. Restrained eaters also reported increased fat talk likelihood across experimental conditions. In conclusion, contrary to displacement theory, the present findings suggest that decreased body image specifically, as opposed to any type of negative affect, leads to increased anticipated likelihood of fat talk. Moreover, perhaps due to their tendency to feel more negatively about their bodies, restrained eaters are more likely to anticipate initiating fat talk across situations. Clinical implications and directions for future research are discussed. Advisors/Committee Members: Mills, Jennifer S. (advisor).

Subjects/Keywords: Mental health; Fat talk; Body talk; Appearance talk; Weight talk; Dietary restraint; Displacement theory

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APA (6^th Edition):

Shannon, A. M. (2018). An Experimental Investigation of the Factors that Lead to Fat Talk. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35483

Chicago Manual of Style (16^th Edition):

Shannon, Amy Marie. “An Experimental Investigation of the Factors that Lead to Fat Talk.” 2018. Doctoral Dissertation, York University. Accessed January 24, 2021. http://hdl.handle.net/10315/35483.

MLA Handbook (7^th Edition):

Shannon, Amy Marie. “An Experimental Investigation of the Factors that Lead to Fat Talk.” 2018. Web. 24 Jan 2021.

Vancouver:

Shannon AM. An Experimental Investigation of the Factors that Lead to Fat Talk. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10315/35483.

Council of Science Editors:

Shannon AM. An Experimental Investigation of the Factors that Lead to Fat Talk. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/35483

York University

4. Shannon, Amy Marie. An Experimental Investigation of Ways to Negate the Harmful Effects of Fat Talk.

Degree: MA -MA, Psychology (Functional Area: Clinical Psychology), 2015, York University

URL: http://hdl.handle.net/10315/30747

► Fat talk refers to self-disparaging remarks made about one’s weight or shape and has been associated with a number of negative outcomes. Two experimental studies… (more)

Subjects/Keywords: Clinical psychology; Social psychology; fat talk; weight talk; appearance talk; body talk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shannon, A. M. (2015). An Experimental Investigation of Ways to Negate the Harmful Effects of Fat Talk. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/30747

Chicago Manual of Style (16^th Edition):

Shannon, Amy Marie. “An Experimental Investigation of Ways to Negate the Harmful Effects of Fat Talk.” 2015. Masters Thesis, York University. Accessed January 24, 2021. http://hdl.handle.net/10315/30747.

MLA Handbook (7^th Edition):

Shannon, Amy Marie. “An Experimental Investigation of Ways to Negate the Harmful Effects of Fat Talk.” 2015. Web. 24 Jan 2021.

Vancouver:

Shannon AM. An Experimental Investigation of Ways to Negate the Harmful Effects of Fat Talk. [Internet] [Masters thesis]. York University; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10315/30747.

Council of Science Editors:

Shannon AM. An Experimental Investigation of Ways to Negate the Harmful Effects of Fat Talk. [Masters Thesis]. York University; 2015. Available from: http://hdl.handle.net/10315/30747

Indiana University

5. Monson, Sarah. Women’s Communicative and Economic Strategies in Ghana’s Kumasi Central Market .

Degree: 2019, Indiana University

URL: http://hdl.handle.net/2022/22957

► This dissertation analyzes the communicative and economic strategies market women employ in Ghana’s Kumasi Central Market (KCM) amid current and ongoing economic hardship. By examining… (more)

▼ This dissertation analyzes the communicative and economic strategies market women employ in Ghana’s Kumasi Central Market (KCM) amid current and ongoing economic hardship. By examining the role of talk in market women’s daily transactions as they interface with local and global markets, this dissertation illuminates how traders in KCM utilize their vast repertoire of linguistic strategies to create and negotiate value, build relationships, and mitigate economic precarity. To circumvent these challenges, market women, who dominate the composition of traders in KCM, emphasize the importance of talk in the business of trade. Through talk in face to face interactions, traders (adwadifoɔ) evaluate and market commodities, negotiate relationships, and calculate potential gains. They wield verbal skill to bargain (di ano), advertise (pae) their wares, call out to (frɛ(frɛ)) and persuade (nnɛɛdɛɛ/de kasadɛ) potential buyers to purchase their goods to eke out meager profits (mfasoɔ). My research elucidates the extent that talk as a pragmatic, verbal performance in face-toface interactions underpins market transactions. I base my analysis and findings on 15 months gathering ethnographic and linguistic data between 2014 and 2017 in KCM and at a small neighborhood shop. Traders indicated that they use kasadɛ (‘sweet talk’/‘persuasive talk’) to woo potential buyers and krɔkrɔ (‘pamper’) recurring customers to mitigate risk and safeguard against persistent economic precarity. However, because precarity characterizes the nature of buying and selling, I argue that sweet (or persuasive) talk (kasadɛ), rough talk (kasa basabasa), and pampering (akrɔkrɔ) both temper and create new forms of risk. Therefore, much of traders’ communicative and business savviness involves assessing and minimizing risk at the interactional level through moment-to-moment decision making, requiring vigilance (anidahɔ/ahosohwɔ) and cleverness (aniteɛ/nyansakwan). This dissertation prioritizes the role of talk in market women’s everyday transactional exchanges. While we have an increased understanding of global impact of women’s labor in the “informal” sector, this dissertation illuminates how, through talk, traders insert themselves in the global economy as active producers of value and circulators of local and global goods. Advisors/Committee Members: Suslak, Daniel (advisor).

Subjects/Keywords: Markets; Women; Talk

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APA (6^th Edition):

Monson, S. (2019). Women’s Communicative and Economic Strategies in Ghana’s Kumasi Central Market . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/22957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Monson, Sarah. “Women’s Communicative and Economic Strategies in Ghana’s Kumasi Central Market .” 2019. Thesis, Indiana University. Accessed January 24, 2021. http://hdl.handle.net/2022/22957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Monson, Sarah. “Women’s Communicative and Economic Strategies in Ghana’s Kumasi Central Market .” 2019. Web. 24 Jan 2021.

Vancouver:

Monson S. Women’s Communicative and Economic Strategies in Ghana’s Kumasi Central Market . [Internet] [Thesis]. Indiana University; 2019. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2022/22957.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Monson S. Women’s Communicative and Economic Strategies in Ghana’s Kumasi Central Market . [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/22957

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Melbourne

6. Furner, Rachael. Examination of classroom discussions during story retelling.

Degree: 2015, University of Melbourne

URL: http://hdl.handle.net/11343/57206

► This study examines the quality of language interactions in three early years classrooms during narrative retelling. Research continually demonstrates the positive impact of rich language… (more)

▼ This study examines the quality of language interactions in three early years classrooms during narrative retelling. Research continually demonstrates the positive impact of rich language dialogue on student learning outcomes, particularly in the early years of schooling. From Vygotskian psychological perspectives, talk is an essential medium of learning and cultural development. This view understands that knowledge is socially constructed, and talk is the essential means to facilitate this process. Although classroom discussions are an important context for improving oral language competency and academic development alike, research indicates that talk is often overlooked as a critical area of focus in education. A multi-case study design was selected to illuminate effective talk practices of teachers. Teacher perspectives of their own practices were at the forefront of this research design, and as such, an interpretivist-constructivist methodological frame was utilised. Nine lesson observations, interviews and reflective journal entries were collected for analysis. A talk analysis frame was developed from existing literature on quality classroom talk and applied to classroom discourse to support the examination of effective talk patterns. Purposeful sampling was employed to attract teachers who had participated in ongoing professional learning seminars with the student researcher across a three-year period. Two forms of professional learning were provided. First, an intensive professional learning two-day seminar on explicit oral language strategies, followed by sustained onsite collaborative planning and professional feedback sessions to support embedding the strategies in teachers’ practice. Analysis of the data identified the presence of quality collaborative dialogue in the three early years classrooms. There was a collection of factors that supported teachers in engaging students in rich dialogue. The findings of this research have implications for teacher professional learning to enhance talk practices in classrooms. The study findings suggest the need for a multifaceted approach for engaging students in academically conducive classroom talk and the inclusion of ongoing professional learning to build professional knowledge and practice of effective linguistic practices in classrooms.

Subjects/Keywords: classroom talk; oral language; narrative development; student talk; teacher talk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Furner, R. (2015). Examination of classroom discussions during story retelling. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/57206

Chicago Manual of Style (16^th Edition):

Furner, Rachael. “Examination of classroom discussions during story retelling.” 2015. Masters Thesis, University of Melbourne. Accessed January 24, 2021. http://hdl.handle.net/11343/57206.

MLA Handbook (7^th Edition):

Furner, Rachael. “Examination of classroom discussions during story retelling.” 2015. Web. 24 Jan 2021.

Vancouver:

Furner R. Examination of classroom discussions during story retelling. [Internet] [Masters thesis]. University of Melbourne; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/11343/57206.

Council of Science Editors:

Furner R. Examination of classroom discussions during story retelling. [Masters Thesis]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/57206

Drexel University

7. Genzer, Melissa S. How late-night talk shows utilize social media.

Degree: 2012, Drexel University

URL: http://hdl.handle.net/1860/4006

►

The purpose of the study was to expose the ways in which late-night talk shows utilize social media. The study included content analyses of Late… (more)

Subjects/Keywords: Television management; Television talk shows – Social media; Television talk shows – Facebook; Television talk shows – Twitter

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APA (6^th Edition):

Genzer, M. S. (2012). How late-night talk shows utilize social media. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/4006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Genzer, Melissa S. “How late-night talk shows utilize social media.” 2012. Thesis, Drexel University. Accessed January 24, 2021. http://hdl.handle.net/1860/4006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Genzer, Melissa S. “How late-night talk shows utilize social media.” 2012. Web. 24 Jan 2021.

Vancouver:

Genzer MS. How late-night talk shows utilize social media. [Internet] [Thesis]. Drexel University; 2012. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1860/4006.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Genzer MS. How late-night talk shows utilize social media. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/4006

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Alberta

8. Armanious, Hanan A R. Clinical significance and cross talk of Wnt canonical pathway in cancer.

Degree: PhD, Medical Sciences - Laboratory Medicine and Pathology, 2011, University of Alberta

URL: https://era.library.ualberta.ca/files/37720d99q

► ABSTRACT Wnt signalling is of great biological importance as it has been implicated in development and cancer. The Wnt canonical pathway (WCP) is the best… (more)

▼ ABSTRACT Wnt signalling is of great biological importance as it has been implicated in development and cancer. The Wnt canonical pathway (WCP) is the best characterized signalling pathway. Based on my preliminary studies in my first and second years I found that the WCP is not linear and that it is interacting with many other signalling proteins. Thus, I hypothesized that WCP is cross talking with oncogenic networks in lymphoid and solid tumors. Through my work in this thesis I examined different models of cross talk between WCP and other signalling pathways implicated in cancer pathogenesis. The first objective of this thesis examined the biological and clinical significance of the WCP member pGSK-3β, which also acts as a key member in the PI3K/Akt pathway. pGSK-3β was shown to be expressed in two cancer models; breast cancer and mantle cell lymphoma (MCL). In MCL, pGSK-3β expression was shown to correlate to WCP activation, however, in breast cancer it correlated to PI3K/Akt activation. Importantly, pGSK-3β expression correlated with a worse clinical outcome in breast cancer and MCL patients. The second objective of this thesis examined the regulation of β-catenin (WCP member) by signal transducer and activator of transcription 3 (STAT3) in breast cancer. STAT3 was shown to regulate β-catenin at the transcriptional level, as STAT3 binds to the promoter of β-catenin. Moreover, STAT3 was shown to correlate with nuclear β-catenin expression in patient samples. The third objective of this thesis was to study the regulatory role of β-catenin on a disintegrin and metalloproteinase 10 (ADAM10) in mantle cell lymphoma. However, ADAM10 was shown to regulate the TNFα/NFκB signalling pathway. The fourth objective of this thesis examined the cross talk between the WCP and NPM-ALK the major oncogenic protein in ALK+ALCL. In ALK+ALCL, cross talk between WCP and NPM-ALK through casein kinase 2α was identified. Overall, the identification of the cross talk between WCP and various signalling pathways in different cancer models furthers our current understanding of the importance of the WCP and about the complexity of signalling networks in cancer. These findings provide a framework for the development of novel anti-cancer targeting strategies.

Subjects/Keywords: Wnt; significance; cancer; cross talk

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APA (6^th Edition):

Armanious, H. A. R. (2011). Clinical significance and cross talk of Wnt canonical pathway in cancer. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/37720d99q

Chicago Manual of Style (16^th Edition):

Armanious, Hanan A R. “Clinical significance and cross talk of Wnt canonical pathway in cancer.” 2011. Doctoral Dissertation, University of Alberta. Accessed January 24, 2021. https://era.library.ualberta.ca/files/37720d99q.

MLA Handbook (7^th Edition):

Armanious, Hanan A R. “Clinical significance and cross talk of Wnt canonical pathway in cancer.” 2011. Web. 24 Jan 2021.

Vancouver:

Armanious HAR. Clinical significance and cross talk of Wnt canonical pathway in cancer. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2021 Jan 24]. Available from: https://era.library.ualberta.ca/files/37720d99q.

Council of Science Editors:

Armanious HAR. Clinical significance and cross talk of Wnt canonical pathway in cancer. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/37720d99q

University of Johannesburg

9. Bezuidenhout, Rose-Marié. The role and functions of intrapersonal and transpersonal communication in the management, development, transformation and transcendence of the self: an exploration.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/7206

►

M.A.

This dissertation comprises an exploratory study of the role and functions of communication during growth and transcendence cycles of the unique individual. It moreover… (more)

▼

M.A.

This dissertation comprises an exploratory study of the role and functions of communication during growth and transcendence cycles of the unique individual. It moreover explores how the quintessence of the individual, the self, manages and transforms itself, through the use of communication. The exploration focuses on the subjective, inner reality of humanity. The inner, subjective reality of humanity relates to different states and levels of consciousness and corresponding levels of self-awareness. Since an exploration of the nature of the self and its possible confluence with states and levels of consciousness necessitates a multidisciplinary approach, theories and constructs in Psychology, the New Physics (Quantum Physics), Mysticism, and Philosophy are explored and integrated with contemporary, communication notions of the self and consciousness. Integration and inclusiveness consequently form the bedrock of this study. The intrapersonal and transpersonal levels of communication are considered as the derivatives of a subjective, inner reality. The exploration and comprehension of an inner reality are considered to be of prime significance to the management, development, transformation and transcendence of the self: the individual as a unique multifarious being. A pilot study of selfawareness through self-reports indicates that a transcendental spirituality, and consequently an inner, subjective transcendental reality is imminent in every individual. An intrinsic need for equanimity and unity is hence considered as the birthright of every individual and not the exclusive legacy of sages and mystics. The assertion that humanity shares an innate spiritual nature allows the integration of the constructs of the self and levels and states of consciousness, ensuing from the exploration in this study, in a more representative and inclusive model and theory of the self in communication. The relationship between the self, consciousness, and intrapersonal and transpersonal communication is depicted and described in terms of an experiential multidimensional model of intrapsychic communication. This helps to address the exclusion of humanity's archetypal spiritual need to actualise its ultimate and essential being that is not represented hi contemporary communication theory. It is proposed that the term intrapsychic communication be used to represent the total spectrum of communication within the Self. The upper case 'S' in 'Self represents humanity's essential being. This facilitates the incorporation of the spiritual component of the Self into the current dualistic and mechanistic representation of the self in communication theory. The worth of intrapsychic communication, which comprises prepersonal, intrapersonal, transcendental and transpersonal communication, lies in its facilitation of awareness, comprehension, integration and transcendence of an imprisoned and deprived ego-self. Intrapsychic communication consequently represents all the levels of communication within the Self with its corresponding levels of…

Subjects/Keywords: Interpersonal communication.; Self-talk.

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APA (6^th Edition):

Bezuidenhout, R. (2012). The role and functions of intrapersonal and transpersonal communication in the management, development, transformation and transcendence of the self: an exploration. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7206

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bezuidenhout, Rose-Marié. “The role and functions of intrapersonal and transpersonal communication in the management, development, transformation and transcendence of the self: an exploration.” 2012. Thesis, University of Johannesburg. Accessed January 24, 2021. http://hdl.handle.net/10210/7206.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bezuidenhout, Rose-Marié. “The role and functions of intrapersonal and transpersonal communication in the management, development, transformation and transcendence of the self: an exploration.” 2012. Web. 24 Jan 2021.

Vancouver:

Bezuidenhout R. The role and functions of intrapersonal and transpersonal communication in the management, development, transformation and transcendence of the self: an exploration. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10210/7206.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bezuidenhout R. The role and functions of intrapersonal and transpersonal communication in the management, development, transformation and transcendence of the self: an exploration. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7206

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

10. Donovan, Andrew T. Mill Talk.

Degree: M.F.A., Creative Writing - English, 2013, University of Florida

URL: https://ufdc.ufl.edu/UFE0045468

► This is a collection of thirty-one poems completed at the University of Florida. The poems represent my attempt to capture contemporary idiom and concerns in,… (more)

Subjects/Keywords: mfa – mill – poetry – talk

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APA (6^th Edition):

Donovan, A. T. (2013). Mill Talk. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0045468

Chicago Manual of Style (16^th Edition):

Donovan, Andrew T. “Mill Talk.” 2013. Masters Thesis, University of Florida. Accessed January 24, 2021. https://ufdc.ufl.edu/UFE0045468.

MLA Handbook (7^th Edition):

Donovan, Andrew T. “Mill Talk.” 2013. Web. 24 Jan 2021.

Vancouver:

Donovan AT. Mill Talk. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2021 Jan 24]. Available from: https://ufdc.ufl.edu/UFE0045468.

Council of Science Editors:

Donovan AT. Mill Talk. [Masters Thesis]. University of Florida; 2013. Available from: https://ufdc.ufl.edu/UFE0045468

University of Melbourne

11. RYAN, JOANNE. Student views of talk interactions in learning: a case study of year 8 girls.

Degree: 2013, University of Melbourne

URL: http://hdl.handle.net/11343/39822

► The aim of this study is to identify student attitudes to classroom talk interactions, specifically class discussion, to ascertain whether students view these contexts as… (more)

Subjects/Keywords: classroom talk; learning; student views

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

RYAN, J. (2013). Student views of talk interactions in learning: a case study of year 8 girls. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/39822

Chicago Manual of Style (16^th Edition):

RYAN, JOANNE. “Student views of talk interactions in learning: a case study of year 8 girls.” 2013. Masters Thesis, University of Melbourne. Accessed January 24, 2021. http://hdl.handle.net/11343/39822.

MLA Handbook (7^th Edition):

RYAN, JOANNE. “Student views of talk interactions in learning: a case study of year 8 girls.” 2013. Web. 24 Jan 2021.

Vancouver:

RYAN J. Student views of talk interactions in learning: a case study of year 8 girls. [Internet] [Masters thesis]. University of Melbourne; 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/11343/39822.

Council of Science Editors:

RYAN J. Student views of talk interactions in learning: a case study of year 8 girls. [Masters Thesis]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/39822

Rutgers University

12. Rosado-Solomon, Emily Hope, 1985-. The big effects of small talk in the workplace.

Degree: PhD, Industrial Relations and Human Resources, 2019, Rutgers University

URL: https://rucore.libraries.rutgers.edu/rutgers-lib/61584/

►

Small talk – superficial, non-task related communication – comprises up to one-third of adults' conversation, and is a key component of employees' experience in the workplace. Despite… (more)

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Small talk – superficial, non-task related communication – comprises up to one-third of adults' conversation, and is a key component of employees' experience in the workplace. Despite its ubiquity, little is known about small talk at work, and scattered research across disciplines suggests it may have either positive or negative outcomes. To examine workplace small talk, I draw on Interaction Ritual Theory to conduct four complementary studies. In Study 1 (n=367), I develop and validate a multidimensional scale to measure workplace small talk (with dimensions varying in the extent to which they are scripted) in samples of undergraduate students, employees of a social services organization, and employees recruited through the Amazon Mechanical Turk platform (MTurk). In Study 2, I analyze open-ended responses from employed adults recruited through MTurk (n=244) to identify motives for why employees engage in small talk. In Study 3, I use latent profile analysis (LPA) to analyze data from employees recruited through MTurk (n=580) to investigate whether various motives for small talk are associated with different small talk profiles, and whether small talk profiles impact employees' ego depletion and interpersonal citizenship behaviors (ICB). In Study 4, I examine whether small talk profiles influence supervisor-rated ICB and task performance in a sample of employees from various small business (n=70). Studies 3 and 4 both demonstrate a positive association between small talk and ICB, suggesting that employees who engage in small talk are more likely to perform extra-role helping behaviors. Study 3 also finds that employees with a high proportion of less scripted small talk are more depleted. Taken together, the results of these studies suggest small talk is a multidimensional phenomenon that can have both positive and negative effects in the workplace.

Advisors/Committee Members: Methot, Jessica R (chair), McKay, Patrick F (internal member), Downes, Patrick E (internal member), Casciaro, Tiziana (outside member), School of Graduate Studies.

Subjects/Keywords: Small talk; Conversation analysis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rosado-Solomon, Emily Hope, 1. (2019). The big effects of small talk in the workplace. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/61584/

Chicago Manual of Style (16^th Edition):

Rosado-Solomon, Emily Hope, 1985-. “The big effects of small talk in the workplace.” 2019. Doctoral Dissertation, Rutgers University. Accessed January 24, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/61584/.

MLA Handbook (7^th Edition):

Rosado-Solomon, Emily Hope, 1985-. “The big effects of small talk in the workplace.” 2019. Web. 24 Jan 2021.

Vancouver:

Rosado-Solomon, Emily Hope 1. The big effects of small talk in the workplace. [Internet] [Doctoral dissertation]. Rutgers University; 2019. [cited 2021 Jan 24]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61584/.

Council of Science Editors:

Rosado-Solomon, Emily Hope 1. The big effects of small talk in the workplace. [Doctoral Dissertation]. Rutgers University; 2019. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/61584/

University of Exeter

13. Newman, Ruth Malka Charlotte. Making talk work : exploring the teaching of collaborative talk.

Degree: PhD, 2014, University of Exeter

URL: http://hdl.handle.net/10871/14981

► This thesis is the outcome of a PhD CASE Studentship funded by the ESRC and British Telecom. It presents an exploration into the teaching of… (more)

Subjects/Keywords: 370; collaborative talk; dialogic pedagogy; workplace collaboration; emotional engagement; meta-talk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Newman, R. M. C. (2014). Making talk work : exploring the teaching of collaborative talk. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/14981

Chicago Manual of Style (16^th Edition):

Newman, Ruth Malka Charlotte. “Making talk work : exploring the teaching of collaborative talk.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 24, 2021. http://hdl.handle.net/10871/14981.

MLA Handbook (7^th Edition):

Newman, Ruth Malka Charlotte. “Making talk work : exploring the teaching of collaborative talk.” 2014. Web. 24 Jan 2021.

Vancouver:

Newman RMC. Making talk work : exploring the teaching of collaborative talk. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10871/14981.

Council of Science Editors:

Newman RMC. Making talk work : exploring the teaching of collaborative talk. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/14981

University of Canterbury

14. Neame, Margo Elizabeth Elwin. Process of health behaviour change: Is Change Talk associated with diabetes outcome? A pilot study of Motivational Interviewing.

Degree: MS, Psychology, 2012, University of Canterbury

URL: http://dx.doi.org/10.26021/8864

► Motivational Interviewing (MI) is a person-centred and collaborative form of guiding individuals to elicit and strengthen their motivation for change. It has achieved success in… (more)

▼ Motivational Interviewing (MI) is a person-centred and collaborative form of guiding individuals to elicit and strengthen their motivation for change. It has achieved success in the treatment of substance disorders, and has shown promise in several other areas of interest, such as behaviour management in chronic illness. The process through which MI exerts its influence on outcome however, is still in its infancy. This research set out to explore the nature of Type 1 and Type 2 diabetes patients‟ utterances in Motivational Enhancement Therapy (MET) sessions (Change Talk), and the associations between their Change Talk and diabetes outcome (clinically significant change in blood glucose levels). Data for this study was taken from a multiple baseline designed study in a diabetes clinic in Christchurch (Britt, 2008). Nine patients who were referred to the clinic for help with their diabetes self-management were administered MET by Diabetes Nurse Educators (DNEs) which comprised four sessions over a six week period. In the current study participants were divided into those who did (BG Change participants; n = 4) or those who did not (BG No Change participants; n = 5) achieve a clinically significant change in their blood glucose levels (HbA1c) post intervention. All client utterances from the 36 transcripts were coded with the Motivational Interviewing Skills Code, version 2.0 (MISC, 2.0), and data analysed accordingly. This is a unique study in that it investigated both the mean frequency and strength of Change Talk in the different participant sets, as well as their patterns of Change Talk within and across sessions. Trends and directions in data suggest support for parts of the theory of the inner workings of MI. In particular, the BG Change participants uttered stronger Desire Language, a higher frequency of Commitment language, and weaker Ability language than the BG No Change participants. In addition, a general increasing pattern of strength across and within sessions, and frequency across sessions was found for the BG Change participants, while a similar pattern was found for the BG No Change participants regarding strength, but not frequency. The role of Sustain Talk strength and its relationship to the findings is highlighted. Implications of findings, as well as limitations of the current research and suggestions for future areas of research are discussed.

Subjects/Keywords: Motivational Interviewing; diabetes; health behaviour; Change Talk; Sustain Talk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Neame, M. E. E. (2012). Process of health behaviour change: Is Change Talk associated with diabetes outcome? A pilot study of Motivational Interviewing. (Masters Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/8864

Chicago Manual of Style (16^th Edition):

Neame, Margo Elizabeth Elwin. “Process of health behaviour change: Is Change Talk associated with diabetes outcome? A pilot study of Motivational Interviewing.” 2012. Masters Thesis, University of Canterbury. Accessed January 24, 2021. http://dx.doi.org/10.26021/8864.

MLA Handbook (7^th Edition):

Neame, Margo Elizabeth Elwin. “Process of health behaviour change: Is Change Talk associated with diabetes outcome? A pilot study of Motivational Interviewing.” 2012. Web. 24 Jan 2021.

Vancouver:

Neame MEE. Process of health behaviour change: Is Change Talk associated with diabetes outcome? A pilot study of Motivational Interviewing. [Internet] [Masters thesis]. University of Canterbury; 2012. [cited 2021 Jan 24]. Available from: http://dx.doi.org/10.26021/8864.

Council of Science Editors:

Neame MEE. Process of health behaviour change: Is Change Talk associated with diabetes outcome? A pilot study of Motivational Interviewing. [Masters Thesis]. University of Canterbury; 2012. Available from: http://dx.doi.org/10.26021/8864

Brno University of Technology

15. Lajtkep, Tomáš. Potlačovač echa podle doporučení G.168: Echo suppressor according to G.168 recommendation.

Degree: 2019, Brno University of Technology

URL: http://hdl.handle.net/11012/6557

► This master’s thesis deals with conditions and procedures of testing network echo cancellers according to recommendation ITU-T G.168. The point of it’s interest is design… (more)

Subjects/Keywords: Potlačovač echa; CSS; konvergence; single talk; double talk; MATLAB; testovací aplikace; Echo canceller; CSS; convergence; single talk; MATLAB; test application

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lajtkep, T. (2019). Potlačovač echa podle doporučení G.168: Echo suppressor according to G.168 recommendation. (Thesis). Brno University of Technology. Retrieved from http://hdl.handle.net/11012/6557

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lajtkep, Tomáš. “Potlačovač echa podle doporučení G.168: Echo suppressor according to G.168 recommendation.” 2019. Thesis, Brno University of Technology. Accessed January 24, 2021. http://hdl.handle.net/11012/6557.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lajtkep, Tomáš. “Potlačovač echa podle doporučení G.168: Echo suppressor according to G.168 recommendation.” 2019. Web. 24 Jan 2021.

Vancouver:

Lajtkep T. Potlačovač echa podle doporučení G.168: Echo suppressor according to G.168 recommendation. [Internet] [Thesis]. Brno University of Technology; 2019. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/11012/6557.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lajtkep T. Potlačovač echa podle doporučení G.168: Echo suppressor according to G.168 recommendation. [Thesis]. Brno University of Technology; 2019. Available from: http://hdl.handle.net/11012/6557

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Bardas, Dimitrios. Ψυχολογική ενίσχυση και εκμάθηση δεξιοτήτων μαθητών μέσω της αυτο-ομιλίας.

Degree: 2013, Democritus University of Thrace (DUTH); Δημοκρίτειο Πανεπιστήμιο Θράκης (ΔΠΘ)

URL: http://hdl.handle.net/10442/hedi/35343

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The examination of self-talk technique is ongoing and systematic during the last decade in sports and physical education area. The examination of novel and improved… (more)

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The examination of self-talk technique is ongoing and systematic during the last decade in sports and physical education area. The examination of novel and improved techniques applied to primary school students. Three sequential experiments were carried out during the research. The first one indicates the more significant effectiveness of instructional self-talk technique application in soccer skills improvement than the other two methods (motivational self-talk and control group). The second one applied to a similar to the above sport skill in handball. The above two results showed that the groups that used the motivational and instructional self-talk technique achieved significantly better performance in contrary to control group’s one. Also, the results derived by the instructional self-talk method application in athletic exercises executed by the less skilled hand were better than motivational self-talk ones. The same above results indicate that instructional self-talk technique applied to the first steps of physical education lessons is more beneficial than the other techniques usage. The group that took part to the third experiment achieved better performance by using the instructional self-talk technique during five sequential soccer lessons (shot by the skilled foot) than the control group’s one. The procedure that used to the last above experiment can be also called as “interventional procedure”. Verification issues through cross-correlations between psychological variables occurred during the execution of the above experiments during the third experiment. The derived general result of all the above experiments is that the self-talk seems to be important in primary student’s performance. The instructional self-talk technique is more effective than the motivational.

Η αποτελεσματικότητα της αυτο-ομιλίας εξετάζεται συστηματικά μόλις την τελευταία δεκαετία στο χώρο της ψυχολογίας της άσκησης, του αθλητισμού και της φυσικής αγωγής. Σκοπός της παρούσας μελέτης είναι να διερευνήσει νέα όρια στις σχετικές έρευνες εξετάζοντας την αποτελεσματικότητα της αυτο-ομιλίας σε δεξιότητες πρωτότυπες στο μάθημα της φυσικής αγωγής. Εκτελέσθηκαν τρία διαδοχικά πειράματα. Το πρώτο πείραμα έδειξε ότι η απόδοση σε μια πρωτότυπη κινητική δεξιότητα σχετική με το ποδόσφαιρο βελτιώθηκε καλύτερα με την αυτο-ομιλία τεχνικής υπόδειξης σε σχέση με την αυτο-ομιλία παρακίνησης και την ομάδα ελέγχου. Το δεύτερο πείραμα εφαρμόσθηκε σε μια παρόμοια δεξιότητα, στο χάντμπωλ. Τα αποτελέσματα έδειξαν ότι στις δύο δοκιμασίες οι ομάδες αυτο-ομιλίας τεχνικής υπόδειξης και παρακίνησης βελτίωσαν τις επιδόσεις τους σημαντικά σε σχέση με την ομάδα ελέγχου. Για το αριστερό χέρι η αυτο-ομιλία τεχνικής υπόδειξης είχε καλύτερο αποτέλεσμα σε σχέση με την αυτο-ομιλία παρακίνησης. Από τα αποτελέσματα αυτά φαίνεται ότι η αυτο-ομιλία τεχνικής υπόδειξης ίσως είναι πιο ωφέλιμη στα αρχικά στάδια της μάθησης. Στο τρίτο πείραμα εφαρμόσθηκε μια παρεμβατική διαδικασία σε 5 συνεχόμενα μαθήματα σε μια άσκηση ποδοσφαίρου με το καλό πόδι μέσω της αυτο-ομιλίας τεχνικής…

Subjects/Keywords: Αυτο-ομιλία; τεχνική υπόδειξη; Παρακίνηση; Φυσική αγωγή; Σωματική απόδοση; Self-Talk; Instructional self-talk; Motivational self talk; Physical education; Physical performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bardas, D. (2013). Ψυχολογική ενίσχυση και εκμάθηση δεξιοτήτων μαθητών μέσω της αυτο-ομιλίας. (Thesis). Democritus University of Thrace (DUTH); Δημοκρίτειο Πανεπιστήμιο Θράκης (ΔΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/35343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bardas, Dimitrios. “Ψυχολογική ενίσχυση και εκμάθηση δεξιοτήτων μαθητών μέσω της αυτο-ομιλίας.” 2013. Thesis, Democritus University of Thrace (DUTH); Δημοκρίτειο Πανεπιστήμιο Θράκης (ΔΠΘ). Accessed January 24, 2021. http://hdl.handle.net/10442/hedi/35343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bardas, Dimitrios. “Ψυχολογική ενίσχυση και εκμάθηση δεξιοτήτων μαθητών μέσω της αυτο-ομιλίας.” 2013. Web. 24 Jan 2021.

Vancouver:

Bardas D. Ψυχολογική ενίσχυση και εκμάθηση δεξιοτήτων μαθητών μέσω της αυτο-ομιλίας. [Internet] [Thesis]. Democritus University of Thrace (DUTH); Δημοκρίτειο Πανεπιστήμιο Θράκης (ΔΠΘ); 2013. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10442/hedi/35343.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bardas D. Ψυχολογική ενίσχυση και εκμάθηση δεξιοτήτων μαθητών μέσω της αυτο-ομιλίας. [Thesis]. Democritus University of Thrace (DUTH); Δημοκρίτειο Πανεπιστήμιο Θράκης (ΔΠΘ); 2013. Available from: http://hdl.handle.net/10442/hedi/35343

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Sandström, Evelina. Concept cartoons som diskussionsunderlag i NO-undervisningen.

Degree: 2016, , Faculty of Education and Society (LS)

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33490

► Syftet med vårt examensarbete är att få en djupare förståelse för hur concept cartoons påverkar elevers gruppdiskussioner och bidrar till deras lärande i NO-undervisningen.… (more)

Subjects/Keywords: Concept cartoons; cumulative talk; disputational talk; exploratory talk; gruppdiskussion; NO-undervisning; sociokulturellt perspektiv; Social Sciences; Samhällsvetenskap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sandström, E. (2016). Concept cartoons som diskussionsunderlag i NO-undervisningen. (Thesis). , Faculty of Education and Society (LS). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sandström, Evelina. “Concept cartoons som diskussionsunderlag i NO-undervisningen.” 2016. Thesis, , Faculty of Education and Society (LS). Accessed January 24, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sandström, Evelina. “Concept cartoons som diskussionsunderlag i NO-undervisningen.” 2016. Web. 24 Jan 2021.

Vancouver:

Sandström E. Concept cartoons som diskussionsunderlag i NO-undervisningen. [Internet] [Thesis]. , Faculty of Education and Society (LS); 2016. [cited 2021 Jan 24]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33490.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sandström E. Concept cartoons som diskussionsunderlag i NO-undervisningen. [Thesis]. , Faculty of Education and Society (LS); 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33490

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Royal Roads University

18. Barwin, Alan. Lights, camera, environmental action : messages in youth environmental videos .

Degree: 2010, Royal Roads University

URL: http://hdl.handle.net/10170/323

► An Inconvenient Truth was a catalyst for change in the way many adults think about the environment. North American youth are perpetuating the dominant consumerist… (more)

Subjects/Keywords: messaging; youth; environmental education; videos; peer talk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barwin, A. (2010). Lights, camera, environmental action : messages in youth environmental videos . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Barwin, Alan. “Lights, camera, environmental action : messages in youth environmental videos .” 2010. Thesis, Royal Roads University. Accessed January 24, 2021. http://hdl.handle.net/10170/323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Barwin, Alan. “Lights, camera, environmental action : messages in youth environmental videos .” 2010. Web. 24 Jan 2021.

Vancouver:

Barwin A. Lights, camera, environmental action : messages in youth environmental videos . [Internet] [Thesis]. Royal Roads University; 2010. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10170/323.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Barwin A. Lights, camera, environmental action : messages in youth environmental videos . [Thesis]. Royal Roads University; 2010. Available from: http://hdl.handle.net/10170/323

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

San Jose State University

19. Chen, Wei-Ju. Immediate Effects of Positive Self-Talk on Stress and Speech Performance.

Degree: MA, Psychology, 2012, San Jose State University

URL: https://doi.org/10.31979/etd.xyhx-b8n9 ; https://scholarworks.sjsu.edu/etd_theses/4191

► Self-talk is a psychological and cognitive product of humans that correlates with stress-related variables, such as anxiety and depression. The immediate effects of positive… (more)

Subjects/Keywords: Cortisol; Self-talk; Speech Performance; Stress

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chen, W. (2012). Immediate Effects of Positive Self-Talk on Stress and Speech Performance. (Masters Thesis). San Jose State University. Retrieved from https://doi.org/10.31979/etd.xyhx-b8n9 ; https://scholarworks.sjsu.edu/etd_theses/4191

Chicago Manual of Style (16^th Edition):

Chen, Wei-Ju. “Immediate Effects of Positive Self-Talk on Stress and Speech Performance.” 2012. Masters Thesis, San Jose State University. Accessed January 24, 2021. https://doi.org/10.31979/etd.xyhx-b8n9 ; https://scholarworks.sjsu.edu/etd_theses/4191.

MLA Handbook (7^th Edition):

Chen, Wei-Ju. “Immediate Effects of Positive Self-Talk on Stress and Speech Performance.” 2012. Web. 24 Jan 2021.

Vancouver:

Chen W. Immediate Effects of Positive Self-Talk on Stress and Speech Performance. [Internet] [Masters thesis]. San Jose State University; 2012. [cited 2021 Jan 24]. Available from: https://doi.org/10.31979/etd.xyhx-b8n9 ; https://scholarworks.sjsu.edu/etd_theses/4191.

Council of Science Editors:

Chen W. Immediate Effects of Positive Self-Talk on Stress and Speech Performance. [Masters Thesis]. San Jose State University; 2012. Available from: https://doi.org/10.31979/etd.xyhx-b8n9 ; https://scholarworks.sjsu.edu/etd_theses/4191

University of Alberta

20. Selzler, Anne-Marie. Relationships between Self-Talk Characteristics, Social Cognitive Constructs, and Pulmonary Rehabilitation Outcomes.

Degree: MA, Physical Education and Recreation, 2013, University of Alberta

URL: https://era.library.ualberta.ca/files/cv43nz19q

► Background: Exercise cognitions and beliefs are key associates of exercise behaviour. Self-talk is an intrapersonal communication system that may be a useful technique for studying… (more)

Subjects/Keywords: exercise; beliefs; pulmonary rehabilitation; cognition; self-talk

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Selzler, A. (2013). Relationships between Self-Talk Characteristics, Social Cognitive Constructs, and Pulmonary Rehabilitation Outcomes. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cv43nz19q

Chicago Manual of Style (16^th Edition):

Selzler, Anne-Marie. “Relationships between Self-Talk Characteristics, Social Cognitive Constructs, and Pulmonary Rehabilitation Outcomes.” 2013. Masters Thesis, University of Alberta. Accessed January 24, 2021. https://era.library.ualberta.ca/files/cv43nz19q.

MLA Handbook (7^th Edition):

Selzler, Anne-Marie. “Relationships between Self-Talk Characteristics, Social Cognitive Constructs, and Pulmonary Rehabilitation Outcomes.” 2013. Web. 24 Jan 2021.

Vancouver:

Selzler A. Relationships between Self-Talk Characteristics, Social Cognitive Constructs, and Pulmonary Rehabilitation Outcomes. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2021 Jan 24]. Available from: https://era.library.ualberta.ca/files/cv43nz19q.

Council of Science Editors:

Selzler A. Relationships between Self-Talk Characteristics, Social Cognitive Constructs, and Pulmonary Rehabilitation Outcomes. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/cv43nz19q

21. Galanis, Evangelos. Self-talk mechanisms in sport: attentional perspectives.

Degree: 2017, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας

URL: http://hdl.handle.net/10442/hedi/41313

►

Self-talk interventions in sport have been receiving increased research attention in recent years. The findings have provided robust support that self-talk strategies enhance sport performance.… (more)

▼

Self-talk interventions in sport have been receiving increased research attention in recent years. The findings have provided robust support that self-talk strategies enhance sport performance. Identifying the mechanisms underlying the effectiveness of self-talk strategies is now among the top priorities for a comprehensive understanding of the self-talk phenomenon. Overall, the purpose of the present research was to forward the literature through the investigation of potential mechanisms that explain the facilitating effects of self-talk on performance. Towards this direction three studies were conducted. The first study is a systematic review that aims at providing an overview of the existing literature and guidance for further research developments on the self-talk mechanisms. Additionally, a prospective model of self-talk mechanisms in sport is introduced. The second study focuses on attentional mechanisms and aimed at examining the effects of self-talk strategies on different attention functions, namely, alertness, vigilance, focused, selective, divided, and spatial attention. To accomplish this purpose six separate experiments testing the effects of self-talk interventions on attention functions were conducted, using the Vienna Test System an instrument assessing neuropsychological functioning. The results showed that in all experiments the experimental groups displayed superior attentional performance compared to the control groups; a meta-analytic synthesis of the results showed a large effect size. Finally, the third study explored the effectiveness of self-talk strategies on task performance under conditions of external distraction. Two experiments in different setting were conducted: a lab experiment, where particpants were tested on a computer game following a short training period, and a field experiment, where basketball players were tested on free throw shooting, following a six-week intervention. The results showed that in both experiments participants using self-talk performed better than control participants, thus suggesting that self-talk can help countering the detrimental effects of external distractions on performance. Overall, the present investigation provides a working framework for the study of self-talk mechanisms and valuable empirical evidence regarding the attentional effects of self-talk as a key factor explaining the effectiveness of self-talk interventions. The present evidence provides exciting prospect for future research on self-talk mechanisms and the understanding of the self-talk phenomenon in general.

Οι παρεμβάσεις αυτο-ομιλίας στον αθλητισμό έχουν λάβει αυξημένο ερευνητικό ενδιαφέρον τα τελευταία χρόνια. Τα ευρήματα παρέχουν ισχυρή υποστήριξη ότι η στρατηγική της αυτο-ομιλίας ενισχύει την αθλητική απόδοση. Ο προσδιορισμός των μηχανισμών στους οποίους στηρίζεται η αποτελεσματικότητα της αυτο-ομιλίας είναι πλέον μια από τις πιο σημαντικές προτεραιότητες των ερευνητών που ασχολούνται με την αυτο-ομιλία με στόχο την πιο ολοκληρωμένη κατανόησή της. Συνολικά, ο σκοπός της…

Subjects/Keywords: Μηχανισμοί Αυτο-ομιλίας; Self-talk mechanisms

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Galanis, E. (2017). Self-talk mechanisms in sport: attentional perspectives. (Thesis). University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Retrieved from http://hdl.handle.net/10442/hedi/41313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Galanis, Evangelos. “Self-talk mechanisms in sport: attentional perspectives.” 2017. Thesis, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Accessed January 24, 2021. http://hdl.handle.net/10442/hedi/41313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Galanis, Evangelos. “Self-talk mechanisms in sport: attentional perspectives.” 2017. Web. 24 Jan 2021.

Vancouver:

Galanis E. Self-talk mechanisms in sport: attentional perspectives. [Internet] [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2017. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10442/hedi/41313.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Galanis E. Self-talk mechanisms in sport: attentional perspectives. [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2017. Available from: http://hdl.handle.net/10442/hedi/41313

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kashmir

22. Qazi Danish Mushtaq. A study on crosstalk between lung carcinoma and immune cells;.

Degree: 2013, University of Kashmir

URL: http://shodhganga.inflibnet.ac.in/handle/10603/14385

►

newlineTumor cells are seen to modulate the phenotype of all major immune cells to newlineexpress tumor favouring phenotypes. Inflammation associated with tumors, a result of… (more)

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newlineTumor cells are seen to modulate the phenotype of all major immune cells to newlineexpress tumor favouring phenotypes. Inflammation associated with tumors, a result of newlinesuch interaction, is increasingly being believed to play a major role in tumor initiation, newlineprogression and even metastasis. This modulation is achieved very early when newlineMonocytes, precursors of Macrophages and DCs, from the circulating pool are recruited newlinetowards tumors and selectively differentiated. Monocytes, in particular, are thought to newlinegenerate a cytokine milieu in the microenvironment favourable to tumor. Such a newlinecrosstalk and the pathways involved therein are not well established, especially in human newlinemodels. Using representative human carcinoma cells of different origin including Lung, newlineColon and Cervix, we show that factor(s) associated with these cells can activate newlinesecretion of tumor-associated cytokines, TNF-and#945;, IL-6, IL-10, IL-12p40 but not IL-12p70 newlineor IL-1and#946; from human monocytes. Comparative murine co-cultures are also able to induce newlinesimilar responses. Treatment of monocytes with TLR-2 blocking antibody inhibits these newlineinflammatory responses upon encountering cell-associated as well as secretory ligand(s) newlinefrom tumor cells. Pharmacological inhibition of intracellular MAP kinase pathway in newlinecarcinoma cells ablates the TLR-2 agonistic activity of carcinoma cells. However, newlineinhibition of EGFR and Ras, two major oncogenic players, had no such effect. Early newlineinflammatory response tends to enhance the proliferation and invasiveness of tumor cells newlineand concurrently, increase the viability of monocytes. These tumor associated newlineinflammatory responses may well be one of the mechanisms to manipulate effector T-cell newlineresponse against tumors. These results suggest a previously unrecognized pathway that newlinemay regulate inflammatory responses triggered by cancer cells from monocytes. Our newlinefindings have important implications for understanding Cancer related Inflammation.

Advisors/Committee Members: Raies Ahmad Qadri.

Subjects/Keywords: Cross-Talk; Immune Cells; Lung Carcinoma

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APA (6^th Edition):

Mushtaq, Q. D. (2013). A study on crosstalk between lung carcinoma and immune cells;. (Thesis). University of Kashmir. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/14385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mushtaq, Qazi Danish. “A study on crosstalk between lung carcinoma and immune cells;.” 2013. Thesis, University of Kashmir. Accessed January 24, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/14385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mushtaq, Qazi Danish. “A study on crosstalk between lung carcinoma and immune cells;.” 2013. Web. 24 Jan 2021.

Vancouver:

Mushtaq QD. A study on crosstalk between lung carcinoma and immune cells;. [Internet] [Thesis]. University of Kashmir; 2013. [cited 2021 Jan 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/14385.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mushtaq QD. A study on crosstalk between lung carcinoma and immune cells;. [Thesis]. University of Kashmir; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/14385

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Anna University

23. Muthu, Shoba G. Acoustic environment of school classrooms in warm-humid climates for better learning; -.

Degree: -, 2013, Anna University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/9572

►

Speaking and listening are the two main functions in classrooms and the children should be able to hear and understand what the teacher is speaking… (more)

▼

Speaking and listening are the two main functions in classrooms and the children should be able to hear and understand what the teacher is speaking to them. This study is the evaluation of classrooms for young children in India, to assess their acoustical environments for better learning. The schools under consideration are located in an educationally advanced locality in India - a district in the southern part of India, namely Kanyakumari. Situated in a warm humid climate, the classrooms have open windows and doors with the possibility of noise intrusion from outside. In this study, depending on the location of the schools and their external surroundings, the schools are classified into three categories: schools located near roads with heavy traffic (Noisy-sites), schools located within Housing sites, schools located in zones far from public roads and away from residences. A total of 120 classrooms in 25 schools in the three categories are studied. Comparison with the national and international standards of background noise and reverberation time was made to assess the acoustic condition in the classrooms. Using available software ClassTalk, the speech intelligibility parameters like, Speech intelligibility, Signal to Noise level difference and Speech Transmission Index in the classrooms was evaluated to assess the acoustical quality of the classrooms. Some of the conclusions from this study are detailed below. It was found that 90 % of classrooms at Quiet sites were in the acceptable range of speech intelligibility and at Housing sites 68 % of the classrooms were acceptable. However, at Noisy sites which are located near highways on public roads, the BN in classrooms in the occupied condition reached about 61.1 dB A and hence only about 28 % of classrooms were acceptable. Some cost effective means to reduce the BN and RT in classrooms were tried and the values were measured and it is established that the speech intelligibility can be improved, by providing floor mat and wall curtain.

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Advisors/Committee Members: Rajagopal K.

Subjects/Keywords: Acoustic; Humid Climates; Kanyakumari; Class Talk

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APA (6^th Edition):

Muthu, S. G. (2013). Acoustic environment of school classrooms in warm-humid climates for better learning; -. (Thesis). Anna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/9572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muthu, Shoba G. “Acoustic environment of school classrooms in warm-humid climates for better learning; -.” 2013. Thesis, Anna University. Accessed January 24, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/9572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muthu, Shoba G. “Acoustic environment of school classrooms in warm-humid climates for better learning; -.” 2013. Web. 24 Jan 2021.

Vancouver:

Muthu SG. Acoustic environment of school classrooms in warm-humid climates for better learning; -. [Internet] [Thesis]. Anna University; 2013. [cited 2021 Jan 24]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/9572.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muthu SG. Acoustic environment of school classrooms in warm-humid climates for better learning; -. [Thesis]. Anna University; 2013. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/9572

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

24. Cho, Jung Hun. Essays on reputation.

Degree: PhD, Economics, 2006, Texas A&M University

URL: http://hdl.handle.net/1969.1/4147

► This dissertation examines reputation, the belief of the decision maker about types of advisors, in incomplete information games with multiple advisors. The decision maker believes… (more)

Subjects/Keywords: Reputation; Cheap talk

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APA (6^th Edition):

Cho, J. H. (2006). Essays on reputation. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4147

Chicago Manual of Style (16^th Edition):

Cho, Jung Hun. “Essays on reputation.” 2006. Doctoral Dissertation, Texas A&M University. Accessed January 24, 2021. http://hdl.handle.net/1969.1/4147.

MLA Handbook (7^th Edition):

Cho, Jung Hun. “Essays on reputation.” 2006. Web. 24 Jan 2021.

Vancouver:

Cho JH. Essays on reputation. [Internet] [Doctoral dissertation]. Texas A&M University; 2006. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1969.1/4147.

Council of Science Editors:

Cho JH. Essays on reputation. [Doctoral Dissertation]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4147

Leiden University

25. Wilke, Ileen. Towards a Better Ghana: Unveiling Talk Radio in the Media landscape of Ghana.

Degree: 2015, Leiden University

URL: http://hdl.handle.net/1887/35744

► This research examines a radio program in Accra, Ghana entitled, “Citi Breakfast Show”, and seeks to discover and investigate the manner in which it positions… (more)

Subjects/Keywords: Radio; Africa; Ghana; Talk radio; Framing

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APA (6^th Edition):

Wilke, I. (2015). Towards a Better Ghana: Unveiling Talk Radio in the Media landscape of Ghana. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/35744

Chicago Manual of Style (16^th Edition):

Wilke, Ileen. “Towards a Better Ghana: Unveiling Talk Radio in the Media landscape of Ghana.” 2015. Masters Thesis, Leiden University. Accessed January 24, 2021. http://hdl.handle.net/1887/35744.

MLA Handbook (7^th Edition):

Wilke, Ileen. “Towards a Better Ghana: Unveiling Talk Radio in the Media landscape of Ghana.” 2015. Web. 24 Jan 2021.

Vancouver:

Wilke I. Towards a Better Ghana: Unveiling Talk Radio in the Media landscape of Ghana. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1887/35744.

Council of Science Editors:

Wilke I. Towards a Better Ghana: Unveiling Talk Radio in the Media landscape of Ghana. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/35744

Université Catholique de Louvain

26. Nicaise, Eric. Highlighting linguistic features of native-English teacher talk as a reference framework for French-speaking EFL teachers : a corpus study.

Degree: 2015, Université Catholique de Louvain

URL: http://hdl.handle.net/2078.1/156661

► Classroom English is a key aspect of EFL lessons. Setting aside the wide range of listening materials available, the EFL teacher is in many instances… (more)

▼ Classroom English is a key aspect of EFL lessons. Setting aside the wide range of listening materials available, the EFL teacher is in many instances the only model of English which students are exposed to throughout their time at secondary school. According to research, ‘teacher talking time’ takes up an impressive 70% of classroom time in general (Meunier 2012). Moreover, the number of non-native speakers teaching in EFL contexts has risen dramatically for the last twenty years, with estimates ranging from 80% (Timmis, 2002) to even 95% (Bolitho, 2008). However, the advent of the communicative approach in foreign language teaching and the accompanying switch of focus from the teacher to the learner (Andrews 2007) raised the issue of the amount of teacher talk that should be spoken in the classroom, arguing that good teacher talk often meant minimum teacher talk (Cullen 1998). The teacher’s role also came to be seen as one of facilitator rather than one of transmitter. Not surprisingly then, the attention given to teacher talk as a factor conducive to foreign language acquisition has been a much neglected area in the recent ELT literature. There are, for example, but a few corpora of teacher talk in existence. Two notable exceptions are corpora set up by Walsh (2006) and Horst (2010). But while the former is a corpus of native-English teachers, the latter focuses on the teacher talk addressed to adult learners in a second language context. By making clear that teacher talk is interaction as much as input (Lynch, 1996) this thesis brings the EFL teacher’s classroom speech to the fore. Through the exploration of the CONNEcT corpus (Corpus of Native and Non-native Classroom Teacher Talk), I set out to highlight the linguistic features of native-speaker teachers in comparison with those of French-speaking EFL teachers’ speech (in particular, those teaching in the French-speaking Community of Belgium). Two common teaching functions are investigated: ‘explaining language’ and ‘instruction-giving’. While the analysis of these functions is broken down into the traditional areas of lexis and grammar, specific attention is given to the language used beyond the sentence structure level. The prosody of the teacher’s classroom speech as conveyor of attitude and information is also examined. The study is corpus-led, which provides a description of teacher talk as it actually spoken in the EFL classroom. The methodology used is at times corpus-based, allowing us to validate pre-existing hypotheses, and at times corpus-driven, where the observation of certain patterns lead to a hypothesis (Tognini-Bonelli 2001). A few major lines of thought emerge from the study. Firstly, teacher talk occupies mid-position between informal and formal speech. Secondly, non-native teacher talk is more directive than native talk, which is peppered with hedging devices. Overall, native English teacher talk shows both a higher frequency level and variety of linguistic forms in all areas of language. Drawing on these conclusions, practical implications… Advisors/Committee Members: UCL - SSH/ILC/PLIN - Pôle de recherche en linguistique, UCL - SSH/ILC - Institut Langage et Communication, UCL - Faculté de philosophie, arts et lettres, Walsh, Steve, Meunier, Fanny, Bouillon, Heinz, Decock, Sylvie, Farr, Fiona.

Subjects/Keywords: Teacher talk; Classroom language; Teacher development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nicaise, E. (2015). Highlighting linguistic features of native-English teacher talk as a reference framework for French-speaking EFL teachers : a corpus study. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/156661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nicaise, Eric. “Highlighting linguistic features of native-English teacher talk as a reference framework for French-speaking EFL teachers : a corpus study.” 2015. Thesis, Université Catholique de Louvain. Accessed January 24, 2021. http://hdl.handle.net/2078.1/156661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nicaise, Eric. “Highlighting linguistic features of native-English teacher talk as a reference framework for French-speaking EFL teachers : a corpus study.” 2015. Web. 24 Jan 2021.

Vancouver:

Nicaise E. Highlighting linguistic features of native-English teacher talk as a reference framework for French-speaking EFL teachers : a corpus study. [Internet] [Thesis]. Université Catholique de Louvain; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2078.1/156661.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nicaise E. Highlighting linguistic features of native-English teacher talk as a reference framework for French-speaking EFL teachers : a corpus study. [Thesis]. Université Catholique de Louvain; 2015. Available from: http://hdl.handle.net/2078.1/156661

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Williams, Sharon. Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom.

Degree: PhD, 2014, Anglia Ruskin University

URL: http://arro.anglia.ac.uk/id/eprint/576179/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367

► A major challenge to contemporary education is to meet the Government’s directive, depicted in OFSTED guidelines and the Department for Education’s Teacher Standards that all… (more)

Subjects/Keywords: 373.1; dialogic; learning talk; learning to learn

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APA (6^th Edition):

Williams, S. (2014). Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://arro.anglia.ac.uk/id/eprint/576179/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367

Chicago Manual of Style (16^th Edition):

Williams, Sharon. “Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom.” 2014. Doctoral Dissertation, Anglia Ruskin University. Accessed January 24, 2021. http://arro.anglia.ac.uk/id/eprint/576179/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367.

MLA Handbook (7^th Edition):

Williams, Sharon. “Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom.” 2014. Web. 24 Jan 2021.

Vancouver:

Williams S. Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2014. [cited 2021 Jan 24]. Available from: http://arro.anglia.ac.uk/id/eprint/576179/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367.

Council of Science Editors:

Williams S. Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom. [Doctoral Dissertation]. Anglia Ruskin University; 2014. Available from: http://arro.anglia.ac.uk/id/eprint/576179/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367

University of Debrecen

28. Tüzér, Tamás. The Effects of Student Proficiency on Teacher Talk .

Degree: DE – Bölcsészettudományi Kar, 2014, University of Debrecen

URL: http://hdl.handle.net/2437/191368

This study describes an experiment that was conducted in order to examine how the amount and the quality of teacher talk varies between three elementary school classes of different levels of proficiency. Advisors/Committee Members: Sankó, Gyula (advisor).

Subjects/Keywords: teacher talk; teacher talking time; language teaching

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APA (6^th Edition):

Tüzér, T. (2014). The Effects of Student Proficiency on Teacher Talk . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/191368

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tüzér, Tamás. “The Effects of Student Proficiency on Teacher Talk .” 2014. Thesis, University of Debrecen. Accessed January 24, 2021. http://hdl.handle.net/2437/191368.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tüzér, Tamás. “The Effects of Student Proficiency on Teacher Talk .” 2014. Web. 24 Jan 2021.

Vancouver:

Tüzér T. The Effects of Student Proficiency on Teacher Talk . [Internet] [Thesis]. University of Debrecen; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/2437/191368.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tüzér T. The Effects of Student Proficiency on Teacher Talk . [Thesis]. University of Debrecen; 2014. Available from: http://hdl.handle.net/2437/191368

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Exeter

29. Yi, Hyun Chang. Essays in economic theory.

Degree: PhD, 2014, University of Exeter

URL: http://hdl.handle.net/10871/15246

► This dissertation consists of three research papers on cheap talk game and satisficing behaviour. The first chapter examines the potential for communication via cheap talk… (more)

▼ This dissertation consists of three research papers on cheap talk game and satisficing behaviour. The first chapter examines the potential for communication via cheap talk between an expert and a decision maker whose type (preferences) is uncertain. The expert privately observes states for each type of the decision maker and wants to persuade the decision maker to choose an action in his favour by informing her of the states. The decision maker privately observes her type and chooses an action. An optimal action for the decision maker depends upon both her type and type-specific states. In equilibrium the expert can always inform the decision maker in the form of comparative statements and the decision maker also can partially reveal her type to the expert or public. The second and third chapters build a dynamic model of satisficing behaviour in which an agent’s “expected” payoff is explicitly introduced, where this expectation is adaptively formed. If the agent receives a payoff above her satisficing level she continues with the current action, updating her valuation of the action. If she receives a payoff below her satisficing level and her valuation falls below her satisficing level she updates both her action and satisficing level. In the second chapter, we find that in the long run, all players satisfice. In individual decision problems, satisficing behaviour results in cautious, maximin choice and in normal form games like the Prisoner’s Dilemma and Stag Hunt, they in the long run play either cooperative or defective outcomes conditional on past plays. In coordination games like the Battle of the Sexes, Choosing Sides and Common Interest, they in the long run coordinate on Pareto optimal outcomes. In the third chapter, we find that satisficing players in the long run play subgame dominant paths, which is a refinement of subgame perfection, and identify conditions with which they ‘always cooperate’ or ‘fairly coordinate’ in repeated Prisoner’s Dilemma and Battle of the Sexes games, respectively, and truthfully communicate in sender-receiver games. Proofs and simulations are provided in appendices.

Subjects/Keywords: 330; Cheap Talk; Satisficing; Bounded Rationality

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APA (6^th Edition):

Yi, H. C. (2014). Essays in economic theory. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/15246

Chicago Manual of Style (16^th Edition):

Yi, Hyun Chang. “Essays in economic theory.” 2014. Doctoral Dissertation, University of Exeter. Accessed January 24, 2021. http://hdl.handle.net/10871/15246.

MLA Handbook (7^th Edition):

Yi, Hyun Chang. “Essays in economic theory.” 2014. Web. 24 Jan 2021.

Vancouver:

Yi HC. Essays in economic theory. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/10871/15246.

Council of Science Editors:

Yi HC. Essays in economic theory. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/15246

University of Edinburgh

30. Wright, Kevin John. Classroom Assistants' use of talk in the construction and negotiation of identities.

Degree: PhD, 2015, University of Edinburgh

URL: http://hdl.handle.net/1842/19550

► Since 1998 there has been a dramatic increase in the numbers of paid, additional, support staff, employed in Scottish primary schools as successive Scottish governments… (more)

▼ Since 1998 there has been a dramatic increase in the numbers of paid, additional, support staff, employed in Scottish primary schools as successive Scottish governments have attempted to raise standards by freeing teachers from administrative and ‘housekeeping’ duties and allowing them to teach. Of these additional staff, currently just over 4000 are classroom assistants, with a remit to provide general class learning and teaching support, including social inclusion and pupil discipline, under the direction of a fully registered teacher. Classroom assistants in Scotland are almost exclusively White women, typically aged 31-50, but concentrated in the 41-50 age range, partnered and with children of school age. These women exist on the margins of school hierarchies as witnessed by short-term contracts, low pay, limited access to formal training and low status. Nevertheless, many classroom assistants seem willing to accept poor working conditions as a trade off for family friendly working hours. Given these working conditions the study sought to consider several key questions: • Why are classroom assistants willing to undertake work that has low status, low pay and insecurity? • How do classroom assistants create and maintain a sense of integrity and commitment to their work? • How do classroom assistants create and sustain positive social and professional identities in this context? • Why do classroom assistants appear to be complicit, to some extent, in their own oppression? To achieve this the study used a critical ethnographic methods to explore the lived experiences of 13 classroom assistants as they supported pupils in two Scottish primary schools. The key insights were firstly that a Bourdieuian account of class, combined with an understanding of patriarchy, provided an explanation of these women’s labour market decisions. In addition, ‘preference theory’, was rejected in favour of a range of constraints, particularly having children and the associated childcare costs, that were considered much more important factors. Secondly, classroom assistants performed versions of ‘emphasised femininity’ as part of their identity as ‘classroom assistants’. Thirdly, the notion of ‘respectability’ was a crucial analytical tool in explaining not only these women’s constant struggle for recognition, but also their continuing oppression. And finally, classroom assistants told a particular type of talk, the ‘atrocity story’, which contributed to the social production of occupational boundaries. The study concluded that from their position of insecure and poorly paid employment, classroom assistants justified and reconciled their position by drawing on talk of moral superiority associated with mothering and caring to construct and perform identities that created the spaces and boundaries from which they positioned themselves as superior to both parents and teachers. As a result they were able to negotiate their roles within the micro-political world of the school.

Subjects/Keywords: 371.1; classroom assistants; talk; identity; respectability; atrocity

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APA (6^th Edition):

Wright, K. J. (2015). Classroom Assistants' use of talk in the construction and negotiation of identities. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/19550

Chicago Manual of Style (16^th Edition):

Wright, Kevin John. “Classroom Assistants' use of talk in the construction and negotiation of identities.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed January 24, 2021. http://hdl.handle.net/1842/19550.

MLA Handbook (7^th Edition):

Wright, Kevin John. “Classroom Assistants' use of talk in the construction and negotiation of identities.” 2015. Web. 24 Jan 2021.

Vancouver:

Wright KJ. Classroom Assistants' use of talk in the construction and negotiation of identities. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2021 Jan 24]. Available from: http://hdl.handle.net/1842/19550.

Council of Science Editors:

Wright KJ. Classroom Assistants' use of talk in the construction and negotiation of identities. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/19550

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