subject:(Words)

University of Hong Kong

1. Webber, Nicholas Peter. Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić.

Degree: PhD, 2015, University of Hong Kong

URL: Webber, N. P.. (2015). Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435656 ; http://dx.doi.org/10.5353/th_b5435656 ; http://hdl.handle.net/10722/209495

► This thesis explores the semantic and conceptual potential of the literary portmanteau word, with a view, more specifically, to examining the ways in which the… (more)

▼ This thesis explores the semantic and conceptual potential of the literary portmanteau word, with a view, more specifically, to examining the ways in which the term works to highlight questions of critical, ethical and disruptive activity. Formed from the combination of morphemes from two or more existing words (i.e., “human” + “document” = “humument”), the portmanteau word is a neologism that exists both within and beyond the frame of the authorised lexicon. Exploring this dynamic by way of three main areas of focus—“creating”, “mediating” and “activating”— this thesis adopts a thoroughgoing approach to portmanteau word functioning and logic, considering the term not only in relation to frame-stretching difference, semantic uncertainty and (potentially) mediative/ethical critical practice (as existing scholarship has tended mainly to do), but also with regard to the effortful and precarious activating of these concerns across different literary and geographical contexts. Up to now, academic work on the literary portmanteau word has generally considered the term in relation to two, largely non-overlapping sites of interest: Lewis Carroll’s Through the Looking-Glass (1871) and James Joyce’s Finnegans Wake (1939)—a pair of texts that remain central here in developing a working theorization of the portmanteau (“creating”), and in the explication of a Wakean critical ethics (“mediating”). Through exploring different responses to both Carrollian and Joycean portmanteau words, the first of these focuses approaches the term in relation to the semantic and critical effects of frame-stretching difference, contingency and structural uncertainty. In the second, the possible mediative ethics of this uncertainty is considered with reference to the ethics of deconstruction and to an analysis of selected passages from the Wake. The extension in this thesis, though, into the writing of Édouard Glissant, Kamau Brathwaite and Ivan Vladislavić works to further interrogate and complicate this Carrollian-Joycean understanding of the portmanteau word, making it less (but still) a matter of structural uncertainty and mediative ethics, and more a question of effort, risk and resistance. With Glissant and Brathwaite, this “activating” of portmanteau uncertainty in the (post)colonial Caribbean translates in different ways into a form of hard-fought, aesthetic opacity, the effortful creation (and interpretation) of which requires an always precarious, (re)cyclical mediation between structure and difference, self and other. With Vladislavić, in (post)apartheid South Africa, this “activating” of the portmanteau expresses itself as a complicatedly material concern with the necessary folly (and urgency) of ethical (re)construction following the collapse of apartheid socio-political structures. It is the contention of this thesis, then, that it is through such contextual, mess-making, “activating” elaborations as these that we arrive at a richer, more resistant understanding of the portmanteau word (in both linguistic and conceptual terms),…

Subjects/Keywords: Portmanteau words

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APA (6^th Edition):

Webber, N. P. (2015). Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. (Doctoral Dissertation). University of Hong Kong. Retrieved from Webber, N. P.. (2015). Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435656 ; http://dx.doi.org/10.5353/th_b5435656 ; http://hdl.handle.net/10722/209495

Chicago Manual of Style (16^th Edition):

Webber, Nicholas Peter. “Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed January 22, 2020. Webber, N. P.. (2015). Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435656 ; http://dx.doi.org/10.5353/th_b5435656 ; http://hdl.handle.net/10722/209495.

MLA Handbook (7^th Edition):

Webber, Nicholas Peter. “Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić.” 2015. Web. 22 Jan 2020.

Vancouver:

Webber NP. Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2020 Jan 22]. Available from: Webber, N. P.. (2015). Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435656 ; http://dx.doi.org/10.5353/th_b5435656 ; http://hdl.handle.net/10722/209495.

Council of Science Editors:

Webber NP. Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Webber, N. P.. (2015). Uncertain terms : creating, mediating and activating the portmanteau from Carroll to Vladislavić. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5435656 ; http://dx.doi.org/10.5353/th_b5435656 ; http://hdl.handle.net/10722/209495

University of Debrecen

2. Petercsák, Kitti. Issues in Lexicography .

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

URL: http://hdl.handle.net/2437/170512

► Discussing the last two chapters I tried to illustrate what are the similarities and differences between different types of dictionaries in chapter 2 and what… (more)

Subjects/Keywords: dictionary; words

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APA (6^th Edition):

Petercsák, K. (2013). Issues in Lexicography . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/170512

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):

Petercsák, Kitti. “Issues in Lexicography .” 2013. Thesis, University of Debrecen. Accessed January 22, 2020. http://hdl.handle.net/2437/170512.

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

MLA Handbook (7^th Edition):

Petercsák, Kitti. “Issues in Lexicography .” 2013. Web. 22 Jan 2020.

Vancouver:

Petercsák K. Issues in Lexicography . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2437/170512.

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

Council of Science Editors:

Petercsák K. Issues in Lexicography . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/170512

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

University of Georgia

3. Cranford, Joan Sistrunk. Bridging the gap between leaving clnical practice nursing and the effect of perceived role strain on successful role transition and intent to stay in academia.

Degree: EdD, Higher Education, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/cranford_joan_e_200912_edd

► By the year 2020, 1 million registered nurse positions will be vacant in the United States. The shortage of nurses has been linked to the… (more)

▼ By the year 2020, 1 million registered nurse positions will be vacant in the United States. The shortage of nurses has been linked to the shortage of nursing faculty. In 2008, 50,000 applicants to professional nursing programs were turned away, including 6,000 students seeking masters and doctoral degrees. Nurses pursuing a career in higher education bring a strong clinical background to their new faculty role. However, transitioning from clinical practice to academia can become problematic, placing individuals in situations without tools to survive. This lack of preparedness for the faculty role results in dissatisfaction with the work place, limited effectiveness, and failure. Studies suggest that soon after nurses enter the nursing faculty role, there is intent to leave within 5 years. Possible factors contributing to this action are role ambiguity and role strain, which are related, according to the literature, to workload and job satisfaction. The purpose of this study was to determine the effects of age, gender, education level, and previous experience on role strain experienced by nursing faculty, and the extent to which role strain predicted perceived satisfaction with the role transition and intent to stay in academia. A secondary purpose was to determine nursing faculty members’ perceived need for professional development. Nursing faculty in public 2-year and 4-year institutions in a southeastern state in the United States were invited to participate in a researcher-developed survey based on Rizzo and House’s Role Conflict/Role Ambiguity Survey. Simple and multiple regression analyses were conducted to answer the research questions. Role ambiguity (44%), interpersonal support (6%), self-assessed instructional competency (1%), and age (<1%) provided 52% of the variance of role strain. Role strain provided 34% of the variance of role transition, and 11% of the intent to stay in academia. Nursing faculty also viewed mentoring and specific faculty development programs as contributing to the success of nursing faculty in higher education. These findings provide practical contributions for administrators, policy makers, clinical practice nurses, and nursing faculty members who wish to understand and improve the current recruitment and retention issues. Advisors/Committee Members: Libby Morris.

Subjects/Keywords: INDEX WORDS: Nursing

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APA (6^th Edition):

Cranford, J. S. (2009). Bridging the gap between leaving clnical practice nursing and the effect of perceived role strain on successful role transition and intent to stay in academia. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cranford_joan_e_200912_edd

Chicago Manual of Style (16^th Edition):

Cranford, Joan Sistrunk. “Bridging the gap between leaving clnical practice nursing and the effect of perceived role strain on successful role transition and intent to stay in academia.” 2009. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/cranford_joan_e_200912_edd.

MLA Handbook (7^th Edition):

Cranford, Joan Sistrunk. “Bridging the gap between leaving clnical practice nursing and the effect of perceived role strain on successful role transition and intent to stay in academia.” 2009. Web. 22 Jan 2020.

Vancouver:

Cranford JS. Bridging the gap between leaving clnical practice nursing and the effect of perceived role strain on successful role transition and intent to stay in academia. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/cranford_joan_e_200912_edd.

Council of Science Editors:

Cranford JS. Bridging the gap between leaving clnical practice nursing and the effect of perceived role strain on successful role transition and intent to stay in academia. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/cranford_joan_e_200912_edd

University of Georgia

4. Diaby-Kassamba, Mahamadou. Le voyage spirituel et la quête de l’absolu dans Oui mon commandant! d’Amadou Hampâté Bâ, L’aventure ambiguë de Cheikh Hamidou Kane, Les soleils des indépendances d’Ahmadou Kourouma.

Degree: PhD, Romance Languages, 2010, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/diaby-kassamba_mahamadou_201005_phd

► This dissertation examines the conflict, in three major African novels, between the mystical dimensions of Islam embodied in the socio-political structure of the Diallobé (Fulbe… (more)

▼ This dissertation examines the conflict, in three major African novels, between the mystical dimensions of Islam embodied in the socio-political structure of the Diallobé (Fulbe Muslims of Northern Senegal) the Fulbe Muslims and Malinke (Muslims of Mali and Ivory Coast) and the more "rational" Western mentality. I begin, in chapter one, with Sufi concepts of self-realization as little has been said on the influence of Sufism (psycho-spiritual dimension of Islam) in these novels. In chapter two is devoted to Amadou Bâ’s Sufi journey of self-realization with his master, Tierno Bokar. I analyze, in Oui mon commandant!, both the outward and inward journey, the challenge he faces with regard to assimilation, his ego, the French colonial power in indigenous societies and the rivalry among Muslims brotherhoods. Chapter three focuses in L’Aventure Ambiguë on the impact of several subtle forms of domination of the Diallobé (Muslims of Northern Senegal) in West Africa, after the Army and the Church. One of the most important forms is the French school, which supplies the administrative machinery that perpetuates the power of the Colonial and Post-colonial administration. In chapter four, I discuss the impact of French colonialism and postcolonial on African structures, the creation of nation states ,the disillusion of the “suns of independences”, the single party state and Fama Doumbouya’s infertility on his quest for identity. In his quest of the Absolute, I will analyze his religious syncretism, the symbolism of his travels from the city to the village, his detachment from the world and le meaning of his final journey. In conclusion, I present that the quest of the Absolute in Bâ, Kane and Kourouma’s novels lie neither in the fanatical embracing of tradition, nor in the excessive embellishment of one’s original culture, nor in a form of cultural imperialism, but in spiritual process that will annihilate wayfarer’s ego and make him live in divine harmony with people. Advisors/Committee Members: Rachel Gabara.

Subjects/Keywords: INDEX WORDS: Allah

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APA (6^th Edition):

Diaby-Kassamba, M. (2010). Le voyage spirituel et la quête de l’absolu dans Oui mon commandant! d’Amadou Hampâté Bâ, L’aventure ambiguë de Cheikh Hamidou Kane, Les soleils des indépendances d’Ahmadou Kourouma. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/diaby-kassamba_mahamadou_201005_phd

Chicago Manual of Style (16^th Edition):

Diaby-Kassamba, Mahamadou. “Le voyage spirituel et la quête de l’absolu dans Oui mon commandant! d’Amadou Hampâté Bâ, L’aventure ambiguë de Cheikh Hamidou Kane, Les soleils des indépendances d’Ahmadou Kourouma.” 2010. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/diaby-kassamba_mahamadou_201005_phd.

MLA Handbook (7^th Edition):

Diaby-Kassamba, Mahamadou. “Le voyage spirituel et la quête de l’absolu dans Oui mon commandant! d’Amadou Hampâté Bâ, L’aventure ambiguë de Cheikh Hamidou Kane, Les soleils des indépendances d’Ahmadou Kourouma.” 2010. Web. 22 Jan 2020.

Vancouver:

Diaby-Kassamba M. Le voyage spirituel et la quête de l’absolu dans Oui mon commandant! d’Amadou Hampâté Bâ, L’aventure ambiguë de Cheikh Hamidou Kane, Les soleils des indépendances d’Ahmadou Kourouma. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/diaby-kassamba_mahamadou_201005_phd.

Council of Science Editors:

Diaby-Kassamba M. Le voyage spirituel et la quête de l’absolu dans Oui mon commandant! d’Amadou Hampâté Bâ, L’aventure ambiguë de Cheikh Hamidou Kane, Les soleils des indépendances d’Ahmadou Kourouma. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/diaby-kassamba_mahamadou_201005_phd

University of Georgia

5. Gachanja, Peter Mwaura. Ousmane Sembene: the aestheticization of memory and history.

Degree: PhD, French, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/gachanja_peter_m_201405_phd

► This dissertation examines the aesthetics of memory in five of Sembene’s texts: Le Dernier de l’Empire (a novel), Vehi-Ciosane (a novella) and three films (Ceddo,… (more)

Subjects/Keywords: INDEX WORDS: Postcolonial

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APA (6^th Edition):

Gachanja, P. M. (2014). Ousmane Sembene: the aestheticization of memory and history. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/gachanja_peter_m_201405_phd

Chicago Manual of Style (16^th Edition):

Gachanja, Peter Mwaura. “Ousmane Sembene: the aestheticization of memory and history.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/gachanja_peter_m_201405_phd.

MLA Handbook (7^th Edition):

Gachanja, Peter Mwaura. “Ousmane Sembene: the aestheticization of memory and history.” 2014. Web. 22 Jan 2020.

Vancouver:

Gachanja PM. Ousmane Sembene: the aestheticization of memory and history. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/gachanja_peter_m_201405_phd.

Council of Science Editors:

Gachanja PM. Ousmane Sembene: the aestheticization of memory and history. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/gachanja_peter_m_201405_phd

University of Georgia

6. Stinson, Morgan Allan. In search of peace: the role of peacebuilding in intimate relationships.

Degree: PhD, Child and Family Development, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/stinson_morgan_a_201412_phd

► Conflict is ubiquitous in all relationships. The study of the causes and effects of interpersonal conflict has been extensive and notable. However, in recent decades… (more)

Subjects/Keywords: INDEX WORDS: peacebuilding

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APA (6^th Edition):

Stinson, M. A. (2014). In search of peace: the role of peacebuilding in intimate relationships. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/stinson_morgan_a_201412_phd

Chicago Manual of Style (16^th Edition):

Stinson, Morgan Allan. “In search of peace: the role of peacebuilding in intimate relationships.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/stinson_morgan_a_201412_phd.

MLA Handbook (7^th Edition):

Stinson, Morgan Allan. “In search of peace: the role of peacebuilding in intimate relationships.” 2014. Web. 22 Jan 2020.

Vancouver:

Stinson MA. In search of peace: the role of peacebuilding in intimate relationships. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_morgan_a_201412_phd.

Council of Science Editors:

Stinson MA. In search of peace: the role of peacebuilding in intimate relationships. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/stinson_morgan_a_201412_phd

University of Nairobi

7. Njoroge, Rita N. Euphemisms and taboo words: a case of Kikuyu’s Kabete dialect .

Degree: 2014, University of Nairobi

URL: http://hdl.handle.net/11295/75309

► This works is a discussion of the relationship between informativity and interpretation of euphemism as well as taboo words and the social – cultural context… (more)

Subjects/Keywords: Euphemisms; Taboo words

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APA (6^th Edition):

Njoroge, R. N. (2014). Euphemisms and taboo words: a case of Kikuyu’s Kabete dialect . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/75309

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):

Njoroge, Rita N. “Euphemisms and taboo words: a case of Kikuyu’s Kabete dialect .” 2014. Thesis, University of Nairobi. Accessed January 22, 2020. http://hdl.handle.net/11295/75309.

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

MLA Handbook (7^th Edition):

Njoroge, Rita N. “Euphemisms and taboo words: a case of Kikuyu’s Kabete dialect .” 2014. Web. 22 Jan 2020.

Vancouver:

Njoroge RN. Euphemisms and taboo words: a case of Kikuyu’s Kabete dialect . [Internet] [Thesis]. University of Nairobi; 2014. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/11295/75309.

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

Council of Science Editors:

Njoroge RN. Euphemisms and taboo words: a case of Kikuyu’s Kabete dialect . [Thesis]. University of Nairobi; 2014. Available from: http://hdl.handle.net/11295/75309

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

Victoria University of Wellington

8. Wei, Zheng. Word Roots in English: Learning English Words through Form and Meaning Similarity.

Degree: 2011, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2226

► The research first proposes a vocabulary learning technique: the word part technique, and then tests its effectiveness in aiding vocabulary learning and retention. The first… (more)

▼ The research first proposes a vocabulary learning technique: the word part technique, and then tests its effectiveness in aiding vocabulary learning and retention. The first part of the thesis centers around the idea that the knowledge of the first 2000 words language learners already possess may give them easier access to words of other frequency levels because the root parts of the low frequency new words share form and meaning similarities with the high frequency known words. The research addresses the issue at two stages: to quantify the information concerning the number of words able to be accessed through the analysis of the word roots, and to analyze the pedagogical usefulness of the accessible words. A Comprehensive Etymological Dictionary of the English Language (Klein, 1966) was used as the source to show the possible formal and meaning connections among words. All the words in the first 2000 word list were first looked up individually and all the cognates provided under each of these words were collected and placed under each of the high frequency words if they meet the requirement that their roots share more than one letter and/or more than one phoneme with the roots of the first 2000 known words. After the data was roughly gathered, three criteria were applied to filter the data, namely, the frequency criterion, the meaning criterion and form criterion. In applying the frequency criterion, words with frequency levels lower than the tenth thousand were removed from the data. In applying the meaning criterion, hints were given to show the semantic relations between the higher frequency words and the first 2000 thousand words. The hints were then rated on the scale for measuring meaning transparency. Words that were rated at level 5 on the scale were considered inaccessible; words that were rated at levels 1, 2a, 2b, 2c, and 3a were considered easy to access. In applying the form criterion, calculations were done for each semantically accessible word to show their phonological similarity and orthographic similarity in relation to the known word. The words whose phonological or orthographical similarity scores were larger than 0.5 were considered to be phonologically or orthographically easy to access. Finally the "find" function of Microsoft Word was used to check the data by picking up any words that might have been missed in the first round of data gathering. The above procedures resulted in 2156 word families that are able to be accessed through the meaning and form relations with the first 2000 words in their root parts. Among the 2156 word families, 739 can be accessed easily and are therefore more pedagogically useful and 259 can be accessed, but with difficulty. 21 pedagogically useful form constants were selected because they can give access to more unknown lower frequency words than other form constants. In the second part of the thesis, an experiment was conducted to test the effectiveness of the word part technique in comparison with the keyword technique and self-strategy learning. The results… Advisors/Committee Members: Nation, Paul, Bauer, Laurie.

Subjects/Keywords: Roots; Words; Learning

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

APA (6^th Edition):

Wei, Z. (2011). Word Roots in English: Learning English Words through Form and Meaning Similarity. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2226

Chicago Manual of Style (16^th Edition):

Wei, Zheng. “Word Roots in English: Learning English Words through Form and Meaning Similarity.” 2011. Doctoral Dissertation, Victoria University of Wellington. Accessed January 22, 2020. http://hdl.handle.net/10063/2226.

MLA Handbook (7^th Edition):

Wei, Zheng. “Word Roots in English: Learning English Words through Form and Meaning Similarity.” 2011. Web. 22 Jan 2020.

Vancouver:

Wei Z. Word Roots in English: Learning English Words through Form and Meaning Similarity. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2011. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10063/2226.

Council of Science Editors:

Wei Z. Word Roots in English: Learning English Words through Form and Meaning Similarity. [Doctoral Dissertation]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/2226

University of Georgia

9. Jones, Lori Damaris. Signifying nothing?: Faulkner's influences and the quest for meaning.

Degree: PhD, English, 2013, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/jones_lori_d_201312_phd

► The following chapters developed from my interest in Faulkner’s dialogue with other writers. More specifically, they developed from my interest in those moments where acts… (more)

Subjects/Keywords: INDEX WORDS: BLACK STUFF

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APA (6^th Edition):

Jones, L. D. (2013). Signifying nothing?: Faulkner's influences and the quest for meaning. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/jones_lori_d_201312_phd

Chicago Manual of Style (16^th Edition):

Jones, Lori Damaris. “Signifying nothing?: Faulkner's influences and the quest for meaning.” 2013. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/jones_lori_d_201312_phd.

MLA Handbook (7^th Edition):

Jones, Lori Damaris. “Signifying nothing?: Faulkner's influences and the quest for meaning.” 2013. Web. 22 Jan 2020.

Vancouver:

Jones LD. Signifying nothing?: Faulkner's influences and the quest for meaning. [Internet] [Doctoral dissertation]. University of Georgia; 2013. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/jones_lori_d_201312_phd.

Council of Science Editors:

Jones LD. Signifying nothing?: Faulkner's influences and the quest for meaning. [Doctoral Dissertation]. University of Georgia; 2013. Available from: http://purl.galileo.usg.edu/uga_etd/jones_lori_d_201312_phd

University of Georgia

10. Thomas, Jason Butler. Pressure wave generation of runoff in a convergent zone.

Degree: MS, Geology, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/thomas_jason_b_200905_ms

► Two subsurface gutter experiments designed to emulate the response in an ephemeral network were conducted simultaneously along a uniform hillslope and within an adjacent area… (more)

Subjects/Keywords: INDEX WORDS: kinematic pressure wave

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APA (6^th Edition):

Thomas, J. B. (2009). Pressure wave generation of runoff in a convergent zone. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/thomas_jason_b_200905_ms

Chicago Manual of Style (16^th Edition):

Thomas, Jason Butler. “Pressure wave generation of runoff in a convergent zone.” 2009. Masters Thesis, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/thomas_jason_b_200905_ms.

MLA Handbook (7^th Edition):

Thomas, Jason Butler. “Pressure wave generation of runoff in a convergent zone.” 2009. Web. 22 Jan 2020.

Vancouver:

Thomas JB. Pressure wave generation of runoff in a convergent zone. [Internet] [Masters thesis]. University of Georgia; 2009. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/thomas_jason_b_200905_ms.

Council of Science Editors:

Thomas JB. Pressure wave generation of runoff in a convergent zone. [Masters Thesis]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/thomas_jason_b_200905_ms

University of Georgia

11. McClure, Catherine Sinclair. The effects of fair trade information in African cultural products on consumers’ affective and cognitive response and purchase intention.

Degree: MS, Textiles, Merchandising and Interiors, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/mcclure_catherine_s_201112_ms

► This current study investigates the influence fair trade product description had on consumer’s affective and cognitive states and eventually their purchase intention of African cultural… (more)

Subjects/Keywords: INDEX WORDS: African cultural products

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APA (6^th Edition):

McClure, C. S. (2011). The effects of fair trade information in African cultural products on consumers’ affective and cognitive response and purchase intention. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mcclure_catherine_s_201112_ms

Chicago Manual of Style (16^th Edition):

McClure, Catherine Sinclair. “The effects of fair trade information in African cultural products on consumers’ affective and cognitive response and purchase intention.” 2011. Masters Thesis, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/mcclure_catherine_s_201112_ms.

MLA Handbook (7^th Edition):

McClure, Catherine Sinclair. “The effects of fair trade information in African cultural products on consumers’ affective and cognitive response and purchase intention.” 2011. Web. 22 Jan 2020.

Vancouver:

McClure CS. The effects of fair trade information in African cultural products on consumers’ affective and cognitive response and purchase intention. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/mcclure_catherine_s_201112_ms.

Council of Science Editors:

McClure CS. The effects of fair trade information in African cultural products on consumers’ affective and cognitive response and purchase intention. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/mcclure_catherine_s_201112_ms

University of Georgia

12. Wilson, Gloria Jannette. Center of gravity: life history case studies of three African American art teachers reconciling multiple identities.

Degree: PhD, Art Education, 2014, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/wilson_gloria_j_201405_phd

► With respect to the discipline of art education, there is an understanding that a smaller percentage of art teachers of color exist than in the… (more)

Subjects/Keywords: INDEX WORDS: African American

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

APA (6^th Edition):

Wilson, G. J. (2014). Center of gravity: life history case studies of three African American art teachers reconciling multiple identities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wilson_gloria_j_201405_phd

Chicago Manual of Style (16^th Edition):

Wilson, Gloria Jannette. “Center of gravity: life history case studies of three African American art teachers reconciling multiple identities.” 2014. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/wilson_gloria_j_201405_phd.

MLA Handbook (7^th Edition):

Wilson, Gloria Jannette. “Center of gravity: life history case studies of three African American art teachers reconciling multiple identities.” 2014. Web. 22 Jan 2020.

Vancouver:

Wilson GJ. Center of gravity: life history case studies of three African American art teachers reconciling multiple identities. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_gloria_j_201405_phd.

Council of Science Editors:

Wilson GJ. Center of gravity: life history case studies of three African American art teachers reconciling multiple identities. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/wilson_gloria_j_201405_phd

University of Leicester

13. Almabruk, Abubaker A. A. Word recognition and reading in Arabic.

Degree: PhD, 2012, University of Leicester

URL: http://hdl.handle.net/2381/27643

► The thesis reports six experiments investigating word recognition and reading in Arabic. Experiment 1 looked at the word superiority effect in Arabic word recognition using… (more)

▼ The thesis reports six experiments investigating word recognition and reading in Arabic. Experiment 1 looked at the word superiority effect in Arabic word recognition using brief presentations of stimuli (five-letter real words, pseudo-words, non-words, and inverted real words) in a Reicher-Wheeler task. The results of this experiment showed advantages for the recognition of words over pseudo-words and illegal non-words, and for pseudo-words over illegal non-words. Experiment 2 was a follow-up experiment that also examined the word superiority effect in Arabic by using the lexical decision task. In this experiment, participants viewed briefly presented real words and legal non-words, with the results showing that Arabic real words were recognised quicker and more accurately than non-words. Experiment 3 investigated the landing position effects for three, five, and seven letter words in Arabic using eye movements while reading. The results showed that the preferred viewing location (PVL) is at the right of centre of words in Arabic, similar to that for Hebrew. Experiment 4 re-examined the optimal viewing position in Arabic word recognition using five-letter Arabic words and non-words in a lexical decision task. The results showed that participants recognised words most quickly and most accurately when fixating inter-letter locations at the middle of words, indicating that the OVP for Arabic word recognition is at a word’s centre. Experiment 5 used the Reicher-Wheeler task and Experiment 6 used the lexical decision task to re-examine the claim that an anatomical division in the human fovea has consequences for word recognition. The findings revealed the superiority of the right visual field for words displayed outside the foveal and no asymmetries for words displayed within foveal vision. Thus far the research has made an important advance on our understanding of processes involved in Arabic word recognition by revealing that word superiority and pseudo-word superiority effects similar to those reported in Latinate languages are also observed in Arabic, and that the OVP effect in Arabic differs from that found in English. The reading results indicate that, similar to other languages, parafoveal word length information is used to guide saccade targeting in Arabic.

Subjects/Keywords: Words; Arabic; Reading; Recognition

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

APA (6^th Edition):

Almabruk, A. A. A. (2012). Word recognition and reading in Arabic. (Doctoral Dissertation). University of Leicester. Retrieved from http://hdl.handle.net/2381/27643

Chicago Manual of Style (16^th Edition):

Almabruk, Abubaker A A. “Word recognition and reading in Arabic.” 2012. Doctoral Dissertation, University of Leicester. Accessed January 22, 2020. http://hdl.handle.net/2381/27643.

MLA Handbook (7^th Edition):

Almabruk, Abubaker A A. “Word recognition and reading in Arabic.” 2012. Web. 22 Jan 2020.

Vancouver:

Almabruk AAA. Word recognition and reading in Arabic. [Internet] [Doctoral dissertation]. University of Leicester; 2012. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2381/27643.

Council of Science Editors:

Almabruk AAA. Word recognition and reading in Arabic. [Doctoral Dissertation]. University of Leicester; 2012. Available from: http://hdl.handle.net/2381/27643

University of Hong Kong

14. Chu, Ka-ho. Activation of grammatical representations during the reading of Chinese compound words.

Degree: MA, 2015, University of Hong Kong

URL: Chu, K. [朱家豪]. (2015). Activation of grammatical representations during the reading of Chinese compound words. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677083 ; http://dx.doi.org/10.5353/th_b5677083 ; http://hdl.handle.net/10722/223161

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Certain models of the mental lexicon feature a lemma level that stores lexico-syntactic representations such as case, gender and number in inflection-rich languages. However, as… (more)

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Certain models of the mental lexicon feature a lemma level that stores lexico-syntactic representations such as case, gender and number in inflection-rich languages. However, as Chinese lacks this type of inflections, it remains a question as to whether lexico-syntactic features are represented and activated in the mental lexicon of the Chinese language. As a result, the immediate objective of the present study was to examine if classifiers, a syntactical device common in Chinese, are activated during visual word recognition. Nevertheless, the scope of the study was limited to compound words firstly because of their prevalence, and secondly because they purportedly embody the semantic and also possibly the syntactic features of both internal constituents. This representational dualism would in turn provide valuable insights into the representation of compound words as to whether they are stored as a whole (full-listing), as decomposed parts (full-parsing) or both (dual-route). If a compound is represented as a whole, then it should assume a single classifier representation. Conversely, if a compound is represented as the concatenation of constituents, then they should be associated with separate classifier representations with the representation of the head being dominant. To test the above hypotheses, a grammaticality judgment task in which a classifier matched only the first constituent (related foil), a classifier matched the whole compound (target) and a classifier unrelated to both (control) was conducted on eighteen Cantonese-speaking participants. Consistent with the above hypotheses, latencies for target selection were significantly longer for related foils than the controls, implying activation of the classifier representation of the first constituent and its later competition with that of the whole compound (i.e. two classifier representations are activated for each compound) as predicted under a connectionist framework. A corollary of this interpretation is that compounds are decomposed prior to the activation of the lexico- syntactic features of the constituents. Overall, the above findings have huge implications for existing Chinese reading models in that these models should take into account the role of lexico-syntactic representations in the mental lexicon. Finally, the above findings were evaluated against two competing but unlikely accounts which involved erroneous parsing and the skipping of the second constituent.

published_or_final_version

Linguistics

Master

Master of Arts

Subjects/Keywords: Chinese language - Compound words

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

APA (6^th Edition):

Chu, K. (2015). Activation of grammatical representations during the reading of Chinese compound words. (Masters Thesis). University of Hong Kong. Retrieved from Chu, K. [朱家豪]. (2015). Activation of grammatical representations during the reading of Chinese compound words. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677083 ; http://dx.doi.org/10.5353/th_b5677083 ; http://hdl.handle.net/10722/223161

Chicago Manual of Style (16^th Edition):

Chu, Ka-ho. “Activation of grammatical representations during the reading of Chinese compound words.” 2015. Masters Thesis, University of Hong Kong. Accessed January 22, 2020. Chu, K. [朱家豪]. (2015). Activation of grammatical representations during the reading of Chinese compound words. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677083 ; http://dx.doi.org/10.5353/th_b5677083 ; http://hdl.handle.net/10722/223161.

MLA Handbook (7^th Edition):

Chu, Ka-ho. “Activation of grammatical representations during the reading of Chinese compound words.” 2015. Web. 22 Jan 2020.

Vancouver:

Chu K. Activation of grammatical representations during the reading of Chinese compound words. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2020 Jan 22]. Available from: Chu, K. [朱家豪]. (2015). Activation of grammatical representations during the reading of Chinese compound words. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677083 ; http://dx.doi.org/10.5353/th_b5677083 ; http://hdl.handle.net/10722/223161.

Council of Science Editors:

Chu K. Activation of grammatical representations during the reading of Chinese compound words. [Masters Thesis]. University of Hong Kong; 2015. Available from: Chu, K. [朱家豪]. (2015). Activation of grammatical representations during the reading of Chinese compound words. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5677083 ; http://dx.doi.org/10.5353/th_b5677083 ; http://hdl.handle.net/10722/223161

University of Hong Kong

15. 郭沛殷.; Kwok, Pui-yan, Veronica. Learning new color names produces lateralized categorical color perception: a training study.

Degree: M. Phil., 2013, University of Hong Kong

URL: Kwok, P. V. [郭沛殷]. (2013). Learning new color names produces lateralized categorical color perception : a training study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985859 ; http://dx.doi.org/10.5353/th_b4985859 ; http://hdl.handle.net/10722/181867

►

Previous behavioral and neuroimaging findings (Drivonikou, et al., 2007; Gilbert, et al., 2006; Tan, et al., 2008; Siok, et al., 2009) indicate that reaction times… (more)

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Previous behavioral and neuroimaging findings (Drivonikou, et al., 2007; Gilbert, et al., 2006; Tan, et al., 2008; Siok, et al., 2009) indicate that reaction times to targets in visual search are faster in the right than the left visual field when the target and distractor colors straddle a category boundary. This phenomenon is known as the lateralized categorical color perception, which supports the weaker form of Whorf’s hypothesis that linguistic information shapes color perception. Yet, these studies did not demonstrate a definite cause and effect relation between language and perception. The observed lateralized category effect of color perception may either rely on the individual’s innate color categories or his linguistic experience. In the present study, we used an intensive training method to study categorical perception (CP) of color. We aimed to show a definite causal relation between language and perception. In Experiment 1, 37 native Mandarin speakers were tested with a color discrimination task. We taught 20 participants four new linguistic items for the four stimulus colors which were initially from the same lexical category (two blues and two greens) whilst other participants did not learn any new color names. Performances between the two groups were compared before and after training. Experiment 2 was based on Zhou et al.’s (2010) behavioral study, in which we used the same training procedure and measured and contrasted 19 participants’ brain structure before and after training. In experiment 1, participants exhibited lateralized Whorf effect when performing the visual search task at the pre-training phase. After training, the experimental group successfully acquired the new color names, reflected by overall shorter reaction time and higher task accuracy, while the control group did not show significant difference in the performance across two phases. The improved performance of experimental group implicated that the newly learned categories altered participants’ color perception pattern. However, we failed to show lateralized Whorf effect at the post-training phase due to several experimental flaws. In Experiment 2, gray matter density is found to increase in color region of the left visual cortex after a short-term training (less than two hours). The data provided strong structural evidence for newly-learned categorical color perception and also suggested structural plasticity of the human brain. The results from this study indicate that language experience shapes perception, both functionally and structurally, after a period of learning that is much shorter than previously established (Draganski, 2004; Carreiras, et al., 2009; Trachtenberg, 2002).

published_or_final_version

Linguistics

Master

Master of Philosophy

Advisors/Committee Members: Tan, L.

Subjects/Keywords: Colors, Words for.; Color vision.

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

APA (6^th Edition):

郭沛殷.; Kwok, Pui-yan, V. (2013). Learning new color names produces lateralized categorical color perception: a training study. (Masters Thesis). University of Hong Kong. Retrieved from Kwok, P. V. [郭沛殷]. (2013). Learning new color names produces lateralized categorical color perception : a training study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985859 ; http://dx.doi.org/10.5353/th_b4985859 ; http://hdl.handle.net/10722/181867

Chicago Manual of Style (16^th Edition):

郭沛殷.; Kwok, Pui-yan, Veronica. “Learning new color names produces lateralized categorical color perception: a training study.” 2013. Masters Thesis, University of Hong Kong. Accessed January 22, 2020. Kwok, P. V. [郭沛殷]. (2013). Learning new color names produces lateralized categorical color perception : a training study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985859 ; http://dx.doi.org/10.5353/th_b4985859 ; http://hdl.handle.net/10722/181867.

MLA Handbook (7^th Edition):

郭沛殷.; Kwok, Pui-yan, Veronica. “Learning new color names produces lateralized categorical color perception: a training study.” 2013. Web. 22 Jan 2020.

Vancouver:

郭沛殷.; Kwok, Pui-yan V. Learning new color names produces lateralized categorical color perception: a training study. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2020 Jan 22]. Available from: Kwok, P. V. [郭沛殷]. (2013). Learning new color names produces lateralized categorical color perception : a training study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985859 ; http://dx.doi.org/10.5353/th_b4985859 ; http://hdl.handle.net/10722/181867.

Council of Science Editors:

郭沛殷.; Kwok, Pui-yan V. Learning new color names produces lateralized categorical color perception: a training study. [Masters Thesis]. University of Hong Kong; 2013. Available from: Kwok, P. V. [郭沛殷]. (2013). Learning new color names produces lateralized categorical color perception : a training study. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4985859 ; http://dx.doi.org/10.5353/th_b4985859 ; http://hdl.handle.net/10722/181867

University of Tasmania

16. Middenway, R. 'If music and sweet poetry agree' : the marriage of two art-forms, with particular emphasis on speech rhythm & inflection, dramatic intensity & musical coherence.

Degree: 2015, University of Tasmania

URL: https://eprints.utas.edu.au/22903/7/Middenway_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/22903/25/Folio1_Copyright_material_removed.pdf ; https://eprints.utas.edu.au/22903/14/Folio2.pdf ; https://eprints.utas.edu.au/22903/1/Middenway_whole_thesis.pdf ; https://eprints.utas.edu.au/22903/13/Folio1.pdf

► This applied research project has focussed on the sequence of compositional challenges faced when setting verse to music, its principal output a folio of settings… (more)

▼ This applied research project has focussed on the sequence of compositional challenges faced when setting verse to music, its principal output a folio of settings of verse spanning thirteen centuries. For the sake of general accessibility, the texts selected were predominantly in English, with two sets in translation from the original Japanese and one in Latin. The works included in the folio are: a choral canzonet; a duet; four complete song cycles and extracts from a fifth; a cantata for solo voices, choir and chamber ensemble; and a piece for two solo voices and orchestra. To provide a broader compositional context, excerpts from two of the other works completed during the project are included in the folio: from a piano sonata, and from a new realisation of the Latin medieval church opera, The Play of Daniel. Three other instrumental pieces completed during the project are omitted from the folio. Experience as a singer, choral conductor, opera production and stage manager and long-time music and opera critic has inevitably informed my creative practice. In this Exegesis I identify some composers whose approaches to word-setting have consciously and no doubt unconsciously influenced my personal approach over the years, and consider ways in which specific works of several of them might have influenced some aspects of the pieces in the folio. In the core of the exegesis I consider two key works in the folio, documenting in varying detail the procedures employed in text selection and analysis, and subsequently in musical synthesis. But the overall creative process depends on unconscious art as much as conscious craft; in this contextualising document I consider the verse itself and the evanescent clouds of ideas and emotions that evidently drove the various poets, my personal responses, and the musical processes by which I set out to communicate these ideas and emotions to performers and audiences, balancing craft and art with the aim of illuminating the verse.

Subjects/Keywords: setting words to music

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APA (6^th Edition):

Middenway, R. (2015). 'If music and sweet poetry agree' : the marriage of two art-forms, with particular emphasis on speech rhythm & inflection, dramatic intensity & musical coherence. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/22903/7/Middenway_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/22903/25/Folio1_Copyright_material_removed.pdf ; https://eprints.utas.edu.au/22903/14/Folio2.pdf ; https://eprints.utas.edu.au/22903/1/Middenway_whole_thesis.pdf ; https://eprints.utas.edu.au/22903/13/Folio1.pdf

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):

Middenway, R. “'If music and sweet poetry agree' : the marriage of two art-forms, with particular emphasis on speech rhythm & inflection, dramatic intensity & musical coherence.” 2015. Thesis, University of Tasmania. Accessed January 22, 2020. https://eprints.utas.edu.au/22903/7/Middenway_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/22903/25/Folio1_Copyright_material_removed.pdf ; https://eprints.utas.edu.au/22903/14/Folio2.pdf ; https://eprints.utas.edu.au/22903/1/Middenway_whole_thesis.pdf ; https://eprints.utas.edu.au/22903/13/Folio1.pdf.

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

MLA Handbook (7^th Edition):

Middenway, R. “'If music and sweet poetry agree' : the marriage of two art-forms, with particular emphasis on speech rhythm & inflection, dramatic intensity & musical coherence.” 2015. Web. 22 Jan 2020.

Vancouver:

Middenway R. 'If music and sweet poetry agree' : the marriage of two art-forms, with particular emphasis on speech rhythm & inflection, dramatic intensity & musical coherence. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2020 Jan 22]. Available from: https://eprints.utas.edu.au/22903/7/Middenway_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/22903/25/Folio1_Copyright_material_removed.pdf ; https://eprints.utas.edu.au/22903/14/Folio2.pdf ; https://eprints.utas.edu.au/22903/1/Middenway_whole_thesis.pdf ; https://eprints.utas.edu.au/22903/13/Folio1.pdf.

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

Council of Science Editors:

Middenway R. 'If music and sweet poetry agree' : the marriage of two art-forms, with particular emphasis on speech rhythm & inflection, dramatic intensity & musical coherence. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/22903/7/Middenway_whole_thesis_ex_pub_mat.pdf ; https://eprints.utas.edu.au/22903/25/Folio1_Copyright_material_removed.pdf ; https://eprints.utas.edu.au/22903/14/Folio2.pdf ; https://eprints.utas.edu.au/22903/1/Middenway_whole_thesis.pdf ; https://eprints.utas.edu.au/22903/13/Folio1.pdf

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

University of New Mexico

17. Song, Piyo. A Pointillism Approach for Natural Language Processing of Social Media.

Degree: Department of Computer Science, 2013, University of New Mexico

URL: http://hdl.handle.net/1928/23583

► Natural language processing tasks typically start with the basic unit of words, and then from words and their meanings a big picture is constructed about… (more)

▼ Natural language processing tasks typically start with the basic unit of words, and then from words and their meanings a big picture is constructed about what the meanings of documents or other larger constructs are in terms of the topics discussed. Social media is very challenging for natural language processing because it challenges the notion of a word. Social media users regularly use words that are not in even the most comprehensive lexicons. These new words can be unknown named entities that have suddenly risen in prominence because of a current event, or they might be neologisms newly created to emphasize meaning or evade keyword filtering. Chinese social media is particularly challenging. The Chinese language poses challenges for natural language processing based on the unit of a word even for formal uses of the Chinese language, social media only makes word segmentation in Chinese even more difficult. Thus, even knowing what the boundaries of words are in a social media corpus is a difficult proposition. For these reasons, in this document I propose the Pointillism approach to natural language processing. In the pointillism approach, language is viewed as a time series, or sequence of points that represent the grams' usage over time. Time is an important aspect of the Pointillism approach. Detailed timing information, such as timestamps of when posts were posted, contain correlations based on human patterns and current events. This timing information provides the necessary context to build words and phrases out of trigrams and then group those words and phrases into topical clusters. Rather than words that have individual meanings, the basic unit of the pointillism approach is trigrams of characters. These grams take on meaning in aggregate when they appear together in a way that is correlated over time. I anticipate that the pointillism approach can perform well in a variety of natural language processing tasks for many different languages, but in this document my focus is on trend analysis for Chinese microblogging. Microblog posts have a timestamp of when posts were posted, that is accurate to the minute or second (though, in this dissertation, I bin posts by the hour). To show that trigrams supplemented with frequency information do collect scattered information into meaningful pieces, I first use the pointillism approach to extract phrases. I conducted experiments on 4-character idioms, a set of 500 phrases that are longer than 3 characters taken from the Chinese-language version of Wiktionary, and also on Weibo's hot keywords. My results show that when words and topics do have a meme-like trend, they can be reconstructed from only trigrams. For example, for 4-character idioms that appear at least 99 times in one day in my data, the unconstrained precision (that is, precision that allows for deviation from a lexicon when the result is just as correct as the lexicon version of the word or phrase) is 0.93. For longer words and phrases collected from Wiktionary, including neologisms, the unconstrained… Advisors/Committee Members: Crandall, Jedidiah, Saia, Jared, Luger, George, Wallach, Dan.

Subjects/Keywords: Unknown Words Extraction; Trends Extraction

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

APA (6^th Edition):

Song, P. (2013). A Pointillism Approach for Natural Language Processing of Social Media. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23583

Chicago Manual of Style (16^th Edition):

Song, Piyo. “A Pointillism Approach for Natural Language Processing of Social Media.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 22, 2020. http://hdl.handle.net/1928/23583.

MLA Handbook (7^th Edition):

Song, Piyo. “A Pointillism Approach for Natural Language Processing of Social Media.” 2013. Web. 22 Jan 2020.

Vancouver:

Song P. A Pointillism Approach for Natural Language Processing of Social Media. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1928/23583.

Council of Science Editors:

Song P. A Pointillism Approach for Natural Language Processing of Social Media. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23583

Addis Ababa University

18. Ismael, Ali. Preparatory Students’ Lexical Inferencing Behavior in Relation to Levels of Topic Familiarity and Its Contribution to Target Words Retention: Grade 12 Students in Focus .

Degree: 2015, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/7068

► This research studied the preparatory students’ lexical inferencing behavior in relation to levels of topic familiarity and its contribution to target words retention. Data were… (more)

▼ This research studied the preparatory students’ lexical inferencing behavior in relation to levels of topic familiarity and its contribution to target words retention. Data were gathered using questionnaire, thinkaloud verbal protocol and vocabulary knowledge scale (VKS) from 83 grade 12 natural science students who were selected using multiple stage sampling technique from Hailemariam Mamo Preparatory School in Debreberhan. The result of this study revealed that for the two text types: “Importance of Water” and “Drainage Systems in Africa” combined, the students were more of successful than unsuccessful in their lexical inferencing attempts. The analysis on the two texts separately showed that the students’ lexical inferencing success varied on the two text types. It was also found out that 44% of the times the students failed in their attempts. Among these failures, majority were received by the target words (TWs) in the less familiar text. In general, the findings on lexical inferencing success are in consistent with interactivecompensatory model in that content familiarity compensates students’ linguistic gap. Besides, the participants mostly employed local clues to unlock the meanings of the TWs in the two texts combined. For the more familiar text the students tended to exploit the context at global level. As a result, they were integrators for TWs in this text. Successful clues demanded the students’ ability to integrate the information that came before and after the TWs. In addition, the result of this study revealed that the students mostly used ‘repeating’ strategies when the two texts combined. These strategies were found to be unsupportive for lexical inferencing success. A text-by-text analysis of the strategies showed that students’ lexical inferencing strategy use varied on the two text types. The contribution of the strategies for success fell into two categories: those which hardly varied on the two text types and those which varied on the two text types. Therefore, it is possible to hold a position that students’ behavior in lexical inferencing strategy use is partially consistent with interactive-compensatory model of reading. Moreover, the scores from VKS showed that the students’ level of TWs knowledge mainly attributed to vague knowledge of the form of the TWs. Besides, the students did better in productive retention, though in low level, for immediate test than they did for the delayed test. This may imply that the activated schema for the immediate test did not transfer into the long term memory. A text-by-text analysis within immediate and delayed tests separately came up with a result that the students’ scores for retention for immediate test was significantly higher for the TWs in the more familiar text compared to for the TWs in the less familiar text. In the final analysis, the researcher contended that lexical inferencing was more useful to facilitate on the spot interaction between the reader and the text than to contribute to lexical acquisition, but… Advisors/Committee Members: Girma Gezehagn (Ph. D.) (advisor).

Subjects/Keywords: contribution to target words retention

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APA (6^th Edition):

Ismael, A. (2015). Preparatory Students’ Lexical Inferencing Behavior in Relation to Levels of Topic Familiarity and Its Contribution to Target Words Retention: Grade 12 Students in Focus . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7068

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):

Ismael, Ali. “Preparatory Students’ Lexical Inferencing Behavior in Relation to Levels of Topic Familiarity and Its Contribution to Target Words Retention: Grade 12 Students in Focus .” 2015. Thesis, Addis Ababa University. Accessed January 22, 2020. http://etd.aau.edu.et/dspace/handle/123456789/7068.

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

MLA Handbook (7^th Edition):

Ismael, Ali. “Preparatory Students’ Lexical Inferencing Behavior in Relation to Levels of Topic Familiarity and Its Contribution to Target Words Retention: Grade 12 Students in Focus .” 2015. Web. 22 Jan 2020.

Vancouver:

Ismael A. Preparatory Students’ Lexical Inferencing Behavior in Relation to Levels of Topic Familiarity and Its Contribution to Target Words Retention: Grade 12 Students in Focus . [Internet] [Thesis]. Addis Ababa University; 2015. [cited 2020 Jan 22]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7068.

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

Council of Science Editors:

Ismael A. Preparatory Students’ Lexical Inferencing Behavior in Relation to Levels of Topic Familiarity and Its Contribution to Target Words Retention: Grade 12 Students in Focus . [Thesis]. Addis Ababa University; 2015. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7068

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

University of Georgia

19. Herlihy, Nancy Dwyer. Teachers' perceptions of a collaborative arts professional development workshop.

Degree: PhD, Art Education, 2016, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/herlihy_nancy_d_201608_phd

► The purpose of this research is to examine how a three-day professional development workshop, sponsored by a collective group of four Southeastern arts organizations, engaged,… (more)

Subjects/Keywords: INDEX WORDS: Professional development

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APA (6^th Edition):

Herlihy, N. D. (2016). Teachers' perceptions of a collaborative arts professional development workshop. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/herlihy_nancy_d_201608_phd

Chicago Manual of Style (16^th Edition):

Herlihy, Nancy Dwyer. “Teachers' perceptions of a collaborative arts professional development workshop.” 2016. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/herlihy_nancy_d_201608_phd.

MLA Handbook (7^th Edition):

Herlihy, Nancy Dwyer. “Teachers' perceptions of a collaborative arts professional development workshop.” 2016. Web. 22 Jan 2020.

Vancouver:

Herlihy ND. Teachers' perceptions of a collaborative arts professional development workshop. [Internet] [Doctoral dissertation]. University of Georgia; 2016. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/herlihy_nancy_d_201608_phd.

Council of Science Editors:

Herlihy ND. Teachers' perceptions of a collaborative arts professional development workshop. [Doctoral Dissertation]. University of Georgia; 2016. Available from: http://purl.galileo.usg.edu/uga_etd/herlihy_nancy_d_201608_phd

20. Leidner, Mark. Hipster.

Degree: Master of Fine Arts (M.F.A.), English, 2012, U of Massachusetts : Masters

URL: http://scholarworks.umass.edu/theses/809

► Hipster is first-person novel in diary form. It chronicles events in the life of the narrator. The story begins when his girlfriend leaves him… (more)

Subjects/Keywords: words; language; fiction; poetry

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APA (6^th Edition):

Leidner, M. (2012). Hipster. (Masters Thesis). U of Massachusetts : Masters. Retrieved from http://scholarworks.umass.edu/theses/809

Chicago Manual of Style (16^th Edition):

Leidner, Mark. “Hipster.” 2012. Masters Thesis, U of Massachusetts : Masters. Accessed January 22, 2020. http://scholarworks.umass.edu/theses/809.

MLA Handbook (7^th Edition):

Leidner, Mark. “Hipster.” 2012. Web. 22 Jan 2020.

Vancouver:

Leidner M. Hipster. [Internet] [Masters thesis]. U of Massachusetts : Masters; 2012. [cited 2020 Jan 22]. Available from: http://scholarworks.umass.edu/theses/809.

Council of Science Editors:

Leidner M. Hipster. [Masters Thesis]. U of Massachusetts : Masters; 2012. Available from: http://scholarworks.umass.edu/theses/809

University of Debrecen

21. Vaprezsán, Krisztina. The "Taboo" .

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

URL: http://hdl.handle.net/2437/173535

► The chapters of my thesis are divided according to the functions they take in the language, so taboos that are in connection with gender came… (more)

Subjects/Keywords: communicative gaps; taboo words

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APA (6^th Edition):

Vaprezsán, K. (2013). The "Taboo" . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173535

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):

Vaprezsán, Krisztina. “The "Taboo" .” 2013. Thesis, University of Debrecen. Accessed January 22, 2020. http://hdl.handle.net/2437/173535.

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

MLA Handbook (7^th Edition):

Vaprezsán, Krisztina. “The "Taboo" .” 2013. Web. 22 Jan 2020.

Vancouver:

Vaprezsán K. The "Taboo" . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/2437/173535.

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

Council of Science Editors:

Vaprezsán K. The "Taboo" . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173535

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

University of Ghana

22. Brown, B. Ten Early Words of Infants Aged Twelve to Eighteen Months in Twi .

Degree: 2018, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/32091

► Background: Children imitate, and model adult speech as noted in Skinner’s theory (Skinner, 1957) of language acquisition and so knowing what the children say and… (more)

Subjects/Keywords: Infants; Twi; Mothers; Early Words

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APA (6^th Edition):

Brown, B. (2018). Ten Early Words of Infants Aged Twelve to Eighteen Months in Twi . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/32091

Chicago Manual of Style (16^th Edition):

Brown, B. “Ten Early Words of Infants Aged Twelve to Eighteen Months in Twi .” 2018. Masters Thesis, University of Ghana. Accessed January 22, 2020. http://ugspace.ug.edu.gh/handle/123456789/32091.

MLA Handbook (7^th Edition):

Brown, B. “Ten Early Words of Infants Aged Twelve to Eighteen Months in Twi .” 2018. Web. 22 Jan 2020.

Vancouver:

Brown B. Ten Early Words of Infants Aged Twelve to Eighteen Months in Twi . [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2020 Jan 22]. Available from: http://ugspace.ug.edu.gh/handle/123456789/32091.

Council of Science Editors:

Brown B. Ten Early Words of Infants Aged Twelve to Eighteen Months in Twi . [Masters Thesis]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/32091

University of Utah

23. Pummel, Mary Beth Lindsay. The use of an ipad app to deliver a time-delay taped-words intervention to students at-risk for reading difficulties.

Degree: PhD, Educational Psychology, 2015, University of Utah

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4052/rec/2710

► The purpose of the current study was to empirically evaluate the effectiveness of a specifically designed iPad app to administer the time-delay taped-words intervention. This… (more)

Subjects/Keywords: app; intervention; ipad; reading; sight words; time-delay taped-words

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APA (6^th Edition):

Pummel, M. B. L. (2015). The use of an ipad app to deliver a time-delay taped-words intervention to students at-risk for reading difficulties. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4052/rec/2710

Chicago Manual of Style (16^th Edition):

Pummel, Mary Beth Lindsay. “The use of an ipad app to deliver a time-delay taped-words intervention to students at-risk for reading difficulties.” 2015. Doctoral Dissertation, University of Utah. Accessed January 22, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4052/rec/2710.

MLA Handbook (7^th Edition):

Pummel, Mary Beth Lindsay. “The use of an ipad app to deliver a time-delay taped-words intervention to students at-risk for reading difficulties.” 2015. Web. 22 Jan 2020.

Vancouver:

Pummel MBL. The use of an ipad app to deliver a time-delay taped-words intervention to students at-risk for reading difficulties. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2020 Jan 22]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4052/rec/2710.

Council of Science Editors:

Pummel MBL. The use of an ipad app to deliver a time-delay taped-words intervention to students at-risk for reading difficulties. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/4052/rec/2710

24. Jo, Gilsang. English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words.

Degree: MA, English, 2018, St. Cloud State University

URL: https://repository.stcloudstate.edu/engl_etds/132

► This study compares the efficacy of the use of wordlists and that of flashcards, the effectiveness of L1 definitions and L2 definitions, the retention… (more)

Subjects/Keywords: flashcards; wordlists; L1 definitions; L2 definitions; abstract words; concrete words

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APA (6^th Edition):

Jo, G. (2018). English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/engl_etds/132

Chicago Manual of Style (16^th Edition):

Jo, Gilsang. “English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words.” 2018. Masters Thesis, St. Cloud State University. Accessed January 22, 2020. https://repository.stcloudstate.edu/engl_etds/132.

MLA Handbook (7^th Edition):

Jo, Gilsang. “English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words.” 2018. Web. 22 Jan 2020.

Vancouver:

Jo G. English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2020 Jan 22]. Available from: https://repository.stcloudstate.edu/engl_etds/132.

Council of Science Editors:

Jo G. English Vocabulary Learning with Wordlists vs. Flashcards; L1 Definitions vs. L2 Definitions; Abstract Words vs. Concrete Words. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/engl_etds/132

University of Edinburgh

25. Kainada, Evia. The Interaction of cues to phrasing and cues to lexical stress in Greek.

Degree: 2005, University of Edinburgh

URL: http://hdl.handle.net/1842/2075

► Research on the alignment of F0 movements has shown that they align with the segmental string. This is the “segmental anchoring” hypothesis. In addition, research… (more)

▼ Research on the alignment of F0 movements has shown that they align with the segmental string. This is the “segmental anchoring” hypothesis. In addition, research on the duration of segments at the edges of prosodic domains has shown that duration is a robust cue for the demarcation of prosodic levels, however, the exact operation of those cues under different conditions is still a matter of research. This paper addresses the question of how the alignment of F0 of prenuclear pitch accents and the duration of segments in Prosodic Words of Greek might interact, when produced under different prosodic boundary and lexical stress placements. We used Prosodic Words of the short “article + noun + clitic”, bearing an L*+H prenuclear pitch accent. From the results for the duration of the segments of the prosodic word we did not find support for mechanisms that have been found to operate on other languages, such as English and Dutch. The mechanisms examined were those of preboundary lengthening, polysyllabic shortening, accentual lengthening and articulatory strengthening. We found that the proclitic is shorter than the enclitic, which indicated a shortening of the proclitic. We also showed that the distance of the stress and pitch accent from the prosodic boundary causes a change on the duration of the segments of the noun of the prosodic word. That is, segments belonging to a word with stress further away from the boundary are longer than the ones with stress closer to the boundary. Regarding the alignment of F0 movements, we found that the Low tone aligns with the onset of the accented syllable, but is influenced by the existence of a word boundary. Surprisingly, we found that the H tone is not influenced by the existence of a prosodic boundary and aligns after the onset of the first postaccentual vowel, regardless of whether the clitic is a proclitic or an enclitic. Position of stress seemed to influence the alignment of the F0 movements as well, since when the pitch accent lay further away from the prosodic boundary there was more time for the rise from L to H to take place. Advisors/Committee Members: Ladd, D.

Subjects/Keywords: linguistics; lexical stress; Greek prosodic words

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APA (6^th Edition):

Kainada, E. (2005). The Interaction of cues to phrasing and cues to lexical stress in Greek. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2075

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):

Kainada, Evia. “The Interaction of cues to phrasing and cues to lexical stress in Greek.” 2005. Thesis, University of Edinburgh. Accessed January 22, 2020. http://hdl.handle.net/1842/2075.

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

MLA Handbook (7^th Edition):

Kainada, Evia. “The Interaction of cues to phrasing and cues to lexical stress in Greek.” 2005. Web. 22 Jan 2020.

Vancouver:

Kainada E. The Interaction of cues to phrasing and cues to lexical stress in Greek. [Internet] [Thesis]. University of Edinburgh; 2005. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/1842/2075.

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

Council of Science Editors:

Kainada E. The Interaction of cues to phrasing and cues to lexical stress in Greek. [Thesis]. University of Edinburgh; 2005. Available from: http://hdl.handle.net/1842/2075

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

University of Georgia

26. Ramseyer, Craig Allen. Forest fire aerosol forcing of precipitation along the U.S. South Atlantic coast.

Degree: MS, Geography, 2011, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/ramseyer_craig_a_201108_ms

► This thesis uses six case days to examine the effects of aerosols produced by forest fires on the development of deep marine clouds and their… (more)

Subjects/Keywords: INDEX WORDS: forest fire; aerosol; precipitation; CREP

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APA (6^th Edition):

Ramseyer, C. A. (2011). Forest fire aerosol forcing of precipitation along the U.S. South Atlantic coast. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/ramseyer_craig_a_201108_ms

Chicago Manual of Style (16^th Edition):

Ramseyer, Craig Allen. “Forest fire aerosol forcing of precipitation along the U.S. South Atlantic coast.” 2011. Masters Thesis, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/ramseyer_craig_a_201108_ms.

MLA Handbook (7^th Edition):

Ramseyer, Craig Allen. “Forest fire aerosol forcing of precipitation along the U.S. South Atlantic coast.” 2011. Web. 22 Jan 2020.

Vancouver:

Ramseyer CA. Forest fire aerosol forcing of precipitation along the U.S. South Atlantic coast. [Internet] [Masters thesis]. University of Georgia; 2011. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/ramseyer_craig_a_201108_ms.

Council of Science Editors:

Ramseyer CA. Forest fire aerosol forcing of precipitation along the U.S. South Atlantic coast. [Masters Thesis]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/ramseyer_craig_a_201108_ms

27. Vaughn, Susan Acker. Flexibility Options in Georgia: a case study of charter system governance.

Degree: EdD, Educational Leadership, 2015, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/vaughn_susan_a_201508_edd

► The General Assembly of the State of Georgia passed the Charter Schools Act of 1998 to increase student achievement through innovative educational flexibility. A feature… (more)

▼ The General Assembly of the State of Georgia passed the Charter Schools Act of 1998 to increase student achievement through innovative educational flexibility. A feature of this Act provided local school systems the flexibility to operate as a Charter System. In 2009, to further increase flexibility from certain state laws, rules and regulations, the State Legislature required all Georgia school systems to determine under which operating system they will govern. The deadline for that decision is June 30, 2015. There are three principal operating systems, known as Flexibility Options: Investing in Educational Excellence School System (IE²), Charter system and Status Quo School System. Within the context of governance, this study examined district-level and school-level decision-making processes in a Georgia Charter District. The study investigated how significant decisions of budget, personnel, programs and/or innovation are decided, the means by which school governance council members learn their roles, and the challenges and benefits of operating as a charter system of governance. Multi-faceted data collection techniques were employed to answer the research questions posed by this study. These techniques included targeted in-depth interviews with district board members, the superintendent, principals and local school governance council members in the Charter System. Document reviews, direct observation and researcher’s journal contributed to the analysis of the data. Evidence from this study revealed school governance councils take part in the decision-making process, especially in the areas of budget and personnel in the charter district studied for this investigation. Findings from the study indicated lesser involvement by school governance council members on the types of programs and/or innovation to support individual school improvement plans as local school governance council members tended to defer judgment to school leaders in these types of decisions. This study also examined how school governance council members learn their roles. On this question, the findings revealed two primary methods through which school governance council members learn to perform their tasks: orientation and training of members by the system, and the formation of Communities of Practice at the local school site. Awareness by constituents of the distinction between charter schools and charter systems, as well as a need for greater understanding by the public of locus of decision-making authority presented challenges for authority figures in the charter system. Two benefits of charter system governance consistently noted by stakeholders were flexibility and local school control over budget and hiring. Advisors/Committee Members: Elizabeth DeBray.

Subjects/Keywords: INDEX WORDS: Flexibility Options in Georgia

9 more images…

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APA (6^th Edition):

Vaughn, S. A. (2015). Flexibility Options in Georgia: a case study of charter system governance. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/vaughn_susan_a_201508_edd

Chicago Manual of Style (16^th Edition):

Vaughn, Susan Acker. “Flexibility Options in Georgia: a case study of charter system governance.” 2015. Doctoral Dissertation, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/vaughn_susan_a_201508_edd.

MLA Handbook (7^th Edition):

Vaughn, Susan Acker. “Flexibility Options in Georgia: a case study of charter system governance.” 2015. Web. 22 Jan 2020.

Vancouver:

Vaughn SA. Flexibility Options in Georgia: a case study of charter system governance. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/vaughn_susan_a_201508_edd.

Council of Science Editors:

Vaughn SA. Flexibility Options in Georgia: a case study of charter system governance. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/vaughn_susan_a_201508_edd

University of Georgia

28. Benshmuel, Ariella. David and Goliath retold: a textual analysis of CNN's coverage of Israel and Palestine.

Degree: MA, Mass Communication, 2005, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/benshmuel_ariella_200508_ma

► Much criticism has been leveled at CNN for its coverage of Israel and Palestine, highlighting the need for a close examination of its newscasts. The… (more)

Subjects/Keywords: INDEX WORDS: Israel

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APA (6^th Edition):

Benshmuel, A. (2005). David and Goliath retold: a textual analysis of CNN's coverage of Israel and Palestine. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/benshmuel_ariella_200508_ma

Chicago Manual of Style (16^th Edition):

Benshmuel, Ariella. “David and Goliath retold: a textual analysis of CNN's coverage of Israel and Palestine.” 2005. Masters Thesis, University of Georgia. Accessed January 22, 2020. http://purl.galileo.usg.edu/uga_etd/benshmuel_ariella_200508_ma.

MLA Handbook (7^th Edition):

Benshmuel, Ariella. “David and Goliath retold: a textual analysis of CNN's coverage of Israel and Palestine.” 2005. Web. 22 Jan 2020.

Vancouver:

Benshmuel A. David and Goliath retold: a textual analysis of CNN's coverage of Israel and Palestine. [Internet] [Masters thesis]. University of Georgia; 2005. [cited 2020 Jan 22]. Available from: http://purl.galileo.usg.edu/uga_etd/benshmuel_ariella_200508_ma.

Council of Science Editors:

Benshmuel A. David and Goliath retold: a textual analysis of CNN's coverage of Israel and Palestine. [Masters Thesis]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/benshmuel_ariella_200508_ma

University of Hong Kong

29. 梁軒銘; Leung, Hin-ming, Matthew. On modeling loanword phonology in Cantonese : reviewing the uniformity approach.

Degree: MA, 2017, University of Hong Kong

URL: http://hdl.handle.net/10722/251987

►

Hong Kong Cantonese is well-known for borrowing numerous English words, many of which were borrowed by phonetic transliteration. Past studies have attempted to describe… (more)

Subjects/Keywords: Cantonese dialects - Foreign words and phrases

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APA (6^th Edition):

梁軒銘; Leung, Hin-ming, M. (2017). On modeling loanword phonology in Cantonese : reviewing the uniformity approach. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/251987

Chicago Manual of Style (16^th Edition):

梁軒銘; Leung, Hin-ming, Matthew. “On modeling loanword phonology in Cantonese : reviewing the uniformity approach.” 2017. Masters Thesis, University of Hong Kong. Accessed January 22, 2020. http://hdl.handle.net/10722/251987.

MLA Handbook (7^th Edition):

梁軒銘; Leung, Hin-ming, Matthew. “On modeling loanword phonology in Cantonese : reviewing the uniformity approach.” 2017. Web. 22 Jan 2020.

Vancouver:

梁軒銘; Leung, Hin-ming M. On modeling loanword phonology in Cantonese : reviewing the uniformity approach. [Internet] [Masters thesis]. University of Hong Kong; 2017. [cited 2020 Jan 22]. Available from: http://hdl.handle.net/10722/251987.

Council of Science Editors:

梁軒銘; Leung, Hin-ming M. On modeling loanword phonology in Cantonese : reviewing the uniformity approach. [Masters Thesis]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/251987

30. Mohd Imran Khan. Predicting transferability from semantic space: a linguistic study of polysemous words in the English translation of Urdu fiction; -.

Degree: Linguistics, 2011, Aligarh Muslim University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/11250

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Translation helps spreading knowledge. The idea is that in translation, the communication of the meaning of a source-language text by means of an equivalent transferred… (more)

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Translation helps spreading knowledge. The idea is that in translation, the communication of the meaning of a source-language text by means of an equivalent transferred in target-language text. Whereas interpreting undoubtedly antedates writing, translation began only after the appearance of written literature. Translation is the transmittal of written text from one language into another. Although the terms translation and interpretation are often used interchangeably, by strict definition, translation refers to the written language, and interpretation to the spoken word. Translation is the action of interpretation of the meaning of a text, and subsequent production of an equivalent text, that communicates the same message in another language. Translation Studies examines the art and craft of translation, i.e., what is translated, how it is translated, how it is received in the receptor language, and especially what is said so often to be lost in translation Translation Studies approaches literature from a new and dynamic perspective that changes the way we view literature, cultures, and each other. Translation destroys language walls and illuminates the gestures, assertions, and utterances of other nations. Translation heightens our sensitivity to the sensibilities of foreign cultures and customs. Translators always risk inappropriate spill-over of source-language idioms, homonymous words, polysemous words and usage into the target-language translation. On the other hand, spill-overs have imported useful source-language calques and loanwords that have enriched the target languages. Indeed, translators have helped substantially to shape the languages into which they have translated. The present work is an attempt to investigate the nature of polysemous words in the Urdu Fiction. It also aims at evaluating how these polysemous words of Urdu Fiction were treated when they were translated into the English Fiction.

Bibliography p.253-280

Advisors/Committee Members: Fatihi, A R.

Subjects/Keywords: Linguistics; polysemous words; Urdu fiction; English translation

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

APA (6^th Edition):

Khan, M. I. (2011). Predicting transferability from semantic space: a linguistic study of polysemous words in the English translation of Urdu fiction; -. (Thesis). Aligarh Muslim University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/11250

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):

Khan, Mohd Imran. “Predicting transferability from semantic space: a linguistic study of polysemous words in the English translation of Urdu fiction; -.” 2011. Thesis, Aligarh Muslim University. Accessed January 22, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/11250.

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

MLA Handbook (7^th Edition):

Khan, Mohd Imran. “Predicting transferability from semantic space: a linguistic study of polysemous words in the English translation of Urdu fiction; -.” 2011. Web. 22 Jan 2020.

Vancouver:

Khan MI. Predicting transferability from semantic space: a linguistic study of polysemous words in the English translation of Urdu fiction; -. [Internet] [Thesis]. Aligarh Muslim University; 2011. [cited 2020 Jan 22]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11250.

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

Council of Science Editors:

Khan MI. Predicting transferability from semantic space: a linguistic study of polysemous words in the English translation of Urdu fiction; -. [Thesis]. Aligarh Muslim University; 2011. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/11250

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

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