Downloads & Free Reading Options - Results

Recent models of metadiscourse proposed by Joseph M. Williams and William J. Vande Kopple are collections of disparate structures instead of principled systems--they do not contain rules to explain the interdependencies of their categories. Metadiscourse should be redefined as a category within the larger context of speech act theory. Specifically, metadiscourse consists of the elements in a sentence that convey illocutionary content in either fully or partially explicit form. By limiting the term "metadiscourse" to those constituents that convey illocutionary content, metadiscourse can become a clearly delineated category that functions within the larger context of speech act theory, thus allowing use of the research that speech act theorists have been conducting for over 30 years and providing a principled framework in which to conduct further study. (SRT)

Artykuł w: Studia Iuridica Lublinensia Vol. 32, 2 (2023), s. 203-223 ; Tytuł równoległy: Konstrukcja odpowiedzialności zobiektywizowanej (strict liability) w prawie karnym Anglii i Walii na tle polskich uregulowań elementu podmiotowego w strukturze czynu zabronionego ; streszczenia w językach angielskim, polskim

The rapid growth of tourism is not just an economic boon for the tourism destinations; it often produces negative socio-cultural impacts for the communities in these destinations. Intensive lobbying and advocacy by civil society groups working on the rights of the child and child protection, resulted in the Goa Childrenâs Act 2003 in the state of Goa. This was the first legislation in India that recognized exploitation of children in tourism and deals with the protection of children from various forms of exploitation. This paper provides a background to the Act, illustrates its salient features and highlights concerns regarding its implementation. Publisher: Equitable Tourism Options (EQUATIONS) Contact: [email protected], +91.80.25457607 Visit: www.equitabletourism.org,http://www.equitabletourism.org/stage/readfull.php?AID=393

The rapid growth of tourism is not just an economic boon for the tourism destinations; it often produces negative socio-cultural impacts for the communities in these destinations. Intensive lobbying and advocacy by civil society groups working on the rights of the child and child protection, resulted in the Goa Childrenâs Act 2003 in the state of Goa. This was the first legislation in India that recognized exploitation of children in tourism and deals with the protection of children from various forms of exploitation. This paper provides a background to the Act, illustrates its salient features and highlights concerns regarding its implementation. Publisher: Equitable Tourism Options (EQUATIONS) Contact: [email protected], +91.80.25457607 Visit: www.equitabletourism.org,http://www.equitabletourism.org/stage/readfull.php?AID=393

A study investigated how a second language (L2) learner's writing skills develop in a second-language context. The three research questions addressed the effect of: (1) first-language (L1) literacy skills, (2) L2 proficiency, and (3) the instructional context on L2 writing. Subjects were 70 university French students. Data were drawn from 300 writing protocols, or 3-5 samples from each subject. The writing samples were analyzed quantitatively for 6 variables: overall quality; number of T-units; mean length of T-unit; number of error-free T-units; mean length of error-free T-units; and number of words. Additional qualitative analysis consisted of: (1) investigation of the writing processes of 7 case-study subjects, which included observation, retrospective interviews, and think-aloud writing protocols in French and English; (2) survey of teacher perceptions of writing in a foreign language context, through observation and interviews; and (3) discourse analysis of the writing samples. It is concluded that L2 learners do rely on L1 literacy skills for L2 writing, and acknowledge the constraints of limited vocabulary and insufficient grammatical knowledge in producing L2 writing. In addition, L2 language proficiency, including oral skills, appears to affect L2 writing skills. A number of variables are seen as explaining variability in student performance. (MSE)

This research will examine the influence of metaphors on attitudes in the context of intergroup conflicts by trying to answer the question - how do metaphors influence people’s hope for peace and willingness to take action for promoting peace? More specifically, how does priming Jewish-Israeli participants to think of the peace process as a journey effect their hope for achieving peace in the Israeli-Palestinian conflict, and their willingness to act? In addition, this research will include an exploratory part in which, after being presented with the different manipulations, participants will be asked to answer open-ended questions about the actions needed to take in order to achieve peace in the Israeli-Palestinian context.

xx, 155 p. ; 23 cm

This report examines the balance that exists between school-based management mandates and the superintendent's ultimate responsibility for student performance in Texas. It claims that the literature on school-based management stipulates that states must transfer authority, responsibility, and accountability from the central office to the school level. This assumption has implications for the role of the superintendent, central office, staff, principals, and teachers. To examine this transfer, a school district in Texas with a student population of over 10,000 students, with a reputation for having adopted a decentralized approach to school management, and where the superintendent has been in office for over 3 years, was chosen for study. Analysis reveals that balancing school-based management with ultimate school-district responsibility was a complicated issue. In the case study, the superintendent was able to manage and balance the devolvement of authority, responsibility, and accountability to the campus level while still maintaining ultimate responsibility, demonstrating that what supported this balancing act was the superintendent's clearly articulated vision that permeated the organization, an organizational structure that he helped develop to support school-based management. The superintendent displayed an unusual amount of trust for members of the organization, trust that was reciprocated. (Contains 55 references.) (RJM)

This report examines the balance that exists between school-based management mandates and the superintendent's ultimate responsibility for student performance in Texas. It claims that the literature on school-based management stipulates that states must transfer authority, responsibility, and accountability from the central office to the school level. This assumption has implications for the role of the superintendent, central office, staff, principals, and teachers. To examine this transfer, a school district in Texas with a student population of over 10,000 students, with a reputation for having adopted a decentralized approach to school management, and where the superintendent has been in office for over 3 years, was chosen for study. Analysis reveals that balancing school-based management with ultimate school-district responsibility was a complicated issue. In the case study, the superintendent was able to manage and balance the devolvement of authority, responsibility, and accountability to the campus level while still maintaining ultimate responsibility, demonstrating that what supported this balancing act was the superintendent's clearly articulated vision that permeated the organization, an organizational structure that he helped develop to support school-based management. The superintendent displayed an unusual amount of trust for members of the organization, trust that was reciprocated. (Contains 55 references.) (RJM)

This report examines the balance that exists between school-based management mandates and the superintendent's ultimate responsibility for student performance in Texas. It claims that the literature on school-based management stipulates that states must transfer authority, responsibility, and accountability from the central office to the school level. This assumption has implications for the role of the superintendent, central office, staff, principals, and teachers. To examine this transfer, a school district in Texas with a student population of over 10,000 students, with a reputation for having adopted a decentralized approach to school management, and where the superintendent has been in office for over 3 years, was chosen for study. Analysis reveals that balancing school-based management with ultimate school-district responsibility was a complicated issue. In the case study, the superintendent was able to manage and balance the devolvement of authority, responsibility, and accountability to the campus level while still maintaining ultimate responsibility, demonstrating that what supported this balancing act was the superintendent's clearly articulated vision that permeated the organization, an organizational structure that he helped develop to support school-based management. The superintendent displayed an unusual amount of trust for members of the organization, trust that was reciprocated. (Contains 55 references.) (RJM)

The last 5 years have witnessed growing support amongst government institutions and educational foundations for applying continuous improvement research (CIR) in school settings. CIR responds to the challenge of implementing effective educational innovations at scale by working with practitioners in local contexts to understand ''what works, for whom, and under what conditions.'' CIR works to achieve system improvement through the use of plan-do-study-act (PDSA) cycles, which are multiple tests of small changes. This comparative case study of two urban school districts examined how innovation design teams took up PDSA in their work to improve high school student outcomes, and their perceptions of PDSA as an approach to innovation development, adaptation, and implementation. Findings revealed both possibilities and challenges for implementing PDSA. Nearly all participants reported the value in PDSA, and participants pointed to "connections to previous experiences" and "PDSA training" as helping to build capacity. However, we found mixed levels of enthusiasm for actually conducting PDSA cycles, and capacity constraints regarding time and data collection. [This article was published in "Journal of Educational Change," (EJ1157388).]

The present paper investigates the performance of the Iraqi students for the speech act of correction and how it is realized with status unequal. It attempts to achieve the following aims: (1) Setting out the felicity conditions for the speech act of correction in terms of Searle conditions; (2) Identifying the semantic formulas that realize the speech act of correction in the performance of the Iraqi learners of English as a foreign language; and (3) Finding out if those students are aware of the role of status inequality in issuing speech acts. To achieve the aims of this study, it is hypothesized that: (1) Different formulas are utilized by students to accomplish the speech act of correction; and (2) Iraqi EFL students are aware of the power-status perspective in their interactions. The following procedures have been followed: (1) Reviewing the literature about speech act theory along with the notion of politeness; and (2) Developing a discourse completion test to elicit the speech act of correction that is to be distributed to college students in an Iraqi University. The findings of the analysis verify the above mentioned hypotheses.

The Every Student Succeeds Act (ESSA; P.L. 114-95) amended the Elementary and Secondary Education Act (ESEA) to add a new Part E to Title I entitled "Flexibility for Equitable Per-Pupil Spending." Under Title I-E, the Secretary of Education (the Secretary) has the authority to provide local educational agencies (LEAs) with flexibility to consolidate eligible federal funds with state and local funding to create a "single school funding system based on weighted per-pupil allocations for low-income and otherwise disadvantaged students." The ESEA Title I-E authority is applicable to LEAs that are using or agree to implement "weighted student funding" systems to establish budgets for, and allocate funds to, individual public schools. These funding systems base school funding on the number of pupils in each school in specified categories. Under these funding systems, weights are assigned to a variety of pupil characteristics that are deemed to be related to the costs of educating such pupils--such as being from a low-income family, being an English Learner (EL), or having a disability. Weights are also assigned on the basis of students' educational program (grade level, career-technical education, gifted and talented, or others). School budgets are based on these weighted pupil counts, in contrast to treating all pupils in the same manner. To provide context for the Title I-E authority, this report begins with a brief discussion of how public elementary and secondary education is financed at the state and local levels. It focuses on the primary types of state school finance programs and school finance "equalization," including an overview of weighted student funding systems. Building on this background, the remainder of the report focuses on the Title I-E authority. First, there is an examination of the Title I-E statutory authority and related non-regulatory guidance provided by U.S. Department of Education (ED). This is followed by a discussion of current Title I-E implementation issues. The next section considers possible interactions between the Title I-E authority and other ESEA programs, particularly Title I-A. The report concludes with discussion of some issues that may arise related to the Title I-E authority.