Current Search: Comparative studies (x)
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- Title
- A comparative study of the functional morphology of some pelagosphera larvae (Sipuncula) [abstract].
- Creator
- Rice, M. E., Putnam, D. S., Harbor Branch Oceanographic Institute
- Date Issued
- 1972
- PURL
- http://purl.flvc.org/FCLA/DT/3179286
- Subject Headings
- Sipuncula, Morphology, Comparative Study
- Format
- Document (PDF)
- Title
- A comparative study of animal erythrocyte agglutinins from marine algae.
- Creator
- Chiles, Thomas C., Bird, Kimon T., Harbor Branch Oceanographic Institute
- Date Issued
- 1989
- PURL
- http://purl.flvc.org/FCLA/DT/3353838
- Subject Headings
- Marine algae, Agglutinins, Erythrocytes, Glycoproteins, Polysaccharides, Monosaccharides, Comparative Study
- Format
- Document (PDF)
- Title
- Comparative study of behavioral-sensitivity thresholds to near-UV and blue-green light in deep-sea crustaceans.
- Creator
- Frank, Tamara M., Widder, Edith A., Harbor Branch Oceanographic Institute
- Date Issued
- 1994
- PURL
- http://purl.flvc.org/FCLA/DT/3318881
- Subject Headings
- Crustacea--Behavior, Ultraviolet radiation, Decapoda (Crustacea), Shrimps, Comparative Study
- Format
- Document (PDF)
- Title
- A Critical Comparative Study of Media Literacy in Australia, England, And The United States.
- Creator
- Rochester, Ramonia R., Hyslop-Margison, Emery, Baxley, Traci P., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
- Abstract/Description
-
Ubiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed...
Show moreUbiquitous media communications technology necessitates democratic and critical media literacy education for developing an active 21st century polity. This study analyzed the context of democratic and critical media competencies in national curriculum standards across Australia, England, and the United States. This, based on Lefebvre’s (1991) conception of conceived space, where standards operate as manifest educational policy and as a basis for establishing good practice. The study employed a multi-theoretical approach to textual analysis, within Bereday’s (1964) comparative structure of inquiry. A critical policy lens supported the contextualization of ideological influences that frame democratic and critical media literacies in standards, per Bay-Cheng, Fitz, Alizaga, and Zucker’s (2015) neoliberal subscales. A purposive sample of civics and citizenship, English/English language arts, and media arts/studies was employed. Differences across three main indicators were identified: socio-cultural and youth-based concerns, personal growth via media production and other skills development, and reasoning and communication skills improvement. The neoliberal influences on curricular standards were subsequently explored across three emerging themes: identity politics, problem-based and critical inquiry experiences, and the inclusion of digital new media in curriculum inquiry. Though recognized in the countries’ standards as multifaceted and complex, each obfuscates identity in some way. Both England and the United States inadequately confront race, class, gender, socio-economic status, cultural commodification, and youthbased issues. Though not overtly neoliberal, the Australian standards present identity hegemonically. The role of media is somewhat siloed from the curriculum’s conceptions of identity and active citizenship across all three countries. The English standards are least adept at developing learners’ understandings of the influence of media on identity development, whereas both England and the United States over-emphasize text to the neglect of new media understandings. An apolitical view of media literacy, accompanied by techno-economic terminology, is pervasive in U.S. standards. Despite a counter-critical approach to the framing of its curriculum priorities, Australia presents the most balanced view of democratic/critical media citizenship. England’s standards reflect neoliberal-communitarian citizenship and largely neglect critical questioning. Whereas the United States takes a similarly cosmopolitan view of citizenship to Australia and England, the standards fail to comprehensively explore the links between digital democracy and political engagement.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004973, http://purl.flvc.org/fau/fd/FA00004963
- Subject Headings
- Dissertations, Academic -- Florida Atlantic University, Media literacy., Comparative Study.
- Format
- Document (PDF)
- Title
- LA REPRESENTACIÓN DEL TRAUMA PERMANENTE EN COLOMBIA SECUNDARIO AL CONFLICTO ARMADO EN LOS EJÉRCITOS DE EVELIO ROSERO.
- Creator
- Morrison, Claudia, Poulson, Nancy, Florida Atlantic University, Department of Languages, Linguistics and Comparative Literature, Dorothy F. Schmidt College of Arts and Letters
- Abstract/Description
-
The Colombian armed conflict has affected Colombia’s civil population of all walks of life and has been a long-term problem. Within these, the most affected are people from the rural areas, minorities such as women, adolescents, children, and the indigenous communities. This work analyses the literary representation of trauma and the internal displacement in Colombia in Los ejércitos (2007) by Evelio Rosero. The introduction provides historical context and definitions of trauma. The analysis...
Show moreThe Colombian armed conflict has affected Colombia’s civil population of all walks of life and has been a long-term problem. Within these, the most affected are people from the rural areas, minorities such as women, adolescents, children, and the indigenous communities. This work analyses the literary representation of trauma and the internal displacement in Colombia in Los ejércitos (2007) by Evelio Rosero. The introduction provides historical context and definitions of trauma. The analysis of the impact of trauma on the collective and the minorities follows. For theoretical and historical references, this thesis draws concepts mostly from psychoanalysis, Irene Visser’s modified Grid Theory of social thought, and official Colombian documents. The thesis examines how the structure of Los ejércitos and some of its characters provide the representation of trauma in relation to the armed conflict in Colombia and the internal displacement that ensued.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013597
- Subject Headings
- Rosero Diago, Evelio, 1958-, Comparative literature, Latin American studies
- Format
- Document (PDF)
- Title
- A private school leadership perspective on highly qualified middle school science teachers.
- Creator
- Bogaski, Carolyn Siniscalchi, Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
-
The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders’ definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ.
- Date Issued
- 2015
- PURL
- http://purl.flvc.org/fau/fd/FA00004349, http://purl.flvc.org/fau/fd/FA00004349
- Subject Headings
- Comparative education, Educational leadership, School management and organization, Science -- Study and teaching (Middle school)
- Format
- Document (PDF)
- Title
- SELF-TOUCH IN HENRY JAMES'S MAJOR PHASE.
- Creator
- Martin, James, Furman, Andrew, Florida Atlantic University, Department of English, Dorothy F. Schmidt College of Arts and Letters
- Abstract/Description
-
The three novels of Henry James’s “major phase” have alienated many readers in James’s own time and today. I draw on the philosophical school of phenomenology, in particular the work of Maurice Merleau-Ponty and a recent extension by the philosopher Richard Kearney, to suggest that a lack of self-touch by characters in these novels has contributed in a significant but previously unnoticed way to many readers’ sense that these novels feel frustratingly intangible. I make a comparison to the...
Show moreThe three novels of Henry James’s “major phase” have alienated many readers in James’s own time and today. I draw on the philosophical school of phenomenology, in particular the work of Maurice Merleau-Ponty and a recent extension by the philosopher Richard Kearney, to suggest that a lack of self-touch by characters in these novels has contributed in a significant but previously unnoticed way to many readers’ sense that these novels feel frustratingly intangible. I make a comparison to the instances of self-touch in other Edwardian novels to underline the difference. I suggest that James is putting forward a model of “middle-distance intimacy” in which intimates orbit each other at a fixed distance, neither coming closer nor moving further away. This kind of intimacy, for James, privileges the eye that sees from across the room over the hand that touches from up close. While this model of intimacy perplexed many readers in James’s time and later, it is a valuable exploration of a different yet—for some—no less satisfactory kind of emotional life.
Show less - Date Issued
- 2023
- PURL
- http://purl.flvc.org/fau/fd/FA00014144
- Subject Headings
- James, Henry, 1843-1916, James, Henry, 1843-1916--Criticism and interpretation, Comparative studies
- Format
- Document (PDF)