MA Dissertations Research Articles

Work, health and disease among rural workers in wetlands: integrative review.

Rural workers represent the typical population of workers in the Brazilian Pantanal, their work environment being characterized by exuberant fauna and flora, but also countless hazards. The aim of the present study was to analyze work, health and disease aspects of rural workers in Pantanal and the corresponding risk factors. It consists in an integrative review of studies published from 2006 to 2016 located in databases Regional Library of Medicine (BIREME), Latin American and Caribbean Health Sciences Literature (LILACS), Scientific Electronic Library Online (SciELO), MEDLINE, PubMed, Periódicos Eletrônicos em Psicologia (PePSIC), the journal portal and dissertation database of the Brazilian Federal Agency of Support and Evaluation of Graduate Education (CAPES), dissertation databases of Universidade Estadual de Campinas, Universidade de São Paulo, Universidade Católica Dom Bosco (Campo Grande, Mato Grosso do Sul) and Universidade Federal do Mato Grosso do Sul, and Google Scholar. We retrieved 27 publications, being 18 scientific studies, 2 PhD and 5 MA dissertations and 2 e-books. Evidenced hazards include accidents involving animals, work overload, and exposure to weather conditions, viruses, bacteria and chemicals, among others. The results point to the need to implement actions considered in public policies for prevention, health promotion and recovery, with particular focus on safety and health at work.

Trends Of MA Theses Of The English Department In The Faculty Of Education- Sana'a University From 1994 Through 2017

Trends Of MA Theses Of The English Department In The Faculty Of Education- Sana'a University From 1994 Through 2017

An Empirical Study on Abstract Translation of MA Theses by English Majors: Based on the MA Theses From 5 Universities in Jiangxi Province

The abstract is an exercise of intelligence, an abbreviated, concise, accurate representation of the thesis, and so is the translation, or the English version of the Chinese abstract, as far as the MA theses are concerned. The study is an empirical research of abstract translation of MA theses by English majors from 5 universities in Jiangxi Province. By spotting and categorizing the common mistakes in the English abstracts of the theses, the study proposes some countermeasures to minimize the deficiency in abstract translation, in the hope that the approach taken in this study could show potential for further research and pedagogic applications.

КУРС «ДВУЯЗЫЧИЕ И РОДНОЙ (РУССКИЙ) ЯЗЫК» В ПРОЦЕССЕ ПОДГОТОВКИ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

The authors introduce the grounds and principles of the course „Bilingualism and Mother Tongue (Russian)“ for MA students of Tallinn University. The investigations of different research projects and MA dissertations under the authors’ leadership have resulted in the mentioned course. The paper also include information on the aims of the course and description of the students’ autonomous work.

Profesor Janina Niemirska-Pliszczyńska – wybitny dydaktyk i badacz antyku grecko-rzymskiego

The author of this article examines two main areas of life of professor Janina Niemirska-Pliszczynska; both – her educational and scholar activities in order to prove her great contribution to literature and culture not only in our country but also abroad. As a teacher of Latin first in Unia Lubelska Grammar-School and after World War II also in Stanislaw Staszic Grammar-School in Lublin, prof. Niemirska-Pliszczynska demonstrated much pedagogical talent, distinguished knowledge and love for the Greek and Roman Antiquity. As the academic in the Classical Philology Department at the Catholic University of Lublin (from 1952) Prof. Pliszczynska gave lectures on Greek and Roman literature and conducted Greek seminar, proseminar and from 1967 also a doctoral seminar. She was the supervisor of about forty MA dissertations and six doctoral theses as well. To help teachers of classical languages in their didactic work and to make learning Greek and Latin easier for students, Prof. Pliszczynska wrote and published Greek and Latin textbooks and articles on teaching of Latin in the journal Paideia that she edited herself. In spite of many years’ work at secondary schools and her demanding educational activities at the University, she raised excellent literary output including two monographs: De elocutione Pliniana (Lublin 1955) – all written in Latin and: Wokol Dolonei ( Around Doloneia , Lublin 1966) on the authenticity of the tenth song in Homer’s Iliad . It also included several articles on Homer’s epics, Pausanias’ periegesis, Plato’s dialogues, Aristotle’s Nicomachean Ethics , St. Paul’s letters and language of Clement of Alexandria. And finally it included Prof. Pliszczynska’s perfect translations of Greek and Roman literature: Żywoty cezarow ( The Twelve Caesars , The Lives of the (Twelve) Caesars , Lives of the Caesars – LOEB 1997 ) by Suetonius, Wedrowki po Helladzie ( Description of Greece ) by Pausanias and Dywany , Stromateis ( Stromata ) by Clement of Alexandria. For her outstanding achievements Prof. Pliszczynska was awarded Silver Cross of Merit (1944) and Knight’s Cross of the Order of Polonia Restituta (1973).

Spis prac licencjackich, magisterskich, doktorskich i habilitacyjnych z zakresu nauki o książce, informacji naukowej i czasopiśmiennictwa wykonanych w Uniwersytecie Łódzkim w latach 2011–2015

Niniejszy spis zawiera prace licencjackie, magisterskie, doktorskie i habilitacyjne z zakresu nauki o książce, informacji naukowej i czasopiśmiennictwa wykonane w Katedrze Bibliotekoznawstwa i Informacji Naukowej na Wydziale Filologicznym Uniwersytetu Łódzkiego w latach 2011–2015 i jest kontynuacją wcześniej opublikowanych spisów (za lata 1950–2010) (zob. Tadeusiewicz, 2003; Tadeusiewicz & Walczak-Niewiadomska, 2007; Walczak-Niewiadomska, 2010). Prace ułożono w porządku alfabetycznym nazwisk autorów, podano także nazwiska promotorów i rok ukończenia prac. Spis uzupełniają indeksy odsyłające do odpowiednich jego pozycji: chronologiczny, promotorów i przedmiotowy. Umieszczone w spisie prace przechowywane są w Archiwum UŁ.

TÜRKİYE’DE DİN EĞİTİMİ ALANINDA YAPILAN LİSANSÜSTÜ ÇALIŞMALAR HAKKINDA GENEL BİR DEĞERLENDİRME

In this article, MA and PhD dissertations, in which the field of religious education in Turkey, will be assessed according to dissertation type (MA or PhD), year, university, topic and methodology. A religious education family tree that shows the relationships between PhD students and their mentors will be graphed as well. Between 1954-2015, 818 MA and 190 PhD dissertations were completed in the field of religious education in Turkey. The top university is Marmara University where 219 MA and 54 PhD dissertations were completed. The most popular topics were religious education at primary, secondary and high school levels; institutions and personnel who belong to the Religious Affairs Directorate; a philosopher’s ideas on education, and The Qur’an based topics. The least popular topics were religious education at preschool and higher education level; hadith based topics; informal education and media; values education, and elective religious education courses at schools. The most popular methods were literature reviews and quantitative methods. The least popular methods are Qualitative methods and mixed methods. However, they are becoming more popular.

Noun Phrase Complexity in EFL Academic Writing: A Corpus-based Study of Postgraduate Academic Writing

Noun phrase (NP) centered structures are distinctive syntactic devices in academic discourse. The commonly employed subordination-based complexity measures cannot adequately capture the development of syntactic complexity of noun phrases expected of advanced student academic writing (Biber, Gray, & Poonpon, 2011). Following the call for more research in this area (e.g. Lu, 2011, p. 57), the current study compared noun phrase complexity in two corpora: one is a corpus of MA dissertations written by Chinese EFL students and the other comprises published research articles in applied linguistics journals. The study examined overall noun phrase complexity using an automatic syntactic complexity analyzer and specifically identified features of one aspect of NP complexity: NP postmodification. The quantitative results were further contextualized in a textual analysis of excerpts from the two corpora for demonstrating the significance of NP complexity to the establishment of discourse coherence. Results of the analyses showed significant underdevelopment of NP postmodification complexity in student writing relative to published texts, meanwhile explicating the circumstances under which the difference is meaningful. Implications of the findings for the teaching of EFL academic writing were also discussed.

Hedging Expressions in English and Persian MA and PhD Theses: The Case of Iranian Learners

The use of hedging expressions is one of the important issues in academic writing. This research investigated the type and frequency of hedging expressions used in English MA and Persian MA theses written by the Iranian students, together with the type and frequency of hedging expressions used in English PhD theses and Persian PhD theses written by the Iranian students. For this purpose, a total number of 48 theses were selected. The subjects of the theses were near to each other. Varttala's (2001) model for hedges was used; The results of this study showed some categories of hedges were used more than the other groups. Moreover, the total number of hedges was significantly higher in English MA theses in comparison to Persian MA theses, however, for different categories of hedges used in MA English and Persian theses and PhD English and Persian theses the observed differences were not statistically significant. DOI: 10.5901/mjss.2014.v5n20p2339

Academic Knowledge Presentation in MA Theses: from Corpus Compilation to Case Studies of Disciplinary Conventions

Academic Knowledge Presentation in MA Theses: from Corpus Compilation to Case Studies of Disciplinary Conventions

ATUALIZAÇÃO DE ESTUDO SOBRE A IDENTIDADE PROFISSIONAL DO PROFESSORES DE LÍNGUA INGLESA NO CONTEXTO BRASILEIRO

O objetivo deste trabalho é atualizar o estudo bibliográfico de pesquisas que abordam a questão da identidade de profissional do professor de língua inglesa no Brasil realizado em 2007 por Quevedo-Camargo e Ramos (no prelo), por meio de levantamento eletrônico. Desse modo, nos concentraremos nas publicações realizadas após o estudo de 2007, abordando, portanto, as pesquisas que datam de 2006 até outubro de 2008 de maneira a verificar tanto as contribuições destes estudos quanto as possíveis descobertas e diferenças do estudo anterior. Visa igualmente a contribuir para um inventário de elementos constitutivos da identidade do professor de língua inglesa no cenário brasileiro. Foram encontrados 6 textos que atendiam aos critérios de busca estabelecidos, sendo 4 artigos e 2 dissertações. De maneira geral, os estudos sobre identidade focam na visão de identidade como construída sócio-historicamente, sempre em processo, multifacetada, não fixa e fragmentada e que tais estudos têm recebido uma crescente atenção por parte dos pesquisadores a julgar pela quantidade de artigos encontrados no âmbito de dois anos – e revisados no escopo deste artigo- se comparado às pesquisas encontradas por Quevedo-Camargo e Ramos (no prelo).

Teacher Students’ MA Theses—A Gateway to Analytic Thinking About Teaching? A Case Study of Finnish Primary School Teachers

Finnish teacher education has been higher academic education since 1979. Thus, all primary school teachers graduate as Masters and they conduct an MA thesis. For this research 23 teachers were interviewed in order to determine their conceptions of reflection, teacher research and their future research intentions. These teacher students worked besides studying and they used their own work as a foundation for their MA thesis research. The teachers who participated in this research reflected both personally and collectively. According to the teachers, teacher research has benefits for the teacher, and for the pupils, the parents, the working community, as well as the wider society. As teacher students learn to engage in researching teaching, they are able to think about teaching analytically.

A citation analysis study of MA dissertations in the library and information science field in universities in Tehran

PurposeThe purpose of this paper is to analyze citation behaviors of students in the LIS field among a variety of local universities in Tehran.Design/methodology/approachA total of 259 MA dissertations in Library and Information Science submitted to five universities in Tehran during 2003‐2008 are examined. These universities were selected based on their location and the authors' accessibility to their university libraries. Overall, five out of nine universities in Iran which have Masters Courses in Library and Information Science were selected for this study. The data were gathered using a checklist by the author, who personally attended in university libraries and counted all dissertation references.FindingsThe study shows that students' citation behaviors are in favor of books, and Farsi e‐sources are lesser used by LIS students than English e‐sources. The total number of book citations is far more than total number of other formats. While this study could be useful in library acquisition decisions, it could also inform in areas related to issues students face in finding suitable pieces of information.Practical implicationsThis study would be useful for educational and acquisition purposes in university libraries, since it examines citation behavior of students through a specific discipline.Originality/valueThe study deals with MA Library and Information Science dissertations among all universities of Tehran that teach LIS masters courses.

A Etnoarqueologia no Brasil: ciência e sociedade no contexto da redemocratização

O presente trabalho buscou investigar as perspectivas teórico-metodológicas empregadas em trabalhos em Etnoarqueologia, publicados no Brasil a partir da década de 1980. Para tanto foram analisadas teses e dissertações com o objectivo de delas extrair as metodologias empregadas e o campo teórico que as embasa, bem como de construir um quadro representativo da actuação deste campo científico no Brasil. Percebeu-se o forte embasamento histórico e político dessas pesquisas bem como sua preferência por abordagens metodológicas e técnicas mais generalistas na análise dos seus objetos de estudo.

Commenting on results in published research articles and masters dissertations in Language Teaching

This study investigates the ways writers comment on the results of their research. Making claims in the form of Commenting on Results is a key move in discussion of results sections. Using data drawn from published journal articles and master dissertations in Language Teaching, the study investigates how published academics and students writing their MA dissertations present claims based on the results of their research. Drawing on a genre-based description of moves and steps in final sections of research reports (Yang & Allison, 2003), the present study was an intensive investigation of the Commenting on Results move in discussion of results sections. The aims were to develop the description of this move and to explore possible differences in the writing of the authors of published research articles (experts) and master's dissertations (relative novices).

Vertextungsstrategien in brasilianischen und deutschen Magistereinleitungen – eine exemplarische Analyse

O artigo analisa a estrutura retórica da “introdução“ em dissertações brasileiras e alemãs da área de lingüística (estudo de caso). Tomando como base o modelo CARS (“Create a Research Space”) de Swales (1990) e Hutz (1997) sobre a estrutura genérica de introduções de artigos acadêmicos em inglês, o objetivo desta pesquisa é investigar se as introduções de dissertações seguem um esquema comunicativo-prop osicional, e, se for o caso, de que maneira se distinguem as introduções em relação às culturas e disciplinas. Até que ponto se pode falar da “universalidade do discurso acadêmico”, como proclama Widdowson (1979)?

MA and doctoral public relations research in Turkey (1984–2007): A quantitative study of dissertations contribution to public relations field

In this article, MA and doctoral dissertations (673) on public relations written at Turkish universities (1984–2007) are examined in order to gain an understanding of the level of the theses within the discipline and that subjects are studied, too. The conclusion is that their contribution to public relations’ improvement and especially theory building has been negligible. Written theses are standing out the practical or operational, and no existence any dissertations related to public relations theory.

Metaphor in corpora: a corpus-driven analysis of Applied Linguistics dissertations

This study develops a methodology for finding metaphors in corpora. The procedure is based on the wish that, without a prior list of metaphors, the computer would provide a number of possible metaphor candidates. The methodology works by selecting an initial pool of word types in the corpus, finding shared collocates between pairs of those words and then computing a semantic distance measure for those word pairs which have a requisite number of mutual collocates. Cases which satisfy these criteria were then concordanced and interpreted. This methodology was applied to a corpus of MA dissertations in Applied Linguistics, completed in Brazil. The paper highlights the importance of the use of metaphors by novice Applied Linguistic researchers.

Synergy in art and language: positioning the language specialist in contemporary fine art study

In this article, we look at data based on the work of EAP (English for Academic Purposes) practitioners at Goldsmiths College, University of London in the 1990s collected for the purposes of identifying the generic characteristics of two contexts in contemporary fine art study; the tutorial and the postgraduate dissertation. The rhetorical moves on the part of the tutor in the intercultural tutorials and a micro-analysis of the language used in the introductory sections of selected, positively evaluated MA student dissertations form the basis of our analysis and interpretation. We see the aim of both of those genres as facilitating development, both with regard to the individual student’s development of practice, and in respect of integrating theoretical perspectives into assessed writing. While the spoken mode of the tutorial primarily mediates reflection on, critique of, and thence development of practice, the written mode promotes an engagement with theory that is reflected back in the writing. We further suggest that development in both cases is dialectical, and that the language work and visual work in tandem have synergistic effects. In conclusion, we reiterate the synergy between the visual and the verbal and suggest that this synergy can be re-enacted in collaborative strategies between art tutors and language tutors in the wider development of students’ communicative practice.

Underlying influences on Ben Marais (1909-1999)

This article considers various personal and academic influences on Ben Marais. The essence of these influences helped form his principles, was present in his early childhood, and is founded in his deep-rooted faith in God. Ben Marais was a child and a product of his times. The academic influences are approached through an analysis of a specific book that he claimed had influenced his thought, his MA dissertations and Ph.D-thesis. These formative influences helped determine his questioning the justification of policies in the NG Kerk.