The graying of R&D workgroups: The effects of age diversity on developing publicly usable knowledge

Does the graying of scientific research teams matter? This study addresses how workgroup processes and external environmental factors contribute and inhibit the effect of age diversity in R&D project groups on the production of innovative publicly usable knowledge outcomes in the form of publication outputs. We examined the relationships between group age diversity (age cohort diversity, mean age, age dispersion), R&D workgroup member self-ratings of workgroup processes, their supervisor�s assessment of the external environmental factors the project groups faced, and their supervisor�s ratings of group performance, the number of scientific publicly available publications produced by the group and the use of multiple authorships on publications. Usable data was obtained from 32 R&D workgroups of a large Government Agricultural Research and Development Agency. Consistent with the literature, workgroup processes and external environmental factors were found to directly effect innovation outcomes. Contrary to expectation, but consistent with Social Identity theory, workgroup age diversity generally negatively impacted upon innovation outcomes. An exception was where multiple authorship on publications for project groups increased as the dispersion of age within groups increased. Importantly, workgroups that were both more age homogeneous and perceived to have optimally functioning work processes produced more R&D innovation outcomes than other groups. Generally, these differences appear to be related to the greater division of labor practices (and less multi-tasking) employed by the older and more homogeneous workgroups. Implications for R&D workgroup resource theory and practices are discussed.

FORMAÇÃO CONTINUADA: POR QUE OS PROFESSORES NÃO LÊEM?

Neste estudo, busco desvelar a relação entre formação continuada de professores e a prática de leitura, considerando a instituição do ato de ler e suas implicações e relacionando conceitos, fatos, causas e efeitos. Apresento uma retrospectiva da iniciação às letras no mundo, pontuando conceitos e as diferentes metodologias utilizadas para o desenvolvimento da indissociável dupla leitura e escrita, considerando os aspectos sociais e as exigências de cada época. Tomo como base os escritos de Alberto Manguel, Uma história da leitura, e a obra Formação do Brasil Colonial, de Arno Wheling & Maria José C.M. Wheling, que direcionam a síntese da implementação da aquisição de leitura e escrita no Brasil e conduzem o discurso para um breve histórico da formação continuada na rede estadual de São Paulo. A instituição da formação continuada e a concepção do conceito de formação continuada, segundo a literatura específica, permitem a percepção de algumas mudanças nas representações sociais assumidas pelos docentes em relação à educação, ao processo de ensino e aprendizagem e ao seu papel como indivíduo ativo historicamente situado. Exemplifico a formação continuada de professores com a análise do programa EMR Ensino Médio em Rede. O estudo inclui inicialmente a observação, seguida da análise, das opiniões expressas em questionários e entrevistas de professores com participação efetiva no programa EMR. A história da vida de três professores, enfocando a formação leitora, auxilia no entendimento do processo de leitura e sua influência na constituição dos sujeitos enquanto leitores e o impacto da prática de leitura em sua atividade docente. A identificação das situações que envolvem o processo de leitura e escrita, bem como dos elementos que corroboram ou não para seu aprimoramento, contribui para uma discussão relevante para a efetiva ampliação da prática de leitura.(AU)

Motivation and the gift relationship

This thesis proposes a theory of Motivation to Work, as a particular condition of general motivation, using the Maussian concept of the Gift to explain the operation of Lacanian Desire. Specifically, it argues that de-motivation stems from Gift rejection. However, as the arguments are not paradigmatically commensurable with managerialist theories, it has been necessary to establish the epistemological tradition of which this work is representative, namely, Critical Theory and Post-Structuralism/Post- Modernism. In distinction to the managerialist explanations of motivation, management and work, behaviourist theories of motivation are characterised as more properly a concern with psychological incentives, management in its current socio-historic institutionalised form as a process of social domination and work as a social experience of domination, but also as a forum for social life generally. However, as such a view receives little theoretical or empirical confirmation from managerialist literature, it is argued that it is necessary to broaden the catchment area of relevant writing, and that the literary arts have more insight than orthodox science. This is supported by reference to modern literary theory in terms of the Form/Content distinction. Central to this argument is the ontological concept of Difference and its `political' use in maintaining social domination by privileging certain forms over others. Having established the basis on which to articulate this theory of motivation, the Lacanian concept of Desire is explored, together with its relevance to motivation and management/organisation theory. The theory of the Gift Relationship is then explicated and developed, together with some of its popular sociological conceptualisations, and an argument made for an understanding in terms of its psychological signficance in explaining the operationalisation of Lacanian Desire. This is related to the work situation and to its relevance for organisational management. In conclusion, its utility is considered, as are some potential criticisms of the arguments put forward.

Knowledge acquisition from L2 specialist texts

This research aims to investigate knowledge acquisition and concept formation in the domain of economics and business studies through a foreign language, English, from the very initial to the very final stage of development in the context of Higher Education in Turkey. It traces both the processes as well as the product of acquisition in order to provide a detailed picture of how knowledge acquisition occurs. It aims to explore ways in which the acquisition process can be facilitated and promoted while prospective students of the Department of Economics and Business Administration receive a language training programme, following the completion of which they will join their academic community which offers part of its courses through the English language. The study draws upon (some) theories of mental representation of knowledge, such as schema, frame and script. The concept of discourse community with its characteristics is investigated, enculturation of prospective students to acquire knowledge of their domain through L2 is explored, and the crucial role of the constructivist theory in relation to knowledge acquisition is highlighted. The present study was conducted through a process of enculturation taking place partly at the language centre of Çukurova University and partly at the target discourse community. The data utilised for initiating knowledge acquisition was obtained by establishing a corpus of economics and business texts, which the learners are expected to read during their academic courses utilising computerised technology. The method of think aloud protocols was used to analyse processes taking place in knowledge acquisition, while the product of what was acquired was investigated by means of written recall protocols. It has been discovered that knowledge acquisition operates on the basis of analogical and to a certain extent metaphorical reasoning. The evidence obtained from the think aloud protocols showed that neophytes were able to acquire fundamental concepts of their future domain by reaching the level of shared understanding with the members of their target community of the faculty. Diaries and questionnaire analyses demonstrated that enculturation facilitated learners' transition from the language centre into the target community. Analyses of the written recall protocols and examinations from the post-enculturation stage of the research showed that neophytes' academic performances in their target community were much higher than those of their non-enculturated counterparts. Processes learners go through and strategies they spontaneously make use of, especially while acquiring knowledge of a specific domain through L2 have so far remained unexplored research areas. The present research makes a potential contribution to the language and knowledge acquisition theories by examining closely and systematically the language and the strategies they employ in acquiring such knowledge. The research findings offer useful implications to English language teaching at language schools. Language teachers are provided with useful guidelines as to how they can provide prospective students of a particular academic community with an experience of acquiring fundamental concepts of their discipline before they become members of their target community.

Teaching pronunciation:a case for a pedagogy based upon intelligibility

This thesis examines the main aim of teaching pronunciation in second language acquisition in the Syrian context. In other words, it investigates the desirable end point, namely: whether it is native-like accent, or intelligible pronunciation. This thesis also investigates the factors that affect native-like pronunciation and intelligible accent. It also analyses English language teaching methods. The currently used English pronunciation course is examined in detail too. The aim is to find out the learners’ aim of pronunciation, the best teaching method for achieving that aim, and the most appropriate course book that fulfils the aim. In order to find out learners’ aim in pronunciation, a qualitative research is undertaken. The research takes advantage of some aspects of case study. It is also supported by a questionnaire to gather data. The result of this research can be regarded as an attempt to bring the Syrian context to the current trends in the teaching of English pronunciation. The results show that learners are satisfied with intelligible pronunciation. The currently used teaching method (grammar-translation method) may be better replaced by the (communicative approach) which is more appropriate than the currently used method. It is also more effective to change the currently used book to a new one that corresponds to that aim. The current theories and issues in teaching English pronunciation that support learners’ intelligibility will be taken into account in the newly proposed course book.

A statistical analysis of regional variation in adverb position in a corpus of written Standard American English

This paper investigates whether the position of adverb phrases in sentences is regionally patterned in written Standard American English, based on an analysis of a 25 million word corpus of letters to the editor representing the language of 200 cities from across the United States. Seven measures of adverb position were tested for regional patterns using the global spatial autocorrelation statistic Moran’s I and the local spatial autocorrelation statistic Getis-Ord Gi*. Three of these seven measures were indentified as exhibiting significant levels of spatial autocorrelation, contrasting the language of the Northeast with language of the Southeast and the South Central states. These results demonstrate that continuous regional grammatical variation exists in American English and that regional linguistic variation exists in written Standard English.

E-Support for English Language Course to Enhance University Students’ Learning.

The peculiarities of English language teaching for students at higher educational establishment using some elements of distance learning, developed by the author, are described in this article. The results of students’ questioning, received at the end of the experimental teaching, are suggested and analyzed. The conclusions are formulated and the further ways of teaching English with e-support are outlined.

Metahistoria nacional y metaficcion biografica en "Historia de Mayta", de Mario Vargas Llosa

The thesis explores Mario Vargas Llosa's Historia de Mayta in light of recent studies of Latin America's new historical novel (Menton, Juan-Navarro) and in connection with contemporary literary theory (Waugh, Stonehill) and new trends in the philosophy of history (White, Foucault). In my study, I focus on three major levels of analysis: (1) significant events in Peruvian history to which the novel alludes; (2) biographical elements that strongly evoke the lives of Ernesto "Che" Guevara, Jacinto Renteria, and Vargas Llosa himself; and (3) the self-referential devices that aim at questioning the validity of empirical analysis in both fiction and history. The allegorical dimension of the novel's view of modern Peruvian politics, its biographical component, and the self-consciousness of its historiographic approach make of Historia de Mayta both a metahistory of Peru and a biographical metafiction. The thesis ultimately reveals the problematic borderline between fiction and reality, the novel and history.

Carmen de Burgos: La educacion de la mujer y la literatura de viajes como genero narrativo

This study analyzes Carmen de Burgos' European travel literature, and focuses on two themes: education and travel literature as a literary genre. An examination of her travel literature reveals two essential elements related to her view of education. The first is the influence that the European educational system had on her way of thinking, particularly with respect to the idea of tolerance, the practice of hygiene, and the important role of nature in education. The second is the development of her view of education as the foundation for the emancipation of women in Spain. Carmen de Burgos espoused the view that the reform of the Spanish educational system was the primary and foundational goal to further social, political and economic progress of women in Spain at the end of the 19th and beginning of the 20th Century. ^ In the second part of this dissertation I support the theory that her travel literature was her main source to convey to Spanish women the need for social change. I do this by analyzing four properties that are considered characteristic of women's travel literature: (1) the woman as a hero, (2) scientific authority of women, (3) feminine style, and (4) feminine content. I argue that Carmen de Burgos's travel literature uses these properties to facilitate her access to women audiences and to assure that this audience regarded her as an authoritative voice. ^

Incursión en el espacio ontológico de las novelas “La ninfa inconstante” de Guillermo Cabrera Infante y “Todos se van” de Wendy Guerra

This thesis examines the phenomenological projection of space in two Cuban novels: La ninfa inconstante (2008) by Guillermo Cabrera Infante (1929–2005), and Todos se van (2006) by Wendy Guerra (1970–). Both novels are paradigmatic of two generations of Cuban writers who portray the city of Havana as a backdrop against which to project socio-political and biographical narratives. To problematize ethical and political omissions in the novels, this work incorporates disciplines such as philosophy, urbanism, architecture, sociology and literary theory. Through the concepts of prominent phenomenologists, such as Gaston Bachelard, Martin Heidegger and Maurice Merleau-Ponty, amongst others, this study evaluates how space becomes a construction to ambivalent dynamics of truth telling within contrasting, suffocating sociopolitical contexts. In addition, it explores how these phenomenological spaces are defined in relation to power. For instance, the Cuban Revolution, and its aftermath of more than 52 years, brings forth a sense of displacement and placelessness. The novels present and develop both authors’ spatial consciousness (that we call “ontological space”), which is not necessarily a container of three-dimensional objects, but instead, fictional emergent constructions. This thesis concludes that literature can become a meaningful space to cope with unbearable realities.

Metahistoria nacional y metaficción biográfica en Historia de Mayta, de Mario Vargas Llosa

The thesis explores Mario Vargas Llosa's Historia de Mayta in light of recent studies of Latin America's new historical novel (Menton, Juan-Navarro) and in connection with contemporary literary theory (Waugh, Stonehill) and new trends in the philosophy of history (White, Foucault). In my study, I focus on three major levels of analysis: 1) significant events in Peruvian history to which the novel alludes; 2) biographical elements that strongly evoke the lives of Ernesto "Che" Guevara, Jacinto Rentería, and Vargas Llosa himself; and 3) the self-referential devices that aim at questioning the validity of empirical analysis in both fiction and history. The allegorical dimension of the novel's view of modern Peruvian politics, its biographical component, and the self-consciousness of its historiographic approach make of Historia de Mayta both a metahistory of Perú and a biographical metafiction. The thesis ultimately reveals the problematic borderline between fiction and reality, the novel and history.

Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

Família e escola: memórias de letramento

The school has the social function of educating the individual, building knowledge, attitudes and values that make supportive, critical, ethical and participatory. It is understood, however, in this study, these functions will only be, in fact, met at school if the family engagement at school. As a result, the objective of this research is to rescue the stories of families literacies yesterday and today and their expectations forward to school literacy of children. Theoretically, this research is based on studies of literacy (STREET, 1984; KLEIMAN, 1995; TFOUNI, 1995; 2010; OLIVEIRA, 2008) and in research on family literacy (HEATH, 1982; 1983; DANTAS; MANYAK, 2010). Methodologically, it is a qualitative research which fall within the field of Applied Linguistics (MOITA LOPES, 2006), characterized as an approach of the kind interpretative (MAYRING, 2000; CRESWEL, 2010). It takes as research area Municipal School Councilman Jose Sotero - Igapó / Natal-RN, using data generation tools such as: interview, questionnaire, teaching sequence and conversation wheel, aiming to seek answers to the following questions: How important to recover the reading and writing practices of the parents? What are the relationships between the history of the parents and the reading practices prevalent in the family? Which way to articulate these two systems: family and school, giving new meaning to the literacy practices experienced in the family context and the implications of literacy in school literacy of children? From the analysis of the data generated is expected to understand the family-school binomial and its interference in the literacy process of the students.

Jane Smiley's "A Thousand Acres": A Feminist Revision of "King Lear"

Jane Smiley retells the tale of “King Lear” through the perspective of one of the evil sisters, in her novel “A Thousand Acres”. While the literary canon places William Shakespeare and his plays at the top of the list, I disagree that the canon should denote what is considered “classic” and what would be disregarded. Jane Smiley's novel is not canonized, but why? Her feminist revision of “King Lear” answers why Goneril and Regan were so evil. I argue that “King Lear” (both the text and the play) does not provide the evidence of dysfunction that Smiley's novel exhibits. “A Thousand Acres” opens up questions about gender formation, issues that are misrepresented and occluded in Shakespeare's “King Lear”. By bringing the trauma of incest to the forefront of the novel, its reverse emotional structures allow the reader to obtain a new perspective to a complex four-century-old play.