Sirvi Kuupäev , alustades "2014-10-24" järgi

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RDM through a UK lens - New Roles for Librarians?
(2014-10-24) MacDonald, Stuart
The United States in Crisis: President Barack Obama Tested by Sandy
(Tartu Ülikool, 2014-10-24) Käiro, Pilvi; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Pilvi Käiro Ameerika Ühendriigid kriisis: Sandy paneb president Barack Obama proovile (The United States in Crisis: President Barack Obama tested by Sandy) Magistritöö 2013 Lehekülgede arv: 62 Annotatsioon: Käesolev magistritöö uurib Ameerika Ühendriikide presidendi Barack Obama kriisikommunikatsiooni võtteid ja meetodeid orkaan Sandy poolt põhjustatud kriisi ajal 2012. aastal. Töö teoreetiline peatükk annab ülevaate kriisi ja kriisikommunikatsiooni olemusest ning käsitleb süvitsi kahte kõige tuntumat käsitlust kriisikommunikatsiooni valdkonnas – imago parandamine ja tugevdamine ning kriis kui võimalus uuendusteks. Lisaks rõhutatakse juhi rolli ja olulisust kriisi ajal. Esimese peatüki lõpus tuuakse välja ka orkaan Sandy tähenduslikkus tol ajahetkel ning selle katastroofi mõju rahvale. Töö teine peatükk keskendub töös kasutatud korpuse kirjeldamisele, mis koosneb üheksast Barack Obama kõnest nii enne kui pärast katastroofi kui ka selle kõrghetkel. Selles peatükis antakse ka ülevaade Ameerika meedias avaldatud kontekstuaalsest raamistikust, mis toob esile nii presidendivalimised kui ka George W. Bushi orkaan Katrina aegse ebaõnnestunud kriisikommunikatsiooni 2005. aastal. Töö kolmas peatükk analüüsib põhjalikult Obama kõnedest esile tulnud viit teemat: kriisijuhtimine ja -kommunikatsioon, tõhus koostöö, autoriteet ja asjatundlikkus, poliitiline juhipositsioon, ning rahvuslik ühtsus ja kangelaslikkus. Analüüsi tulemusena selgub, et presidendi valitud kriisikommunikatsiooni strateegiad ja taktikad püüdsid jätta temast mulje kui tugevast ja võimekast liidrist sel raskel ja murettekitaval perioodil. Tema strateegiad rõhuvad mõningal määral inimeste endi vastutustundele ning oma tervise ja heaolu jaoks vajalike ennetavate meetmete rakendamisele. Lisaks on tema taktikates näha jooni oma kuvandi ja maine tugevdamisest, mis väljendub tähelepanu juhtimises erinevate organisatsioonide, osakondade ja inimeste vahelisele tublile koostööle. Kolmandat maine parandamiseks kasutatud strateegiat, parandavat tegevust, võib pidada seotuks vaatenurgaga, et kriis võib olla ka positiivne olukord ja sündmus, mis võimaldab ellu viia tuleviku jaoks olulisi, tulemuslikke ja positiivseid otsuseid. Võib oletada, et tänu hästi ja sobivalt valitud kommunikatsioonistrateegiatele ja väljapaistvatele juhtimisomadustele keset orkaan Sandy poolt tekitatud kaost ja ebakindlust suutis president Obama kindlustada endale ameeriklaste jätkuva poolehoiu, mis võis oma osa mängida ka tema võidu puhul 2012. aasta presidendivalimistel.
Sexuality and Gender in Contemporary Retelling of Snow White
(Tartu Ülikool, 2014-10-24) Paugus, Merilyn; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The aim of this paper is to investigate the representation of sexuality and gender in four 20th century retellings of the Grimms' Snow White: Snow White by Donald Barthelme, The Snow Child by Angela Carter, Snow, Glass, Apples by Neil Gaiman and The Tale of the Apple by Emma Donoghue. The main purpose of this thesis is to compare the retellings with the traditional fairy tale in order to see what kind of choices have been made by the contemporary authors to introduce contemporary views on sexuality and gender into the story and to what extent have they been entered into dialogue with fairy-tale scholarship. The thesis consists of an introduction, two core chapters and a conclusion. The introduction will briefly comment on the works of the brothers Grimm, their relationship with fairy-tale scholarship and introduce the authors of the retellings this paper analyses. The theoretical framework of the paper will be laid out in chapter one which elaborates on the nature and functions of fairy-tale retellings and their relationship with feminism. In addition to that, the first chapter explores the representation of sexuality and gender in Grimms' fairy tales, providing a backdrop necessary for analysing the retellings. The empirical chapter consists of the comparison of the traditional tale and its retellings. The chapter will look into the similarities and differences in the representation of sexuality and gender in the the Grimms' version of Snow White and its retellings and determine the instances where the authors have entered into dialogue with fairy-tale scholarship. The results of the study will be presented in the conclusion.
Aspects of Teaching and Learning English as a Foreign Language in the Case of Blind and Visually Impaired Learners in Estonia
(Tartu Ülikool, 2014-10-24) Lõvi, Monica; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
It is assumed that blind and visually impaired foreign language learners experience more difficulties in their foreign language learning than sighted learners as they need adaptive and technical accommodations in their learning process. In addition, their opportunities for implicit foreign language learning are more limited. There are several obstacles connected with the absence of visual information and a necessity for adapted study and testing materials. The aim of this Master’s Thesis is to describe and analyse the factors influencing the process of teaching/learning English as a foreign language in the case of students with blindness or low-vision and to highlight the supportive measures used in practice. The main attention is paid to the accessibility issues, such as adapted study materials for the blind/visually impaired learners; accommodations and promising activities and ways of organizing teaching/learning process. For getting answers to the research questions on those issues, two surveys were carried out: one among learners with blindness/low-vision and the other among foreign language teachers of visually impaired students in Estonia. There were 32 respondents among visually impaired learners and 12 among foreign language teachers. Two different questionnaires were developed and administered among the sample groups. In the sections of analysis, the main aspects of teaching/learning English and foreign languages in learners with blindness/low-vision are highlighted from the point of view of foreign language teachers of visually impaired students and blind/visually impaired foreign language learners. In addition, the topic of accommodations of foreign language examinations is discussed according to the responses of a focus group interview with two specialists in the field. Some suggestions are provided after the section of discussion. This information may be beneficial to EFL teachers of visually impaired students both in special and mainstream schools. Due to the strengthening of the inclusive approach in Estonian education policy, mainstream school EFL teachers may need additional knowledge of special educational needs of this field, even though the occurrence of blindness/visual impairment is relatively small.
Teaching Culture in the English Language Classroom: an Analysis of Three Lesson Plans
(Tartu Ülikool, 2014-10-24) Keisk, Kaisa; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The current Master’s thesis aims to create teaching materials for teaching culture whereas stressing the importance of cultural learning as a process. The thesis will concentrate on the following research question: How to create teaching materials for teaching culture based on the experiential learning cycle for an English language classroom. The thesis consists of the theoretical and empirical part. The theoretical part of the thesis explores different views on culture, the relationship between culture and language, and the notion of teaching culture. The subchapter on teaching culture will take a closer look at the process of teaching culture, concentrating more specifically on Patrick R. Moran’s (2001) experiential learning cycle. The empirical part of the Master’s thesis focuses on the process of creating, teaching, and analysing the materials for teaching culture. First, the reasons for the creation of the materials will be given. Secondly, the main objectives for the lesson plans will be set by drawing ideas from various scholars. Thirdly, the analyses based on the alternating creation and teaching of the three lesson plans will be presented. The conclusion summarises the main findings of the thesis.
Designing an English for Specific Purposes Course for National Handicraft Specialities at Kuressaare Regional Training Centre
(Tartu Ülikool, 2014-10-24) Mäe, Elle; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The main aim of this MA thesis is to examine different ways of teaching and learning English for Specific Purposes (ESP) and to provide a rationale for designing an ESP course for national handicraft specialities (textile, ceramics, leather craft) at Kuressaare Regional Training Centre as well as in vocational schools in Estonia together with the aims and competences set out in the national curriculum. The paper also examines various types of syllabuses and their implementation in an ESP course. The thesis is comprised of the introduction, three chapters, the conclusion, references and six appendices. In the introduction, the reasons for and the aims of the study are listed. The introduction also discusses the definitions and development of ESP and focuses on the different roles the ESP teacher has to perform in a teaching-learning process. Chapter 1 reviews the literature related to syllabus design, discusses the role of needs analysis in the course design process and different ways of conducting the needs analysis. Chapter 2 provides the results of the survey conducted among 74 students from four vocational schools in Estonia. One of the aims of this survey was to determine the ESP needs of national handicraft students without training experience abroad and of students with various specialities from different vocational schools in Estonia with training experience in a foreign country. Chapter 3 focuses on the situation analysis of the national handicraft students, presents and explains the outline of the course developed. The relevant extract from the national curriculum, the curriculum of Kuressaare Regional Training Centre, the needs analysis framework, two questionnaires and the developed ESP course syllabus are presented in the Appendices. The list of 23 sources can be found on the Reference page and the list of 12 sources of teaching materials on a separate page.
Gender in the Making: Transgender Identity and Performativity in Films Transamerica (2005) and Breakfast on Pluto (2005)
(Tartu Ülikool, 2014-10-24) Peil, Helen; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Film is a means of entertainment that has the power to influence people’s perceptions on different topics, among them gender. This paper addresses transgender as it is expressed in film, which is a means of observing gender identities and social practices. The aim of this thesis is to analyse the extent to which one can apply a gender performative approach to transgender and how transgender identity and performativity are represented in films. The introduction discusses the relationship between film and ideology as well as provides a brief overview of the historical representation of gender minorities in film. The first chapter is a theoretical analysis of transgender identity and performative subversion on the basis of Judith Butler’s works Gender Trouble (1990) and Bodies that Matter (1993), criticism of her works, and a discussion of the experience of transgender. The second chapter provides a comparative analysis of the protagonists of two films, Transamerica (2005) and Breakfast on Pluto (2005), based on the representation of their transgender identities, performative acts and communication with different social groups. The conclusion summarises the main findings of the analysis.
Good Practice in Research Data Management
(2014-10-24) MacDonald, Stuart
DSpace for Data Revisited
(2014-10-24) MacDonald, Stuart
EFL Teachers' Attitudes Towards Teaching Cross-Curricular Topics
(Tartu Ülikool, 2014-10-24) Mahlakõiv, Krista; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
Cross-curricular topics have been in the Estonian National curriculum for many years now; including them in lessons has evoked controversial opinions among teachers. Teaching cross-curricular topics in EFL classrooms is a good way to include them in lessons because languages can be means for learning different subjects. Cross-curricular topics help to make learning the language more relevant and offer a chance to include topics that prepare students for real life experiences. There are various different ways how to teach cross-curricular topics and everything does not have to be done in a classroom, a lot can be done outside lessons and through extracurricular activities. The present thesis looks into teaching cross-curricular topics in English classes. It gives an overview of the cross-curricular topics in the Estonian National Curriculum, the methods and materials used for teaching cross-curricular topics and the attitudes teachers’ have towards teaching cross-curricular topics. A survey was conducted among EFL teachers of Estonia to see what ate the teachers’ attitudes towards teaching cross-curricular topics and how they teach the topics. Chapter one is based on secondary sources and gives an overview of crosscurricular topics, their development throughout history and their presentation in different educational documents. Various methods for teaching cross-curricular topics and for including them in schools’ environment are discussed. Chapter two introduces the procedure and the results of a research conducted among Estonian EFL teachers. Sample of 90 EFL teachers from different schools in Estonia were questioned. The main aim of the research was to see what the EFL teachers’ attitudes towards teaching cross-curricular topics are and to compare the results with other researches done on this topic.
Representation of Gender in the Dialogues of the Textbooks English Step by Step 5 and I Love English 5
(Tartu Ülikool, 2014-10-24) Lehiste, Kätlin; Tartu Ülikool. Inglise filoloogia osakond; Tartu Ülikool. Filosoofiateaduskond
The aim of this thesis is to analyse the representation of gender in the dialogues of two English language textbooks written by Estonian authors for Estonian learners: English Step by Step 5 (2008) and I Love English 5 (2008). In comparison to the general representation of men and women in textbooks, dialogues have not been analysed as extensively. However, they are of great importance in the language classroom as they help in developing and practising a variety of conversational skills related to the language being learnt. If one gender is given a smaller number of words or the characters of that gender are represented in a limited number of social roles, the students reading the part of those characters may get less practice opportunities or develop false assumptions of how native speakers of the target language speak. The introduction of the thesis discusses the role of schools and educational media in the process of socialisation and how doing gender is involved in that process. It also explains how the dialogues create a social context for language use and how inequalities in gendered models of those dialogues can affect learning. The first chapter gives an overview of the previous research on the topic of gender in textbooks, focusing generally on foreign language textbooks, but also including other textbooks studied in Estonia in order to give a broader overview of the local situation. Language use and its relation to gender are discussed in the second part. The third chapter describes the choice and structure of the materials, and lists the criteria for the quantitative and qualitative analysis. The quantitative analysis focuses on the number of female, male and gender-neutral characters, the number of words and utterances they have and how many mixed-gender dialogues they initiate or conclude. The qualitative analysis focuses on the social roles and settings the characters are presented in, the language used to present them and the language the characters use to address each other or talk about other people, which language functions – informative, phatic, directive or expressive – do the characters use, and which examples of polite language use can be found in their speech. The fourth chapter presents and discusses the findings of this study. The findings in the two books are compared to each other and also to the findings of the previous studies described earlier. Additionally, the possible practice opportunities in gendered roles ascribed by the books are discussed as well.
RDM Programme @ Edinburgh
(2014-10-24) MacDonald, Stuart