Dissertations / Theses on the topic 'Comparative literary analysis'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Comparative literary analysis.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Hempel, Charlotte. "A literary critical and comparative analysis of the laws of the Damascus Document." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319369.
Full textOdenmo, Emma. "Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism." Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.
Full textA comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.
Alkhas, Marduk. "A comparative narrative analysis of Rambling rose : the novel and the film /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809677.
Full textSheridan, Louise. "A comparative analysis of issues of migration, hybridity and diaspora in Irish diasporic literary and oral narratives." Thesis, University of Northampton, 2011. http://nectar.northampton.ac.uk/8882/.
Full textSchnippering, Claudia. "Literature of the Holocaust perpetrator. A comparative literary analysis of Jonathan Littell's "The Kindly Ones" with German Väterliteratur (Father literature)." Thesis, University of Canterbury. School of Language, Social and Political Sciences, 2014. http://hdl.handle.net/10092/10338.
Full textSmith, Spencer J. "Male Narrative Identity in Young Adult Literature: An Interdisciplinary Approach to Narrative Psychology and Literary Analysis." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366989257.
Full textSilfver, Amanda. "Is That Really You, Sherlock Holmes? : A Corpus Stylistic and Comparative Literary Analysis Investigating the Survival of the Authentic Holmes in Contemporary Pastiches." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104490.
Full textSnyman, Jacobus Wilhelmus Otto. "Literature of impasse : a comparative analysis of Joseph Roth’s Radetzkymarsch, Giorgio Bassani’s Gli Occhiali d’Oro and Henri Fauconnier’s Malaisie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80241.
Full textENGLISH ABSTRACT: This dissertation sets out from the assumption that there is a phenomenon one can call literature of impasse. By this is meant that there is a body of literature that can be defined as a literature of impasse because of the specific time of writing or of its setting. The definition used in this exploration is based upon the historical, social, political and psychological forces that shape literature of impasse. Broadly speaking the term refers to works of literature of which the authors are considered to be fully aware that what they were describing, analysing and exploring was the impasse which the Western individual had to navigate in order to arrive at any coherent sense of self. The authors in this study – Joseph Roth (1894-1939), Giorgio Bassani (1916-2000) and Henri Fauconnier (1879-1973) – can be regarded as three such authors, and the aim of this dissertation is to demonstrate in what way they are indeed authors of impasse in the works under discussion and what the devices are that they have employed to convey their vision. Far from being a vision that (myopically) sees no resolution, the authors demonstrate a need to identify the impasse itself and its causes and consequences in a narrative style. As part of the acknowledgement of impasse, the description of the ontological impasse of the protagonists is also explored as is the central discussion of modernity and Modernism and how modernity appears to exacerbate the sense of impasse. The position of the protagonists in these works leads in turn to the exploration of individual attempts to overcome the impasse and, in so doing, the study inevitably has to explore the philosophical attributes reflected in each of the works. The comparative nature of this analysis, straddling three languages and literary traditions, and the complex contexts of “impasse”, necessitates studies in other disciplines. The works of Ernest Gellner (1925-1995) seemed particularly suited to this exploration as an analytical springboard inasmuch as his works examine the anthropological and philosophical aspects which have determined the historical forces and milieux with which the three novelists have to contend in the formulation of their respective visions.
AFRIKAANSE OPSOMMING: Hierdie proefskrif berus op die veronderstelling dat daar ‘n fenomeen bestaan wat letterkunde van impasse oftewel van die dooie punt genoem kan word. Dit beteken dat daar ‘n korpus van letterkundige werke is wat gedefinieer kan word as letterkunde van impasse op grond van die spesifieke tydperk waarin dit tot stand gekom het of die narratiewe agtergrond daarvan. Die definisie wat in hierdie studie gebruik word is gegrond op die geskiedkundige, sosiale, politiese en sielkundige kragte waardeur letterkunde van impasse gevorm word. Die term verwys in die breë na werke wat geskep word deur skrywers wat ten volle daarvan bewus is dat dit wat hulle beskryf, ontleed en verken die dooie punt is waardeur die Westerse individu moet beweeg om enige koherente sin van die self te bereik. Die skrywers in hierdie studie – Joseph Roth (1894-1939), Giorgio Bassani (1916-2000) en Henri Fauconnier (1879-1973) – kan beskou word as drie sodanige skrywers en die doel van hierdie proefskrif is om aan te toon waarom hulle inderdaad skrywers van impasse is in die werke wat bespreek word en op watter maniere hulle hierdie persepsie oordra. Dit handel hoegenaamd nie oor ‘n persepsie wat stiksienig geen uitkoms sien nie en die skrywers toon veral ‘n behoefte om die impasse, sowel as die oorsake en gevolge daarvan, in ‘n narratiewe styl te identifiseer. As deel van die erkenning van impasse, word die beskrywing van die ontologiese impasse van die protagoniste ook ondersoek sowel as die sentrale bespreking van moderniteit en Modernisme en die wyse waarop moderniteit die gevoel van impasse blyk te vererger. Die posisie van die protagoniste in hierdie werke lei weer na die verkenning van individuele pogings om die dooie punt te oorkom en gevolglik moet die studie noodwendig ook die filosofiese standpunte ondersoek wat in die werke gereflekteer word. Die vergelykende aard van hierdie ontleding wat strek oor drie tale en literêre tradisies en die komplekse konteks van “impasse” maak verwysing na ander dissiplines noodsaaklik. Die werke van Ernest Gellner (1925-1995) het besonder geskik voorgekom vir hierdie verkenning as analitiese wegspringplek aangesien sy werk die antropologiese en filosofiese aspekte ondersoek van die geskiedkundige kragte en omgewings waarmee hierdie drie romanskrywers te kampe gehad het in die formulering van hulle onderskeie sienings.
Morrow, Paul. "Geopolitics of Translation: An Economic Analysis of the National Endowment for the Arts' Literature Translation Fellows Program." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1209442470.
Full textRichardson, Dominic. "Childhood social capital and reading literacy achievement : a comparative analysis." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440872.
Full textSmith-Jones, Yvonne Darcel. "A comparative analysis of school-based performance of mobile and nonmobile students." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618274.
Full textMaulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.
Full textIn last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
Akitsu, Yutaka. "A Study of Energy Literacy among Lower Secondary School Students in Japan." Kyoto University, 2018. http://hdl.handle.net/2433/232389.
Full textParedes, Raquel Sara Abigail. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.
Full textScholtz, Desiree Leonora. "A comparative analysis of academic literacy specifications for a standardised test and academic literacy requirements for reading and writing in a range of disciplinary contexts." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16866.
Full textStandardised testing gained prominence in the South African higher education sector in the last decade, largely as a means of providing information to identify students who might require additional academic support and for placements onto appropriate higher education programmes of study. This study explored academic literacy as a construct for standardised tests in comparison with the kinds of literacies required for reading and writing for various subjects across diploma programmes. The purpose of this study was to determine whether alignment between the academic literacy test specifications and reading and writing practices in and across diploma subjects would support the claim that generic standardised tests are appropriate for all subjects and fields of study. Theoretical approaches to standardised testing and academic literacies formed the backdrop to frame the study and analyse the findings. The multiple-case study approach was used to explore the reading and writing practices across various diploma subjects, using semi structured interviews and document analysis for data generation. The test specifications of a standardised test served as the interview protocol, as well as the analytic codes for interview and document data that were analysed by means of thematic coding and content analysis. The findings revealed two distinct content representations in different subjects, that is text-dominant and visual literacy-dominant orientations that influenced the practice and application of different literacies, academic literacy being but one of an array of literacies. Conclusions based on the data and findings suggest that while academic literacy as a construct is integral to knowledge acquisition in academia, disciplinary literacies have a profound presence and should be accommodated in standardised testing to ensure that what is tested resonates with subject literacies. It is argued that alignment of test specifications and reading and writing practices in subjects would render tests and test results valid for appropriate use.
Bonilla, Ana Maria. "A comparative analysis of comprehension questions in three California state-adopted Spanish and English basal readers." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3205.
Full textVolcean, Tamiris Tinti. "Narrativas autobiográficas : uma análise comparativa entre a obra literária Hospício é Deus : diário I (1965) e o documentário audiovisual Santiago (2007) /." Bauru, 2019. http://hdl.handle.net/11449/190703.
Full textBanca: Marcelo Magalhães Bulhões
Banca: Jefferson Agostini Mello
Resumo: Maura Lopes Cançado, uma escritora de carreira breve, publicou, em 1965, sua primeira obra, Hospício é Deus: diário I, um diário autobiográfico sobre seus dias de clausura em instituições psiquiátricas, dando ênfase para as críticas ao sistema manicomial. Por outro lado, João Moreira Salles, em 2007, lançou o documentário Santiago, no qual revisita a própria história por meio das lembranças do mordomo que trabalhou para os Moreira Salles por mais de três décadas. As duas obras em questão, Hospício é Deus: diário I (1965) e Santiago (2007) foram selecionadas para compor o corpus das análises comparativas desta pesquisa, uma vez que se constituem como narrativas singulares com traços autobiográficos a partir da perspectiva de Vapereau (1876) e Leonor Arfuch (2002), autores que ampliam as definições do gênero, chamando de autobiografia todo discurso cujo autor teve a intenção, secreta ou confessa, de contar trechos ou partes inteiras de sua vida. Intenciona-se, portanto, partindo da perspectiva comparativa destes discursos autobiográficos construídos a partir de sistemas sígnicos distintos, promover uma reflexão acerca dos limites normativos deste gênero do discurso, assim como uma ponderação sobre a conceituação tradicionalista proposta por Lejeune (1975) e as implicações da necessidade restritiva de um pacto para posicionar um discurso no espaço biográfico que reúne as narrativas do eu
Abstracts: Maura Lopes Cançado, a short career writer, published in 1965 her first work, Hospício é Deus: diário I, an autobiographical diary about her cloistered days in psychiatric institutions, with emphasis on criticism of the asylum system. On the other hand, João Moreira Salles released, in 2007, the documentary Santiago, in which he revisits his own history through the memories of the butler who worked for the Moreira Salles for more than three decades. The two works in question, Hospício é Deus: diário I (1965) and Santiago (2007) were selected to compose the corpus of comparative analyzes of this research, since they constitute singular narratives with autobiographical traits from the perspective of Vapereau 1876) and Leonor Arfuch (2002), authors who expand the definitions of the genre, calling autobiography every speech whose author had the intention, secret or confessed, to tell parts or whole parts of his life. It is therefore intended, starting from the comparative perspective of these autobiographical discourses constructed from distinct sign systems, to promote a reflection on the normative limits of autobiography as a genre of discourse, as well as a consideration of the traditionalist conceptualization proposed by Lejeune (1975) and the implication of the restrictive need for a pact to position a discourse in the biographical space that brings together the narratives of the self
Mestre
Fischer, Mary Margaret. "COMPARATIVE ASSESSMENT OF AGRICULTURAL LITERACY IN SELECTED K-5 CLASSROOMS EMPLOYING AGRICULTURE IN THE CLASSROOM METHODOLOGIES: A SOLOMON FOUR-GROUP ANALYSIS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1355.
Full textPeixoto, Fábio Rolim. "Das páginas para as telas: um estudo comparativo do romance As Horas e sua adaptação cinematográfica." Universidade Estadual da Paraíba, 2009. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1806.
Full textIn this dissertation, we intend to accomplish the critical analysis of the romance The Hours (The Hours), written by the North American Michael Cunningham, in 1999, as well as of the adaptation of this work for the movies: The Hours, american film driven by Stephen Daldry, in 2002. The work of Cunningham narrates one day in the three women's life that they live in time and different space but they have your linked lives by the romance Mrs. Dalloway, of Virginia Woolf. In the development of this research, we located the present intertextuality in the works of Cunningham and of V. Woolf, showing as this dialogue is introduced to the reader. For the accomplishment of this project, we looked for back-up in the theory of the enunciation, proposed by Mikhail Bakhtin; as well as we fell back upon the parody concepts and paraphrase postulated by Domício Proença Filho, Affonso Romano de Sant´Anna, Linda Hutcheon, Leyla Perrone-Moisés, Julia Kristeva, Sandra Nitrini and Graham Allen. In what it concerns the analysis of the film, we made use of concepts of the movie theories (Bazin, Metz, Agel, Brito, among other) and a comparison between the romance and the film, in the intention of accomplishing aesthetic approaches and semiotics between the literature and the movies.
Nesta pesquisa, propomo-nos a realizar a análise crítica do romance As Horas (The Hours), escrito pelo norte-americano Michael Cunningham, em 1999, como também da adaptação desta obra para o cinema: As Horas, filme americano dirigido por Stephen Daldry, em 2002. A obra de Cunningham narra um dia na vida de três mulheres que vivem em tempo e espaço distintos mas têm suas vidas ligadas pelo romance Mrs. Dalloway, de Virginia Woolf. No desenvolvimento desta pesquisa, localizamos a intertextualidade presente nas obras de Cunningham e de V. Wololf, mostrando como este diálogo é apresentado ao leitor. Para a realização deste intento, buscamos respaldo na teoria da enunciação, proposta por Mikhail Bakhtin; bem como recorremos aos conceitos de paródia e paráfrase postulados por Domício Proença Filho, Affonso Romano de Sant´Anna, Linda Hutcheon, Leyla PerroneMoisés, Julia Kristeva, Sandra Nitrini e Graham Allen. No que diz respeito à análise do filme, fizemos uso de conceitos das teorias fílmicas (Bazin, Metz, Agel, Brito, entre outros) e uma comparação entre o romance e o filme, na intenção de realizar aproximações estéticas e semióticas entre a literatura e o cinema.
Kawai, Karen Mie. "Conceituação do gênero zuihitsu: análise comparativa de textos de Makura no sôshi e Tsurezuregusa." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-02032016-160203/.
Full textThe study of classic Japanese literatures genre zuihitsu is a challenge for scholars in Brazil, because besides the difficulties about languages differences, it incurs in a new conceptualizations of written genres. Although some scholars consider it as equivalent to Western essays, it is possible to observe some disparitys that indicate a need to adjust our critical view to the Eastern genre. In order to achieve that goal, we had approached some questions about Western genres definitions through a historical and literary overviews, as well as we had taken into consideration the terms etymology, and referred some ponderations about the linguistic character following some of the Wittgenstein theory concepts. After that, we intended to outline a scheme of essays as a literary genre, retracing its history, through passages of Montaigne\'s Essays, of some texts from Bacon, Hume and Adorno, among others essayists and critics that deal with the subject, in order to delineate its characteristics. More than that, we have examined, from its formulations and its reception, the possibility of finding also such a tradition in Brazil. Subsequently, we have seek mapping zuihitsu origins in confrontation to the essays ones. In addition, thereafters, we have analysed some texts from Makura no sôshi and compared them to others from Tsurezuregusa, two of the three masterpieces which are considered basic and essential to understanding the Japanese genre. This comparative analysis was done by means of their common themes, such as the written motivations, some considerations of four seasons, moments in idleness or even monks. Our aim was to bring out similarities and differences between them to elucidate genre characteristics that bring them nearer or make them apart of essays, hoping that this would lead us doing some adjustments of our critical view. Finally we have finalized this dissertation by referring some considerations on the Western genre, the essays, the zuihitsu, and the comparison of Japanese classical pieces, which lead us to conceptualyze the Japanese genre.
Grizzle, Alton. "Assessing citizens’ responses to media and information literacy competencies through an online course: an empirical study and critical comparative analysis of experts’ views." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666860.
Full textTambini, Barbara. "The power of language and the language of power in M. T. Anderson’s Feed and Gary Stheyngart’s Super Sad True Love Story. A comparative analysis." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/10800/.
Full textPaillard, Alain. "Les intrigants rapports entre deux lettres du Nouveau Testament : Jude et 2 Pierre." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAK001.
Full textParallelisms between Jude and 2-Peter outline an almost perfect framework, to reply to the problem of those who “deny the Master”. A framework seen through a systematical synoptic study ; however, each epistle possesses its own architecture ; confronting these two steps allows to establish that 2-Peter depends on Jude. From one letter to the other, a second problem appears : what can be said of the (second) Parousia of Christ ? “Peter” demonstrates a great deal of rewriting, and, jointly, elaborates an original theology of inspiration. If the two texts chose the “catholic” epistolary form, and 2-Peter a testamentary one, Jude follows an oracular pattern, while 2-Peter assume the “disputation speech” genre. The plotting of the relation between the two letters alows us to sketch theological trajectories. In particular, in response to the second problem, 2-Peter puts forward original hermeneutical principles ; it is probably an anti-millenarist work, a privileged testimony and an important actor of the current proto-canonisation process. For that very reason, 2-Peter leans on a “high christology”
Jané, Lligé Jordi. "La recepció de Heinrich Böll a Espanya." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7585.
Full textEn la tesis doctoral "La recepción de Heinrich Böll en España" se analiza el proceso de divulgación de la obra del escritor alemán más veces reeditado en este país y se propone una periodización de ese proceso. El estudio se centra en dos ámbitos: la recepción externa de Böll (editoriales que se ocupan del autor, reacciones de la crítica y del mundo académico); y el análisis textual de una selección de traducciones de obras suyas al catalán y al castellano. En el primer apartado se parte de un enfoque sociológico y se compara la recepción española y la catalana con la alemana; en el segundo se toma como base el modelo de la lingüista Juliane House para la evaluación de traducciones (que parte también de la comparación con los originales), adaptándolo al estudio de textos narrativos de ficción. Se ha intentado relacionar ambos enfoques de análisis siempre que las metodologías aplicadas así lo han permitido. Este trabajo no parte de un ánimo evaluativo, sino descriptivo.
The doctoral thesis "The reception of Heinrich Böll in Spain" analyzes the spreading process of the work of the most published contemporary German writer in this country, and proposes a periodization for it. The work is based on two wide fields of study: on the one side the 'external reception' of the process (role of publishers and reactions of literary criticism, scholars and of the academic world) and on the other side the 'textual analysis' of some in Catalan and Spanish translated works of the author. For the first area a sociological perspective is adopted and the Spanish and Catalan processes are compared with the German one, for the second area the Juliane House model for translation quality assessment is used (which is also based on textual comparison) and adapted for the analysis of fictional narrative texts. I have attempted to relate the two perspectives of analysis as far as the methodological procedures have allowed it. My work does not pursue an evaluative aim, rather a descriptive one.
Van, Staden Surette. "Reading between the lines : contributing factors that affect Grade 5 learner reading performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24944.
Full textThesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
Hagberg, Nelly. ""Det är demokratin som är gemensam" : En komparativ kvalitativ innehållsanalys av nationell biblioteksstrategi och nationell säkerhetsstrategi." Thesis, Uppsala universitet, Institutionen för ABM, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415049.
Full textHorvath, Rajmund. "Poetic experience: Generative criticism as a new aspect of literary analysis." 1997. https://scholarworks.umass.edu/dissertations/AAI9721460.
Full textLanzi, Elisabet Adriana. "The afterlife of "Little Women" as a feminist text." Master's thesis, 2020. http://hdl.handle.net/11086/19932.
Full textThis thesis closely examines the classic novel Little Women (1868) by Louisa May Alcott and three contemporary reworkings: Hasta siempre, Mujercitas (2004) by Marcela Serrano, The Little Women Letters (2012) by Gabrielle Donnelly and the manhwa Dear my girls (2005 to 2012) by Kim Hee-Eun. In relation to Little Women’s hypertexts: pastiche, sequel and adaptation, respectively, part of the analysis contemplates to what extent the texts both pay homage to their nineteenth-century predecessor and refurbish it for a more contemporary perspective from a postfeminist stance. Despite the fact that these texts were created in different settings and times, they reveal how the patriarchal authority prevailing in the past persists in this century. The main characters in each of them are strong and resilient women trying to survive in a hostile world. These stories come together as a political appeal for recognition to women who must be acknowledged and empowered.
Fil: Lanzi, Elisabet Adriana. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
"The core and periphery of lexical bundles in modern English dialogues: a comparative study of English varieties." 2013. http://library.cuhk.edu.hk/record=b5884330.
Full textThesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 195-211).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts also in Chinese.
"The discourse of translation in culture contact: "The Story of Suhuy Teodora", an analysis of European literary borrowings in the Books of Chilam Balam." Tulane University, 2004.
Find full textacase@tulane.edu
Ferreira-Meyers, Karen Aline Francoise. "Comparative analysis of autofictional features in the works of Amelie Nothomb, Calixthe Beyala and Nina Bouraoui." Thesis, 2011. http://hdl.handle.net/10413/9837.
Full textThesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
Melo, Rita Sousa Janeiro. "Leituras cruzadas: uma abordagem didática no 12.º ano de escolaridade." Master's thesis, 2021. http://hdl.handle.net/10316/96553.
Full textThis report reflects the work accomplished throughout the supervised teaching practice in the aim of the Master in Ensino de Português no 3.º ciclo do Ensino Básico e no Ensino Secundário. The teaching practice was accomplished in the subject of Portuguese, with a 12th grade class. This work is organized in two sections. The first section presents the characterization of the socio-educational context in which the teaching practice took place, as well as a description and a critical reflection of the work developed during the school year. The second section presents the theoretical framework of the research subject and the case study carried out in the school context. Based on the research theme "Cross readings: a comparative analysis of texts", we sought to understand how the analysis of thematic and aesthetic intertextual links deepened the students' interpretative competence of literary texts. The didactic sequences were focused on the Literary Education content according to the official curriculum. On the one hand, the analysis was applied to the study of Cesário Verde's and Alberto Caeiro's poetry, and, on the other hand, to the textual understanding of the two ‘autos de fé’ present in José Saramago's novel, Memorial do Convento. The results reveal that the interpretative process of the literary texts benefits from the intertextual approach. Whenever possible, its didactic application should be applied throughout secondary education in a structured and systematic way. Both the pre-service teacher training and the research project emphasised that reflective teachers have a fundamental role in reading and writing proficiency, but, above all, in the learning of ethical and aesthetic values, presented in literary texts, and its linguistic-discursive potentialities.
O presente Relatório de Estágio reflete o trabalho realizado ao longo da prática pedagógica supervisionada nas disciplinas de Português, com uma turma de 12.º ano, e está organizado em duas partes. Na primeira parte tem lugar a caracterização do contexto socioeducativo em que decorreu o estágio pedagógico ao longo do ano letivo 2020/2021, seguindo-se a apresentação e reflexão crítica sobre a prática letiva supervisionada. A segunda parte, por sua vez, apresenta o enquadramento teórico do tema de investigação e descreve-se o estudo de caso aplicado em contexto escolar. A partir do tema de investigação “Leituras cruzadas: análise comparativa de textos”, procurou-se compreender de que modo a análise de nexos intertextuais temáticos e estéticos aprofundavam a competência interpretativa dos textos literários da parte dos alunos.As sequências didáticas centraram-se no domínio da Educação Literária previsto nos documentos oficiais de orientação curricular, pelo que a análise de nexos intertextuais temáticos foi aplicada, por um lado, no estudo da poesia de Cesário Verde e de Alberto Caeiro, e, por outro, na compreensão textual dos dois autos de fé presentes na obra de José Saramago, Memorial do Convento. Os resultados revelam que o processo interpretativo dos textos literários beneficia da abordagem intertextual, devendo, sempre que possível, optar-se pela sua didatização, aplicada de forma estruturada e sistemática ao longo do ensino secundário. Quer a prática pedagógica supervisionada quer a componente monográfica desenvolvidas ao longo do ano letivo acentuaram a consciência der que os professores reflexivos têm um papel fundamental na formação de cidadãos proficientes na leitura e na escrita, mas, sobretudo, na aprendizagem de valores éticos e estéticos, representados nos textos literários, e das potencialidades linguístico-discursivas dos usos diferenciados da língua materna.
Reed, Sarah Margaret Anne. "The perils of translation: the representation of Australian cultural identity in the French translations of crime fiction novels by Richard Flanagan and Philip McLaren." Thesis, 2015. http://hdl.handle.net/2440/97447.
Full textThesis (Ph.D.) -- University of Adelaide, School of Humanities, 2015
Baloyi, Mafemani Joseph. "A comparative analysis of stylistic devices in Shakespeare’s plays, Julius Caesar and Macbeth and." Thesis, 2015. http://hdl.handle.net/10500/20036.
Full textAfrican Languages
D. Litt. et Phil. (African Languages)
Vranckx, Peter. "The ethics of semantic shifts in literary translation : a comparative analysis case study of Beauchemin's Le matou and its English and Spanish versions, The alley cat and Gatuperios." Thesis, 2003. http://spectrum.library.concordia.ca/2161/1/MQ83845.pdf.
Full textKinbar, Carl Allen. "The authorities of the sages : how the Mishnah and Tosefta differ." Thesis, 2011. http://hdl.handle.net/10500/8152.
Full textOld Testament & Ancient Near Eastern Studies
D. Litt. et Phil. (Judaica)
Hušek, Jan. "K problematice překladu povídky Groza Vladimira Nabokova." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-344503.
Full textЗаїка, В. С. "Критичний аналіз лінгво-стилістичних особливостей перекладу в діахронії (на матеріалі перекладів "Троє в човні (якщо не рахувати собаки)")." Master's thesis, 2020. https://essuir.sumdu.edu.ua/handle/123456789/81167.
Full textКваліфікаційна робота присвячена порівняльному критичному аналізу лінгво-стилістичних засобів роману «Троє в човні (якщо не рахувати собаки)» на матеріалі перекладів Р. Доценко та Н. Філімонової. Актуальність обраної теми дослідження зумовлена постійними змінами в сучасних тенденціях перекладу, модернізаційними підходами до імплементації порівняльного аналізу в навчанні, а також тим, що критичний лінгво-стилістичний аналіз розвиває не тільки академічні знання, а й сприяє розвитку міжкультурної фахової компетенції перекладачів. Мета дипломної роботи полягає у проведенні критичного та порівняльного аналізу перекладів художнього твору, ідентифікації перекладацьких технік, використаних для відтворення гумору та лінгво-стилістичних засобів оригіналу, визначенні переваг та недоліків обох варіантів перекладу, а також розгляді колаборативних методів роботи в рамках навчання іноземної мови.
Квалификационная работа посвящена сравнительному критическому анализу лингво-стилистических средств романа «Трое в лодке (если не считать собаки)» на материале переводов Р. Доценко и Н. Филимоновой. Актуальность темы исследования обусловлена постоянными изменениями в современных тенденциях перевода, модернизационными подходами к имплементации сравнительного анализа в обучении, а также тем, что критический лингво-стилистический анализ развивает не только академические знания, но и способствует развитию межкультурной профессиональной компетенции переводчиков. Цель дипломной работы заключается в проведении критического и сравнительного анализа переводов художественного произведения, идентификации переводческих техник, использованных для воспроизведения юмора и лингво-стилистических средств оригинала, определении преимуществ и недостатков обоих вариантов перевода, а также рассмотрении коллаборативних методов работы в рамках обучения иностранному языку.
The graduation thesis is devoted to a comparative critical analysis of the linguistic and stylistic means of the novel “Three Men in a Boat (To Say Nothing of the Dog)” based on translations by R. Dotsenko and N. Filimonova. The relevance of the research topic is due to constant changes in modern trends of translation, modernization approaches to the implementation of comparative analysis in teaching, as well as the fact that critical linguistic and stylistic analysis develops not only academic knowledge, but also contributes to the development of intercultural professional competence of translators. The goal of this work is to perform a critical and comparative analysis of translations of a novel, identify translation techniques used to reproduce humor and linguistic and stylistic means of the source text, name the advantages and disadvantages of both translations, and consider collaborative methods of work in teaching a foreign language.
Katalin, Bordasne Tako Tasno. "Teaching information literacy skills. A comparative analysis : Teachers’ understanding of information literacy in Norway and Hungary." Thesis, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12893.
Full textLogie, Christopher. "The literacy of tracking : a comparative analysis of tracking within two Bushman post-hunter communities." Thesis, 2010. http://hdl.handle.net/10413/5058.
Full textThesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.
Botha, Maria. "A comparative analysis of the financial literacy of final year diploma students in different fields of study at the University of Johannesburg." Thesis, 2014. http://hdl.handle.net/10210/8856.
Full textEconomically active individuals are frequently faced with the responsibility of making financial decisions which may dramatically impact their financial wellbeing. In today’s world of complex financial products and individuals increasingly being responsible for their own financial wellbeing, higher levels of financial literacy are of the utmost importance. The main aim of this study will be to determine whether students who study towards a diploma in a finance-related field have higher financial literacy levels than those studying towards a diploma in field of study that is not finance-related. A quantitative research methodology will be employed to the study in the form of a survey. The population includes all the diplomas presented on the University of Johannesburg (UJ), Bunting Road campus, and the sample consists of one finance-related diploma and two non-finance-related diplomas. Although the results of the study, in line with previous research, indicated that the finance group performed better than the non-finance group, the margin was smaller than expected and the average financial literacy score of both groups was low. Students performed the worst in the savings and borrowings and the best in the basic concepts content area. Many of the demographic and background characteristics identified by previous research to influence financial literacy could not be analysed as there was not enough variation or adequate representation within the total sample. In contrast to previous research many of the remaining demographic and background characteristics that could be analysed did not influence financial literacy. Only language (Sotho) and funding (NSFAS and my parents and/or family paid) were found to influence financial literacy levels. As this study indicates that the financial literacy levels of final year diploma students in South Africa are low, higher education might have to consider introducing a financial curriculum to increase financial literacy.
Chou, Han-Chiang, and 周漢強. "Ocean Literacy and Ocean Education Comparative Studies: An Analysis on the Present Marine Education Curriculum Guideline in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4n2qqv.
Full text國立臺灣師範大學
環境教育研究所
103
Although Taiwan is an island, owing to the mindset of continental land-based immigrants, the citizens and education systems have ignored ocean for long time and lack of relevant knowledge and visions. Until 2006, the first Ocean Policy White Paper was published by government; then the Ministry of Education announced the Ocean Education Policy White Paper in 2007, the following curriculum guideline for Marine Education in primary and secondary school was set in 2008 and carried out in 2011. However, does the curriculum guideline consist of comprehensive ocean literacy for future citizens? This paper presents a comparison study of visions and goals among the international ocean education development based on the relevant documents from UNESCO, USA NOAA’s Ocean Literacy, etc., and the present curriculum guidelines of Taiwan’s marine education. In order to further understand the issues and practices on the current curriculum guidelines, in-depth interviews on school teachers and experts are also applied. The results indicate that the emphasis of present curriculum guidelines seem more emphasize the culture and the use of marine resources, than a comprehensive understanding of ocean as a holistic dynamic system; the guideline has not yet covered a full spectrum of ocean literacy based on science and sustainability. The recommendations on an amended guideline from this study was provided aiming to connect better for people and ocean, and to prepare future citizens with a better understanding, mindful and adaptive capacities toward ocean and global changes.
Tsao, Ching-Jan, and 曹景然. "A Comparative Analysis of Taiwan\'s Curriculum Standards and Textbooks Based on the Seven Principles of Ocean Literacy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/79unry.
Full text國立臺灣海洋大學
教育研究所
107
The research purpose was to analyze the 2008-year curriculum and the Nani edition of textbooks, especially the science and social aspects in elementary to high school, as well as quantitatively analyzing the contents in four major aspects of marine education in the Grade 1-9 Curriculum Guidelines and the 12-year Basic Education Curricula. Hereafter referred to as Taiwan’s New/Old Marine Education Curriculum Guideline. The study adopted the content analysis method and used the seven Ocean Literacy Essential Principles as an important analytical index from the National Marine Educators Association (NMEA) in the United States, with scorer reliability of 0.94. The US Ocean Literacy Principles draws the scope and the order of K-12 courses, which corresponds to our curricular outline and textbooks, as the contents are in line with these seven principles in number and distribution of the concepts, to understand the direction of development in marine education in Taiwan. Through its curriculum and textbooks, to examine if there are any missing parts. The results were as follows: A.The Grade 1-9 Curriculum Guidelines, the Nani edition of textbooks and Taiwan’s New/Old Marine Education Curriculum Guideline analyzed with the US Ocean Literacy Essential Principles. There are a total of 82 sub-items in the seven Ocean Literacy Essential Principles and high-to-low corresponding order, the Grade 1-9 Curriculum Guidelines consisted of 69.51% (social science 30.49% and science 67.07%), the Nani edition textbooks had 63.41% (social science 31.71% and science 59.76%), the Grade 1-9 Curriculum Guideline on Marine Education included 28.05% and the 12-year Basic Education Curricula for Marine Education comprised of 24.40%, in their contents. B.In correspondence with the “most” content to the seven Ocean Literacy Essential Principles, the 2008-year curriculum primarily had 91.67% on the topic of “The ocean is largely unexplored.” As for the Nani edition textbooks, they focused 84.62% on the fifth principle of “The ocean supports a great diversity of life and ecosystems.” Taiwan’s New/Old Marine Education Curriculum Guidelines covered the sixth principle of “The ocean and humans are inextricably interconnected” by 60% and 53.33%, respectively. C.When the seven Ocean Literacy Essential Principles applied in elementary, middle, and high schools, they mostly covered in high schools. 90% high schools following the 2008-year curriculum would cover the seven principles. 73.3% high schools included via the Nani edition textbooks. As for the Grades 1-9 Curriculum Guideline on Marine Education, 36.67% of high schools adopted it. 30% of high schools followed the 12-year Basic Education Curricula on the seven principles. Among them, the 2008-year curriculum and the Nani edition textbooks, the ratios of coverage in elementary and middle schools did not vary much, at 51.93%±2.72% and 63.46%±2.72%, respectively. In terms of Taiwan’s New/Old Marine Education Curriculum, the ratios of coverage in both the elementary and middle schools were relatively similar, at 23.08%±0% and 21.16%±2.72%, respectively. Finally, based on the research results, specific recommendations were suggested to textbook editors, educational administration, teachers, and future researchers, as references.
Hirenkumar, Thakkar Chandni, and 陶娟娟. "A Study of Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA, and Indian Textbooks." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cfyzb7.
Full text國立臺灣海洋大學
教育研究所
107
The ocean literacy (OL) is one of the most pivotal and emerging topics. Many scientists and educators across the globe are collaborating on various aspects to bring the OL into the classroom for cultivating ocean literate citizens. In recent years, the health status of several Indian water bodies is observed deteriorating. The pollution of water bodies is reached to alarming level and considering its serious consequences, we are motivated to trace the presence of ocean literacy concepts in Indian education followed by comparative analysis with the learning materials of the United States of America (USA), a leading country in ocean education. In this study, educational standards of India referred to as Indian National Standards (INSs), and of the educational standards of the USA referred to as Next Generation Science Standards (NGSS) were analyzed individually and later compared on the different parameter with respect to coverage of fundamental OL concepts from grade I-XII. The study has adopted the qualitative approach and followed content analysis approach. It was observed that on an average OL concepts covered in the educational standards of the USA (NGSS) are higher than that of India (INSs). The study revealed that the out of the seven essential principles, principle no. 6 is highly accentuated in the educational standards of both the countries. Besides, results indicated that there is variation in proportion of OL alignment across grade bands in the educational standards of India and the USA. In addition to comparative analysis, the detail analysis of Indian central government textbooks (ICGTs) was also undertaken following a similar approach with minor variation. The results indicated that the OL concepts are underrepresented in the ICGTs and there is lack of a uniform pattern in OL alignment across grades (I-XII). Further, similarities and differences were traced in the Indian educational standards (INSs) and textbooks (ICGTs) and it was discovered that there is a noticeable mismatch in the alignment at Middle and High school level in the national educational standards and textbooks of India. Moreover, it was found that geography discipline of Social studies exhibited a majority of OL concepts alignment in the national educational standards and textbooks of India. Based on the aforementioned results, the proposed study intends to provide references to marine education researchers, curriculum developers, and educational policymakers in India to suitably adjust the OL coverage concepts in school instruction for cultivating OL literate citizens. The study yields the comparative framework between the educational standards of the USA (NGSS) and India (INSs), and Indian educational standards (INSs) and textbooks (ICGTs). NCERT (National Council of Education Research and Training), an in charge authority to draft curriculum and textbooks in India may incorporate few or all suggestions from the comparative analysis output and accordingly plan to incorporate sufficient OL concepts.
SU, TE-CHANG, and 蘇德昌. "A Comparative Analysis of Environmental Literacy of River Patrol Players and Non- River Patrol Players (Community Volunteers) in Changhua County." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ez3729.
Full text大葉大學
環境工程學系研究所
107
ABSTRACT In studying the River Patrols in Changhua County, we decided to take a look into the differences between the environmental capacities of the full-time or vocational community members and those of the volunteer members. To this end, we adopted a questionaire survey method. We formally distributed questionaires, reclaimed 200 copies, and obtained 187 effective ones after screening. Thus, the effective questionaire retrieval rate in this case was 93.5%. Statistical techniques were then employed to analyze the questionaires. The study revealed two interesting results. Firstly, for the two kinds of patrol members, there were no significant differences with respect to the demographic statistical variables such as sex, age, education, and occupation. Secondly, however, to some varying degrees, there were significant differences in their environmental capacities such as environmental cognition, environmental attitude, and environmental behavior. Keywords: community, river patrols, environmental cognition, environmental attitude, environmental behavior
Lattimore, Sarah. "A comparative analysis of indigenous bilingual education policy and practice in Australia and Peru." Thesis, 2017. http://hdl.handle.net/1885/143270.
Full textSchenk, Martina [Verfasser]. "Information and computer literacy : a comparative analysis on educational level in the United States of America and Germany / vorgelegt von Martina Schenk." 2008. http://d-nb.info/993463193/34.
Full textLIN, YA-CHING, and 林雅卿. "A Comparative Analysis on the Marine Activity Participation and Marine Environmental Literacy of Junior High School Students in the Coastal and Landlocked District of Changhua County." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6r4s57.
Full text大葉大學
環境工程學系碩士在職專班
106
In the past decades, Taiwan has begun promoting marine education in response to the international ocean trends. In 2011, marine education was officially incorporated into the scope of the national education system. Therefore, this study compare the coastal and landlocked district junior high school students in Changhua County as a case to understand the relationship and the difference of the students’ background, marine environmental knowledge literacy, the attitudes and behaviors after receiving 6 years fundamental conception of marine education in school curriculum guideline. In this study adopts the questionnaire survey procedure and select coastal district Hsien Hsi junior high school which is also the Changhua Marine Education Resource Center (CMERC) in Changhua County and select landlocked district Puyan junior high to conducts the research. After the questionnaires are collected, then evaluate the valid questionnaires and then analyzed by statistically. The survey results show that students in coastal district had higher marine venue visit experience, beach-cleaning experience, and ocean visit frequency compared to the students from the landlocked district. However, both showed similarity in terms of ocean visits or engagement in marine activities, mostly sea watch, sand piling, and playing with water. In addition, results also show that students in the coastal district had significantly different levels of knowledge and behavior in the marine environment than students in the landlocked areas, but there is no significant difference in the attitude of the marine environment. The results in this study show that students in coastal district of Changhua County had a higher degree of participation in marine activities and marine environmental literacy compared to students in landlocked district Therefore, it is recommended that landlocked district school to align those school with marine characteristics to learn their advantages as a reference for the development of related courses and activities, and finally to improve the marine environmental literacy of students in Changhua County. KeyWords:Coastal, Landlocked, Marine Activities, marine environmental Literacy, Changhua County
McCreath, Agneta Antonia. "Regeneration-Dostoyevskij's ideology, with a glance at Gide's paradoxical "adaptation"." Thesis, 1995. http://hdl.handle.net/10500/18189.
Full textClassics & Modern European Languages
D. Litt. et Phil. (Russian)
Bačkorová, Tereza. "Přístupy k veřejnému zdraví ve vybraných zemích a jejich srovnání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388121.
Full text