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Dissertations / Theses on the topic 'Jacob's room'

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Published: 4 June 2021

Last updated: 10 February 2022

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1

Staveley, Alice Elizabeth. "Reconfiguring 'Kew Gardens' : Virginia Woolf's 'Monday or Tuesday' years." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365488.

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2

Conover, Andrea. "Post-Wartime vs. Post-War Time: Temporality and Trauma in Jacob's Room, Mrs. Dalloway, To the Lighthouse, and The Years." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1195.

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In these novels, Woolf demonstrates the ways in which wartime trauma affects post-war life, from the societal trauma of losing an entire generation in Jacob’s Room, to the continuation of wartime beyond the end of the war for traumatized soldiers and anyone whose lives they touch in Mrs. Dalloway, to recovery through the creation of art and family ties in To the Lighthouse, to the question of futurity inherent in wartime trauma in The Years.

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3

Gohn, Merritt. "Kept at a Distance: The Role of the Intrusive Narrator in Virginia Woolf's Critique of the Portrayal of the Character in the Novel." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1179.

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This thesis looks at the Virginia Woolf's critique of the previous portrayal of characters in fiction and her adaptation of a new narrative style in order to convey a modern realism. Two of her novels include an intrusive narrator that serves to argue for the creation of a new form of representation of the character in the novel. Through the creation of distance and the parody of the genre, Woolf provides the reader a picture of their relationship with the character in the novel.

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4

Anderson, Gwen Trowbridge. "Interrogating Virginia Woolf and the British suffrage movement." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003162.

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5

Pillière, Linda. "Etude linguistique de quelques propriétés du style de Virginia Woolf." Paris 4, 1997. http://www.theses.fr/1997PA040329.

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Le but de cette thèse est d'étudier le style de Virginia Woolf d'un point de vue linguistique et d'expliquer comment divers effets de style peuvent coexister chez le même auteur. A partir d'une sélection de citations trouvées chez les critiques littéraires et de ce que dit l'auteur, deux termes se dégagent : la fluidité et la fragmentation. Après avoir analysé ces deux termes, nous procédons à une étude approfondie de trois extraits des romans de Virginia Woolf : un extrait de "Jacob's room" où l'effet semble plutôt "fragmenté", un extrait de "Mrs Dalloway" (exemple du style "fluide") et un extrait de "The years" où les deux effets coexistent. Il ressort de nos analyses que certains procédés langagiers sont communs aux trois textes que nous regroupons en conclusion de cette partie. Ensuite, nous entreprenons une analyse plus fine des marqueurs grammaticaux et élargissons notre étude en comparant nos résultats avec la technique romanesque de Virginia Woolf dans d'autres romans. Nous examinons la notion de récit et comment Woolf brise la linéarité du récit par l'absence de séquence, la rupture et l'inversion, dans son désir de rendre compte de la complexité du réel. Les annexes offrent d'autres exemples de ces procédés. En conclusion, nous constatons que la remise en question de la linéarité, loin de détruire tous les liens, permet à l'auteur de tisser d'autres relations et notamment des relations paradigmatiques. De même, si les termes de fluidité et de fragmentation s'appliquent bien à des passages isoles, ils n'offrent qu'une vision partielle du style woolfien, l'effet global étant une interaction des divers éléments qui se modifient au fur et à mesure que le texte avance
This thesis aims to present a lexicogrammatical study of Virginia Woolf’s style, and to explain how apparently contradictory stylistic effects can coexist in an author's work. A survey of Woolf’s critics, and comments made by the author herself, reveal that two terms are often applied to her style : fluidity and fragmentation. After analysing these two concepts we undertake a detailed analysis of three extracts from her novels. The extract from "Jacob's room" offers an illustration of her fragmented style, the passage from "Mrs Dalloway" is an example of her fluid style and the one from "The years" illustrates the coexistence of both effects. The stylistic traits common to all three texts are studied in the third chapter, as is the predominant role of repetition. The final chapter offers a closer study of certain lexicogrammatical items present in the three extracts and other novels by Virginia Woolf. The concept of narrative and the methods used by Woolf to break the linear sequence of narrative are examined. The absence of sequence, both temporal and causal, the rupture of sequence and the inversion of sequence are each studied in turn, and the various lexicogrammatical elements pertaining to them. Other examples feature in a table at the end of the thesis. From this analysis we realise that breaking textual linearity does not necessarily lead to all cohesive ties disappearing. On the contrary, other ties and links appear within the text, notably paradigmatic relations. We conclude that an overall stylistic effect is a combination of different elements interacting and modifying each other and, while fragmentation or fluidity may exist within a passage studied in isolation, within the larger framework of Woolf's works the effect may be very different

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6

Kichner, Heather J. "Cemetery Plots from Victoria to Verdun: Literary Representations of Epitaph and Burial from the Nineteenth Century through the Great War." online version, 2008. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=case1212645077.

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7

Malta, Rosa. "The Reading Room, Jacob Two-Two meets the Gap." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0003/MQ42330.pdf.

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8

Bätschmann, Marie Therese. "Jacob Frey (1681-1752) : Kupferstecher und Verleger in Rom /." Bern : Selbstverlag, 1997. http://catalogue.bnf.fr/ark:/12148/cb391740811.

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9

Van, Rooy Albertus Jacobus. "The relationship between phonetics and phonology : an investigation into the representation of the phonological feature (voice) / Albertus Jacobus van Rooy." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/1452.

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10

Van, Rooy Jacoba Hendrika. "Leerstrategieë en akademiese prestasie van 'n groep leerlinge in die musiekteorie / Jacoba Hendrika van Rooy." Thesis, Potchefstroom University for Christian Higher Education, 1993. http://hdl.handle.net/10394/8142.

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The aim of this research project is to determine which learning strategies were used by a group of music theory pupils and what the relationship is between the use of learning strategies and academic achievement in music theory. Learning strategies are defined as actions and thoughts that help a learner to learn and to process information. The following research hypotheses were formulated: • Pupils use a variety of learning strategies in the study of music theory. • A relationship exists between the use of these strategies and academic achievement in music theory. To reach the aim of this study a literature survey was undertaken which was followed by an empirical study. In the literature survey research on learning strategies and related matters received attention, as well as related research on music theory. The empirical investigation was undertaken in September 1992 and use was made of information gathered from pupils of music centres of the Transvaal Department of Education in Potchefstroom. To determine the use of learning strategies, an adapted version of the Motivated Strategies for Learning Questionnaire was used. Descriptive statistics were compiled by using tbe SAS-programmes (cf. SAS Institute 1985 and 1986). The BMDP9R computer programme was used to determine the correlation between the different variables and for multiple regression analyses (cf. Dixon and Brown, 1983). Tables were compiled and discussed. The results of this study can be summarised as follows: (1) The music theory pupils used a variety of learning strategies; and (2) the relationship between the use of learning strategies and the academic achievement in music theory is statistically significant, and more so in the case of pupils in Step 5 and Step 6.
Skripsie (MEd)--PU vir CHO, 1993

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11

Jacob, Mandy [Verfasser], Harald [Akademischer Betreuer] Rohm, Doris [Akademischer Betreuer] Jaros, and Helmut K. [Akademischer Betreuer] Mayer. "Milchgerinnungsenzyme verschiedener Herkunft und ihr Einfluss auf Käseausbeute und Käsequalität / Mandy Jacob. Gutachter: Harald Rohm ; Helmut K. Mayer. Betreuer: Harald Rohm ; Doris Jaros." Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://d-nb.info/1067190643/34.

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12

Jacob, Andreas Verfasser], Christoph [Akademischer Betreuer] Leuschner, and Dirk [Akademischer Betreuer] [Hölscher. "Effects of tree species composition on fine root biomass and dynamics in the rhizosphere of deciduous tree stands in the Hainich National Park (Thuringia) / Andreas Jacob. Gutachter: Christoph Leuschner ; Dirk Hölscher. Betreuer: Christoph Leuschner." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2013. http://d-nb.info/1044871601/34.

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13

Pasca, Bogdan Mihai. "Calcul flottant haute performance sur circuits reconfigurables." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2011. http://tel.archives-ouvertes.fr/tel-00654121.

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De plus en plus de constructeurs proposent des accélérateurs de calculs à base de circuits reconfigurables FPGA, cette technologie présentant bien plus de souplesse que le microprocesseur. Valoriser cette flexibilité dans le domaine de l'accélération de calcul flottant en utilisant les langages de description de circuits classiques (VHDL ou Verilog) reste toutefois très difficile, voire impossible parfois. Cette thèse a contribué au développement du logiciel FloPoCo, qui offre aux utilisateurs familiers avec VHDL un cadre C++ de description d'opérateurs arithmétiques génériques adapté au calcul reconfigurable. Ce cadre distingue explicitement la fonctionnalité combinatoire d'un opérateur, et la problématique de son pipeline pour une précision, une fréquence et un FPGA cible donnés. Afin de pouvoir utiliser FloPoCo pour concevoir des opérateurs haute performance en virgule flottante, il a fallu d'abord concevoir des blocs de bases optimisés. Nous avons d'abord développé des additionneurs pipelinés autour des lignes de propagation de retenue rapides, puis, à l'aide de techniques de pavages, nous avons conçu de gros multiplieurs, possiblement tronqués, utilisant des petits multiplieurs. L'évaluation de fonctions élémentaires en flottant implique souvent l'évaluation en virgule fixe d'une fonction. Nous présentons un opérateur générique de FloPoCo qui prend en entrée l'expression de la fonction à évaluer, avec ses précisions d'entrée et de sortie, et construit un évaluateur polynomial optimisé de cette fonction. Ce bloc de base a permis de développer des opérateurs en virgule flottante pour la racine carrée et l'exponentielle qui améliorent considérablement l'état de l'art. Nous avons aussi travaillé sur des techniques de compilation avancée pour adapter l'exécution d'un code C aux pipelines flexibles de nos opérateurs. FloPoCo a pu ainsi être utilisé pour implanter sur FPGA des applications complètes.

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14

Roos, Francois Jacobus. "Finansiële bestuur in skole : 'n vergelykende studie tussen staatsbeheerde, staatsondersteunde en privaatskole / Francois Jacobus Roos." Thesis, 1996. http://hdl.handle.net/10394/10888.

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The purpose of this study was to determine: * the nature of a state governed, state supported and private school, and those involved in the financial events in the three types of schools; and * the financial management task of a state governed, supported and private school. In the literature study the nature of state governed, state state supported and private schools was discussed from a financial management perspective. Attention was paid to organisations involved in the financial management of the different types of schools. In the literature the financial management task of state governed, state supported and private schools was also examined, with special reference to: - the principles of education management regarding finances; - the budget of education management regarding finances; - financial record-keeping, reporting and analysis; and - financial resources. An empirical investigation was undertaken by means of a structured mail questionnaire to determine the state of the financial management task in the three types of schools. The most important findings originating from the literature study and empirical investigation, was the fact that state supported and private schools are managed strictly according to scientific management principles, which is to a lesser degree the case with state governed schools. In spite of the fact that principals of state governed schools gave a positive indication of sound financial practices in their schools, there are aspects like parent involvement, that need to be addressed when compared to state supported and private schools. At many state governed schools there is no parent involvement, making the existence of parent management committees impossible. This is in contrast to a large degree of parent involvement in school activities• at state supported and private schools. Although state supported schools include Model C-type of schools as well as farm schools, there is an important difference between these two types of schools, which is evident in the empirical investigation. In conclusion, recommendations for further research were made.
Skripsie (MEd (Onderwysbestuur))--PU vir CHO, 1996

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15

Cheng, Ya-hui, and 鄭雅惠. "Representing Empire-built Man and Man-built Empire: Narrative Stretegies in Jacob''s Room and Between the Acts." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/91192002474215087162.

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碩士
國立中興大學
外國語文學系
88
The narrative strategies are always an important element in literary works. This thesis explores the narrative techniques in Virginia Woolf’s Jacob’s Room and Between the Acts. In the two novels Woolf uses similar ideas of Betolt Brecht’s epic theatre. Such writing techniques could arouse the reader’s examination of his or her relationship to society and individual orientation in history. Chapter One explains the theory of the epic theatre and its principles relerant to fictional narrative. Brecht uses various ways to break the audience’s empathy, a favorite effect pursued by the traditional theatre. The audience in the epic theatre, discouraged from emotional identity with the theatre characters, could make intellectual critique on social environment, and furthermore to participate actively in social revolution. The alienation-effect in this theatre changes the relationship between stage and the audience, text and performance, and actors and characters in traditional plays. Chapter Two discusses how Woolf uses the dissociated structure and the narrator’s interruption in Jacob’s Room to reveal the patriarchal society Jacob lives in. The narrative devices make the reader aware of the illusion, which is taken for granted in daily life as in Jacob’s world, but must be reexamined. In this chapter, I appropriate some ideas from film production, novels, and the epic theatre to explain the novels’ narrative features. Chapter Three focuses on the centrally placed English historical pageant which discloses man-directed British Empire in Between the Acts. The pageant in many ways is similar to the epic theatre in its representation. By looking at both the play and the characters’ reactions after the performance, the reader would see the social conditions and the characters’ roles in the society from two removes. Chapter Four, the conclusion, explains how the Empire-built man and man-built Empire are interwoven in the two novels; according to my analysis, they are inter-related.

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