Dissertations / Theses on the topic 'Literary techniques'
To see the other types of publications on this topic, follow the link: Literary techniques.
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 'Literary techniques.'
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.
1
Radojkovich, Leanne. "The literary benefits of linguistic and cultural hybridity." AUT University, 2010. http://hdl.handle.net/10292/868.
Full textAbstract:
The objective of this exegesis is to show how linguistic and cultural hybridity create a unique prose style, and how my stories sit within that style. I will use Grace Paley and Lucia Berlin to demonstrate the distinctive narrative techniques. These include the use of sensuous details (instead of descriptions) to make place and character palpable; dialogue that convincingly evokes living speech; plots which emanate from the characters, rather than the other way round; and open-ended resolutions, as in real life. I will then show how I use these narrative techniques in my collection Happiness and other stories.
2
Brown, Scott G. "The more spiritual gospel, Markan literary techniques in the longer Gospel of Mark." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0004/NQ41114.pdf.
Full text
3
Duncan, S. Heather. "A Comparison of the Origins, Goals, and Techniques of Storytelling and Literary Journalism." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1026101-133401/restricted/duncanh112701.pdf.
Full text
4
Grieve, Jack William. "Quantitative authorship attribution : a history and an evaluation of techniques /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2055.
Full text
5
Wall, Orlando. "Narrative analysis in the Book of Jonah a study of literary techniques in Hebrew narrative /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
Full text
6
Stanford, Roslyn, and res cand@acu edu au. "Righting Women’s Writing: A re-examination of the journey toward literary success by late Eighteenth-Century and early Nineteenth-century women writers." Australian Catholic University. School of Arts and Sciences, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp25.09042006.
Full textAbstract:
This thesis studies the progressive nature of women’s writing and the various factors that helped and hindered the successful publication of women’s written works in the late eighteenth and early nineteenth centuries. The thesis interrogates culturally encoded definitions of the term “success” in relation to the status of these women writers. In a time when success meant, according to the Oxford English Dictionary, “attainment of wealth or position”, women could never achieve a level of success equal to the male elite. The dichotomous worldview, in which women were excluded from almost all active participation in the public sphere, led to a literary protest by women. However, the male-privileged binary system is seen critically to affect women’s literary success. Hence, a redefinition of success will specifically refer to the literary experience of these women writers and a long-lasting recognition of this experience in the twentieth century. An examination of literary techniques used in key works from Catherine Macaulay, Mary Wollstonecraft, Hannah More, Mary Shelley and Jane Austen suggests that there was a critical double standard with which women writers were constantly faced. The literary techniques, used by the earlier writers, fail in overcoming this critical double standard because of their emphasis on revolution. However, the last two women writers become literary successes (according to my reinterpretation of the term) because of their particular emphasis on amelioration rather than revolution. The conclusion of the thesis suggests that despite the “unsuccessful” literary attempts by the first three women authors, there is an overall positive progression in women’s journey toward literary success. Described as the ‘generational effect’, this becomes the fundamental point of the study, because together these women represent a combined movement which challenges a system of patriarchal tradition, encouraging women to continue to push the gender relations’ boundaries in order to be seen as individual, successful writers.
7
Kavalieris, Galvão André. "Representing Truth Through Narrative : The Use of Historiographical Techniques in Creative Non-Fiction." Thesis, Stockholms universitet, Engelska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169744.
Full textAbstract:
This essay is an attempt to show how certain elements, or techniques of history writing, can be used in creative non-fiction. It uses three major sources of theory. First, there is Charlotte Canning and Thomas Postlewait’s view on “the five themes of historiography,” which are indispensable for researching history: time, space, archive, identity, and narrative. The essay primarily focuses on narrative, because it is connected to representations of human lives, and as such contributes to meaning- creation. Second, the essay employs Hayden White’s concept of the historian’s working process and the notions of chronicle, story, mode of emplotment, mode of argument and ideological implications. Third is the method developed by Thomas Andrews and Flannery Burke of the five C’s of historical thinking: change over time, causality, context, complexity and contingency. Although these are separate theories, the essay shows how they can be complementary and help in the development of memoir writing, which is here my creative work, A Family Memoir in Essays, in particular the essays entitled “Trimdiniekis,” “Brasiliana,” and “A Sertaneja”.
8
De, Rutté-Medina Valerie, and Valencia Lucia Nicole Fernandez. "“La voz de los mudos”: análisis de la traducción de la marginalidad en la antología The word of the speechless." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656982.
Full textAbstract:
Los estudios sobre traducción se han enfocado desde sus inicios en la literatura. En el contexto de la literatura latinoamericana, la marginalidad cobró un papel importante en las producciones de Julio Ramón Ribeyro. La presente investigación pretende analizar la traducción de la representación de la marginalidad a través de la descripción de los personajes y escenarios. Análisis previos de La palabra del mudo han tratado la marginalidad de los personajes desde enfoques socioeconómicos y étnico-raciales. Para el desarrollo de este trabajo, planteamos un nuevo enfoque para el abordaje de esta temática, es decir, lo psicosocial. En este trabajo, se empleará una metodología cualitativa a través del análisis de contenidos y el análisis textual contrastivo. De esta manera, se elaborará un libro de códigos que servirá en la identificación de los elementos textuales en los que se evidencia la marginalidad y, a continuación, se realizará el análisis de las técnicas de traducción empleadas con el objetivo de identificar si existen cambios en la representación de la marginalidad en la lengua de destino.Translation studies have focused on literature since their early days. In the context of Latinoamerican literature, marginality played an important role in Julio Ramón Ribeyro’s narrative production. This investigation aims to analyze the translation of marginality representation through the description of characters and settings. Previous analyses of La palabra del mudo have addressed marginality of the characters from socioeconomic and etno-racial approaches. For the purpose of this investigation, we propose a new approach to address marginality, the psychosocial approach. Therefore, a qualitative methodology will be applied using content analysis and contrastive-textual analysis. A codebook will be designed to identify the textual elements in which marginality is found, followed by an analysis of translation techniques applied in order to identify any changes in the representation of marginality in the target language.
Trabajo de investigación
9
Williams, Rachel Griffiths. "A literary commentary on Lucan, De Bello Civili, lines 1-401." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303988.
Full text
10
Malmsborg, Thomas. "Att lita till läsaren : Om impressionistiskt berättande i Stig Claessons författarskap med utgångspunkt i romanen Brev till en hembygdsgård." Thesis, Stockholms universitet, Avdelningen för litteraturvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-110230.
Full textAbstract:
The objective of this paper – Trusting the reader: On impressionistic narrating in Stig Claesson's writings with the novel Brev till en hembygdsgård as starting point – is to examine narrative techniques used by the Swedish author Stig Claesson, specifically some which fall within the broad field known as literary impressionism: e.g. omission, repetition, juxtaposition, episodic narration and how access to the narrator’s as well as individual characters' consciousness is handled. The method used for the study will be that of illustrative comparison. The analysis will seek its theoretical grounds in the works by Gerard Genette and Jonathan Culler. In the major parts of the study, narrative techniques used by Claesson in the novel Brev till en hembygdsgård (1974), is examined with the help of Robert Paul Lamb and James Nagel, and their studies concerning the crafts of Ernest Hemingway and Stephen Crane. In addition, other novels by Claesson are used in order to find, illustrate and then compare his craftsmanship with techniques already studied and described by scholars and critics. The main result from the analysis is that a need to trust the reader follows from Claesson’s choice of narrative techniques; by having the narrating instance mainly represent perception – without allowing the narrator, or the characters of the narrative, to interpret what’s rendered – the reader is left to experience sensation on her own. To assist the reader, Claesson binds together his episodic narration with a frequent use of juxtaposition, in which colors, objects and scenes already used, are re-used – hence having one scene charge the next, and so on, with previously evoked emotions. Furthermore, Claesson frequently uses omission in conjunction with repetition as a narrative technique; often when the narrator returns to an already used scene, she is excluding some of the information given to the reader earlier in exchange for some previously omitted information or for elements belonging to other scenes. The study finds that a consequence of Claesson’s combination of the above mentioned techniques, is that his texts calls for a reader to take an active part in creating meaning both from the text and from their own experience. Finally, the study suggests that Claesson, like any craftsman, recognized that once the work is done and delivered, it is up to the recipient to use it according to their own ability, imagination and discretion.
11
Alcántara, Solórzano Jocelyn Elizabeth, and Pérez Kiara Verónica Linares. "Lenguaje erótico en la traducción al inglés de la novela Afrodita: Cuentos, recetas y otros afrodisíacos de Isabel Allende." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/655060.
Full textAbstract:
El lenguaje erótico es un fenómeno que trata el campo del erotismo y la sexualidad mediante elementos lingüísticos que forman parte del estilo de la autora. Las dificultades para traducir el lenguaje erótico radican en la comprensión y reexpresión de estos elementos con su sentido simbólico, así como en los constructos sexuales y eróticos de una determinada cultura e ideología. Por ello, la presente investigación se enfoca en analizar la traducción al inglés del lenguaje erótico en Afrodita: Cuentos, recetas y otros afrodisíacos, escrita por Isabel Allende y traducida por Margaret Sayers. El análisis discursivo del lenguaje erótico permite comprender las características del estilo, la voz y el modo narrativo. Nuestros objetivos se focalizan en descubrir cómo se presenta el lenguaje erótico en el texto fuente y en identificar cuáles son las estrategias y técnicas que optó la traductora Sayers para la versión traducida. Se propone aplicar la técnica del análisis de contenido, para que se construya un libro de códigos que permita analizar los elementos lingüísticos del lenguaje erótico en el texto fuente. En esta técnica, también se elaborarán fichas para analizar la voz y el modo a nivel macrotextual. Además, se aplicará la técnica del análisis textual contrastivo, para que se elaboren fichas que ayuden a comparar, en ambas versiones, los fragmentos y elementos seleccionados. Así, se explicarán las estrategias y técnicas que utilizó Sayers para la traducción del lenguaje erótico en Afrodita.Erotic language is a phenomenon that addresses both the field of eroticism and sexuality through linguistic elements which are part of the author's style. There are difficulties in translating erotic language that lie in the comprehension and reexpression of these elements and its symbolic meanings, as well as in the sexual and erotic constructs of a given culture and ideology. Therefore, this research aims to analyze the English translation of Aphrodite: A Memoir of the Senses, a novel written in Spanish by Isabel Allende and translated by Margaret Sayers. The discursive analysis of the erotic language allows for understanding the characteristics of the style, voice and mode. Our aims consist of discovering how erotic language is presented in the source text and of identifying which are the strategies and techniques that Sayers chose for the translated version. We propose to apply the content analysis technique, so that linguistic elements of erotic language may be analyzed in the source text through a codification book. We also propose to elaborate index tabs to analyze the voice and mode at a macro-textual level. Furthermore, the contrastive textual analysis technique will be applied, so that selected fragments and elements may be compared and analyzed in both versions through index tabs. By this way, the strategies and techniques used by Sayers for the translation of erotic language in Aphrodite will be explained.
Trabajo de investigación
12
Чжэн, С., and X. Zheng. "Прагматическая адаптация как способ достижения адекватности перевода художественного текста с китайского на русский и английский языки (на материале произведения Мо Яня «Белая собака на качелях») : магистерская диссертация." Master's thesis, б. и, 2020. http://hdl.handle.net/10995/87648.
Full textAbstract:
С увеличением контактов на литературном и культурном уровнях между Китаем и другими странами, ростом интереса к китайскому языку и культуре, возникает потребность в выполнении качественных переводов художественного текста с китайского языка на другие языки. Однако из-за различий языков, менталитетов и национальных особенностей разных стран, прагматическая адаптация представляет собой особые трудности для достижения адекватности при переводе художественного перевода. Объектом нашего исследования служит прагматическая адаптация при переводе художественного текста. Предметом работы являются приемы и стратегии прагматической адаптации при передачи китайских реалий в переводе рассказа Мо Яня «Белая собака на качелях» с китайского на русский и английский языки. Данная дипломная работа состоит из введения, 2 глав, выводов по главам, заключения, списка литературы и приложения. Первая глава посвящена основной теории данного исследования, точнее, изложению теории известных лингвистов и ученых о прагматической адаптации, адекватности, художественном переводе и реалиям, выяснению понятия определения, классификации, приемов и стратегий прагматической адаптации. Во 2-ой главе мы изучаем приемы и стратегии прагматической адаптации для достижения адекватности при переводе китайских реалий в рассказе Мо Яня «Белая собака на качелях». Сначала мы исследуем авторское своеобразие данного рассказа. Затем мы анализируем разные приемы при переводе реалий в художественном тексте, и в конце сравниваем стратегии, пользуемые переводчиками. В заключении подводятся основные итоги работы. В приложениях представлены список ошибок в переводах и таблица сравнения китайско-англо-русского перевода китайских реалий. В общем, в работе конкретизируются понятия прагматической адаптации, адекватности и художественного перевода, и описываются прагматические приемы и стратегии при переводе реалий в художественном тексте, что предоставляет нам больше материалов для изучения прагматической адаптации и дает нам возможность вникать в китайскую литературу и культуру.With the increasing contacts at the literary and cultural levels between China and other countries and with the growing interest in the Chinese language and culture, there is a need for quality translations of literary text from Chinese into other languages. Due to the differences in languages, mentalities and national characteristics of different countries, pragmatic translations of word-realities present special difficulties for literary translation. The object of study of this work is pragmatic adaptation in the translation. The subject of our study is the pragmatic techniques and strategies used in transmitting Chinese realities in the translation of Mo Yan’s story “The White Dog and the Swing”. The theoretical materials for our study were the story “White Dog and the Swing”, its translations in Russian and in English, linguistic works of translation theory, linguistic dictionaries and other articles related to our study. The work consists of introduction, 2 chapters, conclusions on chapters, conclusion, list of references and applications. The first chapter is devoted to the basic theory of this study, more precisely, the presentation of the theory of famous linguists about pragmatic adaptation, adequacy and literary translation, clarification of the concepts of definition and classification of pragmatic adaptation, adequacy of translation and the specifics of literary translation. In chapter 2, we study the techniques and strategies of pragmatic adaptation to achieve adequacy in translating Chinese realities in the story. First, we introduce the originality of the author of this story and the backgrounds of two translators. Then we define the concepts of realities and describe the classifications of Chinese realities in this story. Then we analyze rich translation examples in aspects of different realities, and in the end we compare the strategies used by translators. In conclusion, the main results of the work are summarized. The appendices present a summary of errors in the translations and a comparison table of the Chinese-English-Russian translation of Chinese realities. In general, the paper concretizes the concepts of pragmatic adaptation used by translators to achieve adequacy in translating Mo Yan’s story “The White Dog on a Swing”, and describes pragmatic techniques and strategies for conveying realities in literary translation, which gives us the opportunity to delve into Chinese literature and culture.
13
Matthews, Alastair. "Middle High German Narrative Technique : The Kaiserchronik in its Literary Context." Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504115.
Full text
14
Tolley, Rebecca. "Review of Using Authentic Assessment in Information Literacy Programs: Tools, Techniques, Strategies." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5617.
Full text
15
Rayner, Heather Anne. "Improving map literacy, the application of second language instruction views and techniques." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ44825.pdf.
Full text
16
Kondlo, Ayanda. "Exploring ways to deepen undergraduate students understanding of financial literacy." University of the Western Cape, 2020. http://hdl.handle.net/11394/8155.
Full textAbstract:
Magister Commercii - MComThis thesis reports on my investigation into undergraduate students' knowledge of financial literacy (FL) and explores ways of improving their FL by using and experimenting with alternative Financial Literacy Education (FLE) methods and techniques. In attempting this, I report on the educational interventions that I attempted. These are critical literacy approaches that included drama teaching techniques that formed part of a praxis approach to FLE. Low levels of financial literacy are of great concern in South Africa because South Africans have high rates of debt which the researcher asserts are an indication of misconceptions, misunderstanding, and also a lack of financial literacy. South Africa needs to have undergraduate students that are financially literate who apply critical reasoning to make critical financial decisions.
17
Garcia, Miguel, and Marti Lindsey. "Descriptive Study of Student Pharmacist Perceptions of Patient Health Literacy and Self Assessment of Student Pharmacist Communication Techniques." The University of Arizona, 2012. http://hdl.handle.net/10150/614471.
Full textAbstract:
Class of 2012 AbstractSpecific Aims: The objective of this study is to first assess whether student pharmacist interns feel they can gauge patient health literacy levels with confidence, second to assess which methods are used most commonly in practice by student pharmacists to assess patient health literacy, and third to determine what techniques student pharmacist interns most often employ to communicate more effectively to patients with low health literacy. Methods: The questionnaire consisted of questions about demographics, and knowledge/experiential based questions. Key questions were: How well do you feel you are able to assess patient health literacy? How often do you use the following techniques to assess patient health literacy? (Observe contextual clues, Observe patient word pronunciation, Observe patient willingness to talk, Assess by demographics) When counseling low health literacy patients, how often do you use the following communication techniques? (Speak slowly, Give extra written material, Repeat information, Ask patient to repeat information, Ask if patient understands English, Avoid complicated medical terms). The answers to these questions are measured on a likert scale. Data from the questionnaire was analyzed using one sample t tests and paired t tests. Main Results: Regarding the first primary objective, on a scale of 1 to 5, with confidence measured 3 or greater and no confidence measured 2 or less, student intern pharmacists are statistically significantly confident in their ability to gauge patient health literacy (p< 0.001). There is no statistically significant difference in confidence in ability to gauge patient health literacy between males and females. The method student pharmacist interns used for assessing patient health literacy with the highest average use was observing patient willingness to talk (3.65 +/- 1.01) followed by observing patient word pronunciation (3.57 +/- 0.97), assessing patient demographics (race, age, ability to pay, culture, gender) (3.23 +/- 1.16) and observing contextual clues (patients identify pills by color, asks to be read to, etc) (3.04 +/- 1.04). There was no statistically significant difference between observing patient willingness to talk versus observing patient word pronunciation (p=0.55). There is a statistically significant difference between observing patient willingness to talk versus assessing patient demographics (p=0.011). The technique for improving communication with patients with low health literacy with the highest average use was avoiding complicated medical terms (3.97 +/- 0.95) followed by speaking slowly (3.91 +/- 0.89), repeating information (3.85 +/- 0.73), giving extra written material (3.02 +/- 1.36), asking patients if they understand English (2.85 +/- 1.21) and asking patients to repeat information. (2.39 +/- 1.02). There is a statistically significant difference between avoiding complicated medical terms and giving out extra written material (p<0.001) and speaking slowly and giving out extra written material (p<0.001). Conclusions: We conclude that students pharmacists working as interns are quite confident in their ability to assess patient health literacy, that observing patient willingness to talk is be the most commonly used method to assess patient health literacy, and that avoiding complicated medical terms is be the most commonly used technique student pharmacist interns use to communicate more effectively with patients who have low health literacy.
18
Chierici, Joanna. "The use of explicit instructional techniques to improve student literacy in the science classroom." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/chierici/ChiericiJ0812.pdf.
Full textAbstract:
In this investigation a number of literacy strategies were used in a science context to see if improvement occurred in students' development of reading skills and comprehension of scientific text and vocabulary. A number of activities were used within a physics topic over a period of ten weeks. The activities included reading techniques, discussion strategies and vocabulary activities. Results showed that after using these strategies, students' use of scientific vocabulary increased in both their oral and written work, their comprehension and use of the textbook improved and their test results reflected this positive improvement. When given the opportunity and time, students' literacy skills will improve if given the right tools for them to master and use in class.
19
Conrad, Wendie Joyce. "Music Literacy and Sight-Singing Techniques Used by Elementary and Middle School Music Teachers." Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1198290006.
Full textAbstract:
Thesis (M.M.)--Cleveland State University, 2007.Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 75-82). Available online via the OhioLINK ETD Center. Also available in print.
20
Maddison, Tasha, Donna Beneteau, and Brandy Sokoloski. "Breaking Ground: Improving Undergraduate Engineering Projects through Flipped Teaching of Literature Search Techniques." Issues in Science and Technology Librarianship, 2014. http://hdl.handle.net/10388/6508.
Full textAbstract:
This case study describes the use of flipped teaching for information literacy instruction in a new course, Drill, Blast, and Excavate GeoE 498, within the mining option for geological engineering (GeoE) students. These students will enter the mining industry with less discipline-specific knowledge than a student that graduated with a degree in mining engineering, yet on-the-job training provided by the employer will fill in most of the technical gaps. Engineers in the workplace can connect to information sources online and do not need to rely solely on co-workers, short courses, and conferences for upgrading their knowledge. With this in mind, we developed a flipped teaching assignment to teach students how to effectively and efficiently access electronic information on topics faced by geological engineers in the field. The course included a research project that allowed the students to practice these information retrieval and evaluation techniques so as to better prepare them for the working world. Student feedback revealed a high level of engagement in the discovery of these research strategies and the instructor noted that these techniques were applied successfully in the students written reports and oral presentations.
21
Khamis, Said A. M. "Implication as a literary technique in Mohamed S. Mohamed`s novels: Kiu and Nyota ya Rehema." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-93535.
Full textAbstract:
Reading Mohamed´s novels Kiu (`Thirst´; 1972) and Nyota ya Rehema (`The Star ofRehema´or `The Destiny of Rehema´; 1976), one is struck by abundant use of `implication´ technique. Implication is regarded as a feature that is statistically more frequent in poetry than in prose, hence the presence of this technique in abundance in Mohamed´s idiom, renders it a quality of poetic prose. The purpose of this paper is therefore to show how various linguistic features are used as vehicle for the realisation of the implication technique used to create exponents for the semantic structure in his novels. Exponents as literary devices need not be implicit as in Mohamed`s idiom, however if used implicitly, they form an artistically engineered correlation with literary substance of the novel and gives it a certain quality that affects our `attitude´ and `judgement` towards it. Hence in this paper we hold it that the reader`s involvement in the interpretation of the novel eventually entails the decoding of the corpus for the externalisation of the literary substance. A reader who is fully involved in the interpretation and processing of implied meaning(s) in the novel, digs into its semantic structure by condation and deduction and comes out with more lasting impressions than he would if he were to deal with a less subtle or totally explicit idiom that may be regarded as plain and spoon-feeding.
22
Medeiros, Elen de. "Nelson Rodrigues e as Tragedias Cariocas : um estudo das personagens." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269843.
Full textAbstract:
Orientador: Antonio Arnoni PradoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-05T11:09:32Z (GMT). No. of bitstreams: 1 Medeiros_Elende_M.pdf: 867595 bytes, checksum: 250d9a7d3d3f590ebf975000b299def2 (MD5) Previous issue date: 2005
Resumo: Esta dissertação é constituída de quatro capítulos que abordam a leitura primordialmente social da obra dramática de Nelson Rodrigues. Constituída de oito peças, a fase denominada Tragédias Cariocas é caracterizada por uma maior aproximação com o público, seja por um olhar voltado ao social (diferente das Peças psicológicas e Peças míticas), seja por aspectos melodramáticos. O primeiro capítulo inicia o estudo das peças por meio de suas personagens ao perceber como as protagonistas ou antagonistas liberam seus desejos a ponto de fazer a trama das peças mudar de rumo e levá-las a um fim trágico. A partir do fim tido por trágico, o segundo capítulo faz a aproximação desse conjunto de peças com o Expressionismo, que, embora já identificado em peças anteriores do dramaturgo, está agora menos presente. No terceiro capítulo verifico a concepção do gênero trágico em Nelson Rodrigues, em convergência com o sentido trágico. Assim, investigo como acontece a formulação do trágico moderno em um autor nacional. Por fim, volto-me para a constituição e consistência dramática das peças, visando a sua formação estética. Neste quarto capítulo, estudo a formação das personagens, dos diálogos e das rubricas, elementos fundamentais para a obra dramática
Abstract: This dissertation is divided in four chapters which approach the primarily social reading of Nelson Rodrigues¿s dramatic work. Formed of eight plays, the phase called Tragédias Cariocas is characterized by the fact that it gets closer to the audience, be it through a socially conscious outlook (different from the Peças pscicológicas and Peças míticas), be it due to melodramatic aspects. The first chapter begins the study of the plays through their characters by noticing how the protagonists or antagonists release their desires to the extent of changing the directions of the plays and taking them to a tragic ending. Just from the endings regarded as tragic, the second chapter brings this set of plays closer to the Expressionism which, although had already been identified in former plays by the playwright, is now present to a minor extent. In the third chapter I verify the conception of the tragic genre in Nelson Rodrigues, in convergence with the tragic sense. Thus, I investigate how the formulation of the modern tragic takes place in the work of a national author. At the end, I turn to the constitution and consistency of the plays, aiming its aesthetics formation. In this fourth chapter, I study the construction of characters, as well as the construction of the dialogues and of the rubrics, which are essential elements in drama
Mestrado
Teoria e Critica Literaria
Mestre em Teoria e História Literária
23
Garcia, Miguel. "Descriptive Study of Student Pharmacist Perceptions of Patient Health Literacy and Self Assessment of Student Pharmacist Communication Techniques." The University of Arizona, 2012. http://hdl.handle.net/10150/623610.
Full textAbstract:
Class of 2012 AbstractSpecific Aims: The objective of this study is to first assess whether student pharmacist interns feel they can gauge patient health literacy levels with confidence, second to assess which methods are used most commonly in practice by student pharmacists to assess patient health literacy, and third to determine what techniques student pharmacist interns most often employ to communicate more effectively to patients with low health literacy. Methods: The questionnaire consisted of questions about demographics, and knowledge/experiential based questions. Key questions were: How well do you feel you are able to assess patient health literacy? How often do you use the following techniques to assess patient health literacy? (Observe contextual clues, Observe patient word pronunciation, Observe patient willingness to talk, Assess by demographics) When counseling low health literacy patients, how often do you use the following communication techniques? (Speak slowly, Give extra written material, Repeat information, Ask patient to repeat information, Ask if patient understands English, Avoid complicated medical terms). The answers to these questions are measured on a likert scale. Data from the questionnaire was analyzed using one sample t tests and paired t tests. Main Results: Regarding the first primary objective, on a scale of 1 to 5, with confidence measured 3 or greater and no confidence measured 2 or less, student intern pharmacists are statistically significantly confident in their ability to gauge patient health literacy (p< 0.001). There is no statistically significant difference in confidence in ability to gauge patient health literacy between males and females. The method student pharmacist interns used for assessing patient health literacy with the highest average use was observing patient willingness to talk (3.65 +/- 1.01) followed by observing patient word pronunciation (3.57 +/- 0.97), assessing patient demographics (race, age, ability to pay, culture, gender) (3.23 +/- 1.16) and observing contextual clues (patients identify pills by color, asks to be read to, etc) (3.04 +/- 1.04). There was no statistically significant difference between observing patient willingness to talk versus observing patient word pronunciation (p=0.55). There is a statistically significant difference between observing patient willingness to talk versus assessing patient demographics (p=0.011). The technique for improving communication with patients with low health literacy with the highest average use was avoiding complicated medical terms (3.97 +/- 0.95) followed by speaking slowly (3.91 +/- 0.89), repeating information (3.85 +/- 0.73), giving extra written material (3.02 +/- 1.36), asking patients if they understand English (2.85 +/- 1.21) and asking patients to repeat information. (2.39 +/- 1.02). There is a statistically significant difference between avoiding complicated medical terms and giving out extra written material (p<0.001) and speaking slowly and giving out extra written material (p<0.001). Conclusions: We conclude that students pharmacists working as interns are quite confident in their ability to assess patient health literacy, that observing patient willingness to talk is be the most commonly used method to assess patient health literacy, and that avoiding complicated medical terms is be the most commonly used technique student pharmacist interns use to communicate more effectively with patients who have low health literacy.
24
Roche, Paul, and n/a. "De bello civili, Book 1." University of Otago. Department of Classics, 2006. http://adt.otago.ac.nz./public/adt-NZDU20060911.112204.
Full textAbstract:
This thesis represents the first full-scale, English commentary on the opening book of Lucan�s epic poem, De Bello Ciuili, in sixty-five years. Its fundamental purpose is to explain the language and content of the Latin text of the book. The subject matter of the thesis beyond the introduction is naturally dependent upon the content of each individual line under consideration, but the following questions may help establish some of the larger issues I have prioritised throughout my response to the Latin text of book one. These questions may be variously relevant to an episode within book one of De Bello Ciuili, or else a sentence, a line, a word, a metrical issue, or a combination of these. How does it help locate the text within the genre of epic? What does it contribute to the overall meaning of the poem? What does it contribute to our understanding of epic narrative technique? What does it contribute to our understanding of Lucan�s poetic usage and technique? How does it interact with the rest of the poem (i.e. what are the structural or intratextual markers advertised and what do they contribute to the meaning of the passage under consideration or the structure of the book or poem as a whole)? How does it interact with its (especially epic) models (i.e. what intertextual markers are at work and how does the invocation of earlier models affect the meaning of the passage under consideration)? How does it behave in relation to what we know of the norms espoused by Classical literary criticism? What are the programmatic issues, themes, and images explored or established by book one?
25
Boiko, Leonardo Ferreira da Silva. "O sistema de escrita japonês: além da fala." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-08022017-105718/.
Full textAbstract:
Existem muitos sistemas de escrita em uso pelo mundo. Quase todos eles são representações dos sons das línguas, compostos por poucas dezenas de símbolos. A escrita japonesa, porém, inclui caracteres chineses (kanji), que representam não só os sons mas também os sentidos; e, para isso, precisa empregar milhares de símbolos. A complexidade do sistema de escrita japonês torna-o mais difícil de aprender e de processar mentalmente. Por que então ele continua sendo usado até hoje? Haveria alguma vantagem? Investigando estas questões, descobrimos que a escrita japonesa permite formas de expressão que não seriam possíveis através da transcrição sonora pura, nem em sistemas de escrita mais simples. Esta observação é importante, não apenas para os estudos japoneses, mas para os estudos da linguagem escrita em geral: o caso japonês demonstra que a escrita não pode ser compreendida como um simples registro visual da fala, mas deve ser estudada como um sistema de acesso à linguagem com características próprias. Neste trabalho, analisamos algumas dessas formas de expressão específicas da escrita, tal como se apresentam no japonês.There are many writing systems currently in use around the world. For almost all of them, the basic mechanism is using graphical symbols to represent the sounds of language. A few dozen symbols are enough for this purpose. Japanese writing, however, includes Chinese characters (kanji), which are related not only to sound but also to meaning; since there are many possible meanings, kanji number in the thousands. The complexity of Japanese writing makes it comparatively harder to learn, and harder to process mentally. Why, then, is it still in use? Are there any advantages to such a system? A closer look show that Japanese writing allows modes of expression which would be impossible in a phonetic transcription of speech, or in simpler writing systems. This is an important datum, not only for Japanese studies, but for the linguistic study of writing itself; the Japanese case clearly shows that writing cant be adequately described as merely a visual representation of speech, but must rather be analyzed as an independent system for accessing language. In this dissertation we discuss, from Japanese examples, some of these expressive techniques which can only be realized in a written medium.
26
Saket, Mourad. "Fiction et diction de l'ɶuvre dramatique de Samuel Beckett." Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR2021/document.
Full textAbstract:
Avec le même vocabulaire, Samuel Beckett construit un même univers tant dans ses romans quedans ses pièces de théâtre : Molloy, Murphy, Malone meurt, En attendant Godot, Fin de partie, Oh les beaux jours,La Dernière bande, etc. Pour créer un même monde obscur, il s’appuie sur un langage qui s’anéantit sitôtqu’il s’établit. Si pour Joyce, la création verbale est d’ordre poétique, celle de Beckett est tout autre. Ilopte pour un style abstrait, une phrase grise, sans relief lyrique, dénuée de grâce et de poésie. Une phrasepauvre, à la limite de rien.Ainsi nous allons d’abord révéler quelques techniques littéraires auxquelles Beckett a eu recours :Organisation et structure de l’oeuvre, Procédés narratifs, Constantes dramaturgiques.Après l’étude de la caractéristique formelle des écrits de Beckett, nous tenterons de dévoiler leprocessus de négativité générale qui constitue le sens profond de l’oeuvre de Beckett et qui s’affirme deplus en plus dans l’oeuvre dramatique.Ensuite nous mettrons en relief quelques techniques littéraires utilisées par Beckett dans Fin departie : La diversité d’idées, La participation du lecteur et/ou spectateur, Les procédés narratifs.Enfin, nous analyserons les personnages de cette pièce qui agissent sans buts et motifs précis. Nousessaierons de comprendre ce qu’ils sont (identité) ce qu’ils veulent (désirs) et ce qu’ils font (actions).Ainsi, nous mettrons en exergue leurs caractéristiques, la nature de leurs relations avec eux-mêmes et lesautres. Nous comprendrons alors dans quel monde d’absence ils se trouvent projetés. Pour conclure,nous analyserons la notion de temps et d’espace qui forme un axe fondamental de Fin de partieWith the same vocabulary, Samuel Beckett builds the same universe in its novels or in her plays:Molloy, Murphy, Malone dies, While waiting for Godot at the End of part, Oh the beautiful days, The Last band, etc.He creates the same dark world and he leans on a language which perishes as soon as it becomesestablished. If for Joyce, the verbal creation is essentially of poetic order, that of Beckett is completelyother. He opts for an abstract style, for a grey sentence, without the slightest operatic relief, divested ofany grace as any poetry. A poor sentence.So is we will first reveal some literary techniques important to which Beckett resorted:Organization and structure of the work; The narrative processes; Dramaturgic constants.After the study of the formal characteristic of Beckett, we are going to try to reveal the processof general negativity which establishes, in our opinion, the deep sense of the work of Beckett and whichasserts itself more and more in the dramatic work.Then we accentuate some literary techniques to which Beckett resorted in the End of part: Thediversity of ideas; The participation of the reader and/or the spectator; Them proceed narrative.Finally, we shall analyse the characters of this play who seem to act without purposes and precisemotives. We shall try to understand that they are (identity) that they want (desires) and what they aredoing (actions). So, we shall highlight their characteristics, the nature or their relations with themselvesand the others. We shall understand then in which world of absence they are thrown. To conclude, weshall analyse the notion of time and space which trains a fundamental axis of the End of part
27
Dunn, Jennifer Erin. "Ambiguous and ambivalent signatures : rewriting, revision, and resistance in Emma Tennant's fiction." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:6a4e8319-422a-48b9-8e43-cd05d742450f.
Full textAbstract:
While existing criticism of Emma Tennant's work emphasizes its feminist agenda, less attention has been paid to her rewriting of different narratives and discourses. Tennant's career has centered on challenging literary values as well as generic categories, realist conventions, and gender stereotypes. Contrary to implications that rewriting is "re-vision," an "act of survival" that corrects or subverts earlier texts, this thesis argues that Tennant's characteristic resistance to categories also extends to the work of rewriting and revision. Her texts suggest that the act of "writing back" is not as straightforward as it may seem, but deeply ambiguous and ambivalent. Developing theories of the "signature" that return the writer-as-agent to the otherwise anonymous field of intertextuality, this thesis traces Tennant's figurations of writing, metafictional devices, and intertextual allusions to show how these relate to themes in the fiction. Examining groupings of the texts from different critical perspectives, each chapter shows how Tennant's rewritings destabilize notions of originality, identity, and agency, and represent political discourses and social progress in an ambivalent way. While this thesis offers very specific insights into Tennant's work, the close readings also encompass broader themes, such as feminism and postmodernism, the gothic, myths of home and exile, and the ventriloquistic techniques of pastiche and biofiction. The arguments centered on her work contribute to the larger discourse on rewriting in two ways. First, in problematizing assumptions that rewriting inherently strives toward progress or correction, this thesis argues that rewriting can dramatize the ambiguity and ambivalence that haunt acts of resistance. Second, in advancing challenges to the idea that intertextuality functions anonymously, it argues that rewriting can return agency to the text by offering representations of authorship that engage with literary and cultural history.
28
Cole, Mattson Colleen M. "Health Literacy and Health Numeracy's Effects on Inhaler Technique and Physical Outcomes in Patients with Chronic Obstructive Pulmonary Disease." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1417648888.
Full text
29
Williams, Denise Rochelle. "The vagaries of voice in the composing process." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/445.
Full text
30
Padbury, Sarah A. "A Study of the Perceived Outcomes of Participation in a Gatineau Park Interpretive Program." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30485.
Full textAbstract:
This study, patterned on Benton’s (2009) model of the four conceptions of interpretation which includes connecting visitors to resources through use of interpretive techniques, conveying mission and influencing behaviour, encouraging environmental literacy, and promoting recreational outcomes (modified from Benton’s use of tourism outcomes), took a comprehensive approach to examine the recreational and environmental outcomes of participation in interpretive programs at Gatineau Park (N = 78). The findings included significant correlations between the interpretive techniques and environmental literacy (n = 73, r = .711, p = .000), pro-environmental behavioural intentions (n = 70, r = .267, p = .025), and recreation satisfaction (n = 67, r = .419, p = .000) outcomes. There was also a significant correlation between recreation satisfaction and environmental literacy (n = 66, r = .518, p = .000). Path analysis indicated the direction of these relationships with environmental literacy directly influencing recreation satisfaction and interpretive techniques indirectly influencing recreation satisfaction through environmental literacy, revealing that environmental literacy mediated the relationship between the interpretive techniques used and recreation satisfaction.
31
Tinsley, Maureen. "A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6369.
Full textAbstract:
This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.Ed.D.
Doctorate
Education and Human Performance
Education
32
Paulino, Júnior José. "O cut-up em Naked Lunch de Willian Burroughs : a narrativa em estilhaços /." Assis : [s.n.], 2004. http://hdl.handle.net/11449/99161.
Full textAbstract:
Orientador: Cleide Antonia RapucciBanca: Thomas Bonnici
Banca: Antonio Roberto Esteves
Resumo: O principal assunto desta dissertação é a técnica narrativa cut-up, desenvolvida e empregada pela primeira vez no gênero romance em 1959, pelo escritor norte-americano William Burroughs, em sua obra-prima Naked Lunch. O processo da técnica consiste na sobreposição e justaposição de fragmentos textuais de diferentes teores. Esse processo é similar a alguns artifícios usados pelas Vanguardas, principalmente a "escrita automática" dos surrealistas. A intenção fundamental é conceder novos e inusitados significados às palavras e sentenças e, ao mesmo tempo, envolver o leitor num esforço cognitivo. Além disso, o escritor aponta a linguagem enquanto suporte ideológico, e assim revoga o sistema aristotélico presente nela. Os capítulos de abertura contêm uma exposição ampla a respeito da Beat Generation, um importante grupo literário surgido no período pós-guerra nos Estados Unidos. Os membros ligados à Geração militaram numa outra noção referente à vida intelectual e artística, e criaram obras guiadas nesse sentido. William Burroughs foi o mentor intelectual deles. A Beat Generation está incluída numa tradição literária norte-americana que começa com Thoreau e Whitman, uma tradição de enfrentamento social e estético.
Abstract: The main subject of this research is the narrative technique called "cut-up", developed and employed in the novel genre by American writer William Burroughs, for the first time in 1959, in his masterpiece Naked Lunch. The process of the technique consists in the superposition and juxtaposition of textual fragments with different purports. This process is similar to some artifices used by Vanguards, mainly the "automatic writing" by surrealists. The principal intention is to concede new and unusual meanings to the words and sentences, and, at the same time, to involve the reader in a cognitive effort. Besides, the writer notes the language while ideological bearer, and thus revokes the aristotelian system present in it. The opening chapters contain an ample exposition about the "Beat Generation", an important literary group that arose at post-war period in the United States of America. The members linked to the Generation were engaged in another notion concerning artistical and intellectual life, and they created works guided in this sense. William Burroughs was their intellectual mentor. The Beat Generation is included in a literary tradition, in the U.S.A., that starts with Thoreau and Whitman, a tradition of social and esthetical struggle.
Mestre
33
Massotti, Cátia Cristina. "Nina = princípios da Técnica Klauss Vianna na criação teatral = Nina: principles of the Klauss Vianna's technique in the treatrical creation." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284567.
Full textAbstract:
Orientador: Marília Vieira SoaresDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-21T17:43:47Z (GMT). No. of bitstreams: 1 Massotti_CatiaCristina_M.pdf: 1719686 bytes, checksum: 03c1456132c219f2cc9304e1d5bd1659 (MD5) Previous issue date: 2012
Resumo: O presente trabalho investiga a exploração dos princípios da Técnica Klauss Vianna de forma a torná-los inteiramente participantes do processo de criação teatral. Esta proposta realiza-se por meio da análise de um processo criativo pessoal, no qual a trajetória da personagem Nina, da obra A Gaivota (1896), de A. P. Tchekhov (1860-1904), impulsionou a relação entre técnica corporal e texto dramático, visando a criação de um experimento cênico. A tese estrutura-se em três partes, sendo que a primeira apresenta a importante influência de Klauss Vianna na preparação corporal do ator brasileiro, identificando as origens de sua técnica, construída a partir de suas experiências nas artes da cena, onde sua vida e obra estabeleceram um importante vínculo. A segunda parte analisa o percurso da personagem Nina e suas relações no contexto da obra, para em seguida, na terceira parte, entrelaçar esses dois eixos, prática corporal e texto dramático, com o objetivo de apresentar o processo de criação, que derivou de uma experiência pessoal com a proposta apontar caminhos para instrumentalizar o trabalho corporal do ator. A presente pesquisa reflete sobre as possibilidades de construção de um corpo disponível para as diversas necessidades da cena, propondo caminhos para que seja possível associar a prática corporal à cena teatral, visando a autonomia e o domínio do ator sobre sua criação
Abstract: This study aims at investigating the exploration of the principles of the Klauss Vianna's technique in a way to make them fully participants in the process of theatrical creation. This proposal takes place by means of the analysis of a personal creative process, in which the trajectory of the character Nina, from the work 'The seagull' (1896) by A.P.Tchekhov (1860 - 1904), boosted the relationship between body technique and dramatic text, seeking the creation of a scenic experiment. The framework of this thesis is divided into three parts and the first one shows the important influence of Klauss Vianna in the body preparation of the Brazilian actor, identifying the origins of his technique, built from his experiences in the scene artistry, where his life and work set an important link. The second part analyses the course of Nina's action and her relationships in the context of Vianna's work, and as a consequence, in the second part, to interweave these two axes - body practice and dramatic text, with the goal of presenting the process of creation, which was developed from a personal experience with the purpose to point out the ways to equip the body work of the actor. The current research reflects upon the possibilities to build a body available to a range of needs of the scene, proposing ways to make it possible to associate the body practice to the theatrical scene, seeking autonomy and mastery of the actor over his creation
Mestrado
Artes Cenicas
Mestra em Artes
34
Paulino, Júnior José [UNESP]. "O cut-up em Naked Lunch de Willian Burroughs: a narrativa em estilhaços." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/99161.
Full textAbstract:
Made available in DSpace on 2014-06-11T19:29:50Z (GMT). No. of bitstreams: 0
Previous issue date: 2004-03-11Bitstream added on 2014-06-13T20:20:14Z : No. of bitstreams: 1
paulinojunior_j_me_assis.pdf: 515440 bytes, checksum: 06e1d330c5483f056dc028fc22d894ac (MD5)Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O principal assunto desta dissertação é a técnica narrativa cut-up, desenvolvida e empregada pela primeira vez no gênero romance em 1959, pelo escritor norte-americano William Burroughs, em sua obra-prima Naked Lunch. O processo da técnica consiste na sobreposição e justaposição de fragmentos textuais de diferentes teores. Esse processo é similar a alguns artifícios usados pelas Vanguardas, principalmente a “escrita automática” dos surrealistas. A intenção fundamental é conceder novos e inusitados significados às palavras e sentenças e, ao mesmo tempo, envolver o leitor num esforço cognitivo. Além disso, o escritor aponta a linguagem enquanto suporte ideológico, e assim revoga o sistema aristotélico presente nela. Os capítulos de abertura contêm uma exposição ampla a respeito da Beat Generation, um importante grupo literário surgido no período pós-guerra nos Estados Unidos. Os membros ligados à Geração militaram numa outra noção referente à vida intelectual e artística, e criaram obras guiadas nesse sentido. William Burroughs foi o mentor intelectual deles. A Beat Generation está incluída numa tradição literária norte-americana que começa com Thoreau e Whitman, uma tradição de enfrentamento social e estético.
The main subject of this research is the narrative technique called cut-up, developed and employed in the novel genre by American writer William Burroughs, for the first time in 1959, in his masterpiece Naked Lunch. The process of the technique consists in the superposition and juxtaposition of textual fragments with different purports. This process is similar to some artifices used by Vanguards, mainly the automatic writing by surrealists. The principal intention is to concede new and unusual meanings to the words and sentences, and, at the same time, to involve the reader in a cognitive effort. Besides, the writer notes the language while ideological bearer, and thus revokes the aristotelian system present in it. The opening chapters contain an ample exposition about the Beat Generation, an important literary group that arose at post-war period in the United States of America. The members linked to the Generation were engaged in another notion concerning artistical and intellectual life, and they created works guided in this sense. William Burroughs was their intellectual mentor. The Beat Generation is included in a literary tradition, in the U.S.A., that starts with Thoreau and Whitman, a tradition of social and esthetical struggle.
35
Tsai, Yi-Shan. "Young British readers' engagement with manga." Thesis, University of Cambridge, 2015. https://www.repository.cam.ac.uk/handle/1810/252712.
Full textAbstract:
This thesis presents young British readers? engagement with manga regarding literary, aesthetic, social, and cultural dimensions. The study explores young readers? points of views of their reading preference ? manga. I investigated how children interpreted manga, with respect to the artistic techniques, the embedded ideologies, and the cultural elements therein. I also looked into children?s participation in manga fandom and its social meanings. This allowed me to explore what attracted British readers to this exotic text. This study involved 16 participants from two schools, aged between 10 and 15, with genders represented equally. The participants were grouped by gender in each school. Each group of students received three group interviews based on three manga that they were required to read in advance. Individual interviews with each student followed the group interviews, and all the students were asked to keep reading reflections. The findings show that the attraction of participants to manga includes at least five dimensions. First, manga is a visually rich text, which not only had great power in rendering vicarious experiences to the students, but also allowed the struggling students to grasp the meanings of the text better. Second, both the verbal and the visual storytelling were characterised as fragmentary, which inspired the students? imagination to join the creation of the story. Third, manga provided a temporary shelter where the participants could forget a stressful and frustrating reality. In addition, they felt that they gained renewed hope, refreshed energy, and insights to face potential challenges and difficulties in their lives. Fourth, the elements of Japaneseness and otherness made manga reading a rich experience of an exotic culture. Fifth, manga afforded collective pleasures in fan communities where the students could express their passion and gained a sense of identity.
36
Gemignani, Jessica [Verfasser], Benjamin [Akademischer Betreuer] Blankertz, Benjamin [Gutachter] Blankertz, Judit [Gutachter] Gervain, Isabell [Gutachter] Wartenburger, and Christoph H. [Gutachter] Schmitz. "Expanding the analysis of functional Near-Infrared Spectroscopy (fNIRS) data with multivariate techniques : application to a children’s literacy study / Jessica Gemignani ; Gutachter: Benjamin Blankertz, Judit Gervain, Isabell Wartenburger, Christoph H. Schmitz ; Betreuer: Benjamin Blankertz." Berlin : Technische Universität Berlin, 2019. http://d-nb.info/1201725097/34.
Full text
37
Farooq, Omer. "The Effect of Elaborative Interrogation on the Synthesis of Ideas from Multiple Sources of Information." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1523279186272151.
Full text
38
Vinter, Patricia. "Est-il possible et souhaitable d’enseigner la technique de la lecture indépendamment de sa finalité ? : elaboration d'une méthode de lecture qui différencie le décodage de la compréhension en phase d’apprentissage explicite et sa mise à l'épreuve en éducation prioritaire." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20002.
Full textAbstract:
L’échec scolaire ne cesse d’augmenter de même que l’écart entre les élèves les plus faibles et les plus performants (PISA 2003, 2006, 2009, 2012). Lire est une activité complexe qui nécessite la maîtrise conjointe de deux compétences, identifier des mots et comprendre ce qui est écrit. L’identification des mots est la première cause de difficulté : ce code qui lie l’oral à l’écrit repose sur des conventions non perçues par les élèves non encore capables d’accéder aux symboles. Nous avons élaboré un dispositif nouveau pour expliquer aux élèves le rapport entre la syllabe orale et la syllabe écrite : une représentation du système d’écriture et un matériel de manipulation des phonogrammes. Pour cela nous avons inclus une étape supplémentaire au sein d’une méthode de lecture et l’écriture, l’identification de pseudo-mots, c’est-à-dire de signifiés sans signifiants. Afin de ne pas négliger la compréhension en début d’apprentissage, des récits sont entendus. Ils sont extraits d’un album en 30 chapitres où l’héroïne, une petite sorcière, donne du sens aux pseudo-mots avec ses formules magiques. En phase d’entraînement, le mot prend sa place dans des activités diverses de lecture – identification et compréhension – et d’écriture. L’expérimentation a produit les effets attendus chez des élèves tout venants de Cours préparatoire en Zone d’éducation prioritaire en identification et production de mots, sans effet négatif dans les autres domaines de l’écritSchool failure continues to increase in France, as well as the gap between the lowest and highest performing pupils (PISA 2003, 2006, 2009, 2012). Reading is a complex activity that requires mastering conjointly two skills, word identification and meaning understanding. Word identification is the main cause of reading difficulty: the code that binds oral and written information must be understood as being based on conventions, and the pupils who cannot access to symbols encounter difficulties in this understanding. In the present work, we have developed a new learning device that makes clear to children the relationships between oral and written syllables. This device comprises a representation of the writing system and material that enables to manipulate phonogrammes. To this end, we have included an additional step within a reading and writing method, the identification of pseudo-words, that is to say, of “signifieds” (plausible words) without “signifiers” (no corresponding referee or meaning). In order not to neglect the understanding dimension at the beginning of the learning phase, oral stories were presented to the children. They were extracted from an album of 30 chapters in which the heroine, a young witch, attributes meaning to these pseudo-words through her magic spells. In the training phase, the pseudo-words (associated with its signifier) are presented inside various reading - identification and understanding - and writing activities. Our specific training had the expected positive effects in unselected grade 1 elementary pupils from areas of prioritary education. These effects concerned mainly the identification and production of words, without adverse effects in other aspects of writing
39
Sundin, Mukta. "Intervjuer med förskollärare om perspektiv och tankar kring högläsning på förskolan." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-34717.
Full textAbstract:
Förskollärarens högläsning utgör en stor del av förskolans vardag. De flesta barn älskar att sitta med en bok och höra när förskolläraren läser och vill helst läsa samma bok om och om igen. Högläsning är något positivt där barnen kan utveckla sitt språk och lärande. Syftet med den här undersökningen är att få mer kunskap om förskollärarens perspektiv på högläsning i förskolan samt ta reda på deras erfarenheter kring högläsning. Därför har följande frågeställningar tagits med: I vilket syfte har man med högläsning i verksamheten och hur tillämpas högläsning i vardagligt förekommande pedagogiska situationer i förskolan? Vilken syn har förskollärare på högläsningens innebörd för barns språkutveckling? Vilka andra tankar eller idéer har förskollärarna kring högläsning? Utifrån för- och nackdelar med att använda online och ansikte mot ansikte intervjuer som metod valdes online intervjuer för två förskollärare på grund av covid-19 pandemin och två förskollärare intervjuades på plats på respektive förskola. Datainsamlingsstrategin utgår ifrån djupintervjuer med respondenterna. Resultatet och analysen bygger på intervjuerna där jag har sammanfattat lärarnas synpunkter och erfarenheter av högläsning. Samtliga förskollärare berättade att högläsning var ett positivt pedagogiskt redskap. Respondenterna beskriver djupgående hur högläsning är ett viktigt hjälpmedel för alla barn som har svårt med det verbala språket. De anser att förskolan ska präglas av högläsning där åhörande barn ska kunna fantisera och stimuleras i sin språkutveckling, samtidigt som högläsning ska utgöra en rolig upplevelse för barnen.
40
Stalder, Angèle. "Pratiques informationnelles avec et autour du document technique chez les conducteurs de travaux : approche informationnelle et approche communicationnelle." Thesis, Normandie, 2021. http://www.theses.fr/2021NORMR006.
Full textAbstract:
Cette recherche porte sur l’appropriation d’un dispositif informationnel, le document technique, au sein d’une communauté professionnelle, les conducteurs de travaux. Document prescripteur, le document technique est une énonciation éditoriale du fait technique partagée dans le secteur de la construction. Documenter les pratiques informationnelles avec et autour de cet écrit professionnel, permet de saisir au plus près le processus de médiation qui s’opère entre l’objet et ceux qui l’utilisent en situation de travail. Nous avons fait le choix d’une approche par le document, qui permet de saisir le document dans son agir organisationnel. Le cadre d’analyse est celui des Approches Communicationnelles des Organisations qui postulent que la communication organisationnelle est structurée par des activités info-communicationnelles, auxquelles les acteurs ont recours lors de situations de communication mobilisant des dispositifs. L’enquête de terrain rend visible un répertoire de pratiques informationnelles activées par les acteurs au cours de leurs activités de travail. Ce répertoire se construit au cours de processus de médiation : éditorialisation, traduction, et affiliation, qui agissent selon des temporalités différentes. Ils permettent le passage du document technique de la sphère sémiotique où il est produit, le bureau, à la sphère sémiotique où il doit être réalisé, le chantier. L’ensemble forme une littératie, ou pratique sociale du document technique, qui révèle une dynamique documentaire, elle-même révélatrice d’une dynamique organisationnelle. Ces éléments permettent d’énoncer une définition du document technique et une modélisation de l’économie de ce dispositifThis research focuses on the appropriation of an information device, the technical document, within a professional community, the work supervisors. A prescriptive document, the technical document is an editorial statement of the technical fact shared in the construction sector. Documenting information practices with and around this professional writing enables a closer understanding of the mediation process that takes place between the object and those who use it in a work situation. We have chosen a document-based approach, which allows us to understand the document in its organizational action. The framework of analysis is that of the Communicational Approaches of Organizations which postulate that organizational communication is structured by information-communicational activities, to which the actors have recourse during communication situations involving devices. The field survey makes visible a repertoire of information practices activated by the actors during their work activities. This repertoire is built during mediation process: editorialization, translation, and affiliation, which act according to different temporalities. They allow the passage of the technical document from the semiotic sphere where it is produced, the office, to the semiotic sphere where it must be produced, the construction site. The whole forms a literacy, or social practice of the technical document, which reveals a documentary dynamic, itself indicative of an organizational dynamic. These elements make it possible to state a definition of the technical document and a model of the economy of this device
41
O'Malley, Matthew L. "Such Building Only Takes Care: A Study of Dwelling in the Work of Heidegger, Ingold, Malinowski, and Thoreau." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405955994.
Full text
42
Hughes, Hilary E. "International students using online information resources to learn." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29348/.
Full textAbstract:
This qualitative study views international students as information-using learners, through an information literacy lens. Focusing on the experiences of 25 international students at two Australian universities, the study investigates how international students use online information resources to learn, and identifies associated information literacy learning needs.
An expanded critical incident approach provided the methodological framework for the study. Building on critical incident technique, this approach integrated a variety of concepts and research strategies. The investigation centred on real-life critical incidents experienced by the international students whilst using online resources for assignment purposes. Data collection involved semi-structured interviews and an observed online resource-using task. Inductive data analysis and interpretation enabled the creation of a multifaceted word picture of international students using online resources and a set of critical findings about their information literacy learning needs.
The study’s key findings reveal:
• the complexity of the international students’ experience of using online information resources to learn, which involves an interplay of their interactions with online resources, their affective and reflective responses to using them, and the cultural and linguistic dimensions of their information use.
• the array of strengths as well as challenges that the international students experience in their information use and learning.
• an apparent information literacy imbalance between the international students’ more developed information skills and less developed critical and strategic approaches to using information
• the need for enhanced information literacy education that responds to international students’ identified information literacy needs.
Responding to the findings, the study proposes an inclusive informed learning approach to support reflective information use and inclusive information literacy learning in culturally diverse higher education environments.
43
Silva, Tânia de Cássia. "Memórias póstumas de Brás Cubas: A caracterização de Virgília à luz das figuras de linguagem." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/14799.
Full textAbstract:
Made available in DSpace on 2016-04-28T19:59:00Z (GMT). No. of bitstreams: 1
LCL - Tania de Cassia Silva.pdf: 2902846 bytes, checksum: 8f847da391ad895de6c8c61215d03894 (MD5)
Previous issue date: 2006-10-02Secretaria da Educação do Estado de São Paulo
This dissertation was born from the idea to make the analysis of the character Virgília she begins at Posthumous Reminiscences of Brás Cubas through the figures of language. To its achievement were used like teoric foundation the concepts of the next researchers: Roland Barthes, Chaïm Perelman, Paul Ricoeur, Frederick Nietzche, Olivier Reboul, Quintiliano, Aristóteles, Gèrard Genette, Tereza Lúcia Halliday, Walter de Castro, Hélio de Seixas Guimarães e Ana Cecília Lessa, Beth Brait, Vladímir Propp, Soren Kierkegaard, Márcio Gimenes de Paulo, Henri Bergson e Douglas Colin Muecke. They all, in a way or another, directly or indirectly, take their researches at Rhetoric. This subject was very important to the Greek people because, since the Antiquity, it was necessary to its intelectual upbringing, even though its main goal was to teach speaking and writing well , in other words, its objective was to study the ways of persuation present in the speech. And, how it´s known that there isn t free speech second intentions the Greeks were one of the first people to realize that the maintenance of the power come of the dominance of the persuasive techniques . This way, based on these concepts, looked for to put in evidence the rhetoric elements, or rather, the figures of the language used by Brás Cubas, the narrator of the Posthumous Reminiscences , in the description of Virgília. But, to that, it didn t lose sight this autodiegetic narrator, even though his voice is the only one to tell the respective narrative, and, of course, that he will take this opportunity to denounce the social injustices, even if he has to expose himself (as main character) and Virgília, his old affair
Esta dissertação foi concebida a partir da idéia de se fazer uma análise da personagem Virgília - das Memórias Póstumas de Brás Cubas - através das Figuras de Linguagem. Para sua realização, foram utilizadas como fundamentação teórica as concepções dos seguintes pesquisadores: Roland Barthes, Chaïm Perelman, Paul Ricoeur, Frederick Nietzche, Olivier Reboul, Quintiliano, Aristóteles, Gèrard Genette, Tereza Lúcia Halliday, Walter de Castro, Hélio de Seixas Guimarães e Ana Cecília Lessa, Beth Brait, Vladímir Propp, Soren Kierkegaard, Márcio Gimenes de Paula, Henri Bergson e Douglas Colin Muecke. Todos eles, de uma forma ou de outra, diretamente ou indiretamente, direcionaram seus estudos à Retórica. A importância desta disciplina advém do fato dela ser, desde a Antigüidade, imprescindível à formação intelectual do povo grego, já que seu objetivo principal era ensinar "a falar e escrever bem", ou seja, era estudar os "meios de persuasão" presentes no discurso. E como nenhum discurso é desprovido de segundas intenções, sabia-se, já naquela época, que a manutenção do poder provinha do domínio das "técnicas persuasivas". Assim, partindo desses conceitos, procurou-se justamente colocar em evidência os recursos retóricos, ou melhor, as figuras de linguagem utilizadas por Brás Cubas o narrador das "Memórias" na caracterização de Virgília. Mas, para isso, não se perdeu de vista este narrador autodiegético (a única voz a narrar a história), porque é claro que ele irá se aproveitar desta situação para denunciar as mazelas sociais, ainda que tenha de expor a si mesmo (enquanto protagonista) e Virgília, seu antigo caso amoroso
44
Nguyen, Huong Tra. "Lisibilité des écrits scientifiques des Vietnamiens: étude de l'influence du vietnamien sur les mémoires en français des étudiants en agroalimentaire à Can Tho (Vietnam)." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209380.
Full textAbstract:
L’exprérience d’enseignement et l’examen des mémoires en français des étudiants en Agroaliemtaire ont montré que nos apprenants produisaient souvent des phrases longues et peu compréhensibles à cause des erreurs morphosyntaxiques. En conséquence, les mémoires sont peu lisibles sur le plan linguistique. De plus, nous remarquons des traces de la langue vietnamienne dans la production en français des étudiants. Or, les apprenants sont obligés de consulter les articles scientifiques en vietnamien de leurs enseignants lors de la préparation du mémoire. De plus, l’étude des articles montre que les auteurs formulent aussi des phrases très longues de plusieurs informations.
Ainsi, toutes ces constatations nous orientent vers une analyse contrastive des phrases longues en vietnamien des scientifiques avec celles trouvées dans les mémoires en français des étudiants.
Selon notre revue de littérature des recherches précédentes, des auteurs prédécesseurs mesurent la lisibilité d’un texte en se basant statistiquement sur la familiarité du vocabulaire, la longueur des mots, la longueur des phrases, ou la longueur des sous-phrases.
Toutefois, la mesure par le comptage du nombre de mots par phrase des auteurs semble inappropriée à notre travail par la différence des objectifs.
Nous avons donc essayé de trouver une unité de mesure de la longueur des phrases pertinente à notre propre corpus :« informations enchâssées ».
Selon les auteurs prédécesseurs, une phrase sera vue comme longue si elle contient plus de trois sous-phrases. Quant à nous, les phrases seront jugées longues si elles dépassent trois informations enchâssées.
Après la collecte des phrases longues, nous avons utilisé l’approche qualitative pour les analyser. Après l’analyse du corpus, nous avons obtenu des résultats suivants :la production des phrases longues ainsi que la présence des erreurs morphosyntaxiques dues à l’interférence du vietnamien constituent des caractéristiques typiques des mémoires des étudiants francophones à Can Tho. Ce sont ces traits représentatifs qui ont compromis la lisibilité des phrases de nos apprenants.
Face aux difficultés de nos apprenants, nous essayons de trouver quelques esquisses didactiques adéquates à notre propre public.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
45
Mayer, Ariane. "Lecteur de soi-même : le sujet contemporain à l’épreuve des lectures numériques." Thesis, Compiègne, 2016. http://www.theses.fr/2016COMP2306/document.
Full textAbstract:
Ce travail s’inscrit dans une réflexion philosophique sur les transformations de la lecture littéraire dans l’environnement numérique. Nous questionnons les enjeux des nouvelles formes et techniques de textualité du point de vue de la subjectivité, telle qu’elle se construit et s’interprète à la lumière de la lecture. Cette réflexion s’appuie sur deux hypothèses. La première, énoncée par Proust dans « Le Temps retrouvé », pose que « chaque lecteur est, quand il lit, le propre lecteur de soi-même », faisant ainsi de la lecture une matrice de subjectivation privilégiée, un lieu où le soi tout à la fois advient et se discerne. La seconde a été formulée par la neurologue Maryanne Wolf : « nous sommes la manière dont nous lisons ». Outre l’histoire qui est nous contée, les pratiques et techniques empiriques de l’acte de lecture participent eux aussi à notre constitution ontologique. Aujourd’hui, ces composantes empiriques sont bouleversées par le numérique qui offre de nouveaux supports, formes textuelles et espaces de lecture. Notre ré-flexion se situe à la rencontre entre une série de transformations technologiques et les métamorphoses herméneutiques qui en résultent. Si le livre a longtemps été une médiation pour se lire soi-même et un modèle de compréhension du monde, que devient notre relation à autrui et à soi quand il cède place à des objets inédits ? Nous abordons la lecture littéraire numérique comme un prisme à travers lequel interroger le devenir de la subjectivité contemporaine. Cette recherche invite à méditer sur le renouvellement de l’imaginaire esthétique, de l’imaginaire social et de l’imaginaire existentiel qu’éveille la rencontre du texte à l’heure électroniqueThis work offers a philosophical research about the transformations of literary reading under the digital environment. We question the issues of the new forms and techniques of textuality regarding subjectivity, such as it builds and interprets itself in light of reading. This research is based on two hypotheses. The first one, stated by Proust in “Le Temps Retrouvé”, is that “every reader, as he reads, is the very reader of himself”, equating reading to a privileged subjectivity matrix, a place where the self comes out and discerns itself. The second one was expressed by the neurologist Maryanne Wolf: “we are how we read”. Beside the story we are told, the empirical practices and techniques of the reading act also participate in our ontological constitution. Today, those empirical elements are disrupted by the digital that gives birth to new mediums, textual forms and reading spaces. Our work is at the encounter of a series of technological transformations and the hermeneutic metamorphoses they arouse. If the book has long been a mediation to read oneself and a model for understanding the world, then what becomes of our relationship to the others and to ourselves when the book gives way to novel objects? We approach digital literary reading as a prism through which questioning the becoming of contemporary subjectivity. This research invites us to meditate on the renewal of aesthetic imagination, social imagination and existential imagination aroused by the experience of the electronic text
46
"A Comparison of the Origins, Goals and Techniques of Storytelling and Literary Journalism." East Tennessee State University, 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1026101-133401/.
Full text
47
FEDROVÁ, Stanislava. "Ekfráze jako modus reprezentace." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-135066.
Full textAbstract:
The submitted thesis focuses on the use of the traditional ancient genre of ekphrasis (a specific form of description of a work of visual artefact) in modern literature. Individual interpretative perspectives are demonstrated using selected works of Czech poetry and prose from the 19th, 20th and 21th centuries (by Jaroslav Vrchlický, Julius Zeyer, Jiří Karásek ze Lvovic, Alois Jirásek, Jaroslav Durych, Jaroslav Maria, František Langer, Bohumil Hrabal and Miloš Urban). The metodological focus primarily anchors the thesis in the theory of intermediality (Werner Wolf, Irina Rajewsky); concepts from art theory and visual studies are also applied (e.g. Norman Bryson?s distinction ?the gaze? ? ?the glance?). The thesis first outlines the context of the history of ekphrasis as a rhetorical category and as a genre, the existing research on ekphrasis, and the problems of defining ekphrasis as verbal representation of a visual representation. It considers the distinction between actual and notional ekphrasis (John Hollander) from the point of view of the literary theory, and also employs the category of the pictorial model (Tamar Yacobi). The next chapter examines the role of the beholder in ekphrasis, first from the point of view of his position in the fictional world (e.g. the observer is a character in a fictional world and at the same time projects himself into the ?fictional world? of the visual representation), and second in distinguishing the mode of description and the mode of interpretation. The thesis also defines some specific ekphrastic techniques and gestures, for example: How can the act of perceiving and observing a visual representation be realized in the structure of its verbal representation? How does a static description become dynamic through direct integration of ekphrasis into the structure of the narrative ? into the structure of a particular scene (microstructure of an action) or the plot as a whole (macrostructure of a story)? What are the roles and functions of ekphrastic passages in the framework of the text as a whole (ekphrasis need not be simply a pause in the narration which is easy to eliminate)? Finally, how can the verbal medium, using its own means, imitate or simulate the media-specific techniques of another type of art.
48
Bean, Carol. "Techniques for Enabling the Older Population in Technology: a case study." 2004. http://hdl.handle.net/10150/106494.
Full textAbstract:
Presented June 3, 2004, at the Third International Conference on eLiteracy, St. John's University, New York.There is a significant segment of the population which was virtually bypassed by the electronic revolution. These people are primarily retired or close to retirement, and are finding it increasingly necessary to have computer skills to interact with the world around them. However, due to the aging process, learning those computer skills is more difficult for them. This case study details how the staff of the North County Regional Library Computer Center addressed those issues and developed a series of classes for first time computer users. Based on research into issues in gerontology, such as cognitive and motor declines, as well as automaticity and semantic memory, the staff modified materials and techniques to make computer training achievable for many older citizens who were "falling through the cracks." The staff at the North County Regional Library developed a short, beginning-level computer course consisting of four lessons, which has been offered by the Library since early 2003. Results have been very positive. Participants have ranged in age from middle-age to elderly (80+ years). Since participants must go through the instructors to register, classes have been limited to those who were total novices, with virtually no exposure to computers. Sample materials and outlines will be provided, as well as statistical summaries from evaluation instruments.
49
Sedláková, Veronika. "Tvorba Jaroslava Foglara jako východisko pro využití metod dramatické výchovy na první stupni ZŠ." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408470.
Full textAbstract:
1 ABSTRACT The diploma thesis deals with the possibility of using Jaroslav Foglar's work in dramatic education at elementary school.The aim of the diploma thesis is to verify the influence of methods and techniques of dramatic education through Jaroslav Foglar's texts in the form of value charts and attitudes in the life of pupils of the 5th year of primary school.How dramatic education helps with methods and techniques - first fordeepest adoption of Jaroslav Foglar's work, and second - to increase understanding and adoption of given values and attitudes.The theoretical part focuses on the personality and work of Jaroslav Foglar and his timeless message. It focuses on the concept of drama education, its aims, principles, forms, methods and techniques. At the same time, it focuses on the analysis of the work in terms of dramatic education. In the practical part of the diploma thesis, three thematic units focusing on the moral qualities of the human being, using methods and techniques of dramatic education, are elaborated on the basis of books and short stories by Jaroslav Foglar. For the experiment, two classes of the fifth year grade of elementary school were selected. In one class - test, the units were realized using methods and techniques of dramatic education. In the second class - normal, only reading...
50
Uys, Carli. "Mascelli's functional analysis of camera angles versus viewers' interpretations of unconventional camera angles in Avatar and The English Patient / Carli Uys." Thesis, 2014. http://hdl.handle.net/10394/12053.
Full textAbstract:
The primary research strategy of this study was to elicit meaningful answers from
viewers by means of a focus-group procedure; this is a method associated with
qualitative research (see Creswell, 1998; Berg & Lune, 2011) The group consisted of ten
adults, whose visual literacy in terms of narrative films, was described as high (they
frequently watch films at home, or in the theatre). The researcher acted as the
moderator; and a set of semi-structured questions, based on meanings attached to
camera-angle codes as defined by Mascelli, were answered by the participants.
The codification scheme of Mascelli was applied to the unconventional camera angles in
Avatar and The English Patient. These were compared with the viewers’ responses.
Finally, the results were interpreted, in order to establish whether a meaningful
relationship exists between the viewers’ responses and the interpretation of
unconventional camera angles by such a seminal figure as Joseph V. Mascelli. The
literature study focused on a media aesthetic explanation of cinematography, which
included media aesthetics theory, framing, and composition, as well as the general
codes and conventions relevant to cinematography.
The literature overview includes a study of books, academic articles, internet sources,
legislation, and training videos. A Nexus and EbscoHost search (Academic Search
Premier and Jstor) was conducted on cinematography in general, and on camera angles
in particular.
Chapter 5 indicates the viewers’ overall interpretations of the unconventional camera
angles used in Avatar and The English Patient. The graphs in Chapter 5 indicate that
the viewers found the unconventional camera angles used in the films to represent
the meaning of the shots appropriately, and that they understood why each unconventional camera angle had been used. The viewers’ responses correspond
with the meanings of the unconventional camera angles, as stated by Mascelli.
To ensure the effectiveness of a film and the accurate representation of the
meanings of camera angles and camera sizes, the way it is described by Mascelli
should ideally be taken into consideration by all future producers. Mascelli’s
descriptions of camera angles and camera sizes, combined with the media
aesthetics, as described by Zettl – when successfully applied – could lead to the
production of a good quality film and images within the film.MA (Communication Studies), North-West University, Potchefstroom Campus, 2014