Tesi sul tema "Classic tale"
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1
Kizzire, Jessica. "Hearing Wonderland: aural adaptation and Carroll's classic tale". Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5538.
Testo completoAbstract (sommario):
What does it sound like to fall down a rabbit hole? This was not a question that concerned Lewis Carroll when he wrote Alice’s Adventures in Wonderland, but it has challenged the many individuals who have adapted his story for film, ballet, video games, and other multimedia formats since its creation. In recent decades, the proliferation of adaptations across a variety of new media has offered scholars a renewed opportunity to more closely examine this and other critical issues raised when considering the relationships between adapted texts and their original sources. This dissertation argues for a greater critical emphasis on the aurality of adaptation by examining the narrative potential of sound in adaptations across a variety of media forms. Despite scholarship on adaptations and comparable studies contemplating sound in adapted texts, these two streams of scholarly inquiry have largely remained isolated within adaptation studies and musicology, respectively. Through this dissertation, I provide an examination of sound’s capacity to shape, nuance, or subvert the other parts of a multimedia adaptation, thus bridging these disciplinary discussions.
This dissertation balances a broad survey of Alice adaptations with the highly focused examination of two case studies: Christopher Wheeldon’s ballet, Alice’s Adventures in Wonderland, and Tim Burton’s film, Alice in Wonderland. The survey demonstrates a model for analyzing the aurality of adaptation across media forms, while the case studies provide an in-depth examination of aural adaptation in relation to specific media forms. The analysis undertaken focuses on the intersection of narrative, sound, and adaptation, revealing complex and multifaceted relationships. In this work, I merge score analysis with visual and narrative analyses, using films or filmed versions of stage productions as the primary source materials. From this rigorous comparative analysis, trends in musical interpretation emerge, indicating some of the prevailing expectations concerning Alice and its aural adaptations.
2
Kern, John Christopher. "Changing Perspectives on a Classic: Pre-Modern Commentaries on the First Chapter of the Tale of Genji". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403945990.
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3
Valckx, Leela Vati. "Classical fairy tales, portals to our identities". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34921.pdf.
Testo completo
4
Tizzi, Giada. ""A Treasury of Classic Fairy Tales”: analisi e proposta di traduzione di fiabe". Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2018.
Cerca il testo completoAbstract (sommario):
Lo scopo di questa tesi è analizzare in maniera approfondita alcuni aspetti fiaba e proporre una traduzione di alcuni brani tratti dalla raccolta di fiabe “A Treasury of Fantastic Fairy Tales”, scritto da Chris Colfer e illustrato da Brandon Dorman. L’elaborato si articola in cinque capitoli. Il primo è un’analisi degli aspetti pedagogici e psicologici della fiaba che lo psicanalista austriaco Bruno Bettelheim approfondisce nel saggio Il mondo incantato. Il secondo verte intorno alla struttura morfologica della fiaba basata sui postulati di Vladimir Propp riportati nel saggio Morfologia della fiaba. Il terzo capitolo presenta la raccolta, la saga ad essa collegata “The Land of Stories” e l’autore. La quarta parte è dedicata alla traduzione di due diversi brani, ovvero la fiaba tradizionale The Gingerbread Man e la guida di sopravvivenza di Mamma Oca al mondo delle fiabe. Si tratta rispettivamente di una fiaba poco conosciuta in Italia e di un brano dai toni altamente ironici che analizza i principali tòpoi della letteratura fiabesca. Il capitolo finale contiene il commento alla traduzione, in cui vengono analizzate e approfondite alcune delle soluzioni traduttive più interessanti. Seguono le conclusioni e un’appendice che riporta i brani tradotti in lingua originale.
5
Siviero, Andrea. "Class invariants for tame Galois algebras". Phd thesis, Université Sciences et Technologies - Bordeaux I, 2013. http://tel.archives-ouvertes.fr/tel-00847787.
Testo completoAbstract (sommario):
Let K be a number field with ring of integers O_K and let G be a finite group.By a result of E. Noether, the ring of integers of a tame Galois extension of K with Galois group G is a locally free O_K[G]-module of rank 1.Thus, to any tame Galois extension L/K with Galois group G we can associate a class [O_L] in the locally free class group Cl(O_K[G]). The set of all classes in Cl(O_K[G]) which can be obtained in this way is called the set of realizable classes and is denoted by R(O_K[G]).In this dissertation we study different problems related to R(O_K[G]).The first part focuses on the following question: is R(O_K[G]) a subgroup of Cl(O_K[G])? When the group G is abelian, L. McCulloh proved that R(O_K[G]) coincides with the so-called Stickelberger subgroup St(O_K[G]) of Cl(O_K[G]). In Chapter 2, we give a detailed presentation of unpublished work by L. McCulloh that extends the definition of St(O_K[G]) to the non-abelian case and shows that R(O_K[G]) is contained in St(O_K[G]) (the opposite inclusion is still not known in the non-abelian case).Then, just using its definition and Stickelberger's classical theorem, we prove in Chapter 3 that St(O_K[G]) is trivial if K=Q and G is either cyclic of order p or dihedral of order 2p, where p is an odd prime number. This, together with McCulloh's results, allows us to have a new proof of the triviality of R(O_K[G]) in the cases just considered.The main original results are contained in the second part of this thesis. In Chapter 4, we prove that St(O_K[G]) has good functorial behavior under restriction of the base field. This has the interesting consequence that, if N/L is a tame Galois extension with Galois group G, and St(O_K[G]) is known to be trivial for some subfield K of L, then O_N is stably free as an O_K[G]-module.In the last chapter, we prove an equidistribution result for Galois module classes amongst tame Galois extensions of K with Galois group G in which a given prime p of K is totally split.
6
Wilhelmsson, Cornelia. "Feminist Fairy Tales : Blurred Boundaries in Angela Carter’s Rewritings of Classical Fairy Tales". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119063.
Testo completoAbstract (sommario):
This essay examines Angela Carter’s feminist rewritings of classical fairy tales. By examining the original fairy tales and comparing them to what Angela Carter published I aim to highlight a feminism that is subtle and non-binary. In the analysis I draw on ideas presented by Hélène Cixous as well as Simone de Beauvoir. Furthermore, a pedagogical reflection is included to show ways in which these stories could be incorporated in the upper- secondary school.
7
Birnbaum, Sara. "Orch Dork: Tales of Today's Classical Music Youth". Thesis, Boston College, 2004. http://hdl.handle.net/2345/491.
Testo completoAbstract (sommario):
Thesis advisor: Thomas Kaplan-MaxfieldOver the past few hundred years, classical music has developed its own society, which has become more and more separate from the day-to-day society that we all live in. This is a complex society, with its own rules, language, and a hierarchy of values that would seem silly in a more practical world. These different standards can often make classical music seem inapproachable to those outside of this world. In addition, the music itself can seem so foreign to those who are used to listening to popular music. Through these essays I will provide an explanation of conductors' and musicians' behavior, our attachment to our musical instruments, and how we can derive such passion and meaning from completely abstract music with no lyrics or explanation. In doing so, I hope to remove to some of the stereotypes, though only the false ones, and open up the doors to this world, so that more people can freely enter and exit
Thesis (BA) — Boston College, 2004
Submitted to: Boston College. College of Arts and Sciences
Discipline: English
Discipline: College Honors Program
8
Cobbe, Alessandro. "Steinitz classes of tamely rami ed Galois extensions of algebraic number fields". Doctoral thesis, Scuola Normale Superiore, 2009. http://hdl.handle.net/11384/85661.
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9
Cross, Megan E. "Formulas for Cultural Success: Behavioral Prescriptions in Early American Translations of Perrault's Classic Fairy Tales". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394725886.
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10
Liu, Kai. "Economic reform, urban proximity and small town development in China : a tale of two towns". Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/13266/.
Testo completoAbstract (sommario):
This thesis studies small town development in contemporary China (1978-present). It focuses on the socioeconomic impact of economic reform on small town development, with particular emphasis on how gradually released market forces enable urban proximity to play different roles to determine the developmental trajectory of small towns. The research design chooses two economically prosperous towns with different degrees of urban proximity, in which fieldwork is conducted. Xihongmen town is located in suburban Beijing and Zhulin town is located in a rural area of Henan province. The research focuses on government, firms and people as three key elements of small town development, and systematic comparisons have been used as the key research strategy throughout. The main research findings are as follows: 1) Xihongmen town's government has been transformed into a sophisticated, bureaucratic and complex organisation and the role of leadership in local development has declined over the years, but a simple and hybrid governmental structure was founded in Zhulin town and the personal capacity of local leaders still plays a vital role in local development; 2) The industrial environment in Xihongmen town is dynamic and an upswing has been observed in the local industrial structure (from the primary to the secondary and tertiary sectors), but Zhulin town still relies solely on the ongoing government-led entrepreneurship; its private sectors are underdeveloped and the industrial structure remains unchanged, and some key firms have even relocated themselves to larger cities duo to the constraints of the local infrastructure; 3) The local residents of Xihongmen town enjoy much more secure livelihoods, with multiple income sources, welfare and flexible job opportunities available in the local area, but the residents of Zhulin town rely primarily on the local government to provide non-farming jobs and both income sources and job opportunities are very limited to the local area. The thesis concludes that the economic reform initiated in 1978 played a key revitalising the rural industries and hence laid the foundations for the growth of small towns. The rural reform policies gave rural areas advantages over urban ones in the early stages of the reform. The evolving policy frameworks gradually lifted the various constraints and enabled urban proximity, a previously less important factor under the centrally planned system, which became the key factor to differentiate the developmental trajectories of small towns. The thesis further explains that proximity has multi-dimensional impacts on the socioeconomic development of small towns. On the one hand, small towns that enjoy close proximity to cities can benefit enormously from economies of scale and urban spillover effects, and this advantage could be further reinforced during the course of ongoing urbanisation. On the other hand, urban proximity could also have impacts on the social structures/orders of small towns, which in turn could affect their economic outcomes. For those towns with low degrees of urban proximity, a high level of community solidarity generated from dense clan/kinship networks might also act as a force to motivate their economic development. However, the latter type is certainly more vulnerable and requires the right blend of a number of historically contingent factors, which are path-dependant and difficult to replicate.
11
Elsayed, Heba. "A tale of three cities? : mediated imagination, class and the many young cosmopolitans of Cairo". Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/407/.
Testo completoAbstract (sommario):
This thesis has explored the ways in which young Egyptians construct different classed versions of a cosmopolitan imagination while located in the megacity of Cairo. In an intense ethnographic study, I have examined the ways in which young men and women shape their identities at the juxtaposition of a social reality, which is rigidly structured around classed and gendered divides on the one hand, and a diverse and fluid system of media representations of the self and others, on the other hand. Focusing on everyday life in Cairo has allowed me to examine the contradictory social and cultural experiences associated with being young in a megacity of the global south. Whilst the daily urban lives of these young Cairenes are located within embedded structures that place firm limits on their social and physical mobilities, the city is also a more creative terrain where these highly structured limits on the self are negotiated. As young people move physically in the city, yet shift imaginatively between different systems of representation available to them in the rich mediascapes they have access to, their sense of identity expands. Specifically, this cosmopolitanism takes the form of a dynamic subjective space and a category of imagination from within which identities, drawing heavily on globally circulating media products, are reflexively understood and interpreted. Thus, operating from within repressive, socially fragmented, yet highly mediated everyday contexts, I explore how young Egyptians construct three different versions of a cosmopolitan imagination: closed cosmopolitanism as imagined by the upper middle class, critical cosmopolitanism relating to the experiences of the lower middle class, and for the working class, an implicit cosmopolitan imagination.
12
Canty, Rachel. "The representation of gender in Chaucer's Legend of Good Women and Gower's Confessio Amantis and its relation to cultural anxieties in England at the end of the fourteenth century". Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390126.
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13
Hellberg, Mats. "Revitalizing a Company Classic : The Story of Revitalizing a Company Classic Using a Practical Method of Design". Thesis, Linnéuniversitetet, Institutionen för design (DE), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-57622.
Testo completoAbstract (sommario):
The main purpose of this report is to analyze a practical method of design while doing an innovation project connected to a specific armchair. The aim is to re-vitalize the pre-existing product. This project is done within the context of a specific furniture producer. This report describes theories about practical methods of design and how the practical intellect is used in a creative process. It also contains background research about classics. The background research is based on a brief literature review on the subject as well as interviews with professionals within the field of furniture design. A few factors that can be said to characterize what makes a classic are suggested. The development of a specific armchair is described. Earlier projects where practical methods of design have been used are also described. The practical methods of design used in this project are described. The main method for this is making physical models by hand together with hand sketching. The design process of developing a new product is described and discussed. As a final result visualizations and a description of a suggestion of how one can re-vitalize the specific armchair are shown. The outcomes and learning from using a practical method of design are discussed. The final suggestion is analyzed according to the factors suggested in the background research to characterize what makes a classic.
14
TERRA, KARIN RANGEL. "THE CONVERSATIONAL HUMOR IN TALK IN INTERACTION IN ENGLISH LANGUAGE CLASSES". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12941@1.
Testo completoAbstract (sommario):
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO presente trabalho busca investigar o papel do humor conversacional nas interações em uma sala de aula de língua inglesa, na qual a pesquisadora exerceu o papel de professora. A orientação da pesquisa é qualitativa e interpretativa, com o suporte teórico da Sociolingüística Interacional, da Análise da Conversa e de Teorias sobre o Humor, buscando analisar dados compostos por gravações de aulas em fitas de áudio e notas de campo. Foi realizada uma análise sociointeracional do discurso, baseada na noção de enquadres de brincadeira conversacional, visando perceber como estes são estabelecidos e finalizados, de que forma eles influenciam na socioconstrução de conhecimento e nas relações estabelecidas entre os participantes do contexto pesquisado. Os enquadres de brincadeira conversacional podem ser iniciados e finalizados tanto pela professora quanto pelos alunos, demonstrando a influência do estilo flexível da professora na utilização do humor em sala de aula. Os resultados apontam que o humor conversacional exerce papel fundamental para o envolvimento e a diminuição da assimetria entre os participantes, podendo atuar auxiliando na construção de conhecimento na língua alvo. A principal contribuição do trabalho é um maior entendimento do papel do humor nas interações em sala de aula, trazendo uma maior compreensão das interações no contexto educacional.
This study investigates the role conversational humor plays in na English language classroom, in which the researcher was also the teacher. The research orientation is qualitative and interpretative, and the theoretical basis lies on Interactional Sociolinguistics, Conversation Analysis and theories of humor, in order to analyze data constituted by audio-taped classes and field notes. A sociointeractional discourse analysis was done, based on the construct of conversational play frame and intends to notice how these frames are initiated and ended and how they influence social construction of knowledge and the relation established between the participants of the investigated context. The conversational play frames may be initiated and ended not only by the teacher, but also by the students, which demonstrates the influence of the flexible style of the teacher in the humor use in the classroom. The results show that conversational humor is essential to promote involvement and to reduce asymmetry between the participants, and is also an auxiliary in the social construction of knowledge in the target language. The main contribution of this study is the understanding of the role conversational humor plays in classroom interactions, resulting in a better comprehension of the interactions that occur in the educational context.
15
Thompson, Jean C. "Cooperative learning in computer supported classes /". Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/1256.
Testo completoAbstract (sommario):
This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) project in state schools in Victoria, Australia. The thesis reports an interpretative analysis of cooperative learning in computer-supported classes as it is currently conducted in selected Victorian primary schools. The framework for the study is grounded in the belief that cooperative learning encourages learning as a group as opposed to learning in a group (Slavin, 1980). The framework emphasises the importance of teachers using cooperative learning as a structure to enable students to think together. Therefore, analysis focuses on cooperative learning in a classroom context and the teachers’ units of work guiding the tasks they create. Using a mixed-method approach involving questionnaires, interviews and videotaped observations, the study was conducted in four sites with two teachers from each school and two groups of students from each class. (For complete abstract open document)
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Workman, Jameson Samuel. "Chaucerian metapoetics and the philosophy of poetry". Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8cf424fd-124c-4cb0-9143-e436c5e3c2da.
Testo completoAbstract (sommario):
This thesis places Chaucer within the tradition of philosophical poetry that begins in Plato and extends through classical and medieval Latin culture. In this Platonic tradition, poetry is a self-reflexive epistemological practice that interrogates the conditions of art in general. As such, poetry as metapoetics takes itself as its own object of inquiry in order to reinforce and generate its own definitions without regard to extrinsic considerations. It attempts to create a poetic-knowledge proper instead of one that is dependant on other modes for meaning. The particular manner in which this is expressed is according to the idea of the loss of the Golden Age. In the Augustinian context of Chaucer’s poetry, language, in its literal and historical signifying functions is an effect of the noetic fall and a deformation of an earlier symbolism. The Chaucerian poems this thesis considers concern themselves with the solution to a historical literary lament for language’s fall, a solution that suggests that the instability in language can be overcome with reference to what has been lost in language. The chapters are organized to reflect the medieval Neoplatonic ascensus. The first chapter concerns the Pardoner’s Old Man and his relationship to the literary history of Tithonus in which the renewing of youth is ironically promoted in order to perpetually delay eternity and make the current world co-eternal to the coming world. In the Miller’s Tale, more aggressive narrative strategies deploy the machinery of atheism in order to make a god-less universe the sufficient grounds for the transformation of a fallen and contingent world into the only world whatsoever. The Manciple’s Tale’s opposite strategy leaves the world intact in its current state and instead makes divine beings human. Phoebus expatriates to earth and attempts to co-mingle it with heaven in order to unify art and history into a single monistic experience. Finally, the Nun’s Priest’s Tale acts as ars poetica for the entire Chaucerian Performance and undercuts the naturalistic strategies of the first three poems by a long experiment in the philosophical conflict between art and history. By imagining art and history as epistemologically antagonistic it attempts to subdue in a definitive manner poetic strategies that would imagine human history as the necessary knowledge-condition for poetic language.
17
Jansen, Bianca G. M. "What does it take to help an outgroup?" Thesis, University of Sussex, 2010. http://sro.sussex.ac.uk/id/eprint/2394/.
Testo completoAbstract (sommario):
The present thesis has focused on helping behaviour towards disadvantaged outgroups. Research was done at an intergroup level, and obtained its theoretical foundation from the Social Identity theory (Tajfel & Turner, 1986), self-categorization theory (Turner, 1985; Turner et al., 1987) and the empathy-altruism model (Batson, 1987, 1991; Batson et al., 1989; Batson & Shaw, 1991) and focused on the influence of identity content and ingroup norms in investigating outgroup helping. Experiments were carried out concerning different instances that could affect outgroup helping and were centred around social identity and identity content, accountability, intragroup power and empathy towards the outgroup. The first two studies focused on the role of particular identities in terms of the Social identity theory (Tajfel & Turner, 1986). In experiment 1 it was found that people regulate their empathy towards beggars by their non-salient religious identity when they are together with others. The presence of others such as friends and partner, who are aware of the participant‘s religious identity, could possibly evoke accountability concerns, which are then reflected in empathy and prosocial behaviour towards a disadvantaged group. In experiment 2 a salient political identity only led to pro-social behavioural preferences and empathy towards beggars for those with left-wing identities; as opposed to those with a right wing preference. Concluding, the content of ideologically-defined identities (religious, political) served to regulate empathy and prosocial behaviour, but the salience of these identities could play a crucial mediating role in certain contexts. The plausible effect of accountability was further investigated in experiments 3 and 3a. Unfortunately no conclusive results were found. Experiments 4 and 5 investigated the role of intragroup power on outgroup helping. Results showed that people with high intragroup power either affect the prosocial behaviour of people that are less certain of their political preference compared to people who are certain of their political preference, possibly due to processes in accordance with the social comparison theory (Festinger, 1954) and intragroup differentiation (experiment 4), or were found to be less prosocial towards an outgroup (experiment 5) than people with lower intragroup power. Finally in experiment 6 and 7, research was directed towards intergroup awareness and empathy. Experiment 6 demonstrated that an outgroup will be perceived with more empathy and prosocial behaviour when awareness of the outgroup is high than when awareness of the outgroup is low. In experiment 7, people high in empathy towards a disadvantaged outgroup were more willing to allocate money to the outgroup than people lower in empathy. Overall, the results of the experiments in the subsequent chapters led to believe that ingroup identity and content, and ingroup norms are feasible with regard to helping a certain disadvantaged outgroup. These findings fit with the theories of social identity and self categorization, given that feeling and behaving according to ingroup norms is the objective, and suggesting that people each have a variety of different identities, which become activated in different social contexts. Furthermore inducing empathy towards an outgroup seemed to be an useful tool to promote helping behaviour towards an outgroup.
18
Avedissian, Karena. "A tale of two movements : social movement mobilisation in Southern Russia". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5966/.
Testo completoAbstract (sommario):
The thesis employs the political process approach within social movement theory (SMT) to examine in a comparative fashion two distinctly different opposition movements in southern Russia. One is the environmental movement in Krasnodar Krai and the other is the ethno-national Balkar movement in Kabardino-Balkaria. The political process approach focuses on the role and interaction of political opportunities, mobilising structures, and social movement framing for both movements, and seeks to explore their role in social movement mobilisation dynamics in Russia’s non-democratic context. The combination of the analysis of the three variables of political opportunities, mobilising structures, and social movement framing allows for fresh perspectives on both SMT and post-Soviet area studies. The thesis is particularly concerned with networks. It argues that in non-democratic contexts, the role of networks is more important than in democratic contexts.
19
Hughes, Maureen Eliabeth. "Teachers and other adults as talk-partners for pupils in nursery and reception classes". Thesis, University of Newcastle Upon Tyne, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241540.
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Osorio, Fernandez Arturo. "A Tale of a Town: Artists Crafting "The Creative Class"". Amherst, Mass. : University of Massachusetts Amherst, 2010. http://scholarworks.umass.edu/open_access_dissertations/192/.
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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /". Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
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Kanchev, Kancho. "Employee Management System". Thesis, Växjö University, School of Mathematics and Systems Engineering, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1048.
Testo completoAbstract (sommario):
This report includes a development presentation of an information system for managing the staff data within a small company or organization. The system as such as it has been developed is called Employee Management System. It consists of functionally related GUI (application program) and database.
The choice of the programming tools is individual and particular.
23
Lair, Anne V. "Les arts de la table nourriture et classes sociales dans la littérature français du dix-neuvième siècle /". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060811394.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Ohio State University, 2003.Document formatted into pages; contains viii, 195 p. Includes bibliographical references (p. 185-195). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 Aug. 21.
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Melkersson, Martin. "Staten, ordningen och friheten : en studie av den styrande elitens syn på statens roll mellan stormaktstiden och 1800-talet /". Uppsala : Acta Universitatis Upsaliensis, 1997. http://catalogue.bnf.fr/ark:/12148/cb41061546s.
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Lair, Anne V. "Les Arts de la Table: Nourriture et Classes Sociales dans la Littérature Française du Dix-Neuvième Siècle". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1060811394.
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Sharp, Ashli A. "Once Upon a Time in a Single-Parent Family: Father and Daughter Relationships in Disney's The Little Mermaid and Beauty and the Beast". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1630.pdf.
Testo completoAbstract (sommario):
Thesis (M.A.)--Brigham Young University. Dept. of Humanities, Classics, and Comparative Literature, 2006.Colored illustrations in electronic copy only. Includes bibliographical references (p. 136-142).
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Prado, Mary Thomas C. "Grassroots women leaders partners and prophets in the conversation table /". Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p033-0778.
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Wood, Shaunda L. "Family, home, and the school environment's influence on gifted girls' perceptions of choice to take extracurricular science classes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0024/MQ52312.pdf.
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Aseeri, Majdah. "UNIVERSITY STUDENTS' MOTIVATION TO TAKE FIRST AND SECOND YEAR FOREIGN LANGUAGE CLASSES; HOW TEACHERS CAN INCREASE THAT MOTIVATION". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1291.
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Nguyen, Long Pham Bao. "Fusion of Character Tables and Schur Rings of Dihedral Groups". BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1429.
Testo completoAbstract (sommario):
A finite group H is said to fuse to a finite group G if the class algebra of G is isomorphic to an S-ring over H which is a subalgebra of the class algebra of H. We will also say that G fuses from H. In this case, the classes and characters of H can fuse to give the character table of G. We investigate the case where H is the dihedral group. In many cases, G can be completely determined. In general, G can be proven to have many interesting properties. The theory is developed in terms of S-ring of Schur and Wielandt.
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Lucas, Nanosh. "Soup at the Distinguished Table in Mexico City, 1830-1920". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491551213347469.
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Mehdi, Akeel Ramadan. "Purity relative to classes of finitely presented modules". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/purity-relative-to-classes-of-finitely-presented-modules(6ebd54f0-7b74-4f13-abb9-3f3594f93f6a).html.
Testo completoAbstract (sommario):
Any set of finitely presented left modules defines a relative purity for left modules and also apurity for right modules. Purities defined by various classes are compared and investigated,especially in the contexts of modules over semiperfect rings and over tame hereditary, andmore general, finite-dimensional algebras. Connections between the indecomposable relativelypure-injective modules and closure in the full support topology (a refinement of theZiegler spectrum) are described.Duality between left and right modules is used to define the concept of a class of leftmodules and a class of right modules forming an almost dual pair. Definability of suchclasses is investigated, especially in the case that one class is the closure of a set of finitelypresented modules under direct limits. Elementary duality plays an important role here.Given a set of finitely presented modules, the corresponding proper class of relativelypure-exact sequences can be used to define a relative notion of cotorsion pair, which weinvestigate.The results of this thesis unify and extend a wide range of results in the literature.
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Serce, Andrew J. "A POST-TONAL ANALYTICAL APPROACH TO SYNCHRONISMS NO. 10 FOR GUITAR AND TAPE BY MARIO DAVIDOVSKY". UKnowledge, 2017. http://uknowledge.uky.edu/music_etds/97.
Testo completoAbstract (sommario):
Mario Davidovsky is an American composer who was born in Buenos Aires, Argentina on March 4, 1934. Beginning in 1958, he was a student of Aaron Copland at the Berkshire Music Center (currently the Tanglewood Music Center) in Lenox, Massachusetts. At Berkshire, he also met American composer, Milton Babbitt, who persuaded him to work at the Columbia-Princeton Electronic Music Center (currently the Computer Music Center at Columbia University) in New York City. Davidovsky was appointed Associate Director of the Columbia-Princeton Electronic Music Center in 1960 where he inevitably began experimenting with the relationships between live instruments and electronic sounds.
Synchronisms No. 10 for guitar and tape (1992) is a piece for solo classical guitar and pre-recorded synthesized sounds. The piece was dedicated to David Starobin, the current Professor of Guitar at the Manhattan School of Music, who also edited the guitar part. This particular piece in the Synchronisms series shows that Davidovsky is aware of the limitations of the guitar in regard to dynamic range and decay of sound. Knowing these limitations, Davidovsky utilizes the various abilities of the instrument including its wide timbral range and use as a percussive medium. Although Davidovsky himself has been quoted as not using pitch-class sets of any kind, a post-tonal analysis can be applied to this piece in order to further understand individual sections and interaction between guitar and recording. Also, a review of the performance techniques necessary to approach this piece, and how said techniques are implemented, will help the musician perform at a higher level.
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Zarassi, Pega, e Miranda Larsson. "”Jag hoppas få vara er livmoder” : En multimodal analys av surrogatmödraskap i scener ur The Handmaid’s tale och Vänner". Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156227.
Testo completoAbstract (sommario):
Title: “I hope to be your uterus” - A multimodal analysis on surrogacy in scenes from The Handmaid’s tale and Friends Surrogacy is a widely discussed subject both internationally and in Sweden. The opinions on whether it should be legalized or not differ from country to country, which is reflected in how they implement their different laws on the subject. The main issues in the debates about surrogacy is whether a legalization of altruistic surrogacy would lead to safe methods within the medical care and stop the expansion of illegal markets or if there’s risks of opening the doors to a bigger commercial market. Parallel to the political discussion and opinions on the subject, the portrayal of surrogacy has appeared within popular culture, as in TV-series, for a period of time. It can be found in different genres like drama and comedy since the 90s, which makes the subject interesting to observe. The purpose of this essay is to study how the topic of surrogacy is portrayed in two different genres in the TV-series Friends and The Handmaid’s tale. For this purpose we use multimodal analysis to answer if there are similarities and/or differences in the portrayal of surrogacy within our research material. The theoretical framework is based on Richard Dyers theories on stereotypes, Carol Patemans ideas of ‘the sexual contract’ and Brooke Weihe Edges studies on the representation of women in different movie genres amongst others. Our study shows that even if the genres vary there are stereotypical structures in how both infertile women and surrogate mothers are presented to the audience.
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Poma, Flavia. "Gromov-Witten theory of tame Deligne-Mumford stacks in mixed characteristic". Doctoral thesis, SISSA, 2012. http://hdl.handle.net/20.500.11767/4718.
Testo completoAbstract (sommario):
We define Gromov-Witten classes and invariants of smooth proper tame Deligne-Mumford stacks of finite presentation over a Dedekind domain. We prove that they are deformation invariants and verify the fundamental axioms. For a smooth proper tame Deligne-Mumford stack over a Dedekind domain, we prove that the invariants of fibers in different characteristics are the same. We show that genus zero Gromov-Witten invariants define a potential which satisfies the WDVV equation and we deduce from this a reconstruction theorem for genus zero Gromov-Witten invariants in arbitrary characteristic.
36
Fenelius, Beatrice. "Undervisning om tals del-helhetsrelationer : En variationsteoretisk studie i förskoleklass". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30686.
Testo completoAbstract (sommario):
Följande examensarbete är en interventions-studie med utgångspunkt i aritmetik-undervis-ning och tals del-helhetsrelationer. Vissa fors-kare menar att del-helhetsrelationer är en grund för vidare aritmetikkunskaper, medan andra forskare menar att det är viktigare att elever utvecklar räkneförmågor. Syftet med denna studie är att undersöka hur undervis-ning om tals del-helhetsrelationer i addition och subtraktion kan utformas ur ett variat-ionsteoretiskt perspektiv. Lärandeobjektet för undervisningssekvensen är att identifiera ett okänt tal i en del-helhetsrelation inom talom-rådet 0-10. Undersökningen gjordes med 13 elever i för-skoleklass genom ett förtest, en undervis-ningssekvens om tre lektioner samt ett efter-test. Undervisningssekvensen och testerna vi-deoinspelades för att utgöra underlag för ana-lys. Lektionerna gjordes för att visa olika vari-ationsmönster som kontrast, separation, gene-ralisering och fusion för att eleverna skulle kunna urskilja kritiska aspekter. Exempelvis användes ”part-whole bars” och kommutati-vitet i undervisningen för att synliggöra de kri-tiska aspekterna. De kritiska aspekterna som kom fram i resultatet var att urskilja att de två delarna ryms i och tillsammans är lika mycket som helheten, kunna ta hjälp av två tal i en relation mellan helhet och delar för att finna det tredje talet, kunna ta hjälp av helheten och en del för att hitta den andra delen och att kunna ta hjälp av kunskaper om tidi-gare del-helhetsrelationer för att hitta okända tal i nya del-helhetsrelationer.The following thesis is an intervention study based on arithmetic teaching and part-whole relationships of numbers. Some researchers argue that part-whole relationships are a basis for further arithmetic skills, while other re-searchers believe that it is more important that students develop counting abilities. The pur-pose of this study is to investigate how teach-ing of part-whole relationships in addition and subtraction can be designed from a variation theory perspective. The object of learning for the teaching sequence is to identify an un-known number of a part-whole relationship, in the number range 0-10. The study was conducted with 13 students in preschool class through a pre-test, a teaching sequence of three lessons and a post-test. The teaching sequence and the tests were vide-otaped to provide a basis for analysis. The les-sons were designed to show different patterns of variation such as contrast, separation, gen-eralization and fusion so that the students would be able to discern critical aspects. For example, "Part-whole bars" and commuta-tivity were used in the lessons, in order to highlight the critical aspects. The critical as-pects that emerged in the result were to discern that the two parts fit in and together is as much as the whole, be able to use two numbers in a relation between the whole and the parts to find the third number, be able to use the whole and one part to find the second part and to be able to use knowledge about previous part-whole relationships to find the unknown number in new part-whole relationships.
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Delorme, Vera. "Construction et utilisation des contextes dans les interactions en classe de langue". Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030168.
Testo completoAbstract (sommario):
La présente recherche porte sur les contextes construits dans les interactions verbales en classe de langue. Ces contextes sont envisagés comme des représentations de la situation mises en discours. Nous proposons une typologie des contextes construits que nous formulons à partir de la notion de « monde discursif ». L’analyse de transcriptions d’enregistrements de cours nous permet de distinguer un ensemble des moyens discursifs que les locuteurs mettent en oeuvre dans la production de tel ou tel type de contexte. En outre, à travers l’analyse des interactions verbales nous mettons en lumière le caractère dynamique de ces constructions discursives. Sur le plan didactique, nous nous intéressons à l’usage des contextes dans l’action réalisée en classe. Dans cette perspective, notre étude est focalisée sur la manière dont les contextes construits par les participants sont intégrés dans la transmission des connaissances, dans la sollicitation professorale et les réponses d’apprenants, ou encore dans l’évaluation. En outre, en nous basant sur l’analyse des commentaires professoraux sur les pratiques d’enseignement, nous formulons quelques réflexions sur la place des contextes – en tant qu’outils didactiques – dans la « cognition professorale ». L’objectif principal de la recherche est la mise en lumière de différentes facettes de l’objet d’étude dans une perspective discursive [approche interactionnelle] et didactique. Notre réflexion théorique s’appuie principalement sur les apports de la pragmatique, de la linguistique interactionnelle, de la microsociologie et de l’analyse du discoursThis research looks at the contexts that are produced in language classroom interactions. These contexts are here considered as verbalized representations of the situation. Typology of such contexts is proposed and founded on the notion of "discourse world." The analysis of transcripts of lesson recordings distinguishes a set of verbal means that speakers use while producing a particular type of context. In addition, the analysis of verbal interactions shows the dynamic nature of these constructions. The uses of contexts in the classroom practice are explored from an educational point of view. In this perspective, this study focuses on how the contexts produced by participants are included in the transmission of knowledge, in teacher solicitations and learners answers, or in the teacher’s feedback. Moreover, the analysis of teacher comments on teaching practices allows a reflection on the role of contexts as teaching tools in the "teacher cognition". The main purpose of the research is to outline different features of this object from interactional and educational perspectives. The study also includes theoretical considerations developed with reference to pragmatics, interactional linguistics, microsociology and discourse analysis
38
Watt, J. M. "Take the high road : A case study of Scottish Television's continuous drama serial based on participant observation and textual analysis to ascertain the function of its classic realist form". Thesis, Open University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233887.
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Peng, Mei. "Le conte merveilleux en classe de français langue étrangère : Approches didactiques pour les collégiens et lycéens chinois". Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030014.
Testo completoAbstract (sommario):
Le conte merveilleux, par ses caractéristiques et sa structure narrative universellement identique, peut constituer un support privilégié de la classe de langue. Son utilisation adéquate permet à l’enseignant de guider l’apprenant vers une acquisition de toutes les compétences : linguistiques, culturelles, interculturelles et fonctionnelles. Le présent travail s’appuie sur les notions théoriques associées à l’étude de ce genre littéraire. Les activités proposées sont destinées aux élèves chinois de français dans le secondaire, par lesquelles, les enseignants peuvent amener leurs élèves à partir dans le voyage merveilleux des contes français et chinois. Ainsi les élèves peuvent apprendre à aimer lire en français et découvrir le plaisir de vivre le conte dans la classeThe marvelous tale, with his characteristics and his narrative structure universally similar, forms a privileged support in language class. The use of tale allows the teachers to guide their pupils to acquire all the competences: the linguistic, the cultural and the functional competences. Our work includes many theories that have a link with this literary kind. We suggest some activities for the Chinese pupils of secondary school. With these activities, the teachers may lead their students to go to a marvelous travel in the world of French and Chinese marvelous tales. The students learn to love reading in French and discover the pleasure to live the tales in the class
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Enefalk, Hanna. "En patriotisk drömvärld : Musik, nationalism och genus under det långa 1800-talet". Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9267.
Testo completoAbstract (sommario):
The subject of this thesis is Scandinavian nationalism from the late 18th century to ca 1920. The focus lies on that particular aspect of nationalism that was at the same time the most mundane and the most enigmatic: the ever-present depicting of the nation in words, pictures and music, which in effect created a parallel universe, a patriotic dreamland. This creation was highly gendered, and the media in which it flourished most abundantly was the patriotic song. The study therefore uses song texts as its primary source material and builds upon the theoretical foundations laid by, e.g., Joan Scott and Michael Billig. Geographically, the investigation centers on Sweden, using Norway and Swedish-speaking Finland as objects of comparison. The main producers of the lyrics and their intended target groups are identified, and an in-depth analysis of a large corpus of songs is made. The main conclusion is that the patriotic songs, in spite of spreading to an ever increasing proportion of the population, were not an expression of the ‘voice of the people’ or even that of the bourgeoisie as a whole. The texts were chiefly written by male academics, and from their formative years during the Napoleonic wars the songs preserved an obsession with a warlike unmarried manhood. Only in the last decades of the period were civilian virtues and national womanhood slightly more emphasized. It is suggested that the songs, apart from being an expression of what Billig has termed ‘banal nationalism,’ also functioned as a bastion of a ‘banal androcentrism.’ The thesis shows that the patriotic dreamland of the patriotic songs was designed in a way that promoted the interests of its producers and reproducers. The seemingly semi-autonomous quality of the discourse is also discussed, employing meme theory as used by, e.g., Daniel Dennett.
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Webb, Curtis L. III. "I Got Joy The World Cannot Take Away: Black Young Professional Placemaking for Leisure in Urban White Spaces". University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613742208508555.
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Patterson, David Josh. "A Tale of Two Carlos: An Examination of the Ongoing Battle Between the Marginalized and the Privileged as Exemplified by Carlo Goldoni and Carlo Gozzi During the 18th Century". DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/1006.
Testo completoAbstract (sommario):
This thesis explores the lives and works of Carlo Gozzi and Carlo Goldoni. Specific emphasis is placed on their feud, positions in society, the motivations behind their theatrical styles, and the ways they used theatre to either attempt to maintain the status quo (Gozzi) or strive for social change (Goldoni). Contrary to previous studies, this study suggests that Goldoni tried to influence the world around him, rather than merely reflect it. This study examines the above through the lens of several twentieth century theories including semiotics, structuralism, and the avante-garde. The contents of this work are essential to anyone seeking biographical information, doing dramaturgical research or producing one of their plays, and those investigating the ways theatre has been used to incite change and create an atmosphere of social equity. This work demonstrates that theatre can, has been, and should be actively used to influence that change.
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Schnack, Cristiane Maria. "Formas de participar: responsabilidade (com)partilhada entre escola e família na fala-em-interação social em contexto doméstico-familiar". Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4209.
Testo completoAbstract (sommario):
Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-03T19:09:00Z
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Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5)Made available in DSpace on 2015-07-03T19:09:00Z (GMT). No. of bitstreams: 1 Cristiane Maria Schnack.pdf: 2108632 bytes, checksum: 27b1e6c3331c1825c8a06e247078ac77 (MD5) Previous issue date: 2013-01-14
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Valendo-se do arcabouço teórico da análise da fala-em-interação (SACKS, 1992; SACKS; et al., 1974; C.GOODWIN, 1984) e da etnometodologia (GARFINKEL, 1967), este estudo etnográfico (O´REILLY, 2009) objetivou compreender como duas famílias, nomeadas como família de Catarina e família de Mila, e pertencentes a classes sociais distintas, significam suas responsabilidades vinculadas ao domínio escolar dentro de casa ao participar da rotina escolar das crinanças. Responsabilidade origina-se do caráter responsivo de nossas ações (HILL; IRVINE, 1992), que a qualifica, portanto, como intersubjetiva (OCHS; IZQUIERDO, 2009). Os resultados apontam orientações distintas em cada família, as quais nomeio como de responsabilidade compartilhada e de responsabilidade partilhada. Na responsabilidade compartilhada, evidencia-se a centralidade da criança e de seu universo escolar cotidiano, na conarração das experiências escolares da criança, na coconstrução do entendimento sobre o mundo escrito, e na oferta de roteiros (EMMISON et al., 2011) de ação futura pelos adultos. Além disso, adultos compartilham com a escola os fazeres pedagógicos de mediar o conhecimento, através de sequências IRA (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituindo escola e família como extensão uma da outra (CARVALHO, 2004). Responsabilidade partilhada, por outro lado, aponta para busca pela autonomia da criança com relação aos seus afazeres escolares e para a distinção entre a natureza social da escola e da família através da distribuição e manutenção das responsabilidades de cada membro familiar no que tange à escola, na negociação explícita de responsabilidade (FINCH; MASON, 2006) e na fulcral distinção entre narradora e plateia nos eventos narrativos da experiência escolar. As análises também evidenciam o constituição generificada da responsabilidade paternal pelo trabalho invisível de organização das tarefas escolares domésticas (REAY, 2005) na família de Catarina, e da mãe como gatekeeper (GOTTZÉN, 2011) da participação paterna na família de Mila. Esse trabalho generificado desestabiliza discursos normativizados sobre a participação paterna, especialmente em classes sociais menos privilegiadas, nas quais os pais são vistos como gerentes da rotina familiar apesar do número crescente de famílias chefiadas, financeiramente, por mulheres (FONSECA, 2004). O estudo contribui com os estudos sobre a participação familiar na trajetória escolar das crianças propondo que participação é intrínseca à noção familiar de responsabilidade, posicionando a escola como uma tarefa a ser cumprida ou como um direito a ser garantido à criança.
Based on the theoretical and analytcal framework of the analysis of talk-in-interaction (SACKS, 1992; SACKS; SCHEGLOFF; JEFFERSON, 1974; C. GOODWIN, 1984) and of ethnomethodology (GRAFINKEL, 1967), this ethnographic study (O ́REILLY, 2009) aimed at understanding how two families, named as Catarina ́s family and Mila ́s family, which belong to different social classes, give meaning to their responsibilities concerning the school within the household environment while participanting in the child ́s school rotine. Responsibility originates from the responsive character of our actions (HILL; IRVINE, 1992), which thus qualifies it as intersubjective (OCHS; IZQUIERDO, 2009). The results point to distinct orientations in each family, named here as shared responsibility and divided responsibility. Shared responsibility evidences the centrality of the child and her school universe through the conarration of the child ́s school experiences, the coconstruction of a mutual understanding of the written world and script proposals (EMMISON et al., 2011) by the adults. They also share with school its pedagogical doings of mediating knowledge, through IRF sequences (COULTHARD; SINCLAIR, 1975; GARCEZ, 2006), constituting school and family as an extension of each other (CARVALHO, 2004). Divided responsibility, on the other hand, points to the pursuit of the child ́s autonomy concerning her school tasks and to the distinction between the school and the family ́s social nature, achieved through distribution, maintenance and the explicit negotiation of members ́s responsibilities (FINCH; MASON, 2006), and the crucial distinction between narrator and audience in narratives of school experience. Analyses also evidence the gendered constitution of fatherhood as encompassing the invisible work of organizing school at home (REAY, 2005) in Catarina ́s family, and motherhood as gatekeeper (GOTTZÉN, 2011) of the father ́s participation in Mila ́s family. This gendered work destabilizes normative discourses on paternal participation, especially in low income social classes, in which fathers are seen as managers of the household despite the fact that these households are, increasingly, being financially afforded by women (FONSECA, 2004). This study contributes to the understanding of family participation in the child ́s school trajectory as it proposes that participation is constitutive of the understanding families hold of their responsibilities towards the school, which ends up positioning the school either as a task to be performed or as a right to be offered to the child.
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Orshan, Carly A. "An American Tale: Incarnations of the Wizard of Oz and the Negotiation of Identity, Race, and Gender, in Popular Culture". FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/676.
Testo completoAbstract (sommario):
The purpose of this study is to address the way in which several quite varied and often commodified representations of L. Frank Baum’s The Wonderful Wizard of Oz (1900) express and reproduce shifting notions of national identity within American culture across the twentieth century and at the beginning of our own. This thesis pursues the question of national identity that the American myth perpetuates throughout the twentieth century and examines the shift in citizenship through representations found in popular culture’s re-writings of the Wizard of Oz tale. This thesis evaluates both original and contemporary adaptations of the Oz story and their deconstruction for sociohistorical representations of racial, gendered, class, and national identity. I argue, that the numerous historical and ideological comparisons from the Oz tale reflect our own world in our discussions of identity, race, class, and gender and have become significant reflections of our own imaginations and national identity.
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Boman, John. "Viljans vägar och villovägar : den politiska diskussionen om klasskillnader i hälsa under 1980- och 90-talet /". Linköping : Univ, 2002. http://www.bibl.liu.se/liupubl/disp/disp2002/health1s.pdf.
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Nettelbladt, Anders. "Reception av Helena Munktells kompositioner : Konserter och musikrecensioner 1885-1921". Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190539.
Testo completoAbstract (sommario):
In this essay the reception of Helena Munktell’s 1885 1921 compositions are mapped andanalysed. The term reception is used to express to what extent Munktell’s compositions wereperformed, and also how they were received in newspaper reviews. The reception is studiedholistically. This means that all identifiable concerts and all accessible newspaper reviews havebeen taken into consideration, and that the mapping and analysis aims to demonstrate how thereception differs between genres and countries, as wel l as how it changes over time.Helena Munktell (1852 1919) was a Swedish composer, pianist, and singer. Hercatalogue is concise, but she composed music in several different genres. In 1915 she wasinducted into The Royal Swedish Academy of Music Munktell was active in both Sweden andFrance, and her work shows traces of Swedish folk music as well as French style elements. Shestudied composition with a number of teacher s, both in Stockholm and Paris. Her mostinfluential teacher was Vincent d’Indy. Through him directly, and César Franck indirectly, hercompositions came to include neo French mannerisms such as cyclic form, colourful chordchanges, and downplaying the imp ortance of melody in favour of harmonic progression.The analysis was done in four stages. In the first stage facts were collected. Thebulk of the source material was gathered from a scrapbook with reviews from Munktell ’sposthumous collections, and from the national database of Swedish newspapers Svenskadagstidningar In the second stage a calendar of all identifiable concerts was comprised. In thethird stage an account of all compositions, concerts, and reviews for each respective genre wascreated. In the fourth stage the results were analysed from a historical perspective and fromPierre Bourdieu’s theory on capital and fieldApproximately 140 concerts have been identified. The vocal genres are dominantmore than half of the performances concern works for vocal soloists. The opera I Firenze wasperformed in Stockholm 13 times. This accomplishment can be attributed to the fact thatMunktell had an abundance of what Bourdieu call s cultural and social capital. The opera andthe vocal performances were almost exclusively well reviewed. Munktell’s compositions werealso successful in France. She became a member of the prestigious organisation SociétéNationale de Musique where several of her compositions were performed. Three of her fourorchestral works were premiered in France, as was her violin sonata. Munktell’s success inFrance can be explained partly by her compositions having a strong French influence, and thefact that cultural capital is highly valued in France. Dalsvit was the only orchestral work thatwas performed in Sweden during her lifetime and it received very mixed reviews. The violinsonata is the instrumental composition that w as performed the most. It received mixed reviewsin the daily newspapers at the time of its first performance in Stockholm in 1905, butconsiderably more positive appraisal after the memorial concert at The Royal Swedish Operain 1921. This can be explained by the societal interest and appreciation of German musicaldominance giving way to F rench musical styles in a different way in 1921.The account from Swedish Musical Heritage Anders Edling’s biography onHelena Munktell, saying that all contemporary re views of Munktell as a composer were positiveis incorrect; they were mixed, varying between genres, and changing over time.A similar analysis could be carried out concerning other composers works. Suchan analysis would make it possible to compare the reception between two or more composers’work, but also how their different prerequisites may have influenced their reception.I uppsatsen kartläggs och analyseras receptionen av Helena Munktells kompositioner under åren 1885–1921. Med reception avses dels i vilken utsträckning Munktells kompositioner blev framförda, dels hur de blev mottagna i tidningsrecensioner. Receptionen utforskas ur ett helhetsperspektiv. Det betyder att alla identifierbara konserter och alla tillgängliga recensioner omfattas och att kartläggningen och analysen syftar till att åskådliggöra hur receptionen skiljer sig åt mellan genrer och mellan länder liksom hur den förändras med tiden. Helena Munktell (1852–1919) var en svensk tonsättare, pianist och sångerska. Hennes verkförteckning är kort men hon komponerade i ett flertal genrer. År 1915 blev hon invald som tonsättare i Kungliga Musikaliska Akademien. Munktell var verksam i både Sverige och Frankrike och i hennes verk finns såväl svenska folkmusikinfluenser som franska stilelement. Hon tog lektioner i komposition för ett flertal lärare, både i Stockholm och Paris. Den lärare som påverkade henne mest var Vincent d’Indy. Genom honom och därmed indirekt genom César Franck kom hennes kompositioner att inrymma stildrag från den nyfranska skolan: cyklisk form, färgskapande ackordväxlingar och nedtoning av melodins betydelse till förmån för harmonisk progression. Undersökningen har genomförts i fyra steg. I första steget samlades fakta in. Huvud-sakligt källmaterial var en klippbok med recensioner från Munktells efterlämnade samlingar samt recensioner från databasen Svenska dagstidningar. I andra steget togs en kalender fram omfattande alla identifierade konserter. I tredje steget utarbetades en redogörelse över kompositioner, konserter och recensioner för respektive genre. I fjärde steget analyserades resultatet ur ett historiskt perspektiv och utifrån Pierre Bourdieus teorier om kapital och fält. Cirka 140 konserter har identifierats. De vokala genrerna dominerar och över hälften av konserterna avser solosång. Operan I Firenze framfördes i Stockholm 13 gånger. Denna bedrift kan till viss del förklaras med att Munktell hade god tillgång till det Bourdieu kallar kulturellt och socialt kapital. Operan och solosångerna fick nästan uteslutande goda omdömen i recensionerna. Munktells kompositioner rönte stora framgångar i Frankrike. Hon blev medlem i den prestigefyllda föreningen Société Nationale de Musique där flera av hennes kompositioner framfördes. Tre av hennes fyra orkesterverk uruppfördes i Frankrike, så också hennes violinsonat. Munktells framgångar i Frankrike kan förklaras dels med att hon till stor del komponerade i fransk stil, dels med att kulturellt kapital värderas mycket högt i Frankrike. Dalsvit var det enda orkesterverk som framfördes i Sverige under hennes levnad och den renderade starkt skiftande omdömen. Munktells violinsonat är den instrumentala komposition som framfördes mest. Sonaten fick ett blandat bemötande i dagspressen efter framförandet i Stockholm 1905 men betydligt positivare omdömen efter minneskonserten på Kungliga Operan 1921. Detta kan förklaras med att den tyska musikstilens dominans hade mattats av och att de franska stildragen uppskattades på ett annat sätt 1921. Uppgiften i Anders Edlings biografi över Helena Munktell i Levande musikarv om att alla samtidens omdömen om Munktell som tonsättare var positiva stämmer inte; de var skiftande, skiljde sig åt mellan genrer och förändrades med tiden. En motsvarande undersökning skulle kunna genomföras rörande andra tonsättares verk. En sådan studie skulle göra det möjligt att jämföra receptionen av tonsättarnas verk och också jämföra vilken betydelse tonsättarnas olika förutsättningar kan ha haft för receptionen.
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James, Paula. "Unity in diversity a study of Apuleius' Metamorphoses : with particular reference to the narrator's art of transformation and the metamorphosis motif in the Tale of Cupid and Psyche /". Hildesheim ; New York : Olms-Weidmann, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15604421.html.
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Dalporto, Jeannie C. ""To build, and plant, and keep a table" class, gender, and the ideology of improvement in eighteenth-century women's literature /". Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2155.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains iv, 341 p. Includes abstract. Includes bibliographical references (p. 317-341).
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Robinson, Suzanne. "'Take it from the Top' video project : northern perspectives on the North, the South and newcomers to their land". Thesis, University of Essex, 2017. http://repository.essex.ac.uk/20434/.
Testo completoAbstract (sommario):
The Arctic occupies an important place in Western imagination, in particular in the development of colonial and Southern (Western) power. Through a process of co-research and community-based video making, the researcher and student researchers made several group and individual video projects investigating the North, to reclaim, celebrate and educate. The project media contributes to the expanding field of politics of representation and knowledge to empower the social and cultural perspective and expression of the Arctic people. This thesis analyses collaborative video documentation created by Aurora College Adult Education students in Inuvik who designed the research guide, interviewed, filmed, edited and also created personal video projects. It examines the North, Newcomers to the North and The South Through Northern Eyes – and their cultural and social implications and how those implications effects communications, within the North and between the North and South. From a Northern perspective of homeland and adaptation, the Southern binary of assimilation and Modernity have been incorrect, disruptive and discriminatory and it fails to interact with Northern realities of paradox, pragmatism and strength. It argues that that the dominant Southern perspective with its power-centered negative and inaccurate perceptions and portrayals need to be disempowered and discarded for authentic Northern narratives with intertwining concepts of story, voice, image and culture. Representations and experiences, present and future, are vastly different stories when told from the perspective of the North. This research endeavors to act as a conduit to contribute the direct academic voice of Northern peoples, contexts and truths through knowledge co-production and video creation. Drawing on public sociology, visual sociological theory, cultural studies, Northern studies, education and the reexamined "post"-colonial theory, this interdisciplinary thesis covers ideological processes, cultural politics, community practices and social issues that have shaped this cultural clash. Hence, this study is textually based, describing the video narratives and academically situating the work in Northern discourse becoming central and dominant in Northern research and education. This thesis tries to restart/reframe the conversation on the representation/knowledge of the Indigenous peoples of the Western Arctic and its evolving identity, power and place in the global world.
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Mohamed, Adam. "Local Class Field Theory via Lubin-Tate Theory /". Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1936.
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