Дисертації з теми "Comparative literary analysis"
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1
Hempel, Charlotte. "A literary critical and comparative analysis of the laws of the Damascus Document." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319369.
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Odenmo, Emma. "Empowerment of the Oppressed in Margaret Atwood’s Surfacing and Louise Erdrich’s Tracks : A Comparative Study of Feminism and Postcolonialism." Thesis, Mid Sweden University, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11221.
Повний текст джерелаАнотація:
A comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.
3
Alkhas, Marduk. "A comparative narrative analysis of Rambling rose : the novel and the film /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809677.
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Sheridan, Louise. "A comparative analysis of issues of migration, hybridity and diaspora in Irish diasporic literary and oral narratives." Thesis, University of Northampton, 2011. http://nectar.northampton.ac.uk/8882/.
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Schnippering, Claudia. "Literature of the Holocaust perpetrator. A comparative literary analysis of Jonathan Littell's "The Kindly Ones" with German Väterliteratur (Father literature)." Thesis, University of Canterbury. School of Language, Social and Political Sciences, 2014. http://hdl.handle.net/10092/10338.
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Undoubtedly the historical settings and aspects of the Nazi Holocaust have been examined for many decades. Research has focused much on the victims of the Holocaust. However, the examination of the perpetrators of the Nazi Holocaust continues to cause anxiety and controversy.
In my thesis I examine what possible constraints are imposed on authors/narrators and also readers by the sensitive and explosive subject of the representation of Holocaust perpetrators. I compare four texts of German Väterliteratur with Jonathan Littell’s “The Kindly Ones” to examine the questions of aesthetics and ethics in the literary representation of Holocaust perpetrators, and if we can deduce their motives and motivations from these representations. The examination of these Holocaust perpetrator representations is an important contribution to our understanding of the past as well as a contribution to the formation of public cultural memory and identity.
All of the examined narratives form part of a continuously growing body of literary expressions of the Holocaust perpetrator and highlight a distinct obligation to the history they narrate – be it fictional or real.
My research includes a comparative literary analysis of authentic narratives featuring fictional perpetrators in order to find meaning in these representations that enable the reader to form not only a connection with a dark part of the German past but also with post-war and post-unification debates on the representation of the Holocaust. It also demonstrates a recognition that Holocaust perpetrators are as multifaceted and multidimensional as the narratives they occupy.
My thesis is not an exhaustive compilation but rather forms a small sample discussion that enables the reader to emphasise the Holocaust perpetrator. The narratives representing Holocaust perpetrators in contemporary literature serve to transmit history into the future as part of public and personal memory discourse, and the remembrance of history.
6
Smith, Spencer J. "Male Narrative Identity in Young Adult Literature: An Interdisciplinary Approach to Narrative Psychology and Literary Analysis." Ohio University Honors Tutorial College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1366989257.
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Silfver, Amanda. "Is That Really You, Sherlock Holmes? : A Corpus Stylistic and Comparative Literary Analysis Investigating the Survival of the Authentic Holmes in Contemporary Pastiches." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104490.
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This thesis has conducted an extensive character analysis of Sherlock Holmes by comparing the original, authentic detective, as he appears in a corpus consisting of Conan Doyle’s collected works about Holmes, to the characterisation in three select period pastiches. The aim was to analyse to what extent the true characterisation of the famous sleuth has survived in contemporary adaptations, more specifically in the three texts, Sherlock Vs. Dracula (1976), Dr. Jekyll and Mr. Holmes (1979) and Sherlock Holmes and the Angel of the Opera (1994), where the detective encounters equally well-known fictional characters. The novel approach of combining corpus stylistic quantitative methods of characterisation with a qualitative literary approach of identifying similar stylistic and narratological features of characterisation efficiently facilitated an illustration on how Conan Doyle’s round and complex character has endured through adaptations and reimaginings. The corpus investigation on the Sherlock Conan Doyle Corpus supplied an encompassing image of the character, and revealed characteristics absent from the inherent cultural perception. The subsequent cross-comparison between the original in contrast to contemporary characterisations presented clear deviations to the character and further demonstrated a tendency to exaggerate select, generic features that complement the narrative and plot of the integrated novels. Overall, this study concludes that Sherlock Holmes remains the character who travels over time and genres, albeit with a reduced complexity as the respective characterisations in each of the pastiches to various degrees have modified core characteristics significant to the mind-modelling process. That is, through the process of adaptational alterations, the detective has become a flat character. Enough features persist for him to be recognisable and compelling, yet Sherlock Holmes in his entirety subsists merely as a caricature of his original self.
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Snyman, Jacobus Wilhelmus Otto. "Literature of impasse : a comparative analysis of Joseph Roth’s Radetzkymarsch, Giorgio Bassani’s Gli Occhiali d’Oro and Henri Fauconnier’s Malaisie." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80241.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This dissertation sets out from the assumption that there is a phenomenon one can call literature of impasse. By this is meant that there is a body of literature that can be defined as a literature of impasse because of the specific time of writing or of its setting. The definition used in this exploration is based upon the historical, social, political and psychological forces that shape literature of impasse. Broadly speaking the term refers to works of literature of which the authors are considered to be fully aware that what they were describing, analysing and exploring was the impasse which the Western individual had to navigate in order to arrive at any coherent sense of self. The authors in this study – Joseph Roth (1894-1939), Giorgio Bassani (1916-2000) and Henri Fauconnier (1879-1973) – can be regarded as three such authors, and the aim of this dissertation is to demonstrate in what way they are indeed authors of impasse in the works under discussion and what the devices are that they have employed to convey their vision. Far from being a vision that (myopically) sees no resolution, the authors demonstrate a need to identify the impasse itself and its causes and consequences in a narrative style. As part of the acknowledgement of impasse, the description of the ontological impasse of the protagonists is also explored as is the central discussion of modernity and Modernism and how modernity appears to exacerbate the sense of impasse. The position of the protagonists in these works leads in turn to the exploration of individual attempts to overcome the impasse and, in so doing, the study inevitably has to explore the philosophical attributes reflected in each of the works. The comparative nature of this analysis, straddling three languages and literary traditions, and the complex contexts of “impasse”, necessitates studies in other disciplines. The works of Ernest Gellner (1925-1995) seemed particularly suited to this exploration as an analytical springboard inasmuch as his works examine the anthropological and philosophical aspects which have determined the historical forces and milieux with which the three novelists have to contend in the formulation of their respective visions.
AFRIKAANSE OPSOMMING: Hierdie proefskrif berus op die veronderstelling dat daar ‘n fenomeen bestaan wat letterkunde van impasse oftewel van die dooie punt genoem kan word. Dit beteken dat daar ‘n korpus van letterkundige werke is wat gedefinieer kan word as letterkunde van impasse op grond van die spesifieke tydperk waarin dit tot stand gekom het of die narratiewe agtergrond daarvan. Die definisie wat in hierdie studie gebruik word is gegrond op die geskiedkundige, sosiale, politiese en sielkundige kragte waardeur letterkunde van impasse gevorm word. Die term verwys in die breë na werke wat geskep word deur skrywers wat ten volle daarvan bewus is dat dit wat hulle beskryf, ontleed en verken die dooie punt is waardeur die Westerse individu moet beweeg om enige koherente sin van die self te bereik. Die skrywers in hierdie studie – Joseph Roth (1894-1939), Giorgio Bassani (1916-2000) en Henri Fauconnier (1879-1973) – kan beskou word as drie sodanige skrywers en die doel van hierdie proefskrif is om aan te toon waarom hulle inderdaad skrywers van impasse is in die werke wat bespreek word en op watter maniere hulle hierdie persepsie oordra. Dit handel hoegenaamd nie oor ‘n persepsie wat stiksienig geen uitkoms sien nie en die skrywers toon veral ‘n behoefte om die impasse, sowel as die oorsake en gevolge daarvan, in ‘n narratiewe styl te identifiseer. As deel van die erkenning van impasse, word die beskrywing van die ontologiese impasse van die protagoniste ook ondersoek sowel as die sentrale bespreking van moderniteit en Modernisme en die wyse waarop moderniteit die gevoel van impasse blyk te vererger. Die posisie van die protagoniste in hierdie werke lei weer na die verkenning van individuele pogings om die dooie punt te oorkom en gevolglik moet die studie noodwendig ook die filosofiese standpunte ondersoek wat in die werke gereflekteer word. Die vergelykende aard van hierdie ontleding wat strek oor drie tale en literêre tradisies en die komplekse konteks van “impasse” maak verwysing na ander dissiplines noodsaaklik. Die werke van Ernest Gellner (1925-1995) het besonder geskik voorgekom vir hierdie verkenning as analitiese wegspringplek aangesien sy werk die antropologiese en filosofiese aspekte ondersoek van die geskiedkundige kragte en omgewings waarmee hierdie drie romanskrywers te kampe gehad het in die formulering van hulle onderskeie sienings.
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Morrow, Paul. "Geopolitics of Translation: An Economic Analysis of the National Endowment for the Arts' Literature Translation Fellows Program." Miami University Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1209442470.
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Richardson, Dominic. "Childhood social capital and reading literacy achievement : a comparative analysis." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440872.
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11
Smith-Jones, Yvonne Darcel. "A comparative analysis of school-based performance of mobile and nonmobile students." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539618274.
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The primary purpose of this study was to determine the impact of mobility on fifth grade students in an urban elementary school environment during the 1994-95 and 1995-96 school years. The significance of the study lay in its intent to assess the impact of mobility. Specifically, the study analyzed the demographic characteristics of mobile students and investigated the impact of mobility on student achievement, attendance, discipline referrals, and retention.;The sample consisted of 244 fifth graders. Archival data were obtained from the students' scholastic and directory information records for the 1994-95 and 1995-96 school years. The results were analyzed by performing a one tail t-test. The study concluded that the reading achievement and the mathematics achievement of mobile students were significantly less than that of nonmobile students.;In addition, the number of absences, discipline referrals, and retentions for mobile students were significantly higher than that of nonmobile students. This study supported the idea that schools must advocate more and better interventions to equitably meet the needs of mobile students. Recommendations were made for future research.
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Maulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.
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Le décrochage scolaire affecte non seulement l’avenir économique et le statut social de l’individu, mais représente aussi un grave handicap pour sa famille, ses enfants et son pays. Dans cette étude nous comparons le décrochage scolaire en Inde et en France, deux pays très différents, mais concernés par le décrochage scolaire, à des degrés divers. Au ch. 1 nous comparons la structure, l’histoire et le fonctionnement des systèmes éducatifs de la France et de l’Inde, sur quelques facteurs significatifs comme le taux d’inscription des élèves, la compétence de lecture, le statut économique des familles. Nous faisons un bref rappel du développement psychologique de l’adolescent et de son impact sur l’apprentissage.Le ch. 2 est consacré à l’étude du décrochage. Nous examinons les variations de sa définition selon les pays, ses causes externes (pauvreté, analphabétisme parental, environnement culturel) et internes (redoublement, échec scolaire), ses conséquences (chômage, troubles sociaux) et ses remédiations (veille par enquêtes, formation d’adultes, politiques éducatives). Dans le ch. 3, nous présentons les enquêtes que nous avons menées dans le collège Leï Garrus(Var) et l’école Lakshmipur Shamidji Seva Sangha (Lakshmipur), sur des élèves de 15-16ans, en empruntant la méthodologie des enquêtes PISA. Nous faisons le bilan des similitudes (échec en mathématiques, désintérêt pour la langue) et des différences (causes externes du décrochage, suivi extra-scolaire, poursuite d’études envisagée). Enfin, nous insistons sur les limites mais aussi la nécessité de l’approche comparative, en nous prononçant pour une perspective interculturelle de la recherche en éducationIn last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
13
Akitsu, Yutaka. "A Study of Energy Literacy among Lower Secondary School Students in Japan." Kyoto University, 2018. http://hdl.handle.net/2433/232389.
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Paredes, Raquel Sara Abigail. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.
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Scholtz, Desiree Leonora. "A comparative analysis of academic literacy specifications for a standardised test and academic literacy requirements for reading and writing in a range of disciplinary contexts." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16866.
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Includes bibliographical referencesStandardised testing gained prominence in the South African higher education sector in the last decade, largely as a means of providing information to identify students who might require additional academic support and for placements onto appropriate higher education programmes of study. This study explored academic literacy as a construct for standardised tests in comparison with the kinds of literacies required for reading and writing for various subjects across diploma programmes. The purpose of this study was to determine whether alignment between the academic literacy test specifications and reading and writing practices in and across diploma subjects would support the claim that generic standardised tests are appropriate for all subjects and fields of study. Theoretical approaches to standardised testing and academic literacies formed the backdrop to frame the study and analyse the findings. The multiple-case study approach was used to explore the reading and writing practices across various diploma subjects, using semi structured interviews and document analysis for data generation. The test specifications of a standardised test served as the interview protocol, as well as the analytic codes for interview and document data that were analysed by means of thematic coding and content analysis. The findings revealed two distinct content representations in different subjects, that is text-dominant and visual literacy-dominant orientations that influenced the practice and application of different literacies, academic literacy being but one of an array of literacies. Conclusions based on the data and findings suggest that while academic literacy as a construct is integral to knowledge acquisition in academia, disciplinary literacies have a profound presence and should be accommodated in standardised testing to ensure that what is tested resonates with subject literacies. It is argued that alignment of test specifications and reading and writing practices in subjects would render tests and test results valid for appropriate use.
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Bonilla, Ana Maria. "A comparative analysis of comprehension questions in three California state-adopted Spanish and English basal readers." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3205.
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The primary purpose of this study was to determine if there was a variation in the number of questions within a given taxonomy level between parallel Spanish and English basal readers at primary grade levels. A secondary purpose was to determine if questions in parallel Spanish and English series, that extended to fourth grade, facilitated the transition from the Spanish to the English reader. Specifically, the tasks to be accomplished in the study were: (1) to classify reading questions contained in California state-adopted parallel Spanish and English basal readers utilizing Barrett's Taxonomy, (2) to determine the number of questions each level of the taxonomy contained, (3) to determine if the number of questions within each level of the taxonomy differed by reading series among grade levels and between languages, and (4) to ascertain the readability level of each reader utilized in this study. Three California state-adopted parallel Spanish and English basal series were selected. A total of 114 lesson plans: fifty-four from the Spanish series and sixty from the English series, were selected. A total of 5,797 reading comprehension questions were classified according to the four major divisions of the Barrett Taxonomy. Chi Square values revealed that differences do exist on the number of questions assigned to each taxonomy level among the three basal series in both languages. Chi Square values also revealed that differences do exist on the number of questions assigned to each taxonomy level between the basal series at the first, second, and third grade level. At all grade levels, and in both languages, literal level questions were highest in frequency and percentage, followed by inference, evaluation, and appreciation level questions respectively. These findings seem to indicate that there is a tendency among basal readers, to emphasize questions which require literal comprehension more than critical interpretation. Differences were also found in the readability level between the Spanish and English text at each grade level. All readers, with the exception of the first grade English readers, were above the stated reading level and in most cases the readability level of the Spanish readers was higher than that of the English readers.
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Volcean, Tamiris Tinti. "Narrativas autobiográficas : uma análise comparativa entre a obra literária Hospício é Deus : diário I (1965) e o documentário audiovisual Santiago (2007) /." Bauru, 2019. http://hdl.handle.net/11449/190703.
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Orientador: Arlindo Rebechi JuniorBanca: Marcelo Magalhães Bulhões
Banca: Jefferson Agostini Mello
Resumo: Maura Lopes Cançado, uma escritora de carreira breve, publicou, em 1965, sua primeira obra, Hospício é Deus: diário I, um diário autobiográfico sobre seus dias de clausura em instituições psiquiátricas, dando ênfase para as críticas ao sistema manicomial. Por outro lado, João Moreira Salles, em 2007, lançou o documentário Santiago, no qual revisita a própria história por meio das lembranças do mordomo que trabalhou para os Moreira Salles por mais de três décadas. As duas obras em questão, Hospício é Deus: diário I (1965) e Santiago (2007) foram selecionadas para compor o corpus das análises comparativas desta pesquisa, uma vez que se constituem como narrativas singulares com traços autobiográficos a partir da perspectiva de Vapereau (1876) e Leonor Arfuch (2002), autores que ampliam as definições do gênero, chamando de autobiografia todo discurso cujo autor teve a intenção, secreta ou confessa, de contar trechos ou partes inteiras de sua vida. Intenciona-se, portanto, partindo da perspectiva comparativa destes discursos autobiográficos construídos a partir de sistemas sígnicos distintos, promover uma reflexão acerca dos limites normativos deste gênero do discurso, assim como uma ponderação sobre a conceituação tradicionalista proposta por Lejeune (1975) e as implicações da necessidade restritiva de um pacto para posicionar um discurso no espaço biográfico que reúne as narrativas do eu
Abstracts: Maura Lopes Cançado, a short career writer, published in 1965 her first work, Hospício é Deus: diário I, an autobiographical diary about her cloistered days in psychiatric institutions, with emphasis on criticism of the asylum system. On the other hand, João Moreira Salles released, in 2007, the documentary Santiago, in which he revisits his own history through the memories of the butler who worked for the Moreira Salles for more than three decades. The two works in question, Hospício é Deus: diário I (1965) and Santiago (2007) were selected to compose the corpus of comparative analyzes of this research, since they constitute singular narratives with autobiographical traits from the perspective of Vapereau 1876) and Leonor Arfuch (2002), authors who expand the definitions of the genre, calling autobiography every speech whose author had the intention, secret or confessed, to tell parts or whole parts of his life. It is therefore intended, starting from the comparative perspective of these autobiographical discourses constructed from distinct sign systems, to promote a reflection on the normative limits of autobiography as a genre of discourse, as well as a consideration of the traditionalist conceptualization proposed by Lejeune (1975) and the implication of the restrictive need for a pact to position a discourse in the biographical space that brings together the narratives of the self
Mestre
18
Fischer, Mary Margaret. "COMPARATIVE ASSESSMENT OF AGRICULTURAL LITERACY IN SELECTED K-5 CLASSROOMS EMPLOYING AGRICULTURE IN THE CLASSROOM METHODOLOGIES: A SOLOMON FOUR-GROUP ANALYSIS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/dissertations/1355.
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The significance of agriculture to future generations is unparalleled. The United Nations projects the global population to swell to 9.75 billion people by 2050, and to proliferate to 11.2 billion by 2100. The non-agricultural population has little to no understanding or comprehension of the complexities of sustaining a viable agricultural system. Agricultural literacy is an area often unseen and rarely discussed outside specific agricultural disciplines. Society does not view agriculture as being important, yet it is important that society be properly educated on issues in order to reach well-informed decisions and render prudent choices that impact the world around them. Illinois ranks fourth in the nation for agricultural productivity, yet the agricultural literacy of its elementary students is unknown. The purpose of this study was to assess the agricultural knowledge of selected Illinois classrooms of public elementary school students in kindergarten through fifth grades that employ Agriculture in the Classroom (AITC) methods and materials. A quasi-experimental nonequivalent control group design, using a pretest and a posttest, was utilized to study. A Solomon Four-Group design analysis was used to determine if pretest sensitization, or test reactivity effect, existed in this study. The study found that AITC treatment and control group students possessed some agricultural knowledge regarding the five thematic areas of the Food and Fiber Systems Literacy (FSSL) Framework. The kindergarten through first grade post mean scores by treatment and theme indicated the treatment group answered 77.89 percent of the questions correctly and the control group answered 72.55 percent correctly. The treatment and control groups were most knowledgeable about Theme 5 (Food, Nutrition and Health) followed by Theme 4 (Business and Economics), with the treatment group being more knowledgeable about Theme 1 (Understanding Food and Fiber Systems), while the control group was more knowledgeable about Theme 3 (Science, Technology and Environment). The treatment and control groups were least knowledgeable about Theme 2 (History, Geography and Culture). The second through third grade post mean scores by treatment and theme indicated the treatment group answered 75.05 percent of the questions correctly and the control group answered 74.07 percent correctly. The treatment group was most knowledgeable about Theme 3 (Science, Technology and Environment) followed by Theme 1 (Understanding Food and Fiber Systems) and Theme 5 (Food, Nutrition and Health). The control group was most knowledgeable about Theme 1 (Understanding Food and Fiber Systems) followed by Theme 3 (Science, Technology and Environment) and Theme 4 (Business and Economics). The treatment and control groups were least knowledgeable about Theme 2 (History, Geography and Culture). The fourth through fifth grade post mean scores by treatment and theme indicated the treatment group answered 66.73 percent of the questions correctly and the control group answered 52.91 percent correctly. The treatment group was most knowledgeable about Theme 2 (History, Geography and Culture) followed by Theme 3 (Science, Technology and Environment) and Theme 5 (Food, Nutrition and Health). The control groups were most knowledgeable about Theme 3 (Science, Technology and Environment) followed by Theme 1 (Understanding Food and Fiber Systems) and Theme 4 (Business and Economics). The treatment was least knowledgeable about Theme 4 (Business and Economics) and Theme 5 (Food, Nutrition and Health). The control group was least knowledgeable about Theme 2 (History, Geography and Culture) followed by Theme 5 (Food, Nutrition and Health).
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Peixoto, Fábio Rolim. "Das páginas para as telas: um estudo comparativo do romance As Horas e sua adaptação cinematográfica." Universidade Estadual da Paraíba, 2009. http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1806.
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Previous issue date: 2009-08-25In this dissertation, we intend to accomplish the critical analysis of the romance The Hours (The Hours), written by the North American Michael Cunningham, in 1999, as well as of the adaptation of this work for the movies: The Hours, american film driven by Stephen Daldry, in 2002. The work of Cunningham narrates one day in the three women's life that they live in time and different space but they have your linked lives by the romance Mrs. Dalloway, of Virginia Woolf. In the development of this research, we located the present intertextuality in the works of Cunningham and of V. Woolf, showing as this dialogue is introduced to the reader. For the accomplishment of this project, we looked for back-up in the theory of the enunciation, proposed by Mikhail Bakhtin; as well as we fell back upon the parody concepts and paraphrase postulated by Domício Proença Filho, Affonso Romano de Sant´Anna, Linda Hutcheon, Leyla Perrone-Moisés, Julia Kristeva, Sandra Nitrini and Graham Allen. In what it concerns the analysis of the film, we made use of concepts of the movie theories (Bazin, Metz, Agel, Brito, among other) and a comparison between the romance and the film, in the intention of accomplishing aesthetic approaches and semiotics between the literature and the movies.
Nesta pesquisa, propomo-nos a realizar a análise crítica do romance As Horas (The Hours), escrito pelo norte-americano Michael Cunningham, em 1999, como também da adaptação desta obra para o cinema: As Horas, filme americano dirigido por Stephen Daldry, em 2002. A obra de Cunningham narra um dia na vida de três mulheres que vivem em tempo e espaço distintos mas têm suas vidas ligadas pelo romance Mrs. Dalloway, de Virginia Woolf. No desenvolvimento desta pesquisa, localizamos a intertextualidade presente nas obras de Cunningham e de V. Wololf, mostrando como este diálogo é apresentado ao leitor. Para a realização deste intento, buscamos respaldo na teoria da enunciação, proposta por Mikhail Bakhtin; bem como recorremos aos conceitos de paródia e paráfrase postulados por Domício Proença Filho, Affonso Romano de Sant´Anna, Linda Hutcheon, Leyla PerroneMoisés, Julia Kristeva, Sandra Nitrini e Graham Allen. No que diz respeito à análise do filme, fizemos uso de conceitos das teorias fílmicas (Bazin, Metz, Agel, Brito, entre outros) e uma comparação entre o romance e o filme, na intenção de realizar aproximações estéticas e semióticas entre a literatura e o cinema.
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Kawai, Karen Mie. "Conceituação do gênero zuihitsu: análise comparativa de textos de Makura no sôshi e Tsurezuregusa." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8157/tde-02032016-160203/.
Повний текст джерелаАнотація:
O estudo de obras clássicas literárias japonesas do gênero zuihitsu é um desafio para pesquisadores no Brasil, pois, além das dificuldades trazidas pelas diferenças entre as línguas, incorre em novas conceituações de modalidade de escritos. Apesar de ser considerado em geral como equivalente ao ensaio ocidental, é possível observar divergências que indicam uma necessidade de adequar o olhar crítico ao gênero oriental. Para isso, foram abordadas questões concernentes às definições de gênero literário no ocidente através de um apanhado histórico da crítica, levando em conta a etimologia do termo; e algumas considerações a respeito do caráter linguístico dos conceitos conforme a teoria de Wittgenstein. Em seguida, pretendeu-se esquematizar as abordagens do ensaio enquanto gênero, remontando sua história, através de passagens dos Ensaios de Montaigne, de alguns textos de Bacon, Hume e Adorno, entre outros ensaístas e críticos que versam sobre o assunto, de maneira a delinear características próprias dessa categoria ocidental. Além disso, examinamos, a partir de suas formulações e de sua recepção, a possibilidade de se encontrar uma tradição também no Brasil. Posteriormente, buscamos mapear as origens do zuihitsu em paralelo com as do ensaio. E, então, analisamos alguns textos de Makura no Sôshi em comparação a outros de Tsurezuregusa , duas das três obras consideradas basilares e essenciais à compreensão do gênero japonês. Essa análise comparativa foi feita tendo por base principalmente a presença de certos temas em comum, como a motivação da escrita, certas considerações sobre as quatro estações, sobre os momentos de ócio ou, ainda, sobre os monges. Nosso intuito foi trazer à tona semelhanças e diferenças entre as obras de modo a elucidar características do gênero que o aproximam ou o distanciam dos ensaios e de outros gêneros ocidentais, na esperança de que isso nos levasse à adequação do olhar supramencionada. E, por fim, foi realizado um fechamento a partir de considerações a respeito dos gêneros ocidentais e do ensaio, do zuihitsu e do cotejo das obras clássicas japonesas, que nos leve à conceituação desse gênero japonês.The study of classic Japanese literatures genre zuihitsu is a challenge for scholars in Brazil, because besides the difficulties about languages differences, it incurs in a new conceptualizations of written genres. Although some scholars consider it as equivalent to Western essays, it is possible to observe some disparitys that indicate a need to adjust our critical view to the Eastern genre. In order to achieve that goal, we had approached some questions about Western genres definitions through a historical and literary overviews, as well as we had taken into consideration the terms etymology, and referred some ponderations about the linguistic character following some of the Wittgenstein theory concepts. After that, we intended to outline a scheme of essays as a literary genre, retracing its history, through passages of Montaigne\'s Essays, of some texts from Bacon, Hume and Adorno, among others essayists and critics that deal with the subject, in order to delineate its characteristics. More than that, we have examined, from its formulations and its reception, the possibility of finding also such a tradition in Brazil. Subsequently, we have seek mapping zuihitsu origins in confrontation to the essays ones. In addition, thereafters, we have analysed some texts from Makura no sôshi and compared them to others from Tsurezuregusa, two of the three masterpieces which are considered basic and essential to understanding the Japanese genre. This comparative analysis was done by means of their common themes, such as the written motivations, some considerations of four seasons, moments in idleness or even monks. Our aim was to bring out similarities and differences between them to elucidate genre characteristics that bring them nearer or make them apart of essays, hoping that this would lead us doing some adjustments of our critical view. Finally we have finalized this dissertation by referring some considerations on the Western genre, the essays, the zuihitsu, and the comparison of Japanese classical pieces, which lead us to conceptualyze the Japanese genre.
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Grizzle, Alton. "Assessing citizens’ responses to media and information literacy competencies through an online course: an empirical study and critical comparative analysis of experts’ views." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666860.
Повний текст джерелаАнотація:
Societal opportunities and challenges, whether they are personal, socio-political or cultural, are information-dependent in one way or another. Minimising the challenges and maximising the opportunities depend on the quality of information accessed and received; how people are enabled to think critically and independently about this information; what people choose to believe and why; and the process by which people choose to believe or reject and act upon certain information for problem solving. The purpose of this research is to explore how to improve the diffusion of media and information literacy (MIL) competencies for all citizens and to inform purpose-driven development of national MIL policies and strategies.
Through a combination of quantitative and qualitative methods, the research investigated youth responses to personal, social, economic, political and cultural challenges and opportunities online and offline before and after having acquired MIL related competencies. The research also examined how MIL experts/practitioners perceive MIL competencies and relevant policy framework factors for MIL applications in different societal contexts.
The youth component of this dissertation employed a quasi-experimental research methodology adopted from other researchers. It involved a sample of 1735 youths between the ages 14 and 30 years who reflected on their knowledge of MIL and their
attitude towards social and democratic issues such as freedom of expression, freedom of information, intercultural dialogue and interreligious dialogue. They then engaged in a three-month intervention (a Media and Information Literacy Massively Open Online Course) with the social and democratic issues embedded. The youth reflected on their attitudes once more through survey, journaling and online discussion forum. The MIL experts’/practitioners’ component of the research used survey techniques to engage a sample of 502 experts/practitioners. They reflected on the levels and types of involvement in MIL; rated and ranked broad MIL competencies as well as related policy context factors based on their expert/personal perspectives, as well as their more experiential and ‘objective’ perspectives of the actualities of MIL implemented in the countries they work.
The findings indicate that the youths have genuine interest in social and democratic discourse issues and have acquired prior knowledge of MIL through either erstwhile studies or experience. They demonstrate diverse attitudes towards freedom of expression and freedom of information in various societal contexts and show some uncertainty about what are the best responses to these issues in some situations. The youths have a generally positive attitude to intercultural dialogue and interreligious dialogue and think that governments and the media can do more to promote peace by facilitating more open discourses on religious and intercultural tolerance. The youths surveyed reported varying degrees of change in their attitudes and actions concerning the social and democratic issues investigated. MIL experts/practitioners have
convergent views on MIL competencies but also with some divergence. Less divergence exists in their assessment of MIL policy context factors at country levels. Greater involvement of MIL experts/practitioners in community level activities and advocacy has the potential to improve a broader framework of MIL.
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Tambini, Barbara. "The power of language and the language of power in M. T. Anderson’s Feed and Gary Stheyngart’s Super Sad True Love Story. A comparative analysis." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/10800/.
Повний текст джерелаАнотація:
The aim of my dissertation is to analyze how selected elements of language are addressed in two contemporary dystopias, Feed by M. T. Anderson (2002) and Super Sad True Love Story by Gary Shteyngart (2010). I chose these two novels because language plays a key role in both of them: both are primarily focused on the pervasiveness of technology, and on how the use/abuse of technology affects language in all its forms. In particular, I examine four key aspects of language: books, literacy, diary writing, as well as oral language.
In order to analyze how the aforementioned elements of language are dealt with in Feed and Super Sad True Love Story, I consider how the same aspects of language are presented in a sample of classical dystopias selected as benchmarks: We by Yevgeny Zamyatin (1921), Brave New World by Aldous Huxley (1932), Animal Farm (1945) and Nineteen Eighty-Four (1949) by George Orwell, Fahrenheit 451 by Ray Bradbury (1952), and The Handmaid's Tale by Margaret Atwood (1986). In this way, I look at how language, books, literacy, and diaries are dealt with in Anderson’s Feed and in Shteyngart’s Super Sad True Love Story, both in comparison with the classical dystopias as well as with one another. This allows for an analysis of the similarities, as well as the differences, between the two novels.
The comparative analysis carried out also takes into account the fact that the two contemporary dystopias have different target audiences: one is for young adults (Feed), whereas the other is for adults (Super Sad True Love Story). Consequently, I also consider whether further differences related to target readers affect differences in how language is dealt with. Preliminary findings indicate that, despite their different target audiences, the linguistic elements considered are addressed in the two novels in similar ways.
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Paillard, Alain. "Les intrigants rapports entre deux lettres du Nouveau Testament : Jude et 2 Pierre." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAK001.
Повний текст джерелаАнотація:
Les parallélismes entre Jude et 2-Pierre esquissent une trame presque parfaite, en réponse au problème posé par ceux qui « renient le Maître ». Une étude synoptique systématique la met en évidence ; pour autant, chaque lettre possède sa propre architecture ; confronter ces deux démarches, moyennant une méthodologie spécifique, permet d’établir que 2-Pierre dépend de Jude. D’une lettre à l’autre, un autre problème s’est fait jour : quid de la (seconde) parousie de Christ ? « Pierre » opère un puissant travail de réécriture et, conjointement, élabore une théologie originale de l’inspiration. Si les deux textes ont choisi la forme épistolaire « catholique », et testamentaire pour 2-Pierre, Jude suit un modèle oraculaire, quand 2-Pierre adopte le genre « disputation speech ». La mise en intrigue des rapports entre les deux lettres permet d’esquisser des trajectoires théologiques. En réponse au second problème, 2-Pierre propose des principes herméneutiques originaux ; c’est sans doute un écrit à visée anti-millénariste, un témoin privilégié et un acteur important du processus de proto-canonisation en cours. Pour cela, il s’appuie sur une « christologie haute »Parallelisms between Jude and 2-Peter outline an almost perfect framework, to reply to the problem of those who “deny the Master”. A framework seen through a systematical synoptic study ; however, each epistle possesses its own architecture ; confronting these two steps allows to establish that 2-Peter depends on Jude. From one letter to the other, a second problem appears : what can be said of the (second) Parousia of Christ ? “Peter” demonstrates a great deal of rewriting, and, jointly, elaborates an original theology of inspiration. If the two texts chose the “catholic” epistolary form, and 2-Peter a testamentary one, Jude follows an oracular pattern, while 2-Peter assume the “disputation speech” genre. The plotting of the relation between the two letters alows us to sketch theological trajectories. In particular, in response to the second problem, 2-Peter puts forward original hermeneutical principles ; it is probably an anti-millenarist work, a privileged testimony and an important actor of the current proto-canonisation process. For that very reason, 2-Peter leans on a “high christology”
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Jané, Lligé Jordi. "La recepció de Heinrich Böll a Espanya." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7585.
Повний текст джерелаАнотація:
En la tesi doctoral "La recepció de Heinrich Böll a Espanya" s'analitza el procés de divulgació a Espanya de l'obra de l'escriptor alemany contemporani que s'hi ha reeditat més vegades, i se'n proposa una periodització. L'estudi se centra en dos àmbits: la recepció externa de Böll (editorials que se n'ocupen, reaccions de la crítica i el món acadèmic); i l'anàlisi textual d'una selecció de traduccions seves al català i al castellà. En el primer apartat es parteix d'un enfocament sociològic i es compara la recepció espanyola i catalana amb l'alemanya; en el segon es pren com a base el model de la lingüista Juliane House per a l'avaluació de traduccions (que parteix també de la comparació amb els originals), adaptant-lo a l'estudi de textos narratius de ficció. S'ha intentat relacionar aquests dos enfocaments d'anàlisi sempre que les metodologies aplicades ho han permès. El treball no parteix d'un ànim avaluatiu, sinó descriptiu.En la tesis doctoral "La recepción de Heinrich Böll en España" se analiza el proceso de divulgación de la obra del escritor alemán más veces reeditado en este país y se propone una periodización de ese proceso. El estudio se centra en dos ámbitos: la recepción externa de Böll (editoriales que se ocupan del autor, reacciones de la crítica y del mundo académico); y el análisis textual de una selección de traducciones de obras suyas al catalán y al castellano. En el primer apartado se parte de un enfoque sociológico y se compara la recepción española y la catalana con la alemana; en el segundo se toma como base el modelo de la lingüista Juliane House para la evaluación de traducciones (que parte también de la comparación con los originales), adaptándolo al estudio de textos narrativos de ficción. Se ha intentado relacionar ambos enfoques de análisis siempre que las metodologías aplicadas así lo han permitido. Este trabajo no parte de un ánimo evaluativo, sino descriptivo.
The doctoral thesis "The reception of Heinrich Böll in Spain" analyzes the spreading process of the work of the most published contemporary German writer in this country, and proposes a periodization for it. The work is based on two wide fields of study: on the one side the 'external reception' of the process (role of publishers and reactions of literary criticism, scholars and of the academic world) and on the other side the 'textual analysis' of some in Catalan and Spanish translated works of the author. For the first area a sociological perspective is adopted and the Spanish and Catalan processes are compared with the German one, for the second area the Juliane House model for translation quality assessment is used (which is also based on textual comparison) and adapted for the analysis of fictional narrative texts. I have attempted to relate the two perspectives of analysis as far as the methodological procedures have allowed it. My work does not pursue an evaluative aim, rather a descriptive one.
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Van, Staden Surette. "Reading between the lines : contributing factors that affect Grade 5 learner reading performance." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24944.
Повний текст джерелаАнотація:
This study aims to identify and explain relationships between some major factors associated with successful reading at Grade 5 level in South African primary schools. In South Africa, grave concerns with regards to low levels of student achievement pervade research initiatives and educational debates. Despite considerable investments in educational inputs (such as policy and resources) and processes (such as curriculum provision and teacher support), outcomes (such as student achievement) remain disappointingly low. The South African population is characterized by great diversity and variation. With 11 official languages, current educational policy in South Africa advocates an additive bilingualism model and students in Grade 1 to 3 are taught in their mother tongue. Thereafter, when these students progress to Grade 4, the language of learning and teaching changes to a second language, which in most cases is English. At this key developmental stage students are also expected to advance from learning to read to a stage where they can use reading in order to learn. With this complexity of issues in mind, Hierarchical Linear Modeling (HLM) was used to determine the effect of a number of explanatory variables at learner and school level on reading achievement as outcome variable, while controlling for language using the South African Progress in International Reading Literacy Study (PIRLS) 2006 data. As an international comparative evaluation of reading literacy involving more than 40 countries, PIRLS 2006 was the second, after PIRLS 2001, in a series of planned five-year cycles of assessment to measure trends in children’s reading literacy achievement, policy and practices related to literacy. Grade 5 learners in South African primary schools who participated in PIRLS 2006 were not able to achieve satisfactory levels of reading competence. The gravity of this finding is exacerbated by the fact that these learners were tested in the language in which they had been receiving instruction during the Foundation Phase of schooling. This study found most significant factors associated with reading literacy at learner-level, but this does not mean that the existence of teacher- and school-level factors is not of importance. While some explanatory factors at learner-level can more easily become the target of reading interventions, the higher level effect of the classroom and school are not diminished by this study. Creemers’ Comprehensive Model of Educational Effectiveness was utilized as theoretical point of departure. Creemers’ model was adapted for the purposes of this study to reflect a South African model of reading effectiveness in contrast with Creemers’ original use of it as a model of school effectiveness. Evidence was provided that the conceptual framework was inadequate in identifying factors affecting reading achievement for all South African language groupings. More specifically, the adapted South African reading effectiveness model was only appropriate in explaining reading achievement scores for the Afrikaans and English language groupings than for those from African language groupings.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Hagberg, Nelly. ""Det är demokratin som är gemensam" : En komparativ kvalitativ innehållsanalys av nationell biblioteksstrategi och nationell säkerhetsstrategi." Thesis, Uppsala universitet, Institutionen för ABM, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-415049.
Повний текст джерелаАнотація:
This thesis examines the correlation between the Swedish National Library Strategy and the Swedish National Security Strategy. These strategies originates from two different political fields that seemingly has nothing to do with each other. However, in the Swedish National Library Strategy, it states that public libraries in Sweden should be a part of the nation’s civil defense, and therefore be a part of Sweden’s total defense system. In the National Library Strategy, libraries are considered vital in order to sustain a strong democracy, this is described through the libraries focus on educating citizens in media and information literacy (MIL), as well as the librarians role as an independent and neutral information intermediary. Libraries would therefore enrich the civil defense through a crisis, or a wartime situation. However, in the National Security Strategy the vital role of public libraries within the defense system is not being discussed. The statement from the National Library Strategy has been met with a lot of questions and dispute. The reactions of the statement is in fact the premise of this thesis. The subsequent ignorance of the statement requires further knowledge, which this thesis establish. A comparative qualitative content analysis is applied to find similarities and differences between the two political fields, in order to understand the statement made in the Swedish National Library Strategy. The source material of this thesis consists of these two strategies, as well as further selected reports and research papers that is linked to the two strategies. The results of this thesis show that there is a communal discussion about threat scenarios, and that there are a mutual goal of a strong upheld democracy in both of the policies. However, the results show that there are differences in how to encounter and overcome the threats. This is a two years master’s thesis in Library and Information Science.
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Horvath, Rajmund. "Poetic experience: Generative criticism as a new aspect of literary analysis." 1997. https://scholarworks.umass.edu/dissertations/AAI9721460.
Повний текст джерелаАнотація:
In this dissertation I have made an attempt to follow up on Peter Baker's idea of Generative Criticism. Generative Criticism, as Baker proposes in Modern Poetic Practice (1986), aims at a deeper understanding of poetry by incorporating the poet's point of view in literary analysis. I have chosen Janos Pilinszky's work for my investigations into the issue. Pilinszky is one of the most distinguished Hungarian poets of the twentieth century, and certainly one of the most original ones even worldwide. He seemed an ideal subject for my study, because he builds a poetic world out of the lowest number of elements possible, while maintaining an atmospheric presence that poets using a lot more tools have not achieved. Studying such limited material one can reach consistency, accuracy, and access the whole of his poetry more easily than by trying to make sense of more complex texts. At first, I had to clarify my point of view, which I did by introducing a heuristic environment with an appropriate hermeneutics and epistemology. I coordinated my initial tenets in relation to contemporary phenomenology (Husserl), dialectics (Hegel, Aristotle), semiotics (Kristeva), and Rhetorical Criticism (Baker) in Chapter One and Sections 1-3 and in Chapter Two. I probed the workings of the system set up by applying it deductively to the poet's creative act as well as to the resulting poems. I used inductive argument when trying to coordinate the poet's point of view from material written on, or by the poet himself. Ideally, the resulting conclusions materialized as the synthesis of the combination of induction and deduction (Sections 3-7 of Chapter Two, the whole Chapter Three, and Sections 1-4 of Chapter Four). The synthesis I made by proving that imitation of the poet is possible by employing the modules of his experience and his poetry (Section 5 and 6 in Chapter Five). Finally, after placing Generative Criticism, as I understand it, in the context of rhetoric (Aristotle, Lanham), former attempts (Baker), and as a possible part of eclectic approaches (Rosenthal), I endeavored to identify some modern poetic tools from a Generative point of view (Chapter Six). In conclusion I found that the analysis of my limited material may have led to the formulation of rules and categories that can apply to modern poets at a much larger scale.
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Lanzi, Elisabet Adriana. "The afterlife of "Little Women" as a feminist text." Master's thesis, 2020. http://hdl.handle.net/11086/19932.
Повний текст джерелаАнотація:
Maestría en Inglés con orientación en Literatura angloamericanaThis thesis closely examines the classic novel Little Women (1868) by Louisa May Alcott and three contemporary reworkings: Hasta siempre, Mujercitas (2004) by Marcela Serrano, The Little Women Letters (2012) by Gabrielle Donnelly and the manhwa Dear my girls (2005 to 2012) by Kim Hee-Eun. In relation to Little Women’s hypertexts: pastiche, sequel and adaptation, respectively, part of the analysis contemplates to what extent the texts both pay homage to their nineteenth-century predecessor and refurbish it for a more contemporary perspective from a postfeminist stance. Despite the fact that these texts were created in different settings and times, they reveal how the patriarchal authority prevailing in the past persists in this century. The main characters in each of them are strong and resilient women trying to survive in a hostile world. These stories come together as a political appeal for recognition to women who must be acknowledged and empowered.
Fil: Lanzi, Elisabet Adriana. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina.
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"The core and periphery of lexical bundles in modern English dialogues: a comparative study of English varieties." 2013. http://library.cuhk.edu.hk/record=b5884330.
Повний текст джерелаАнотація:
Huang, Zeping.Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 195-211).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts also in Chinese.
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"The discourse of translation in culture contact: "The Story of Suhuy Teodora", an analysis of European literary borrowings in the Books of Chilam Balam." Tulane University, 2004.
Знайти повний текст джерелаАнотація:
The Books of Chilam Balam are a series of manuscripts produced in Yucatecan Maya in the seventeenth to nineteenth centuries that previously were believed to record information on the precolonial Maya belief system. However, much of the information contained therein stems from European sources. The Book of Chilam Balam of Kaua (2002), in particular, contains many European borrowings, including a translation of 'The Story of the Maiden Teodora,' a Spanish version of a chapter of One Thousand and One Arabian Nights . This story has a long history of translation, from Arabic into various European languages and, ultimately, from Spanish into Maya. In the Books of Chilam Balam, this tale serves a didactic purpose, informing its Maya readers of various cultural traditions in the European world. Of particular interest are the sections dealing with astrological prognostication and presenting a series of riddles, which represent intellectual traditions present in precolonial Maya and medieval European societies Analysis of the translation of Spanish-language texts into Amerindian languages can shed light on the cultural interactions that took place between Hispanic and indigenous civilizations within New Spain. The borrowed passages in the Kaua reveal the nature of the discourse that took place between the two cultures via an analysis of Maya translation techniques. They show how the Maya perceived European texts, how much European ideology had been synthesized into the colonial Maya worldview, and, based upon which sources were not borrowed, which Maya concepts were indelible. In the process of translation, the authors decided which pieces of the original text required additional commentary or could be translated directly, as well as which texts merited inclusion but could be maintained in their original language. Amerindian literature need not deal strictly with native topics to represent an authentic literary movement; instead, these European sources were used to augment, not replace, the Maya literary tradition. Taken as a whole, the Kaua is representative of the wide range of European literature adapted into colonial Maya, and 'The Story of the Maiden Teodora' can be viewed as a microcosm of this process of literary adaptation and translationacase@tulane.edu
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Ferreira-Meyers, Karen Aline Francoise. "Comparative analysis of autofictional features in the works of Amelie Nothomb, Calixthe Beyala and Nina Bouraoui." Thesis, 2011. http://hdl.handle.net/10413/9837.
Повний текст джерелаАнотація:
30 years after the coining of autofiction (Doubrovsky, 1977), there is still no general consensus about its exact meaning. This research set out to discover autofiction, whether there is a need for this term, why the public has taken such an interest in autofiction. Research questions were divided into two major categories:
1. What is autofiction? What is its origin? How has it evolved? Which differences are there, if any, between autobiography and autofiction? Is there a need for the separate genre of autofiction? Why/why not? What are its general characteristics?
2. Do the three analysed women authors – Nothomb, Beyala and Bouraoui – incorporate these elements in their writing? If so, how and why? Is autofictional writing a stage/posture in the personal writing development of an author? Is there any link between the writing of the own persona and the obsession with the public persona?
Concentrating on terminological and theoretical issues, extensive literature review was done in the first part of the research. Starting from main literary criticism regarding fiction and autobiography/autofiction, the theoretical side of my research dealt with narrative identity and the true/false dichotomy of fact/fiction. Together with qualitative research about intertextuality as applied by autofictional writers (difference plagiarism and intertextual borrowing) led to a functional definition of autofiction, the basis for the comparative study of the three authors. For the research into their public persona, extensive internet research and analysis of newspaper articles were undertaken to show:
1. how the authors portray themselves;
2. how they are perceived by the media;
3. how this possibly influences their writing style.
Autofiction requires analysis of: 1. why authors write 2. about what they write 3. how they incorporate the Self and the world in their writing. Bouraoui compares writing to an almost sexual act of love, the most intimate possible. Writing was the only way she could deal with childhood memories and repressed homosexuality. Beyala writes to communicate with others, while Nothomb considers writing as a means to live more intensely, after anorexia. The specificities and distinctive characteristics of the texts and authors were discovered through narrative analysis (factual research into the authors’ public persona + textual analysis of literary oeuvres). In Chapter 3 (Calixthe Beyala), feminine literary criticism as well as postcolonial theories guided my reading. Chapter 4 (Nina Bouraoui) allowed reflexion on the links between memory, identity, truth and autofictional writing. All chapters included research on Doubrovsky’s link between psychoanalysis and autofiction.
In conclusion, there is a strong indication that one should speak of autofictions in the plural. This research explains some of the differences between autobiography and autofiction while underlining the importance of the existence of this new, separate sub-genre. The researcher had an opportunity to reflect on human memory and re-interpretation of facts. Where does the dividing line between truth and falsehood fall when the author puts the reader deliberately on a false track by introducing his/her work as « a novel »? Recent, post-modern writing has deliberately transgressed the fine dividing line between fact/fiction. The present research corroborates this view.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.
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Melo, Rita Sousa Janeiro. "Leituras cruzadas: uma abordagem didática no 12.º ano de escolaridade." Master's thesis, 2021. http://hdl.handle.net/10316/96553.
Повний текст джерелаАнотація:
Relatório de Estágio do Mestrado em Ensino de Português no 3º ciclo do Ensino Básico e no Ensino Secundário apresentado à Faculdade de LetrasThis report reflects the work accomplished throughout the supervised teaching practice in the aim of the Master in Ensino de Português no 3.º ciclo do Ensino Básico e no Ensino Secundário. The teaching practice was accomplished in the subject of Portuguese, with a 12th grade class. This work is organized in two sections. The first section presents the characterization of the socio-educational context in which the teaching practice took place, as well as a description and a critical reflection of the work developed during the school year. The second section presents the theoretical framework of the research subject and the case study carried out in the school context. Based on the research theme "Cross readings: a comparative analysis of texts", we sought to understand how the analysis of thematic and aesthetic intertextual links deepened the students' interpretative competence of literary texts. The didactic sequences were focused on the Literary Education content according to the official curriculum. On the one hand, the analysis was applied to the study of Cesário Verde's and Alberto Caeiro's poetry, and, on the other hand, to the textual understanding of the two ‘autos de fé’ present in José Saramago's novel, Memorial do Convento. The results reveal that the interpretative process of the literary texts benefits from the intertextual approach. Whenever possible, its didactic application should be applied throughout secondary education in a structured and systematic way. Both the pre-service teacher training and the research project emphasised that reflective teachers have a fundamental role in reading and writing proficiency, but, above all, in the learning of ethical and aesthetic values, presented in literary texts, and its linguistic-discursive potentialities.
O presente Relatório de Estágio reflete o trabalho realizado ao longo da prática pedagógica supervisionada nas disciplinas de Português, com uma turma de 12.º ano, e está organizado em duas partes. Na primeira parte tem lugar a caracterização do contexto socioeducativo em que decorreu o estágio pedagógico ao longo do ano letivo 2020/2021, seguindo-se a apresentação e reflexão crítica sobre a prática letiva supervisionada. A segunda parte, por sua vez, apresenta o enquadramento teórico do tema de investigação e descreve-se o estudo de caso aplicado em contexto escolar. A partir do tema de investigação “Leituras cruzadas: análise comparativa de textos”, procurou-se compreender de que modo a análise de nexos intertextuais temáticos e estéticos aprofundavam a competência interpretativa dos textos literários da parte dos alunos.As sequências didáticas centraram-se no domínio da Educação Literária previsto nos documentos oficiais de orientação curricular, pelo que a análise de nexos intertextuais temáticos foi aplicada, por um lado, no estudo da poesia de Cesário Verde e de Alberto Caeiro, e, por outro, na compreensão textual dos dois autos de fé presentes na obra de José Saramago, Memorial do Convento. Os resultados revelam que o processo interpretativo dos textos literários beneficia da abordagem intertextual, devendo, sempre que possível, optar-se pela sua didatização, aplicada de forma estruturada e sistemática ao longo do ensino secundário. Quer a prática pedagógica supervisionada quer a componente monográfica desenvolvidas ao longo do ano letivo acentuaram a consciência der que os professores reflexivos têm um papel fundamental na formação de cidadãos proficientes na leitura e na escrita, mas, sobretudo, na aprendizagem de valores éticos e estéticos, representados nos textos literários, e das potencialidades linguístico-discursivas dos usos diferenciados da língua materna.
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Reed, Sarah Margaret Anne. "The perils of translation: the representation of Australian cultural identity in the French translations of crime fiction novels by Richard Flanagan and Philip McLaren." Thesis, 2015. http://hdl.handle.net/2440/97447.
Повний текст джерелаАнотація:
The recognition by translation theorists that literary translation has the ability to perform a culture for a target readership has led to intense debate surrounding the difficulties posed by the translation of cultural specificity. This is now referred to as “the cultural turn in Translation Studies”. Theorists supporting a “foreignisation” strategy in translation argue that this facilitates understanding of the source culture by highlighting cultural difference. The staging of difference thus paradoxically serves to draw cultures closer together. Theorists supporting a “domestication” strategy, however, suggest that the goal should be to create equivalence – adapting the source text to provide understanding for the target culture by neutralising, naturalising or even eliminating cultural difference. In order to explore the ramifications of the strategies adopted by translators, this project will undertake a comparative textual analysis of four crime fiction novels by two Australian authors, Richard Flanagan and Philip McLaren, in which both authors have consciously set out to construct a distinctive sense of Australian cultural identity. The micro-textual analysis of the original texts and their translations aims to identify the ways in which peculiarly Australian features of these novels are conveyed to the French target readership. This will allow conclusions to be drawn on the influence that translation practices can have on the intercultural transcreation that takes place in the transportation of texts between cultures. The emergence of two other phenomena during the same period as the “cultural turn” in Translation Studies provides further scaffolding for this case study. First, there has been a renewed focus in the last thirty years or so on representations of Australian identity in the nation’s cultural productions and this has increased the visibility of that identity on the world stage. Secondly, there has been a growing acceptance by scholars that crime fiction narratives serve as a vehicle for authors to portray a sense of “self-identification”, while also offering a means for informing readers from other cultures about a particular cultural identity in a specific place and at a specific time. The longstanding respect that has been given to the genre of crime fiction by French readers and the notable increase in the production of this genre in Australia in the last thirty years have led to large numbers of “home-grown” narratives being selected for translation and publication in France. If reading crime fiction texts can become a way of viewing representations of Australian cultural identity, then the substantial case study proposed here will highlight the potential perils inherent in the process of “translating” that identity into the realms of the Francophone world.Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2015
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Baloyi, Mafemani Joseph. "A comparative analysis of stylistic devices in Shakespeare’s plays, Julius Caesar and Macbeth and." Thesis, 2015. http://hdl.handle.net/10500/20036.
Повний текст джерелаАнотація:
The study adopts a theory of Descriptive Translation Studies to undertake a comparative analysis of stylistic devices in Shakespeare’s two plays, Julius Caesar and Macbeth and their Xitsonga translations. It contextualises its research aim and objectives after outlining a sequential account of theory development in the discipline of translation; and arrives at the desired and suitable tools for data collection and analysis.Through textual observation and notes of reading, the current study argues that researchers and scholars in the discipline converge when it comes to a dire need for translation strategies, but diverge in their classification and particular application for convenience in translating and translation. This study maintains that the translation strategies should be grouped into explicitation, normalisation and simplification, where each is assigned specific translation procedures. The study demonstrates that explicitation and normalisation translation strategies are best suited in dealing with translation constraints at a microtextual level.
The sampled excerpts from both plays were examined on the preference for the analytical framework based on subjective sameness within a Skopos theory. The current study acknowledges that there is no single way of translating a play from one culture to the other. It also acknowledges that there appears to be no way the translator can refrain from the influence of the source text, as an inherent cultural feature that makes it unique. With no sure way of managing stylistic devices as translation constraints, translation as a problem-solving process requires creativity, a demonstration of mastery of language and style of the author of the source text, as well as a power drive characterised by the aspects of interlingual psychological balance of power and knowledge power. These aspects will help the translator to manage whatever translation brief(s) better, and arrive at a product that is accessible, accurate and acceptable to the target readership. They will also ensure that the translator maintains a balance between the two languages in contact, in order to guard against domination of one language over the other.
The current study concludes that the Skopos theory has a larger influence in dealing with anticipating the context of the target readership as a factor that can introduce high risk when assessing the communicability conditions for the translated message. Contrariwise, when dealing with stylistic devices and employ literal translation as a translation procedure to simplification, the translator only aims at simplifying the language and making it accessible for the sake of ‘accessibility’ as it remains a product with communicative inadequacies. The study also concludes by maintaining that translation is not only transcoding, but the activity that calls for the translator’s creativity in order to identify and analyse the constraints encountered and decide on the corresponding translation strategies.African Languages
D. Litt. et Phil. (African Languages)
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Vranckx, Peter. "The ethics of semantic shifts in literary translation : a comparative analysis case study of Beauchemin's Le matou and its English and Spanish versions, The alley cat and Gatuperios." Thesis, 2003. http://spectrum.library.concordia.ca/2161/1/MQ83845.pdf.
Повний текст джерелаАнотація:
Examining the relevant socio-politico-economic background and using as a framework Susem-Sarajeva's multiple-unit comparative analysis model and incorporating Leuven-Zwart's translation-shift terminology, this case study seeks to demonstrate how the English rendering of Yves Beauchemin's Le Matou exhibits significant oppositional shifts. These shifts see the target text neutralizing potentially offensive source-text elements (with respect to Jewish characters) and transforming narrational neutrality into subjectively coloured renderings (with regard to French Canadians and indépendantistes ). Such shifts, which I view as manifestations of "sanitization" and "reverse xenophobia", respectively, are important to study because they result in a wholly different presentation of two related key elements in the source text. These elements are mistrust--manifested in anti-Semitism--of non-fellow francophone Quebecers seen as helping to thwart the majority's collective aspirations, and a people's will to be autonomous politically and economically. Such textual changes raise serious questions about central translation issues of equivalence, the translator's duty to convey the essence of the author's message to the receiving-culture readership, and the ethics of semantic shifts in a literary translation. I argue that The Alley Cat , compared with Gatuperios, the Spanish translation, cannot be considered--in its entirety--an authentic representation of the original and therefore should be viewed as an adapted version of the source text and labeled accordingly.
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Kinbar, Carl Allen. "The authorities of the sages : how the Mishnah and Tosefta differ." Thesis, 2011. http://hdl.handle.net/10500/8152.
Повний текст джерелаАнотація:
The Mishnah and Tosefta are two related works of legal discourse produced by Jewish sages in Late Roman Palestine. In these works, sages also appear as primary shapers of Jewish law. They are portrayed not only as individuals but also as “the SAGES,” a literary construct that is fleshed out in the context of numerous face-to-face legal disputes with individual sages. Although the historical accuracy of this portrait cannot be verified, it reveals the perceptions or wishes of the Mishnah’s and Tosefta’s redactors about the functioning of authority in the circles.
An initial analysis of fourteen parallel Mishnah/Tosefta passages reveals that the authority of the Mishnah’s SAGES is unquestioned while the Tosefta’s SAGES are willing at times to engage in rational argumentation. In one passage, the Tosefta’s SAGES are shown to have ruled hastily and incorrectly on certain legal issues. A broader survey reveals that the Mishnah also contains a modest number of disputes in which the apparently sui generis authority of the SAGES is compromised by their participation in rational argumentation or by literary devices that reveal an occasional weakness of judgment. Since the SAGES are occasionally in error, they are not portrayed in entirely ideal terms.
The Tosefta’s literary construct of the SAGES differs in one important respect from the Mishnah’s. In twenty-one passages, the Tosefta describes a later sage reviewing early disputes. Ten of these reviews involve the SAGES. In each of these, the later sage subjects the dispute to further analysis that accords the SAGES’ opinion no more a priori weight than the opinion of individual sages. They result in a narrowing of the scope of the SAGES’ opinion and a broadening of the scope of an individual sage’s opinion. By applying rational criteria, these reviews have the effect of undermining the SAGES authority. However, the full body of twenty-one Toseftan reviews is apparently motivated by an increased emphasis on rational analysis rather than an agenda to undermine that authority. This approach prefigures the later, more comprehensive use of rational analysis to evaluate the whole of tradition that is found in the Babylonian Talmud.Old Testament & Ancient Near Eastern Studies
D. Litt. et Phil. (Judaica)
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Hušek, Jan. "K problematice překladu povídky Groza Vladimira Nabokova." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-344503.
Повний текст джерелаАнотація:
The diploma thesis offers an analysis of a unique set of texts. The analysis explores the language devices used in the composition of the texts. The set of texts includes a short story Groza by Vladimir Nabokov and its translations. The short story was originally written in Russian, and then translated by the author into English. There exist two Czech translations, one from Russian, one from English. The thesis presents a theoretical framework for the analysis. It is composed of two parts. The first one summarizes the most frequent translation related changes in meaning. The second one compares Nabokov's theory and practice of translation. The theoretical framework is applied to the comparison of the target-language texts with the source-language texts, as well as to the comparison of the two translations from different source-language texts. Comparison of the results of the analysis with the hypotheses stated in the Introduction affirms the movement of the meaning towards stylistic neutrality and shows the influence of the source-language upon the target-language. On the other hand it rejects the statement that Nabokov as a self-translator wanted to preserve the literary qualities of the text, being ready to sacrifice its language qualities. Keywords: comparative analysis, language devices,...
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Заїка, В. С. "Критичний аналіз лінгво-стилістичних особливостей перекладу в діахронії (на матеріалі перекладів "Троє в човні (якщо не рахувати собаки)")". Master's thesis, 2020. https://essuir.sumdu.edu.ua/handle/123456789/81167.
Повний текст джерелаАнотація:
полный текстКваліфікаційна робота присвячена порівняльному критичному аналізу лінгво-стилістичних засобів роману «Троє в човні (якщо не рахувати собаки)» на матеріалі перекладів Р. Доценко та Н. Філімонової. Актуальність обраної теми дослідження зумовлена постійними змінами в сучасних тенденціях перекладу, модернізаційними підходами до імплементації порівняльного аналізу в навчанні, а також тим, що критичний лінгво-стилістичний аналіз розвиває не тільки академічні знання, а й сприяє розвитку міжкультурної фахової компетенції перекладачів. Мета дипломної роботи полягає у проведенні критичного та порівняльного аналізу перекладів художнього твору, ідентифікації перекладацьких технік, використаних для відтворення гумору та лінгво-стилістичних засобів оригіналу, визначенні переваг та недоліків обох варіантів перекладу, а також розгляді колаборативних методів роботи в рамках навчання іноземної мови.
Квалификационная работа посвящена сравнительному критическому анализу лингво-стилистических средств романа «Трое в лодке (если не считать собаки)» на материале переводов Р. Доценко и Н. Филимоновой. Актуальность темы исследования обусловлена постоянными изменениями в современных тенденциях перевода, модернизационными подходами к имплементации сравнительного анализа в обучении, а также тем, что критический лингво-стилистический анализ развивает не только академические знания, но и способствует развитию межкультурной профессиональной компетенции переводчиков. Цель дипломной работы заключается в проведении критического и сравнительного анализа переводов художественного произведения, идентификации переводческих техник, использованных для воспроизведения юмора и лингво-стилистических средств оригинала, определении преимуществ и недостатков обоих вариантов перевода, а также рассмотрении коллаборативних методов работы в рамках обучения иностранному языку.
The graduation thesis is devoted to a comparative critical analysis of the linguistic and stylistic means of the novel “Three Men in a Boat (To Say Nothing of the Dog)” based on translations by R. Dotsenko and N. Filimonova. The relevance of the research topic is due to constant changes in modern trends of translation, modernization approaches to the implementation of comparative analysis in teaching, as well as the fact that critical linguistic and stylistic analysis develops not only academic knowledge, but also contributes to the development of intercultural professional competence of translators. The goal of this work is to perform a critical and comparative analysis of translations of a novel, identify translation techniques used to reproduce humor and linguistic and stylistic means of the source text, name the advantages and disadvantages of both translations, and consider collaborative methods of work in teaching a foreign language.
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Katalin, Bordasne Tako Tasno. "Teaching information literacy skills. A comparative analysis : Teachers’ understanding of information literacy in Norway and Hungary." Thesis, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-12893.
Повний текст джерелаАнотація:
The aim of this Master’s thesis is to examine how teachers of primary school students view the concept of information literacy and their classroom practices related to this subject. In addition, the study was designed to compare teachers’ understanding of information literacy in two European countries, Norway and Hungary. In spite of the fact that both countries are European developed countries with a similar culture and educational purposes, the economic difference can affect their possibilities to profit from the rapidly developing internet and information technologies. This study investigates the assumption that the differences between teachers’ answers in the two countries will be more and more significant on each further step of Van Dijk’s model of access: motivational, material, skills, and usage access. The study has a socio-economic perspective and the empirical data was collected through quantitative web-based questionnaire. The findings indicate that most of the teachers have a good understanding of the concept of information literacy and they are aware of the importance of information literacy skills to some level. Exploring the teachers’ classroom practices, I found that they do teach information literacy skills, and they do have classroom practices which can facilitate the improvement of information literacy skills, but there is a difference between the Norwegian and Hungarian teachers’ practices. The findings of the study confirm my initial assumption and are consistent with the pattern that I would expect to find according to the Van Dijk’s model, and thus, with the influence of the socio-economic features on teachers’ view on information literacy and their classroom practices related to teaching information literacy skills.
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Logie, Christopher. "The literacy of tracking : a comparative analysis of tracking within two Bushman post-hunter communities." Thesis, 2010. http://hdl.handle.net/10413/5058.
Повний текст джерелаАнотація:
Vast advances in technology have presented a platform for mediated forms to reach places where it was never before thought possible. Once remote communities can now be more easily accessed and in turn have easier access to modern ways of life. In light of this, Bushmen communities have been forced, due to a number of factors, to transform or adapt many their everyday cultural practices - one of which is tracking. Two Bushman post-hunter communities, the ≠Khomani from Witdraai in the Northern Cape of South Africa and the !Xoo who reside in Ngwatle in Southern Botswana, are the focus of a comparative analysis which assesses how the two communities use tracking, how they represent tracking and how they construct their identity through these representations. Louis Liebenberg’s extensive literature on the subject of tracking compounded with his groundbreaking research on CyberTracking provides an invaluable resource. It offers a contrasting scientific vantage point in comparison to J. Edward Chamberlin’s (2004) holistic anthropological approach to
aboriginal cultures. Work central to demystifying the data includes debates within globalisation theory (Anthony Giddens 1990; David Held and Anthony McGrew 2000; Terhi
Rantanen 2005), the homogenisation and heterogenisation of culture and Stuart Hall’s theory of essentialist and non-essentialist identity (1996). The data was obtained through research field trips to the areas in 2005 and 2007 respectively, and informs part of a larger project,
Rethinking Indigeneity, headed by Professor Keyan G. Tomaselli. The subject communities contrast one another not only in how they represent themselves, but also how and why they practice tracking. The !Xoo, in comparison to the ≠Khomani, are less exposed to global media and as a result are considerably less aware of expectations attached to their ethnicity. This correlation provides an interesting link between cultural practices, remote communities and global media infiltration. It becomes apparent that culture is in a constant state of flux which is further emphasised through idiosyncratic cultural practices; in this case tracking.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2010.
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Botha, Maria. "A comparative analysis of the financial literacy of final year diploma students in different fields of study at the University of Johannesburg." Thesis, 2014. http://hdl.handle.net/10210/8856.
Повний текст джерелаАнотація:
M.Com. (Financial Management)Economically active individuals are frequently faced with the responsibility of making financial decisions which may dramatically impact their financial wellbeing. In today’s world of complex financial products and individuals increasingly being responsible for their own financial wellbeing, higher levels of financial literacy are of the utmost importance. The main aim of this study will be to determine whether students who study towards a diploma in a finance-related field have higher financial literacy levels than those studying towards a diploma in field of study that is not finance-related. A quantitative research methodology will be employed to the study in the form of a survey. The population includes all the diplomas presented on the University of Johannesburg (UJ), Bunting Road campus, and the sample consists of one finance-related diploma and two non-finance-related diplomas. Although the results of the study, in line with previous research, indicated that the finance group performed better than the non-finance group, the margin was smaller than expected and the average financial literacy score of both groups was low. Students performed the worst in the savings and borrowings and the best in the basic concepts content area. Many of the demographic and background characteristics identified by previous research to influence financial literacy could not be analysed as there was not enough variation or adequate representation within the total sample. In contrast to previous research many of the remaining demographic and background characteristics that could be analysed did not influence financial literacy. Only language (Sotho) and funding (NSFAS and my parents and/or family paid) were found to influence financial literacy levels. As this study indicates that the financial literacy levels of final year diploma students in South Africa are low, higher education might have to consider introducing a financial curriculum to increase financial literacy.
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Chou, Han-Chiang, and 周漢強. "Ocean Literacy and Ocean Education Comparative Studies: An Analysis on the Present Marine Education Curriculum Guideline in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4n2qqv.
Повний текст джерелаАнотація:
碩士國立臺灣師範大學
環境教育研究所
103
Although Taiwan is an island, owing to the mindset of continental land-based immigrants, the citizens and education systems have ignored ocean for long time and lack of relevant knowledge and visions. Until 2006, the first Ocean Policy White Paper was published by government; then the Ministry of Education announced the Ocean Education Policy White Paper in 2007, the following curriculum guideline for Marine Education in primary and secondary school was set in 2008 and carried out in 2011. However, does the curriculum guideline consist of comprehensive ocean literacy for future citizens? This paper presents a comparison study of visions and goals among the international ocean education development based on the relevant documents from UNESCO, USA NOAA’s Ocean Literacy, etc., and the present curriculum guidelines of Taiwan’s marine education. In order to further understand the issues and practices on the current curriculum guidelines, in-depth interviews on school teachers and experts are also applied. The results indicate that the emphasis of present curriculum guidelines seem more emphasize the culture and the use of marine resources, than a comprehensive understanding of ocean as a holistic dynamic system; the guideline has not yet covered a full spectrum of ocean literacy based on science and sustainability. The recommendations on an amended guideline from this study was provided aiming to connect better for people and ocean, and to prepare future citizens with a better understanding, mindful and adaptive capacities toward ocean and global changes.
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Tsao, Ching-Jan, and 曹景然. "A Comparative Analysis of Taiwan\'s Curriculum Standards and Textbooks Based on the Seven Principles of Ocean Literacy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/79unry.
Повний текст джерелаАнотація:
碩士國立臺灣海洋大學
教育研究所
107
The research purpose was to analyze the 2008-year curriculum and the Nani edition of textbooks, especially the science and social aspects in elementary to high school, as well as quantitatively analyzing the contents in four major aspects of marine education in the Grade 1-9 Curriculum Guidelines and the 12-year Basic Education Curricula. Hereafter referred to as Taiwan’s New/Old Marine Education Curriculum Guideline. The study adopted the content analysis method and used the seven Ocean Literacy Essential Principles as an important analytical index from the National Marine Educators Association (NMEA) in the United States, with scorer reliability of 0.94. The US Ocean Literacy Principles draws the scope and the order of K-12 courses, which corresponds to our curricular outline and textbooks, as the contents are in line with these seven principles in number and distribution of the concepts, to understand the direction of development in marine education in Taiwan. Through its curriculum and textbooks, to examine if there are any missing parts. The results were as follows: A.The Grade 1-9 Curriculum Guidelines, the Nani edition of textbooks and Taiwan’s New/Old Marine Education Curriculum Guideline analyzed with the US Ocean Literacy Essential Principles. There are a total of 82 sub-items in the seven Ocean Literacy Essential Principles and high-to-low corresponding order, the Grade 1-9 Curriculum Guidelines consisted of 69.51% (social science 30.49% and science 67.07%), the Nani edition textbooks had 63.41% (social science 31.71% and science 59.76%), the Grade 1-9 Curriculum Guideline on Marine Education included 28.05% and the 12-year Basic Education Curricula for Marine Education comprised of 24.40%, in their contents. B.In correspondence with the “most” content to the seven Ocean Literacy Essential Principles, the 2008-year curriculum primarily had 91.67% on the topic of “The ocean is largely unexplored.” As for the Nani edition textbooks, they focused 84.62% on the fifth principle of “The ocean supports a great diversity of life and ecosystems.” Taiwan’s New/Old Marine Education Curriculum Guidelines covered the sixth principle of “The ocean and humans are inextricably interconnected” by 60% and 53.33%, respectively. C.When the seven Ocean Literacy Essential Principles applied in elementary, middle, and high schools, they mostly covered in high schools. 90% high schools following the 2008-year curriculum would cover the seven principles. 73.3% high schools included via the Nani edition textbooks. As for the Grades 1-9 Curriculum Guideline on Marine Education, 36.67% of high schools adopted it. 30% of high schools followed the 12-year Basic Education Curricula on the seven principles. Among them, the 2008-year curriculum and the Nani edition textbooks, the ratios of coverage in elementary and middle schools did not vary much, at 51.93%±2.72% and 63.46%±2.72%, respectively. In terms of Taiwan’s New/Old Marine Education Curriculum, the ratios of coverage in both the elementary and middle schools were relatively similar, at 23.08%±0% and 21.16%±2.72%, respectively. Finally, based on the research results, specific recommendations were suggested to textbook editors, educational administration, teachers, and future researchers, as references.
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Hirenkumar, Thakkar Chandni, and 陶娟娟. "A Study of Comparative Ocean Literacy Coverage Analysis of the Educational Standards of India and the USA, and Indian Textbooks." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/cfyzb7.
Повний текст джерелаАнотація:
碩士國立臺灣海洋大學
教育研究所
107
The ocean literacy (OL) is one of the most pivotal and emerging topics. Many scientists and educators across the globe are collaborating on various aspects to bring the OL into the classroom for cultivating ocean literate citizens. In recent years, the health status of several Indian water bodies is observed deteriorating. The pollution of water bodies is reached to alarming level and considering its serious consequences, we are motivated to trace the presence of ocean literacy concepts in Indian education followed by comparative analysis with the learning materials of the United States of America (USA), a leading country in ocean education. In this study, educational standards of India referred to as Indian National Standards (INSs), and of the educational standards of the USA referred to as Next Generation Science Standards (NGSS) were analyzed individually and later compared on the different parameter with respect to coverage of fundamental OL concepts from grade I-XII. The study has adopted the qualitative approach and followed content analysis approach. It was observed that on an average OL concepts covered in the educational standards of the USA (NGSS) are higher than that of India (INSs). The study revealed that the out of the seven essential principles, principle no. 6 is highly accentuated in the educational standards of both the countries. Besides, results indicated that there is variation in proportion of OL alignment across grade bands in the educational standards of India and the USA. In addition to comparative analysis, the detail analysis of Indian central government textbooks (ICGTs) was also undertaken following a similar approach with minor variation. The results indicated that the OL concepts are underrepresented in the ICGTs and there is lack of a uniform pattern in OL alignment across grades (I-XII). Further, similarities and differences were traced in the Indian educational standards (INSs) and textbooks (ICGTs) and it was discovered that there is a noticeable mismatch in the alignment at Middle and High school level in the national educational standards and textbooks of India. Moreover, it was found that geography discipline of Social studies exhibited a majority of OL concepts alignment in the national educational standards and textbooks of India. Based on the aforementioned results, the proposed study intends to provide references to marine education researchers, curriculum developers, and educational policymakers in India to suitably adjust the OL coverage concepts in school instruction for cultivating OL literate citizens. The study yields the comparative framework between the educational standards of the USA (NGSS) and India (INSs), and Indian educational standards (INSs) and textbooks (ICGTs). NCERT (National Council of Education Research and Training), an in charge authority to draft curriculum and textbooks in India may incorporate few or all suggestions from the comparative analysis output and accordingly plan to incorporate sufficient OL concepts.
45
SU, TE-CHANG, and 蘇德昌. "A Comparative Analysis of Environmental Literacy of River Patrol Players and Non- River Patrol Players (Community Volunteers) in Changhua County." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ez3729.
Повний текст джерелаАнотація:
碩士大葉大學
環境工程學系研究所
107
ABSTRACT In studying the River Patrols in Changhua County, we decided to take a look into the differences between the environmental capacities of the full-time or vocational community members and those of the volunteer members. To this end, we adopted a questionaire survey method. We formally distributed questionaires, reclaimed 200 copies, and obtained 187 effective ones after screening. Thus, the effective questionaire retrieval rate in this case was 93.5%. Statistical techniques were then employed to analyze the questionaires. The study revealed two interesting results. Firstly, for the two kinds of patrol members, there were no significant differences with respect to the demographic statistical variables such as sex, age, education, and occupation. Secondly, however, to some varying degrees, there were significant differences in their environmental capacities such as environmental cognition, environmental attitude, and environmental behavior. Keywords: community, river patrols, environmental cognition, environmental attitude, environmental behavior
46
Lattimore, Sarah. "A comparative analysis of indigenous bilingual education policy and practice in Australia and Peru." Thesis, 2017. http://hdl.handle.net/1885/143270.
Повний текст джерелаАнотація:
Australia and Peru are both signatories of the United
Nations Declaration on the Rights of Indigenous Peoples, which
asserts that indigenous peoples have a right to an education in
their own languages, and that States have an obligation to ensure
this is possible. Nevertheless, despite similarities in the
early histories of indigenous education and the emergence of
bilingual programs in the 1970s, the current language policy
situations differ greatly between the two countries. This thesis
seeks to explain the different outcomes of bilingual education
policies using the framework of language policy developed by
Spolsky, which conceptualises language policy as a
three-component system that operates within multiple domains and
functions in an ecological relationship with an array of
linguistic and non-linguistic factors. As such, it will examine
several areas of language management, ideology, and practices, as
well as the ecological context and the domains in which these
components of language policy take place. In doing so, the
thesis identifies areas in which the Australian policy situation
must change if it is to support bilingual education for
indigenous students in the future.
47
Schenk, Martina [Verfasser]. "Information and computer literacy : a comparative analysis on educational level in the United States of America and Germany / vorgelegt von Martina Schenk." 2008. http://d-nb.info/993463193/34.
Повний текст джерела
48
LIN, YA-CHING, and 林雅卿. "A Comparative Analysis on the Marine Activity Participation and Marine Environmental Literacy of Junior High School Students in the Coastal and Landlocked District of Changhua County." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6r4s57.
Повний текст джерелаАнотація:
碩士大葉大學
環境工程學系碩士在職專班
106
In the past decades, Taiwan has begun promoting marine education in response to the international ocean trends. In 2011, marine education was officially incorporated into the scope of the national education system. Therefore, this study compare the coastal and landlocked district junior high school students in Changhua County as a case to understand the relationship and the difference of the students’ background, marine environmental knowledge literacy, the attitudes and behaviors after receiving 6 years fundamental conception of marine education in school curriculum guideline. In this study adopts the questionnaire survey procedure and select coastal district Hsien Hsi junior high school which is also the Changhua Marine Education Resource Center (CMERC) in Changhua County and select landlocked district Puyan junior high to conducts the research. After the questionnaires are collected, then evaluate the valid questionnaires and then analyzed by statistically. The survey results show that students in coastal district had higher marine venue visit experience, beach-cleaning experience, and ocean visit frequency compared to the students from the landlocked district. However, both showed similarity in terms of ocean visits or engagement in marine activities, mostly sea watch, sand piling, and playing with water. In addition, results also show that students in the coastal district had significantly different levels of knowledge and behavior in the marine environment than students in the landlocked areas, but there is no significant difference in the attitude of the marine environment. The results in this study show that students in coastal district of Changhua County had a higher degree of participation in marine activities and marine environmental literacy compared to students in landlocked district Therefore, it is recommended that landlocked district school to align those school with marine characteristics to learn their advantages as a reference for the development of related courses and activities, and finally to improve the marine environmental literacy of students in Changhua County. KeyWords:Coastal, Landlocked, Marine Activities, marine environmental Literacy, Changhua County
49
McCreath, Agneta Antonia. "Regeneration-Dostoyevskij's ideology, with a glance at Gide's paradoxical "adaptation"." Thesis, 1995. http://hdl.handle.net/10500/18189.
Повний текст джерелаАнотація:
St. John 12:24, used by Dostoyevskij as an epigraph to his last and highly
acclaimed novel BpaTbJI KapaMa30BbI (The Brothers Karamazov), served as an
inspiration for Andre Gide. The title of the latter's contentious
autobiography Si le grain ne meurt (If it die ... ), is part of the same biblical verse.
The significance of Dostoyevskij's epigraph and Gide's title are critically
examined with regard to ideologies expressed in their literary works.
Analogies and contrasts are scrutinised: considerable similarities but more
discrepancies are discerned. Intense crises in Dostoyevskij's life led to an
upward movement, reflected in his oeuvre, reaching out toward Christ's
message as revealed by St. John 12:24. On the other hand, Gide started his
career imbued with the above message, but gradually he deviated from it and
died an atheist. His fascination with Dostoyevskij prompted him to write a
profound biography on the great Russian, containing a perceptive article on
The Brothers Karamazov when this novel was still practically unknown in the
West. Dostoyevskij's pre-eminence as ideological author, psychologist,
philosopher and artist is highlighted while Gide is disclosed as the moralistic
immoralist of his time.
The thesis suggested here is that Dostoyevskij's ideology of self-abnegation in
order to be regenerated into eternal life challenged Gide to reject this concept. Therein lies his paradoxical "adaptation".
The purpose is to uncover the religious perceptions in Dostoyevskij's four
major novels, to establish that his fictional characters, though never used as mouthpieces for the author, represent his universal philosophy and transmit
the author's quest for truth to the reader, and finally to examine Gide's
reaction to Dostoyevskij's influenceClassics & Modern European Languages
D. Litt. et Phil. (Russian)
50
Bačkorová, Tereza. "Přístupy k veřejnému zdraví ve vybraných zemích a jejich srovnání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388121.
Повний текст джерелаАнотація:
This thesis investigates approaches to public health in the Czech Republic and compares them to approaches in Norway. The theoretical part outlines key concepts in the field of health, public health, health policy and prevention and explores their diverse interpretation on the level of professional discourse. The empirical part provides a comparative analysis of the development and current state of health systems in both countries, health status of their populations, a general comparison of the approaches to prevention and health policy, as well as an analysis of a concrete example - fight against smoking as a major health risk factor. The aim of the thesis is not only to compare approaches to public health in both countries, but also to understand the complex relationships between the compared cases and the context. Based on this analysis, examples of good practice are identified, and recommendations are formulated which could stimulate further research or serve as a basis for the development of new health policies, prevention programs and campaigns. key words: health, public health, prevention, health policy, health system, health literacy, comparative analysis